Factors affecting development

In Child an Adolescent Development

1. FACTORS AFFECTING DEVELOPMENT

2. EARLY STIMULATION – the result of exposing babies and toddlers to any activity that contributes to boosting development. SENSORY STIMULATION – the impact of the environment has on our mind and bodies as we receive information through our five senses. EARLY SENSORY STIMULATION – infants, babies and toddlers actually learn through senses. It is in fact, the way they learn. Without being able to take in, interpret and use this sensory information effectively, proper learning will not occur, and milestones will be delayed.

3. b. GENETIC & Biological factors GENETICS – A branch of science that deals with the heredity and variation of organisms. Genetics is particularly relevant in the development of infants with developmental disabilities and health problems. Genetics health problems may limit a child’s access to stimulating environments, delaying her intellectual development.

4. B. BIOLOGICAL Sense Organs Sense organs are important because they receive stimuli from the environment. Their proper development helps in receiving correct stimuli and the correct concepts are formed. Defectives sense organs collect and as result wrong concepts can be formed and the cognitive development will not be perfect. Intelligence It has been seen that cognitive development of intelligence children is better. Children with low Intelligence Quotient are not able to receive stimuli from the environment properly, thus their cognitive development lags behind. Intelligence affects all mental capacities.

5. HEREDITY Cognitive development is also influenced by the hereditary traits; one gets from his parents. Their development is similar to their parents development. MATURATION As the child gets matured he gets more interactive with his environment. For a good cognitive development interaction with environment is very necessary which the child does with help of his mental and motor maturation. They help directly in the development of cognition.

6. c. Instruction A statements that describe how to do something; an order or command Instruction and the Zone of Proximal Development ( Vygotsky ) – ZPD is the difference between what a learner can do without help and what he or she can do with help and what he or she can do with help. Well- designed instruction should be aimed slightly ahead of what a child knows and can do.

7. D. Social interaction ADULT-CHILD According to Vygotsky (1978), much important learning by the child occurs through social interaction with skill full tutor. The tutor, may model behaviours and/or provide verbal interactions for the child. Vygotsky refers to this as cooperative or collaborative dialogue. The child seeks to understand the actions or instructions provided by the tutor ( often the parent or teacher ) then internalizes the information, using it to guide or regulate their own performance.

8. CHILD-CHILD When playing with others, children learn appropriate social behaviours, such as sharing, cooperating, and respecting the property of others. In addition, while interacting with their peers, young children learn communication, cognitive, and motor skills.