The Nature and Nurture of Child Development

1999 ◽  
Vol 20 (1) ◽  
pp. 7-22 ◽  
Author(s):  
Theodore D. Wachs
Keyword(s):  
Child Development ◽  
Nature And Nurture

The Upbringing of Man

2020 ◽  
pp. 41-77
Author(s):  
Andy Byford
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Social Reproduction ◽  
Scientific Study ◽  
Early Child Development ◽  
Culturally Specific ◽  
Early Child ◽  
The Core ◽  
Nature And Nurture ◽  
Specific Concept

The chapter begins by discussing the culturally specific concept of vospitanie (‘upbringing’), which is placed in the context of the dialectics of ‘nature’ and ‘nurture’ and related to problems of social reproduction confronting the Russian educated strata in conditions of the empire’s modernization following the 1860s’ Great Reforms of Alexander II. In particular, the chapter examines the turning of vospitanie into a domain of knowledge, looking at the various constructions of a ‘science of upbringing’ (nauka o vospitanii). The latter was expected to be rooted in physiology and psychology, but in practice took on a number of different forms in the period between the 1860s and the 1900s. The core of this chapter focuses on the mobilization of parents from Russia’s educated classes into the scientific study of early child development. The chapter discusses: the construction of the figure of a pseudo-professional ‘mother-educator’ (mat′-vospitatel′nitsa) as a target of expert discourse; the rise of parents’ circles as frameworks for constituting new forms of expertise in child development that targeted the educated classes; the fostering in Russia of parent diaries as a method and genre for studying the earliest stages of child development; and finally, the attempt by the neuropsychiatrist Vladimir Bekhterev in the 1900s–1910s to transpose the study of early childhood from the unreliable hands of ‘subjective’ parents to the ‘objective’ setting of a lab-nursery at his Pedology Institute.

Benefits of a Low-Stakes Write-to-Learn Assignment on Exam Performance

2019 ◽  
Vol 47 (1) ◽  
pp. 45-49
Author(s):  
Colleen M. Stevenson
Keyword(s):  
Child Development ◽  
Exam Performance ◽  
Course Content ◽  
Key Concepts ◽  
Write To Learn ◽  
Nature And Nurture ◽  
Performance Results ◽  
Development Course

This study examined whether a low-stakes write-to-learn (WTL) assignment improved exam performance. Students in one section of a child development course completed five assignments during a semester, whereby they identified 15 key concepts and related them to six themes (e.g., nature and nurture). Students in another section did not. Students who completed the WTL assignments performed significantly better in Exams 2 and 3 than students in the control condition. Within-group analyses indicated that only the students in the WTL condition improved exam performance and maintained that higher level of performance. Results suggest that WTL assignments that require students to review and apply course content produce modest benefits to learning and retention without unduly taxing instructors’ time.

scholarly journals Epigenetic Advances in Behavioral and Brain Sciences Have Relevance for Public Policy

2017 ◽  
Vol 4 (2) ◽  
pp. 202-209
Author(s):  
Tania L. Roth
Keyword(s):  
Public Policy ◽  
Child Development ◽  
Chemical Compounds ◽  
Early Years ◽  
Policy Implications ◽  
Brain Sciences ◽  
Health And Disease ◽  
Nature And Nurture ◽  
Underlying Mechanisms

Nature and nurture work together to drive development, behavior, and health. Behavioral epigenetics research has uncovered underlying mechanisms for how this happens. Children’s early years in development may offer the greatest opportunity for environmental and experiential factors to influence the epigenome (chemical compounds telling our genes what to do), but evidence suggests it is never too late. The policy implications of this research are vast, including relevance for child development, health, and disease intervention and prevention.

The Concurrent Validity of the Minnesota Child Development Inventory as a Measure of Young Children's Language Development

1989 ◽  
Vol 54 (1) ◽  
pp. 101-105 ◽  
Author(s):  
J. Bruce Tomblin ◽  
Cynthia M. Shonrock ◽  
James C. Hardy
Keyword(s):  
Child Development ◽  
Language Development ◽  
Expressive Language ◽  
Strong Predictor ◽  
Receptive Language ◽  
Strongly Correlated ◽  
Language Measure ◽  
The Mean ◽  
Child Development Inventory ◽  
Mean Length Of Utterance

The extent to which the Minnesota Child Development Inventory (MCDI), could be used to estimate levels of language development in 2-year-old children was examined. Fifty-seven children between 23 and 28 months were given the Sequenced Inventory of Communication Development (SICD), and at the same time a parent completed the MCDI. In addition the mean length of utterance (MLU) was obtained for each child from a spontaneous speech sample. The MCDI Expressive Language scale was found to be a strong predictor of both the SICD Expressive scale and MLU. The MCDI Comprehension-Conceptual scale, presumably a receptive language measure, was moderately correlated with the SICD Receptive scale; however, it was also strongly correlated with the expressive measures. These results demonstrated that the Expressive Language scale of the MCDI was a valid predictor of expressive language for 2-year-old children. The MCDI Comprehension-Conceptual scale appeared to assess both receptive and expressive language, thus complicating its interpretation.

Complex Trauma and Prenatal Alcohol Exposure: Clinical Implications

2012 ◽  
Vol 13 (2) ◽  
pp. 32-42 ◽  
Author(s):  
Yvette D. Hyter
Keyword(s):  
Central Nervous System ◽  
Nervous System ◽  
Child Development ◽  
Academic Outcomes ◽  
Complex Trauma ◽  
Prenatal Alcohol Exposure ◽  
Alcohol Exposure ◽  
Clinical Implications ◽  
Prenatal Alcohol ◽  
The Brain

Abstract Complex trauma resulting from chronic maltreatment and prenatal alcohol exposure can significantly affect child development and academic outcomes. Children with histories of maltreatment and those with prenatal alcohol exposure exhibit remarkably similar central nervous system impairments. In this article, I will review the effects of each on the brain and discuss clinical implications for these populations of children.

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