Social, Emotional and Moral Development in Children

As children grow from infancy to adulthood, they are affected by the environment around them as well as the genetics they are born with. As they grow older the change and develop in many ways. Children go through many stages pf social and moral development from the time of early childhood through adolescence, and they also face many social and emotional developments.

Infancy is the time period of a child's life that starts at birth and goes through the age of 2 years old; during infancy children develop socially and morally. From birth babies begin to realize that humans are not inanimate objects. Infants realize that "unlike objects, people are active, expressive, and responsive"; they also realize that "people have an "inner life" that objects do not" (McDevitt & Ormrod, 2004, p. 415). At this early age a child begins to realize how to behave in order to accomplish a goal. An infant will reach for and point at an object that it wants. In the second year of infancy children "become increasingly cognizant of other people's mental states", and "they clearly have some awareness of other people's attentional focus and emotions" (McDevitt & Ormrod, 2004, p. 415). By the age of 18 months children become extremely aware of how their actions influence the people around them. At this point in time children become knowledgeable of what behaviors cause certain emotions from the people around them, and they act accordingly. Infancy is the beginning of childhood, and it is the beginning of emotional, social, and moral development for children.

Early childhood ranges from the age of two years old to six years old. During this time period children develop a lot, and they become increasingly aware of the mind frame of the people around them. As early as two years old, children " spontaneously use words that refer to people's desires and emotions (e.g., want, feel sad), and by age 21â"2 or 3, words such as think and know appear in their speech", and "by the time children are 3, they realize that the mind is distinct from the physical world-that thoughts, memories, and dreams are not physical entities" (McDevitt & Ormrod, 2004, p. 415). Although children at this age are aware of a lot they do not always understand their own ability of thought. Sometimes children assume that "what they know is what other people know as well", and "Not may be unintentional. Early childhood is an important age of development. until age 4 or 5 do children appreciate a false belief: They realize that circumstances may reasonably lead people to believe something different from what they themselves know to be true" (McDevitt & Ormrod, 2004, p. 416). At the end of early childhood it is easier for a child to understand intentions, and what

Middle childhood is the age group that encompasses children of the ages six through ten. During this age group children become much more aware of a persons mental state. Children of this age "are more tuned in to the subtle nuances of other people's behavior, and they realize that people's actions do not always reflect their thoughts and feelings-for instance, that people who appear happy may actually feel sad" (McDevitt & Ormrod, 2004, p. 417). During this time children are also beginning to realize that thinking is a constant thing. Children of the middle childhood age group are beginning to realize that "people interpret what they see and hear, rather than just "recording" it verbatim, and so children realize that people may occasionally misconstrue an event they have witnessed" (McDevitt & Ormrod, 2004, p. 417). At this age children are becoming extremely more aware of how complex the mind and emotions are.

Early adolescence is an age group that covers children of the ages 10 years old to 14 years old. "As children move into early adolescence, they begin to appreciate that people can have ambivalent feelings about events and other individuals" (McDevitt & Ormrod, 2004, p. 417). At this age children also become aware that they may have many conflicting emotions and thoughts at the same time. This age group is so significant because it is the time when children "become increasingly thoughtful about such matters, and their ability to recognize the complexity of thoughts and emotions in themselves is correlated with their ability to recognize them in others", and "courtesy of their expanding cognitive abilities, memory capacity, and social awareness, young adolescents increasingly engage in recursive thinking" (McDevitt & Ormrod, 2004, p. 418). Recursive thinking is when a child can think about and reflect on the thoughts of others and how they affect themselves in many different ways. This age group is a time when other people's perspectives can be taken into consideration.

Late adolescence is the time period that encompasses children of the age of 14 through 18, and it is the time where children are learning to become adults. Children of this age group "may increasingly conceptualize knowledge as an integrated body of ideas (rather than a collection of discrete facts) that continues to evolve over time, and they may begin to discover that how people think about information affects their ability to learn it" (McDevitt & Ormrod, 2004, p. 418). During this time children have a large knowledge base to refer to in order to think and feel. They have had many life experiences that affect their emotions and thoughts. At this age children also "realize that other people are not always aware of why they act as they do" (McDevitt & Ormrod, 2004, p. 418). At this point the thought, social, and moral processes of a child are extremely complex.

The social and emotional development of middle childhood children and infants are similar but extremely different as well. Infants are directly responsive to the emotions of others, and "by 3 months, infants imitate the happy, sad, and angry faces their mothers make" " (McDevitt & Ormrod, 2004, p. 376). Infants are increasingly aware of emotions and how they cause reactions from the people around them as well. During middle childhood children are capable of seeing themselves in more complicated terms. Children of the middle childhood age range "develop a generally positive-or negative-sense of their worth as human beings: They believe either that they are good, capable individuals or that they are somehow inept and unworthy" (McDevitt & Ormrod, 2004, p. 396). While infants are aware of their emotions and how they affect their situations; middle childhood children are concerned with how other's points of view affect their own self esteem. Both of these age groups are important, and should be taken into consideration when teaching children.

It is amazing how a child grows and develops. From as early as infancy children are aware of the world around them; they are aware of emotion and intentions. As children get older their thoughts and emotions become more complex, and they are able to understand and analyze the emotions of others as well. It is important as a teacher to be aware of all of these developments in order to fully understand and reach the students.

Healthy Life Choices for Children

Children of the age group 2- 6 years old are categorized as the early childhood developmental age group. "Physical movement is a hallmark of early childhood, and dramatic changes occur in both gross motor skills and fine motor skills" (McDevitt & Ormrod, 2004, p. 109). Gross motor skills such as running, climbing, throwing, and jumping are developed during the early childhood developmental age group; these skills help a child to move around his or her environment easily (McDevitt & Ormrod, 2004).

Fine motor skills are also developed at this time, and these skills enable a child to use his or her hands more skillfully. Children of this age group are more capable of drawing and cutting (McDevitt & Ormrod, 2004). Fantasy is also an integral part of this age group and children will pretend that they are "superheroes and villains, cowboys and cowgirls, astronauts and aliens" (McDevitt & Ormrod, 2004).

The middle childhood developmental age group includes children of the ages 6 - 10 years old, and during this period of time children will refine their motor skills, learn social lessons, and become more aware of their physical appearance. Gross motor skills will be refined and they will become more systematic.

Children will hone their athletic skills as they "intensify their speed and coordination in running, kicking, catching, and dribbling" (McDevitt & Ormrod, 2004, p.110). Fine motor skills will also increase as children of this age group create drawings that are more "detailed and complex" due to "physiological maturation and cognitive advances" (McDevitt & Ormrod, 2004, p. 110).

Children of this age will start learning valuable social lessons such as how to "negotiate over rules" and figure out "whose turn" it is . (McDevitt & Ormrod, 2004, p. 110).
This is also a period of time when children will become more aware of and concerned with their physical appearance, and they can be critical of themselves and sensitive (McDevitt & Ormrod, 2004, p. 110).

There are many factors that influence the physical well being of a child, but the three main factors are eating habits, sleep and rest, and physical activity (McDevitt & Ormrod, 2004, p. 116). A child's eating habits "influences their energy level, ability to concentrate, and capacity for performing physical and mental tasks"; it also "affects their physical growth, brain development, and sexual maturation" (McDevitt & Ormrod, 2004, p. 116).

"A common feature of physical activity in early and middle childhood is rough-and tumble play, or good-natured "fighting" (McDevitt & Ormrod, 2004, p. 116). During early childhood children participate a lot in physical activity, but in middle childhood there is a decrease in physical activity. Sleep and rest play an important role in the physical well being of children, and "nightmares are common between the age of 3 and 6" (McDevitt & Ormrod, 2004, p. 116). Lack of sleep can result in irritability and hard transitions.

There are some simple decisions than can be made by children of the early and middle childhood age group in order to benefit their physical well being. A well balanced diet of nutrition is a healthy lifestyle choice that can be made. "Unfortunately, practitioners often encounter children who are poorly fed, perhaps because their parents have few financial resources, are homeless, are physically or mentally ill, or simply do not have access to appropriate nutrition", and this is a sad state of affairs (McDevitt & Ormrod, 2004, p. 116). good nutrition is extremely important for all people, especially growing children.

An active lifestyle is important because it teaches children many life lessons, and it keeps them in good physical shape. Organized sports are a good way for middle childhood developmental age groups to stay active, and early childhood developmental age groups become increasingly active because they derive so much pleasure of physical activity (McDevitt & Ormrod, 2004). Efficient sleep and rest is another healthy life choice that children can make. "Sleeping and resting are essential to growth and health.

Sleep actually helps young people to grow, because growth hormones are released at higher rates as children snooze. In addition to promoting growth, sleep may help the brain to maintain normal functioning and promote its development" (McDevitt & Ormrod, 2004, p. 122). Healthy life choices are important for children of all ages, and adult. Healthy life choices not only promote physical health and growth, but these choices help support a healthy mental state.

"The prevalence of childhood obesity has increased over the last few decades, as has the number of children who are extremely overweight", and "childhood obesity is a concern because it may lead to serious health risks, especially in adulthood" (McDevitt & Ormrod, 2004, p.117). Children who do not have a well balanced diet are in danger of making poor health choices that will have a serious impact on their lives. "Becoming excessively involved in sports and exercise can present medical problems for children" (McDevitt & Ormrod, 2004, p.117).

Children are still growing and physical activity is good for them, but too much can strain and wear on their bodies can be harmful. Insufficient sleep and rest directly affects children. Sleep is essential to early and middle childhood because children produce more hormones that help them grow when they are sleeping. Sleep also increases the body and mind's ability to focus and react (McDevitt & Ormrod, 2004).

A child's development may be altered by inherited or environmental factors. "All children get sick now and then, but some have ongoing, long-term illnesses as a result of genetic legacies" (McDevitt & Ormrod, 2004, p.133). These illnesses are not the child's fault, and the child may be sensitive to these differences. Obesity seems to have some genetic basis, but environmental factors, such as family eating patterns, also play a role (McDevitt & Ormrod, 2004, p.118). Many children are in environments where their eating habits are not regulated, and they are not taught healthy eating patterns. The environment a child grows up in and the genetics a child is born with directly affects a child's growth.

Reference:

McDevitt, T., & Ormrod, J. (2004). Child Development: Educating and Working with Children and Adolescents (2nd ed.). : Prentice Hall

Is Agricultural Soil Erosion Really a Cause of Global Warming?

Al Gore made a documentary about global warming, and cows are even playing a part in global warming. There are many studies and debates currently about what is causing global warming and what is affecting it the most. There are also many ideas of how to decrease the emissions into the atmosphere by means of prevention and production.

Recently, there has been some debate about the effect agricultural soil erosion is having on global warming. It was originally believed that carbon emissions caused by soil erosion were a contributing factor to the problem of global warming. This idea was challenged with controversy by those who believed that agricultural soil erosion may be helping to remove carbon emissions from the atmosphere thus helping slow down the process of global warming.

Global warming is an extreme change in climate that is caused by the emission of carbon and other greenhouse gases. The gases emitted cause heat from the sun to be trapped inside the Earth's atmosphere. This is causing a drastic change of climate to occur; serious environmental changes are occurring quicker than formerly believed, and this is causing the polar ice caps to melt and water levels to rise.

Global warming may be a serious threat, and measures to decrease the rate in which greenhouse gases are being released into the air are being taken, and methods of removing emissions from the atmosphere are being taken as well. A recent study has shown evidence that might determine that agricultural soil erosion is not really releasing as much carbon as previously anticipated.

Tests have shown that carbon might actually be re-emitted into the soil by means of erosion, and the carbon from plant matter decomposing in the soil (Daily Science, 2007). The study measured the net amounts of carbon emitted into the atmosphere and the net amount of carbon being deposit into the soil.

The study indicates that the amounts of carbon being released into the atmosphere due to soil erosion are not as extreme as believed, but the amounts of carbon being deposited into the soil was not that extreme either. Soil erosion is not one of the biggest threats in the conflict of global warming, and the amount of carbons being taken out of the atmosphere and mixed into the soil was dramatically less beneficial than previously thought.

Global warming is an effect of increased greenhouse gases. What is truly causing it is still under much discussion, but I am curious to see what will come of these extreme environmental changes.

Reference:
Daily Science. (2007). Agricultural Soil Erosion Not Contributing to Global Warming. Retrieved October 26, 2007, from http://www.sciencedaily.com/releases/2007/10/071025143317.htm

Four Standards for Teaching Art to Elementary Students in New York

I am going to be an art teacher in the state New York. New York state standards for elementary art classes are very interesting. There are four basic standards; these standards are based on creating art, knowing and using art materials, responding to and analyzing art work and understanding the cultural influence of art (NYSED, 1996).

As an elementary art teacher the first standard required is to teach students how to create their own art by "exploring different kinds of subject matter, topics, themes, and metaphors" (NYSED, 1996, p.9). This will be an excellent standard to implement into the classroom, and it can be easily implemented. In order to determine different themes, topics, and ideas for the classes artwork the teacher can have all of the students write down something they would like to create, and then a new student can pick one of the topics out of a hat each day, and the next day's assignment can be based on that topic.

The second standard of art in New York State is understanding the materials, techniques, processes involved in creating art; it is also a standard to inform the students of the community's art involvement and the vocational options available to them (NYSED, 1996). This can be a fun experience for the entire class because in order to make students aware of the many different techniques and styles of art, trips to art museums can be arranged.

In New York State the third art standard refers to analyzing and interpreting works of art. "Students will reflect on, interpret, and evaluate works of art, using the language of art criticism, and students will "describe their responses to the works and the reasons for those responses" (NYSED, 1996, p.25). Interpreting and analyzing art is very important in an artists career, and it is beneficial to be able to discuss and critique your own and others art work. This can be implemented easily by having students critique each other's work. It is also good to learn the language of art because then students will have a common vocabulary in which to communicate ideas to each other.

The final standard of art learning is the understanding of cultural influence on art, and the history of art (NYSED, 1996). This can be implemented in a classroom very easily and enjoyably by studying different art from different time periods and reflecting projects on different art forms from history. This will also give the students a better understanding of artistic techniques, culture, and how they influence each other.

Reference:
NYSED. (1996). Learning standards for the arts. Retrieved October 26, 2007, from http://www.emsc.nysed.gov/ciai/arts/pub/artlearn.pdf

Gardner's Theory of Intelligences Can Benefit the Classroom

There are many theories on the way children learn, and they can all be helpful when trying to become an effective teacher. One well-known theory on education is Gardner's theory on intelligences. Gardner's theory classifies the way students learn into 8 different categories. These theories can amplify how your students learn and how much you reach your students.

I am planning on becoming an art teacher, and I think it is possible to assess knowledge on the topic of art using many of Gardner's intelligences. Gardner theorized that there were eight forms of intelligences, and they are linguistic intelligence, logical mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence. Linguistic intelligence pertains to words, logical intelligence pertains to numbers and reasoning, spatial intelligence relates to pictures and visual stimulation, bodily-kinesthetic intelligence relates to bodily movements, musical intelligence pertains to music and patterns, interpersonal intelligence relates to understanding people, intrapersonal development relates to understand ones self, and naturalist intellegience relates to nature.

Naturalist intelligence can help asses the qualities of nature in relation to art, and it can help determine natural ways of creating art. Musical intelligences can see the patterns of art and help incorporate music into an art lesson. Music can also be compared to art to establish the mood and emotion behind a piece. Intrapersonal and interpersonal intelligence is useful well learning art because it can help a student and the class figure out what is behind a piece of art. These intelligences are also useful when critiquing ones own art and the art work of others. Logical-mathematical intelligences are useful in assessing knowledge in relation to art because these intelligences are familiar with formulas and equations which can be helpful in art forms that need proportion and measurements. Linguistic intelligences are also helpful when teaching art because they can help find descriptive words that can help with art lessons as well as creating inspiration and ideas for art work. Slogans and titles can also be easier for linguistic intelligences, and the entire class can benefit from that.

It is important as a teacher to understand the different ways in which students learn. In order to truly reach the students and nurture their natural abilities these intelligences must be maximized. Some may argue that these intelligences are just the subjects student excel in, and these intelligences are natural for students, but they should still be used to increase the potential of the student's learning.

What is the Element Ruthenium?

I was looking at the periodic table of elements today, and I was astounded by the names of some of the elements. I was also shocked that I have never heard of some of them, except in brief passing in school. I decided to find out a little bit more about these mystery elements, and I started with Ruthenium. Ruthenium sounds funny at first, but it is used in many things around the world.

Ruthenium is a white metal that is hard and polyvalent. Ruthenium is part of the platinum family. This metal has four crystal modifications, and at normal temperatures it will not tarnish. Although Ruthenium does not tarnish it does oxidize. Ruthenium will melt if put into fused alkalis, and Ruthenium is not affected by acids but is strongly affected by high temperature halogens.

Some jewelers and metal workers use ruthenium to increase the hardness of platinum, and it also has a hardening affect when added to palladium. Titanium can also be mixed with a tiny amount of ruthenium to prevent corrosion and tarnish. Sometimes ruthenium is even mixed with gold to increase its wear resistance.

Karl Klaus, the Russian scientist, isolated and discover ruthenium in 1844. This element derived its name from Ruthenia which is a Latin word for Rus' which was an area of land that is now made up of parts of Russia, the Ukraine, and Belarus. Karl Klaus chose this name because it referred to where he was born.

Ruthenium is used for many things. Ruthenium is mixed to create super alloys used for the blades of jet engines. Ruthenium can also be used as a catalyst in order to split hydrogen sulfide; this can be useful in order to remove the hydrogen sulfide from oil refineries. Ruthenium also has renewable energy implications because it absorbs light; there is research currently establishing if Ruthenium can be used to catch solar energy. The smallest amounts of this element are also being used by IBM to increase disk drive sizes. Ruthenium is being used in things as large as jet engines and as small as fountain pens.

Ruthenium can be found in mines in both South and North America. This element is usually found in ore that also containes other members of the platinum family. Ruthenium can also be found in the Urul Mountains in Russia, and it is also known to be found in smaller extractable contents in Canada and South Africa.

Ruthenium is a very important mineral that may be an important tool in helping the environment and the world.

Theoretical Perspectives of Child Development

There are many factors that affect a child's development, and there are many theories that attempt to explain different developments in the life of a child. The following is a list of theoretical perspectives of child development. While no one theory is completely correct, all of these theories have valuable information that should be gleaned from them.

Maturational perspectives ascertain that the level of neurological development and the genetically directed increase of physiological developments directly affects the development of physical abilities. This is reflected when a child's writing ability increases throughout years of schooling because of the neurological growth that occurs (McDevitt & Ormrod, 2004, p. 22). It is also obvious as a child hits puberty, and the child's body starts to physically mature.

Psychodynamic perspectives theorize that when children and young adults face social decisions they are directed by the impulses presented by sexuality and aggression, but they are also led by a need for social contribution and acceptance (McDevitt & Ormrod, 2004, p. 22). Through many different stages children learn to use their impulses in a way that is constructive to society (McDevitt & Ormrod, 2004, p. 22). This concept is exemplified when a student hits another student, or lashes out at teachers or parents. As a child develops and receives feedback on his reactions the child will learn to deal with these impulses in a better way such as playing an instrument or planting a garden.

Cognitive developmental perspectives suggest that children add to their own development intellectually. As children face conflicts they rearrange their perspectives and develop new methods of dealing with challenges and viewing the world. A good example of this is when a child has a problem learning arithmetic, and the child develops a system of remembering and figuring out the problem.

Behavioral learning perspectives suggest that children will actively work in order to gain recognition and the things they enjoy (McDevitt & Ormrod, 2004, p. 22). Children will learn from observation what behavior is rewarded and use these ideas to gain their own rewards. This is reflected when a student tries to improve his grades in order to receive recognition of the teacher.

Evolutionary perspectives theorize that a child's behavior and personality may be reflected by the basic will to survive and be reproductive. This theory suggests that behavior is reflected by the genetic inclination to survive.

Information processing perspectives ascertain that the way a child remembers and processes information changes over time, and as a child becomes older the child can better choose what information is retained(McDevitt & Ormrod, 2004, p. 22). This is noticeable as children are young, and are confused easily by instructions.

Socio-cultural perspectives suggest that the cultures that a child is brought up in has a direct impact on how and what a child learns(McDevitt & Ormrod, 2004, p. 22). This is obvious when children are actively involved in habits that are valued at home or in the community; an example of this is a child who reads many books because his parents read on their own time.

Developmental system perspectives theorize that many factors within and outside of the child affect the child's development. Many different paths may be taken to achieve one same goal, and many children may take the same path to achieve very different results.

Life span perspectives are very interesting theories because they ascertain that a child's development may be influenced by life changing events (McDevitt & Ormrod, 2004, p. 22). These events may happen globally, locally, and on a personal level. Some of these events occur through age and are natural. This is exemplified when a child is affected by the divorce of a parent.

All of these theories hold very valid ideas, and they should be taken into consideration when dealing with children and studying the development of children.

References:

McDevitt, T., & Ormrod, J. (2004). Child Development: Educating and Working with Children and Adolescents (2nd ed.). : Prentice Hall

The 5 Periods of Child Development

Child development is characterisized by five different development periods. All of these periods are unique and important factors in the growth of a child. Here is a brief outline and explanation of each developmental period in a child's life.

The first period of development starts at infancy; this includes birth up until two years old. This period is a time when children develop " basic human traits-emotional bonds to other human beings, nonverbal communication and language expression, motor exploration of the physical environment, and systematic approaches to learning about people, places, and things" (McDevitt & Ormrod, 2004, p. 18). As an infant, children are extremely dependant on the caregiver, but they are equipped with certain abilities that they know will achieve a response. Children are able to cry in order to receive attention; and through positive responses from the caregiver infants develop a need to learn. Infants learn through the concrete things in their surroundings such as the toys they play with and the noise the telephone makes. As infants grow they develop a sense of confidence as they also develop a desire to learn and explore. Infants develop so much at this young age that they are hard to keep up with.

Early childhood is the next level of a child's development; this area includes children from two to six years of age."Early childhood is a period of incredible creativity, fantasy, wonder, and play"(McDevitt & Ormrod, 2004, p. 19). Communication and language skills increase drastically during this period of time. Grammer and vocabulary usage develops out of life experience at this time. Physical changes also occur during this period; children become more agile and playful, and they exude higher levels of energy. During the early childhood period of development children are very "endearing, trusting, and affectionate", and they are more prone to "self-centered impulses" (McDevitt & Ormrod, 2004, p. 19). Early childhood is a developmental period that is filled with energy and learning.

Middle childhood is the period of time when a child is six to ten years old. This is a time where children focus less on fantsy and more on real world issues. Strong social bonds between peers occur, and friendships are a main part of learning. "Children also begin to compare their performance to that of others" at this period of development (McDevitt & Ormrod, 2004, p. 19). Athletic skills increase and children become aware of what is expected of them at this age. Middle childhood development is the beginning of a child's perception of adulthood.

Early adolescence is the developmental period of time when a child is ten to fourteen years old. This is a period of many physical changes because puberty is occurring during this time. During this time adolescents are very focused on what their peers think of them. Many cognitive increases occur during this time including "expansion in abilities to think logically, abstractly,and exhaustively" (McDevitt & Ormrod, 2004, p. 21). Early adolocense is a time where children will take into further consideration the world around them and develop a better sense of self-power.

The last phase of development for children covers the ages of fourteen to eighteen. This period is refered to as the late adolescent development period. This is a time of making decisions for children. Children of this age range still consider peer relationships a high priority. During this point in time" individual differences in academic achievement are substantial" and children of this age face many confusing decisions (McDevitt & Ormrod, 2004, p. 22). These young adults will have to use all the knowledge they have gained and relationships they have built up until this point to make the decisions they will be faced with at this age.

As a teacher, or a person who deals with children on a constant basis, it is extremely important to be aware of all the different levels of development for children. In order to effectively reach children the different characteristics of each developmental period should be fully understood.

References:

McDevitt, T., & Ormrod, J. (2004). Child Development: Educating and Working with Children and Adolescents (2nd ed.). : Prentice Hall

Effects of Nature and Nurture on Students' Classroom Performances

There has been a huge debate on nature versus nurture and how it affects people. This debate has been going on for years in the study of human development. Nature and nurture seem to both have an effect on people, and they both definitely have an overall effect on the classroom performance of a student. 
When people use the term "nature" in reference to human development, they mean "inherited (genetic) influences on growth and functioning" (McDevitt & Ormrod, 2004, p. 7). This means the basic inherited traits such as walking, talking, standing upright and using basic utensils, but there are many other inherited characteristics such as physical attributes, intelligence and psychological traits.

The idea of nurture affecting the development of an individual means that environmental factors around the individual affect the way a person grows and develops on many levels. Nurture is the "effects of family, peers, schools, neighborhoods, culture, the media, the broader society, and the physical environment. Nurture affects children's development through multiple channels-physically through nutrition and activity; intellectually through informal experiences and formal instruction; socially through adult role models
and peer relationships" (McDevitt & Ormrod, 2004, p. 7).

Although the argument is nature versus nurture, I believe that both of these factors attribute the development of a child. I also believe that it is hard to completely distinguish between the two ideas. Nature will inevitably affect the classroom performance of a student because a student inherits certain traits that pertain to education. A student inherits the ability to do well in certain subjects and poor in other subjects. A student also inherits the certain psychological traits such as shyness or self confidence. Students may not be very assertive in class because they are inherently shy; this is also true in the case of students that have inherited a tendency to be outgoing. They will consistently be out spoken people.

This is where nurture comes into play because students who are shy by nature can be nurtured and encouraged to be more aggressive and this may cause a change in their development. It also appears that nurturing can play a stronger role at certain points of a child's development. There are critical times where nurturing is more influential, and this usually occurs for young adults and children. These times may be more effectual, but they are not the only time where the environment has affect.

Overall it appears that nature supplies people with certain characteristics, but they can be altered and modified by the environment to an extent. Students are especially influenced by environment because although they are instilled with genetic influence at birth they can be influenced through the learning process in a way that can cause change in their development.

References:

McDevitt, T., & Ormrod, J. (2004). Child Development: Educating and Working with Children and Adolescents (2nd ed.). : Prentice Hall

Do Dogs See in Color?

Dogs are man's best friend, but they are not all alike. Unlike humans, dogs do not see in the broad spectrum of the rainbow we know. When I first heard that dogs only see black and white, I did not believe it, so I researched a little bit to find out exactly what was true.

First, I started with the eyes and how seeing color actually works. The inner workings of the eye are interesting. The retina is the deepest inside the eye and its job is to sense light and send the information visually to the brain. There are photoreceptor cells inside of the retina(What do Dogs See? A review of Vision in Dogs, 1996). These two photoreceptors are rods and cones, and they respond to light and send signals to the optic nerve(What do Dogs See? A review of Vision in Dogs, 1996). . This happens through a series of chemical processes and reactions. Rods handle light strength and weakness, and cones absorb the information concerning color and details(What do Dogs See? A review of Vision in Dogs, 1996).

The photoreceptors, known as cones, perceive precise wavelengths of colors(What do Dogs See? A review of Vision in Dogs, 1996). . Humans have three types of cone cells in their eyes and we perceive specific portions of the color spectrum(What do Dogs See? A review of Vision in Dogs, 1996). . The three cones we have in our eyes allow us to recognize colors that vary in mixtures of red, green, and blue pigments. Dogs are different from humans because they only have two cones in their eyes, and they have less rods and cones than humans do(What do Dogs See? A review of Vision in Dogs, 1996). Because of the differing cone and rod structure of a dog's retina dogs see a spectrum of yellow, blue, and gray, instead of the rainbow that humans see(What do Dogs See? A review of Vision in Dogs, 1996). Dog's have only two cones, and this removes their ability to recognize reds, and green.

So the main reason dogs see differently is because they so not have as many cones and rods as humans do at all. Dogs do have certain visual characteristics that we do not have. Dogs may not be able to see rainbows of color, but they can see extremely better in the dark than humans can. Dog's have a receptive structure behind their retina that makes their night vision extremely improved(What do Dogs See? A review of Vision in Dogs, 1996). This reflective structure makes dog see things in the dark as if they have an interesting glow (What do Dogs See? A review of Vision in Dogs, 1996).

It turns out that dogs see in black and white but also some yellows and blues. Unlike humans dogs can see very well at night time and have a different eye structure than humans. Man and dog may have many differences, but man and dog will always be best friends!

References:

What do Dogs See? A review of Vision in Dogs. (1996). . Retrieved October 7, 2007, from http://psychlops.psy.uconn.edu/eric/class/dogvision.html