Day 3 Notes: Development and Learning /
Heredity and Environment
Syllabus Focus: Child Development (Elementary School Child) – Concept of development and its relationship with learning; Influence of Heredity & Environment.
1. Relationship between Development and Learning
Development and learning are interrelated and complementary processes.
A. Development Influencing Learning
- Curriculum Planning: Knowledge of developmental patterns is used to determine what content should be taught at a particular grade level. Implementing suitable practices based on these patterns helps learners acquire knowledge effortlessly.
- Interlinked Domains: Developmental domains, including cognitive, affective (attitude/self), and psychomotor (skills), are interlinked. If a child faces developmental challenges, it influences their ability to acquire knowledge (learning acquisition). For instance, when a child learns to walk, they gain more space to explore the surroundings, and this exposure plays a significant role in their subsequent learning.
- Early Experiences: Early development is considered crucial for later development and learning. Both positive and negative experiences in childhood profoundly influence later life, affecting both learning and development.
B. Learning Influencing Development
- Facilitation: Learning facilitates development through the acquisition of knowledge, skills, and increased exposure.
- Active Construction: Children are active constructors of knowledge; they are not passive entities. They learn actively by making sense of their surroundings through observation and interaction, thereby contributing to their own development.
- Contextualization: Learning is greatly influenced by the social and cultural context. Teachers must value the socio-cultural context and help learners connect knowledge to their own cultural experiences, fostering multiple perspectives and respect within the classroom.
2. Influence of Heredity and Environment
Development is determined by the interplay of heredity and environment.
A. Heredity (Nature)
- Definition: Heredity refers to the transmission of genes from one generation to another, influencing traits like eye color, height, and growth patterns. Heredity sets certain limits on development, primarily concerning physical aspects.
- Genetic Mechanism: Conception occurs when 23 chromosomes from the male sperm combine with 23 chromosomes from the female ovum. Genes within these chromosomes carry hereditary traits. The 23rd chromosome determines the sex of the child.
B. Laws of Heredity (Johann Gregor Mendel)
- Law of Segregation and Dominance: This law states that if the traits of one gene are not manifested (non-effective) in one generation, they still survive and may reappear (become dominant) in future generations.
- Law of Independent Assortment: This law explains that the distribution of one genetic trait does not influence the distribution of other traits (e.g., within a family sharing the same skin color trait, height may still vary).
C. Environment (Nurture)
- Definition: Environment refers to everything outside of heredity that stimulates and influences a person. This includes family life, social life, economic conditions, and the socio-cultural, political, and historical context.
- Role in Development: The environment influences the qualitative aspects of the developmental process by providing space for multi-dimensional development through interaction with family, peers, and society. The school environment (content, pedagogy, teachers, and peer group) plays a significant role in a child's learning and development.
D. Importance for Education
- Holistic Understanding: A balanced development requires the combined, specific role of both heredity and environment. If the hereditary background is poor, favorable environmental factors can still contribute positively to a child's development.
- Teacher Awareness: Teachers need awareness of a child's heredity and environment. This knowledge provides a comprehensive perspective and helps the teacher understand the underlying reasons for a child's tendencies, desires, problems, and behavior, enabling more effective interaction with the student.