Prof. Ed. 1 - Module 3

MODULE
3
ISSUES IN CHILD DEVELOPMENT
I. INTRODUCTION
A number of controversies exist in the field of child development due to its complex
nature. Researchers vary in their opinion about how children change and develop over
time, what are these changes like, and what are the similarities and differences etc. These
varied perspectives advance the knowledge about child development and psychology by
guiding research in diverse areas of child development (e.g., social, emotional, intellectual,
and physical development) and contradicting and integrating different views. The
following lesson presents the most recurrent issues in the study of child development.
II. OBJECTIVES
 Discuss the basic issues involved in child development.
III. LEARNING ACTIVITIES

A. ENGAGE
Reflect on your childhood days and think of significant events that you have
experienced.
B. EXPLORE
After reflecting, compare and contrast your childhood with the life of children living
in today’s world. Explain how historical time period influences the development of
today’s children when compared with your childhood.
C. EXPLAIN
ISSUES/CONTROVERSIES IN CHILD DEVELOPMENT
1 Continuous or discontinuous
One of the puzzling issues in the study of child development is how to characterize
the nature of changes that occur with time? Are they best viewed as a part of a continuous
process or do they take place in discontinuous stages?
Some theorists believe that development is a smooth, continuous process in which
rather simple knowledge, skills and behaviors are gradually accumulated to form complex
knowledge, skills, and behaviors. This implies that the process of development proceeds
in an organized and orderly way in which newer and complex behaviors are formed on
the basis of previous abilities.
Contrary to this view, other theorists believe that development is a discontinuous
process in which new skills and behaviors emerge in rather abrupt and disconnected ways.
From this perspective, development takes place in stages and mostly involves a qualitative
reorganization of knowledge, behaviors, skills and functioning.
It is important to note that how we choose to examine development (i.e., as a
continuous or discontinuous process) affects our understanding and interpretation of the
process as well. However, instead of focusing on development as a continuous or
discontinuous process, developmental psychologists urge to focus on the sources of
continuity or discontinuity. Overall, it is assumed that development has both continuous
and discontinuous aspects.
2. Single or multiple courses

Another issue which concerns developmental psychologists is whether there is a
single route of development or is there many? Stage theorists who believe that
development occurs in a series of universal stages argue that the same sequence is
followed everywhere. Yet, others acknowledge specific features of individuals and the
distinct contextual factors in which they are brought up. They believe that child
development is influenced by unique combinations of personal (e.g., heredity and
biological factors) and environmental (e.g., home, school and community settings)
circumstances, and thus, follows multiple and varied tracks.
Overall, researchers today, are more concerned about the contextual factors that
influence the course of child development. Most of them acknowledge both universal
factors as well as the unique personal and contextual features in the study of child
development.
3. Nature or Nurture (stability vs. plasticity)
Perhaps one of the most controversial questions in the study of child development
is about its underlying cause. How does development take place? What are the basic
factors that influence development? The answer to these questions sparks a debate about
the possible role of nature versus nurture in human development.
The term nature implies that the biological and hereditary traits that we receive
from our parents are responsible for our development. The theorists who stress the role
of heredity in human development also emphasize stability (i.e., the children who are
genetically high or low in certain traits will also remain so in adulthood). Whereas, the
term nurture suggests that the complex environmental and cultural influences are
accountable for human development. Likewise, the theorists who emphasize nurture
believe that development is substantially plastic and open to changes throughout the life-
span. Thus, while the theorists attend to both nature and nurture in explaining human
development, they vary in their emphasis.
However, the extreme positions on nature or nurture are no longer supported.
Rather, it is argued that development is influenced by an interaction of both genetic and
environmental factors. This interaction it view is becoming increasingly popular among
the researchers as well as the general public, for example, parents. In turn, researchers
are encouraged to study the interplay between these two factors in order to understand
how development takes place.
D. ELABORATE
Based on the explanations, each developmental issue has its stand. What is the right
then? Up to this time, the debate continues. Researches are on-going. But let me tell you
that most life-span developmentalists recognize that extreme positions on these issues
are unwise. Development is not all nature or all nurture, not all continuity or discontinuity
and not all stability or all change (Lerner, 1998 as quoted by Santrock, 2002). Both nature
and nurture, continuity and discontinuity, stability and change characterize our life-span
development. The key to development is the interaction of nature and nurture rather
than either factor alone (Rutter, 2001 as quoted by Santrock, 2002). In other words, it is
a matter of "both-and not "either-or."
To summarize, both genes and environment are necessary for a person even to exist.
Without genes, there is no person; without environment, there is no person (Scarr and
Weinberg, 1980, quoted by Santrock, 2002). Heredity and environment operate together
or cooperate and interact to produce a person's intelligence, temperament, height,
weight… ability to read and so on.
If heredity and environment interact, which one has a greater influence or

contribution, heredity or environment? The relative contributions of heredity and
environment are not additive. So we can't say 50% is a contribution of heredity and 50%
of environment. Neither is it correct to say that full genetic expression happens once,
around conception or birth, after which we take our genetic legacy into the world to see
how far it gets us. Genes produce proteins throughout the life span, in many different
environments. Or they don't produce these proteins, depending on how harsh or
nourishing those environments are. (Santrock, 2002).
E. EVALUATE
Select one key issue in the field of child development and state your stand about it.
Explain with reasons.

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MODULE

III. LEARNING ACTIVITIES

2. Single or multiple courses

3. Nature or Nurture (stability vs. plasticity)

If heredity and environment interact, which one has a greater influence or

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