Some questions that were raised in chapter one included the nature v. nurture argument. Theorists have wondered how much of development is affected by genetics and the environment. Ultimately, nature and nurture intertwine to shape the lives of children. Nature may predispose children to certain behaviors if placed in specific environments, however the timing of the environmental exposure and the child’s natural tendencies also play a role. Theorists have also discussed the extent to which development is universal and how much of it is unique to individuals. There are consistencies that have been noted universally yet; theorists have observed variations in their competency in different tasks and way of life that may be contributed to genetics or the environment. Lastly, theorists...
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... this stage, they learn about the attachment with other people, motor skills and begin exploring language. Early childhood (2-6 years) includes children discovering fantasy and play. During this stage children are active, playful and curious about the world around them. Middle childhood (6-10 years) involves children grasping real life concepts such as their relationships with peers and with themselves. In early adolescence (10-14 years) children are developing mentally but also physically. Their hormones interact with their thoughts about themselves and others. During this stage, adolescents are capable of thinking abstractly and logically. The last stage is late adolescence (14-18 years) where adolescents begin to claim their independence from adults. This stage includes adolescents making decisions on their own and high importance is placed on peer relationships.
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