Nature and Nurture both influence human development

This report discusses the influence of nature and nurture on human development using Erickson’s Psychosocial Theory and Bronfenbrenner’s Ecological Theory.

Nature and Nurture
both influence
human development
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Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY...................................................................................................................................3
Nature and Nurture both influence human development.......................................................3
Erickson’s Psychosocial Theory.............................................................................................4
Bronfenbrenner’s Ecological Theory.....................................................................................5
CONCLUSION................................................................................................................................5
REFERENCES................................................................................................................................7
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INTRODUCTION
The nature nurture debate is related to relative contribution that both the influences make to
the behaviour of human like cognitive traits, psychopathology, personality and temperament.
This report is based on the title “Nature and Nurture both influence human development” and it
involves discussion about this argument by using Erickson’s Psychosocial Theory and
Bronfenbrenner’s Ecological Theory.
MAIN BODY
Nature and Nurture both influence human development
Nature is defined as what an individual think of as pre-wiring as well as is influenced
through genetic inheritance and other biological process. On the other hand, nurture is generally
stated as the influence of extrinsic factors after conception. The nature nurture debate is related
to relative contribution that both the influences make to the behaviour of human like cognitive
traits, psychopathology, personality and temperament. Nativism is long been known as certain
physical characteristics which are biologically determined through genetic inheritance.
Pigmentation of skin, straight or curly hair, colour of eyes and certain diseases are all the
function of genes which an individual inherit (Mayers & Vander Heiden, (2017). These facts
have led various individuals to speculate as whether psychological characteristics like
personality attributes, mental abilities and behavioural tendencies are also weird in prior to an
individual born. Those individuals who adopt extreme nature position are called nativists. The
earlier a specific ability appears, the more possibly it is to be under the impact of genetic factors.
At the another act of spectrum, environmentalist is there who are also called as empiricists. This
is an extreme nurture position where the basic assumption is that at development of mind of
human, is tabula rasa as well as that this is gradually filled as an outcome of experience. As per
this view point, behavioural differences and psychological characteristics which emerge by
infancy and childhood are outcome of learning (Kail, & Cavanaugh, (2018). It is the way an
individual bought up which directs psychologically significant child development aspect as well
as the concept of maturation execute only to biological. Nature includes all the hereditary and
genes factors and nurture involves all the environmental factors. In past, debates often took place
over relative contribution of nature versus nurture, which is a very one sided way with one sided
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arguing that nature play a significant role as well as the other side suggests that the most
significant was nurture.
Erickson’s Psychosocial Theory
This theory was developed by Erik Erikson in which eight stages of psychosocial
development is included on the basis of Freud's psychosexual theory. It has been proposed by the
author that an individual is motivated through need to accomplish competence in some areas of
lives. According to this theory, eight stages of development are experience by an individual in
their lifespan from infancy to late adulthood. There is a crisis at each stage which a person
requires to resolve. Successful completion of developmental task outcomes in sense of
competence as well as healthy personality. Each stage of the theory develops upon preceding
stage as well as paves the way for following development periods. It has been believed that at
each stage, an individual experience a conflict which acts as turning point open individual. If an
individual is able to deal with the conflict successfully, they emerge from the phase with
psychological strengths which will serve them well for entire life. On the other hand, if they are
not able to deal effectively with conflicts, these individuals may not develop crucial skills
required for strong sense of self. The very first stage of the theory is infancy which is the life
between birth and one year and is an important stage in life. Here, the conflict is about trust vs
mistrust as at this development point, child is utterly relying on adult caregivers for everything
the required to survive. If Caregiver fail to administer adequate love and care, child will come to
feel that he or she cannot rely or trust upon adults in their life. This is the environmental variable
impact on the development of child. The second stage of the approach is autonomy versus shame
and doubt and the development takes place during early childhood. At this development stage,
children are initiated to gain little independence. The children who complete this phase
successfully, feels confident and secure. Whereas, children who do not complete the stage are
left with sense of self-doubt and inadequacy.
The third stage is initiative versus guilt which takes place in preschool years. In this,
children start to assert their control and power over world by directing play as well as other
social instructions. Success at this stage leads children to sense of purpose. The next stage is
about industry versus inferiority which takes place during early years of school from
approximately 5 to 11 years of age. In this, child initiate to develop sense of pride in abilities and
accomplishments. By successfully finding a balance in this phase, it leads to strength called
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competence where children develop a belief in the ability to handle activities before them. The
fifth stage occurs during turbulent teenage years which is the about identity vs confusion. It plays
a significant role in developing a sense of personal identity that will continue to impact
development and behaviour for rest of life of an individual. It provides each individual with
integrated as well as cohesive sense of self which endures through the lives. The sixth stage is
about intimacy versus isolation which takes place during young adulthood. Successful resolution
of this phase outcomes in virtue called love (Kelly, (2016). The seventh stages are about
generativity versus stagnation. In this, adults required to nurture things which will outlast them,
often through having child or developing a positive change which benefits other people. The last
stage is about integrity versus despair which takes place during old age and is emphasized on
reflecting back on life. The people who feel proud of their achievements will feel a sense of
integrity in this stage. This theory administers broad approach from which to see development
throughout the whole lifespan. This theory enables people to focus on the social nature of
individuals and the significant impact which social relationship have on development.
Bronfenbrenner’s Ecological Theory
This theory was developed by Urie Bronfenbrenner who was an American psychologist. He
argued that children study in unfamiliar laboratory environment which other person, is
ecologically invalid. According to the psychologist, the influence of A and b was observed in
laboratory studies, instead of looking at possible impact of child on stranger or any other
influence of third party. He maintained that this features of laboratory research are not
environmental characteristics that children actually develop in. He recognises that there are
various aspects of development of life of children which interacts with as well as affects the
child. 5 ecological systems are provided by the author in the theory and he organised to them as
per the order of their impact on the development of child (Christensen, (2016). These systems
include micro system, meso systems, exo system, macro system and chrono system. The theory
is more concerned with proximal processes of development. It is a useful framework as it renders
holistic approach that is inclusive of all the systems children as well as their family included in.
As per this theory, it can be said that the environment (nurture) variables impact highly on the
development of human.
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CONCLUSION
As per the above mentioned report, it has been concluded that both nature and nurture affect
the development of children. The Erickson’s Psychosocial Theory emphasize on the genes and
hereditary factors (Nature) whereas, Bronfenbrenner’s Ecological Theory emphasize more on the
impact that environment (Nurture) has upon development of children.
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REFERENCES
Books and Journals
Mayers, J. R., & Vander Heiden, M. G. (2017). Nature and nurture: what determines tumor
metabolic phenotypes?. Cancer research, 77(12), 3131-3134.
Kail, R. V., & Cavanaugh, J. C. (2018). Human development: A life-span view. Cengage
Learning.
Balswick, J. O., King, P. E., & Reimer, K. S. (2016). The reciprocating self: Human
development in theological perspective. InterVarsity Press.
Kelly, S. N. (2016). Psychosocial theory and the lifespan of a successful music
teacher. Contemporary research in music learning across the lifespan: Music education
and human development, 13-25.
Finnema, E., van der Kooij, C., Dröes, R. M., & Wolter, L. (2017). Psychosocial interventions.
In Dementia in Nursing Homes (pp. 29-53). Springer, Cham.
Christensen, J. (2016). A critical reflection of Bronfenbrenner s development ecology
model. Problems of Education in the 21st Century, 69, 22-28.
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