Factors Affecting Child Development

This collection of articles and internet resources discusses the factors that can affect the development of young children. It covers topics such as the impact of stress on a child's brain, the influence of parents' technology addiction on behavior, gender stereotypes and their effects on girls' self-perception, the importance of continuity in education, and the effects of teacher stress on students. The articles provide insights, strategies, and resources for parents and educators to support child development.

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How Severe, Ongoing Stress Can Affect a Child’s Brain
Growing in tough circumstances can create behavior and learning challenges in children.
Poverty, parent’s substance abuse, and neglect adversely affect a child’s development and levels
of stress. The effects can harm the brain of a child and cause death and different situations it can
transform to a different disease in adulthood (Lupien, 2006). It is crucial for teachers to educate
parents on the risks of toxic stress and help them figure out ways to manage. Some in the
medical community are adopting the “trauma-informed” care to identify and treat the effects of
poverty, abuse, neglect, and other root causes of toxic stress among children. In contrast with
toxic stress, post-traumatic stress disorder (PTSD) results from an extremely traumatic event
such as violence, sexual abuse, or physical abuse (Stirling, 2008). PTSD stems from toxic stress
and creates behavior problems. Therapy and education on toxic stress can help to reduce or
prevent its adverse effects. According to Luke 6:48, it is better to build a house on rocks so that
when there is a flood, the house does not shake since it built well.
Can Parents’ Tech Obsessions Contribute to a Child’s Bad Behavior?
When children whine or act out parents always claim that they are probably hungry, tired,
or bored (Radesky et al., 2016). Researchers believe that tantrums could be because of parents
spending too much time on their technological devices (McDaniel et al., 2018). Technology can
interfere with family time, and often, parents tend to ignore their children while on their devices.
It is difficult to juggle between the attention-grabbing machines and attention-seeking children
(McDaniel et al., 2016). Setting up boundaries on the use of technology during playtime or
mealtime can ease family tension. Children love attention, and the Bible says that they are a gift

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from the Lord. Quality time with their parents can help to reduce the tantrums that might be
caused by neglect.
Do Girls See Themselves as Less Smart Than Boys? A Study Says Yes
Gender stereotyping exists at a very young age; it has had an impact on the activities that
boys and girls are interested in, and eventually their education and career options. Gender
stereotypes demean women’s intellectual ability and discourage children and young women from
pursuing prestigious careers. There is a huge discussion about the lack of female characters in
children’s films and the sexualization of young girls. The idea of dominance, physical strength
and an amount of absence of vulnerability are the traditional views and todays views that equate
to manhood (Smith, 2011). It is important for young girls to be told that they are smart and
capable of doing jobs that require high-mental ability so that they do not shy away from them
when they are older. Female students in most schools today perform better than boys perform but
credit their performance to hard work instead of intellectual ability. Children aged six are more
prone to gender stereotypes than children aged five since they are more aware of the social world
around them. Teachers and parents should mind how they talk about intelligence to children and
pay attention to unconscious biases of genders. Women should present themselves to young girls
in a way that makes them view women as intelligent beings (Brannon, 2015).
New Report from SRCD on What PreK-3rd Means for Instruction
Instructional continuity should be made a priority both socially and academically to help
students develop a deeper understanding of previous knowledge. For example, when students
learn a mathematical concept only in one dimension, they can misapply it while solving other

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problems (Sadowski, 2006). Practicing in different concepts enables students to gain flexibility
in understanding different math concepts or reading comprehension. When prior and present
knowledge are disconnected, students find it challenging to connect the two. The social and
emotional benefits of aligning pre-K and third-grade curricula include building motivation and
confidence in their abilities. Schools and districts have incorporated specific measures to create
academic continuity. Investing in professional development continuity for teachers enable
teachers to understand the interconnections and the structure of the particular subjects they teach.
Ephesians 6:4 encourages fathers to bring their children in the training and instruction of the
Lord; emphasizing on the importance of giving proper instructions to children.
Even With More Research, many Q’s Remain about QRIS
The creation of Quality Rating and Improvement Systems (QRISs) was to increase the
quality in early care and education (ECE).This system uses a methodical approach to evaluate ,
improve, and interconnect the level of quality in early and school age care and other education
programs. The systems analyze the quality of ECE programs by following state-established
metrics. The systems allow parents to compare ECE ratings and choose the ones with better
ratings and send their children to the best programs. ECE programs with low ratings are also
encouraged to improve their quality to keep up with high market demands. The primary goal of
the systems is to improve the quality and outcome of children’s education. In Mathew 19:13-15,
Jesus welcome children in His presence and rebukes the disciple from preventing them to go to
him; this shows how children are essential and ensuring that they get a high-quality education is
essential. A comprehensive QRIS should make quality programs to be compared across the field
and it should also create and align program standards with early education and practitioners

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standards. Moreover it should develop and align infrastructure to support quality improvement in
childcare and early education so as to assess achievements along the continuum.
How Teacher’s Stress Affects Students: A Research Roundup
Relationships are an important aspect of any human beings and with regard to learning
it’s a major component. Teachers create an impact that is immeasurable because they have a
strong dedication to their work. It is unfortunate that teachers burn out is an illness that drives
passionate, sensitive, educators out of their profession. Teachers with high levels of burnout can
affect their students’ stress levels and achievement and further suggesting tensions could be
contagious (Clipa, 2017). Teachers who started the school year feeling stressed and emotionally
drained had a high chance of having por classroom management and thus a spike in student
disruption by the spring. Studies have proved that teachers with high stress levels have poor
teaching strategies; they give less clear instructions that tend to affect the classroom climate. The
Good Behavior Game has helped teachers to identify and manage stress levels to ensure their
interactions with students improve. Most teachers all over the world go out of their way to ensure
that they meet the needs of their students. There is a very high chance that teachers who have
high demands than the perceived resources would be stressed as compared to those who did not
have high demands. Insufficient resources and the pressure that they put on themselves to deliver
creates a lot of stress for them. Other than the above mentioned reasons a teacher would be
stressed because of workload, domineering parents, oversized classes, assault with administrators
or co-workers, a low sense of worth, and trouble handling uninterested, disruptive students.
Implementation of more strategies is in high demand to assist teachers in de-stressing so that
they can focus on teaching their students effectively. Luke 6:40 states that everyone who is fully

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trained will be like their teacher. Hence, the teacher must always be in their best emotional state
to be well emulated by their students. The ultimate loss to the student from the teachers burn out
is less support for learning.
Center for Early Child Mental Health (CECMH): https://www.ecmhc.org/
CECMH main objective is to build a robust mental health foundation for children by
bringing together a group of university researchers to develop strategies that assist in head
starting programs. The Center collects research in healthy mental development and translates
them into materials tailored to the needs of each of the target audiences by making them
available on their website. The Bible says that Children are a part of God’s creative plan and a
blessing from God to families, it is therefore vital to take good care of them. The center enables
this by providing resources that help parents, teachers, and society to understand the mental
development of children to help in taking care of them competently.
Parents' technology addictions lead to behavioral problems in kids:
https://www.chicagotribune.com/news/ct-parents-technology-addiction-study-met-20170508-
story.html
According to Ortiz (2018), most parents whose children exhibit behavioral problems
struggle to limit their time looking at technological devices. It is essential for parents to be
mindful of how their phones influence them since it affects their interactions with their children.
Problematic and addictive uses of technology interrupt relationships of children with their
parents causing them to act out. Proverbs 22:6 encourages parents to train their children in a way

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that they will not depart from even when they are old. Limiting the usage of phones will allow
parents to abide by the verse.
Raising a Powerful Girl: https://www.pbs.org/parents/thrive/raising-a-powerful-girl
According to “Raising a Powerful Girl” (n.d), powerful girls learn to take action and
make positive choices about their lives as they grow to be secure women. They grow up feeling
confident about their abilities and work through their feelings of insecurity and self-doubt.
Experts have given parents some ideas on how to raise powerful girls. Examples include
encouraging them to pursue their passion, encouraging them to solve issues by themselves
instead of fixing it for them, listening and talking to them, letting them have a voice in making
decisions, and encouraging them to take physical risks. Genesis 1:27 says that God created us in
His own Image and likeness; parents and teachers should teach children this verse to remind
them that they are extraordinary creatures.
The Importance of Continuity for Children Birth Through Age 8:
https://www.nap.edu/read/19401/chapter/11
The concept of continuity denotes the consistency of children’s experience across
different care systems and education environment as they grow up. The continuity of high-
quality learning for children over time includes the aligning curricula, learning expectations, and
instructional strategies (Allen et al., 2015). The factors aligned should be coherent with to enable
success in the practices of child development. Continuity also involves harmonization of factors
affecting the development of children throughout their childhood. This concept of continuity
includes systems for follow-up, consultations, and referrals (Allen et al., 2015). It comprises of

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the necessity of communicating and collaborating among teachers, parents, pediatricians, and the
community so that when the need arises, action can be implemented as soon as possible.
Continuity of high-quality experiences is important in supporting children’s development to
ensure that children’s experiences in both education and care environment contribute
consistently to their growth and problems identified early and addressed swiftly.
Conclusion
All the articles and internet resources provide information on factors that affect the
development of young children. Early childhood educators and parents have a responsibility for
the development of child development. First Timothy 3:4 suggests that when children are kept
under control, it shows that the household is managed well. When parents and teachers uphold
their responsibility to guide children diligently, it shows that they are implementing great
strategies. The articles and internet resources equip those who care for children with current best
practices to improve in their God-given duties. Parents often seek guidance from educators about
appropriate media use at home, so teachers need to acquire knowledge that can help them in the
decision-making process. Education can be stressful for both teachers and children; therefore,
administrators should be able to identify the factors that cause stress and reduce morale in an
education setting. Educators should also focus on learning styles of boys and girls and acquire
resources that can help to reduce gender stereotyping.

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References:
Allen, L., Kelly, B. B., & National Research Council. (2015). The Importance of Continuity for
Children Birth Through Age 8. In Transforming the Workforce for Children Birth
Through Age 8: A Unifying Foundation. National Academies Press (US).
Brannon, L. (2015). Gender: Psychological Perspectives (6th ed.). Hoboken: Taylor and Francis.
Clipa, O. (2017). Teacher stress and Coping strategies. In Studies and Current trends in Science
of Education (pp. 120-128). Editura Lumen, Asociatia Lumen.
Lupien, S. J., McEwen, B. S., Gunnar, M. R., & Heim, C. (2009). Effects of stress throughout the
lifespan on the brain, behaviour and cognition. Nature reviews neuroscience, 10(6), 434.
McDaniel, B. T., & Radesky, J. S. (2018). Technoference: Parent distraction with technology
and associations with child behavior problems. Child development, 89(1), 100-109.
McDaniel, B. T., & Coyne, S. M. (2016). Technology interference in the parenting of young
children: Implications for mothers’ perceptions of coparenting. The Social Science
Journal, 53(4), 435-443.
Ortiz Vikkie. (2017). Parents' technology addictions lead to behavioral problems in kids, study
says. Chicago Tribune. Retrieved from https://www.chicagotribune.com/news/ct-parents-
technology-addiction-study-met-20170508-story.html
Radesky, J. S., Kistin, C., Eisenberg, S., Gross, J., Block, G., Zuckerman, B., & Silverstein, M.
(2016). Parent perspectives on their mobile technology use: The excitement and
exhaustion of parenting while connected. Journal of Developmental & Behavioral
Pediatrics, 37(9), 694-701.
“Raising a Powerful Girl.” (n.d). PBS kids. Retrieved from
https://www.pbs.org/parents/thrive/raising-a-powerful-girl

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Sadowski, M. (2006). Core knowledge for PK-3 teaching: Ten components of effective
instruction. Foundation for Child Development Policy Brief, Advancing PK, 3(5), 85-96.
Smith, C. (2011). The Achilles Effect: What Pop Culture Is Teaching Young Boys About
Masculinity. IUniverse.
Stirling, J., & Amaya-Jackson, L. (2008). Understanding the behavioral and emotional
consequences of child abuse. Pediatrics, 122(3), 667-673.