Assignment #1: Child Development Assignment

Brenda Tirado

Concordia University Irvine - MAED School Counseling

EDSC 514: Growth, Development & Learning

Casey Kunde

January 22, 2023

 Assignment #1: Child Development Assignment

Santa Barbara High School was founded in 1875 and is the third oldest high school in the

whole state of California. It is a comprehensive 9th-12th grade urban public high school serving

a population of just under 2,200 students. The breakdown of the demographics is 58% Latino,

36% white, 2% Asian, 1% African American and 3% other. 47% of students receive free or

reduced lunch and 43% are first-generation college students. Santa Barbara High School's

mission statement is, “to prepare students for a world that is yet to be created” (SB unified,

2022). Santa Barbara High School is devoted to providing students with equal opportunities and

ensuring students take advantage of the resources offered in academics, clubs, and sports.

There are seven theories regarding child development that help explain how children

grow and change. One of these is the cognitive developmental theory, which emphasizes the

thinking process of children. It claims that kids play a significant role in their own development,

and as they are exposed to an increased amount of complex information it encourages critical

thinking and the ability to analyze information (McDevitt & Ormrod, 2020). In the classroom,

it’s important to remember this developmental theory and apply it by not pushing students

beyond their developmental capacities and instead meeting them where they are.

Another one is the developmental systems theory. This theory states that multiple factors

of development merge at some point. This theoretical lens says “the child’s body is an active,

living system, and organized assembly of parts that grow together and collectively draw from

resources in the multilayered and interacting environments of family, community, and society”

(McDevitt & Ormrod, 2020). It breaks down the idea that a child's development is not fully

based on nature or nurture. Instead, it is a cocktail of their life experiences. The first factor that

plays into this theory is biology, how genes in the body interact with the experiences, and how it
aids the maturity of body structures. For example, a child who receives a lot of love from their

parents and other extended relationships develops a brain that has a higher ability to experience

empathy, self-control, and goal-directed behavior. Whereas a student who experiences stressful

environments and insecurity is more at risk of developing a brain with the opposite effects.

The other factor of this theory is based on social interactions during development. It

highlights the importance of relationships in and outside the home. Recognizing parents are the

most influential relationships children experience but are not the only ones. Teachers, coaches,

counselors, family friends, and peers are all examples of others who can aid in compensating for

delayed skills and disadvantages the student may otherwise have (McDevitt & Ormrod, 2020).

Developmental systems theory is a reminder that the classroom should be a place where healthy

nurturing practices are put into action, and students feel supported and encouraged to challenge

themselves.

Cognitive development theory tells us how students' ability to process information and

create their own critical thoughts is based on their experiences. Applying this theory to the

classroom looks like realizing that students are not “one size fits all”; each student has been

nurtured differently in their upbringing. Universality and diversity explain that children should

have similar developmental milestones, however, they may happen at different times and play

out in different ways. Students who come from diverse and low socioeconomic backgrounds

shouldn’t be expected to have the same shared experiences as students who grew up with access

to many resources. This is why it’s crucial to “listen closely to children’s conversations, permit

them to explore their environment, observe their actions, and gently probe their ideas” (McDevitt

& Ormrod, 2020).

 Similarly, developmental systems theory expands on the idea that development is not a

black-and-white cutout for everyone and reflects the diversity in the human race. According to

the chart in the textbook, “most change is quantitative, but shifts occur that result in entirely new

ways of behaving” (McDevitt & Ormrod, 2020). For example, a first-generation high school

freshman who has grown up in a low-income household where both parents worked a lot in order

to make ends meet, may not have had her emotional needs met growing up. Let’s say this

particular student was able to maintain good grades but wasn’t able to be involved in

extracurriculars because she was also a caregiver to her siblings. She was forced to develop in

certain aspects earlier than her peers, and now she presents herself as mature. Her priority is

caring for her family and college is a dream that she doesn’t know how to make a reality.

Because this theory captures all the aspects of development including nature, nurture, and

the child’s developmental level, activity, and personal characteristics (McDevitt & Ormrod,

2020). This theory not only helps us understand the history of a child’s development but also

encourages us to promote positive development in high school-age students. This is where

counselors and teachers have the power to make an impact in this young girl's life and walk with

her to make her dream of college a reality. She should have support in the classroom to ensure

she’s taking advantage of those AP and Honor courses so she can have options for college. The

courses students take can also aid their development. For example, AVID courses put students in

shared spaces where they come from similar backgrounds and they promote growth in each

other. AP and Honor courses are also helpful in the development of these students, as it allows

them to be in spaces where others may not look like them, and it pushes them to do more

rigorous academic work. If students are supported well, taking these courses fosters healthy

development, such as instilling greater self-confidence before launching them into the real world.
 References

McDevitt, T. M., Ormrod. (2020). Child Development & Education (7th ed.) [e-Book edition].

Pearson.

Santa Barbara Unified. (2022). Santa Barbara High School. Retrieved January 21, 2023, from

https://sbhs.sbunified.org/about-sbhs