...In the Development of Children

In the development of children, many vital factors play key roles in the development of the child. Development includes the physical aspects that halt the framing and growth of the child. Social development also is a vital factor in the development of the child and children at large. Another main aspect of development is the cognitive and learning aspects that effect the mental stimulation of the child during growth. All these developments can be seen as vital to child growth. These developments have been seriously altered in the introduction of poverty, ethnicity and gender socialization. There have been studies that show the link between these aspects in the development of our youth.
Poverty
Poverty is a major influence on how children grow up physically. The child’s physical dimension can serio0usly be altered by the a lack of nutrition (vitamins and minerals), which insure could and often does lead to a weaker immune system this weaker immune system allows the body to be highly susceptible to health problems and diseases leading to a general increase in e.g. low birth weight, infant mortality, childhood death and injury, contagious diseases and mental injury. Retarded physical growth is promoted through malnutrition. The first year of growth is supposed to be the most rapid, but a lack of nutrition slows down that speed. Thus inturn creates slower reflex actions and negatively affects motor development It has been proven that as bizarre as it sounds, poorer underprivileged children generally grow up to be physically smaller than their financially stable friends.
Cognitive development is a huge factor in the development of the child and inturn has great effects the economy of the country. Poverty and malnutrition negatively affects language ability and development. Family stresses and a lack of support lead to lower education levels of children. Due to physical halts in development of children due to poverty and bad health, mental and intellectual stimulation and development of the child create developmental delays such as low educational performance and low school achievement as well as social, emotional and behavioural problems. By the time the child reaches adolescence, there are many instances and behaviour that proves this theory correct, such as juvenile crimes, early childhood pregnancy and ‘dropping’ out of school. This becomes a norm for children living in poverty as it is a common everyday thing that they experience, and became accustom to. These behaviours become a negative reinforcer in the community. Because of the low levels of education and educational opportunities, there is a negative/low level of learning available to children living in poverty. This creates a generally low level of education in the youth of these poverty strickened communities and families. There is not enough operant conditioning for these underprivileged children that will either motivate them to repeat good work and behaviour or punish bad work or behaviour, as there are not enough resources to reward or discipline these children to mould them into sound adults. If this wasn’t the case, then there would be more role models for these kids to follow and to encourage them.
It is well that income provides children with material possessions and opportunities. There are a host of non-material social aspects that create a positive influence on the social development of the child. These social aspects involve parents’ time, parents ability to teach and provide guidance, emotional support by peers and family, quality schools, safe neighbourhoods and communities resources (Bekker, 1981; Haveman & Wolfe, 1994; Johnson, 1996). The immediate environment plays a big role in the social acceptance of the child. If the child is born into poverty, generally the child will grow up and remain poor as it is the only life and way-of-life that the child might know. Patterns and regularities occur with children who grow up in poorer communities. Their interaction between different people and groups are altered and negative. Children in these situations seem to be more violent and tend to join groups that they feel powerful and safe in. these groups, commonly known and gangs are what these children call friends and feel a sense of security in numbers. This sense of security is all that they saw in the streets since they were born and very rarely know of a better lifestyle, as this lifestyle is the one they were born into. This creates a sense of power relations and ideologies in the communities, which continue a negative cycle. Another aspect that underprivileged children have are negative attitudes. These attitudes are like brick walls. These children feel that they do not have a chance to live a better lifestyle, so they learn to live with the fact that they are forever damned to the situation and life of poverty, so they do not even try. This causes a ripple effect as there is no real peer support system in place to attempt to better themselves, therefore influencing others and being influenced by others. This also leads to false perceptions that as a child living in poverty, there is no way out. They perceive themselves to be less that their wealthier financially stable friends. This creates a negative mindset in the minds of these children. This creates a negative level of social learning by children in the community, which generally continues the cycle of poverty in the social aspect of the community and of its children.
Ethnicity
Ethnicity in children makes each and every one unique. The term ethnicity regards the race and culture differences. In South Africa, race has been categorised and amplified. Children who are white are seen as clever and extremely light of complexion with straight hair. Black people are often seen as the complete opposite. Cultures make all inter-races unique. But this could lead to the physical downfall of a growing child. In the case of poorer families, many traditional diets are held as it is seen as cheaper and recognisable. In many African cultures, there are many dishes that primarily involve maize and rice. These are both carbohydrates that contain little or no other vital nutrition for the body, especially for a growing baby. This could lead to two different outcomes, malnutrition or obesity. These are neither good for the body, especially in the case of a child, which could lead to extreme health conditions such as kwashiorkor or heart conditions.
Ethnicity can play a huge factor in the cognitive development of a growing child. The primary key to the disintegration of cognitive learning is ‘Racism’ and ‘stereotyping’. Racism is a major part of our history not so long ago, and today it seems that the problem has not totally been eradicated. Many scholars in history were forced into racially based schools. Now with integration of races in schools, a few problems arise. Racist teachers can have an immense effect on the cognitive learning and development of a child. If teachers spend more time with specific races and considerably less with e.g. blacks, then the black child would not be getting the mental stimulation and education that he or she deserves. This could lead to a decrease in cognitive learning and development in some learners which is vital to their intellectual stimulation. Some argue that it is less racism and more favouritism. Stereotyping could be another major issue. Stereotypes such as e.g. black people are stupid, could really alter the cognitive development of that black child. People, children and teachers, will dismiss them in the classroom as stupid and not make much effort with this child. This child will develop a low self-esteem and receive a much lower quality of education that she or he rightfully deserves. These children affected will develop a negative attitude and feel inferior to their opposite counterparts.
Social development is a vital aspect of a child. Social groups are little by little becoming racially integrated. By society, it seems weird to so a cross racial relationship. There are not many cross racial relationships in communities as yet. This has been argued by many sociologists that it is because of parental pressures that integration of races are not totally accepted. Many parents are happy with the fact that their children are friends with kids of all races and cultures. But they are not comfortable with their children e.g. getting married out of their race group. This creates many social boundaries for the social and emotional development of growing children. This lack of acceptance by parents causes children to still stray away from other races as they are made out to either be inferior to them or not accepted. Many argue the same about culture and religion. Many African cultures see each other as enemies and portray the same view onto their children and youth. E.g. it is seen a big no-no for a Zulu to be married or dating a Xhosa. These two cultures are create a lot of animosity between children and friendship circles by parental pressures and society. Another wider example is Christians and Muslims. These two are seen as different religions, so no relationship or marriage can be allowed unless one of the parties in the relationship converts. In the case of one party converting, that parties’ family generally won’t be very supportive of the change and in many cases disown them. This creates many social pressures in the choices of the youth today, and the social learning of children through other races and cultures/religions.



Gender socialization.
There are obvious gender differences in the physical structure of our bodies.

At birth, the beginning stages of gender development: the level of testosterone, in male infants, is approx. 120mg/100ml, about half that of the adult level and, in female infants. It is common that e.g. males are associated with the colour blue and females associated with the colour pink (Campbell, Benson, Wallace, Doesbergh, & Coleman, 1999). This could alter the quality of sensory and motor skills developed. Males in their childhood are expected to be tough, sporty and aggressive, whist female children are expected to be soft, emotional and have tea parties. Boys while growing up are by society supposed to be heavier and stronger that that of woman. It is expected that males should also have deeper voices that females. All these straits are evening out to day as woman and men dress similarly. Woman isn’t expected to wear dresses and skirts anymore. The effects of these physical characteristics influenced by parents and society can alter the physical development of a child, whether male or female e.g. if girls aren’t allowed to play male-dominated sports, then how will they ever develop a love to it. It might just change and exclude physical talents and skills exploration that a girl might have. During adolescence, maturation occurs and physical alterations develop in the body. E.g. puberty.
It is said that females and males perform differently in cognitive development and learning. This is not entirely true. Woman genetically only have 1 chromazone more that the average man. This doesn’t mean much in terms of cognitive development and learning. The deprivation of certain toys which hold symbolic value can alter the cognitive learning and development during childhood. E.g. limiting boys to cars and guns, and limiting girls to tea-cup sets and dollhouses. They could limit the learning process of the children to limit them to certain toys, which to them hold symbolic value. This could decrease the amount of ‘pretend play’ and language ability. Toys should be broadened beyond the norm of gender differences to retain optimum cognitive development and learning.
Gender socialization is a norm in the social dimension of children. These children do not elicit physical attraction at the stages of childhood development. Studies have shown that during childhood, girls become more emotional and boys become more aggressive. This is what is viewed by society as the norm. During adolescence, maturation occurs and physical attractions develop, but not necessarily to the opposite sex. Many children during adolescence have developed interests in their own gender. This is still viewed as unacceptable by many parents and society. This picture of being ‘gay’ or ‘lesbian’ is viewed as ludicrous and often these children get discriminated about. These children often don’t have a support system at home or in their social groups for their sexuality. This leads to a decrease in social learning and skills. These children seem to form groups amongst themselves and refrain from other social groups. There children often get discriminated against and not accepted by society. These events have major implications on the child’s social development and social status. These events normally produce low self-esteems amongst these children and leads to a high child suicide rate.
These are basic characteristic of the development of childhood. Many of these aspects intertwine with the behavioural structures, learning and social development during childhood. These examples used are of all the flaws of society and households. These vital aspects such as poverty, gender socialisation and ethnicity have primary roles in the development of the physical, cognitive and social dimensions of childhood. For the better of for the worst, these events and aspects affect our youth and need to be considered by parents and all influences. These are important aspects of child development and in order to maximize childhood development, these aspects needs to be strongly considered and altered.