Two Parts Of A Whole Person And Its Important Factors

Two Parts Of A Whole Personit Is Important To Consider Factors Influen

Two Parts of a Whole Person It is important to consider factors influencing physical, cognitive, and socioemotional development long before the baby arrives. In this discussion, you will examine the relative roles of genetics and the environment. Environmental effects on development include both macrocultural and microcultural influences. Macrocultural influences are the broader influences on a child’s development, such as mass media, religious denomination, societal rules, or educational norms. Microcultural influences are those on a small scale, such as family eating habits, traditions, hierarchical structures, and routines.

Based on the principles of behaviorism, John B. Watson argued, tongue-in-cheek, that he could take a healthy baby and make him into a lawyer, doctor, or thief. Sandra Scarr argued that often a child’s genetic predispositions override the influence of the environment. Based on what you have learned so far about development, select a well-known movie that addresses the nature-versus-nurture question. Some examples are: The Blind Side, Rudy, and A Beautiful Mind.

With reference to the film, respond to the following: How influential is the role of genetics in the child’s development? What about the role of the environment, temperament, and teratogenics, among others? Do you agree with Watson, Scarr, both, or neither? Support your arguments with research, citing sources. Write your initial response in 3–4 paragraphs. Apply APA standards to citation of sources.

Paper For Above instruction

The debate between the influence of genetics and environment on a person's development has been a longstanding and extensively studied topic in developmental psychology. Films such as The Blind Side vividly depict the intricate interplay between innate traits and external influences in shaping an individual’s potential and life trajectory. In this film, Michael Oher’s journey from a disadvantaged background to a successful football player illustrates the complex roles of genetics, environment, temperament, and societal factors in human development.

Genetics undoubtedly plays a significant role in determining an individual's physical attributes, cognitive abilities, and temperament. Contemporary research underscores that genetic predispositions influence traits such as intelligence, personality, and even psychological resilience (Plomin & Deary, 2015). For instance, in The Blind Side, Michael's physical strength and natural athletic ability suggest a genetic contribution to his potential as a football player. However, genetics do not operate in isolation; the environment heavily influences how genetic potential is realized. The nurturing aspects surrounding Michael—such as supportive coaches, a stable family environment, and access to quality education—are fundamental in shaping his achievements (Kail & Cavanaugh, 2018). Furthermore, temperament, which is partly inherited, influences how individuals respond to various situations, impacting their developmental pathways (Rothbart & Bates, 2006).

Teratogenic factors and microcultural influences, such as family routines, cultural norms, and community support, further shape development. For example, Michael's environment provided stability, positive reinforcement, and opportunities that fostered his growth despite adverse circumstances. These micro- and macro-cultural influences demonstrate that environmental factors can either amplify or inhibit genetic potential(Shonkoff & Phillips, 2000). John B. Watson's behaviorism emphasizes environmental control in shaping behavior, suggesting that nurture can override nature, which is supported by evidence showing the significance of environmental interventions (Skinner, 1953). Conversely, Sandra Scarr’s research highlights that genetic predispositions often set boundaries within which environmental factors operate (Scarr & McCartney, 1983). Thus, both perspectives have validity, but the consensus leans towards an interactionist view—development results from the continuous interplay between genetic makeup and environmental contexts.

References

• Kail, R. V., & Cavanaugh, J. C. (2018). Human Development: A Life Span View. Cengage Learning.
• Plomin, R., & Deary, I. J. (2015). Genetics and intelligence differences: Between-subjects and within-family features. Philosophical Transactions of the Royal Society B: Biological Sciences, 370(1660), 20140186.
• Rothbart, M. K., & Bates, J. E. (2006). Temperament. In N. Eisenberg (Ed.), The handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 99–166). Wiley.
• Scarr, S., & McCartney, K. (1983). How people make their own environments: A theory of genotype → environment effects. Child Development, 54(2), 424–435.
• Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
• Skinner, B. F. (1953). Science and human behavior. Free Press.