9: Variations in Development Flashcards
(11 cards)
Neurodiversity and Cognitive Differences
Neurodiversity is a term that acknowledges the natural variation in human brain functioning and cognitive processing. It includes conditions such as Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), dyslexia, and others that affect learning, attention, and social interaction. Rather than framing these conditions as disorders to be cured, the neurodiversity movement values difference and calls for environments that are responsive to individual needs. For example, a child with ADHD may thrive in a classroom that allows movement and minimises distraction, rather than one that requires long periods of stillness and silence.
Piaget’s theory
of cognitive development outlines four stages of intellectual growth in children, emphasising logical thinking and problem-solving. While foundational, Piaget’s theory does not account for neurodevelopmental conditions that alter how and when children acquire cognitive skills. More recent approaches, such as information-processing theory, provide a better fit for understanding cognitive differences by focusing on how people encode, store, and retrieve information in unique ways.
Physical and Sensory Disabilities
Physical and sensory disabilities—such as cerebral palsy, vision impairment, and hearing loss—may affect mobility, communication, or access to the physical environment. These differences can influence development by limiting opportunities for exploration, social interaction, or education if appropriate supports are not available. Crucially, it is not the impairment itself that causes exclusion, but the lack of accessibility in social and physical environments.
Bronfenbrenner’s ecological systems theory
offers a valuable framework for understanding how various levels of environment—such as family, school, community, and policy—influence development. This theory supports the social model of disability, which argues that society must change to accommodate people with disabilities, rather than expecting individuals to adapt to inaccessible environments. For example, a child who uses a wheelchair may develop strong social skills and academic abilities when classrooms, playgrounds, and curricula are fully inclusive.
Children and adults with disabilities often face ableism
the assumption that non-disabled bodies and minds are superior—which can affect self-esteem and identity. Challenging these assumptions means adopting a rights-based and inclusive approach that values all bodies and abilities. Developmental variation must be understood not only in terms of individual characteristics but also the systems that support or restrict full participation in society.
Mental Health and Emotional Development
Emotional development refers to the ability to understand, express, and regulate emotions. Mental health conditions such as anxiety, depression, and conduct disorders can emerge during childhood and adolescence and influence a young person’s capacity to form relationships, engage in learning, and develop a stable sense of self. These conditions may be the result of a complex interaction between genetic predisposition, family dynamics, trauma, and broader social environments.
Attachment theory, proposed by Bowlby and extended by Ainsworth
highlights the importance of early relationships in shaping emotional development. Secure attachment provides a foundation for self-regulation, resilience, and social competence, while insecure attachment or attachment disruptions—common in children who have experienced neglect or abuse—can increase vulnerability to mental health issues. The theory of emotion regulation also explains how individuals manage internal emotional states and external expressions of emotion, which is central to mental wellbeing.
A trauma-informed approach
to development acknowledges how early adversity—such as domestic violence, loss, or displacement—can shape behaviour and brain development. Rather than focusing on “what’s wrong with you?”, this perspective asks “what happened to you?”, allowing for more compassionate and effective support. Promoting emotional development requires environments that foster safety, trust, and predictable caregiving.
Sociocultural Variation
Development is deeply shaped by sociocultural context—the shared beliefs, practices, and expectations that guide how individuals grow and behave. Different cultural groups have varying ideas about parenting, independence, emotional expression, and education. For example, some cultures prioritise collectivism (emphasising family and group harmony), while others emphasise individualism (valuing autonomy and personal achievement). These values influence what is considered normal or desirable at different ages.
Vygotsky’s sociocultural theory
offers an important lens for understanding how culture and social interaction influence cognitive development. Vygotsky introduced the idea of the Zone of Proximal Development (ZPD)—the space between what a learner can do independently and what they can do with support. This theory reinforces the idea that development is not universal, but socially mediated and context-dependent. Children learn not in isolation, but through participation in cultural practices.
