and
Allison Whitener
Marshall University
GENETIC/ENVIORNMENTAL EFFECTS AND SCHOOL INFLUENCES 2
heredity and the environment in which he or she lives. Much like physical development (for
emotionally evolves is determined by those two factors. The lifespan perspective paints the
sources, and can change at any moment via new experiences (Berk, 2014). Based off prior
knowledge of this perspective combined with the basics of behaviorism, genetics and living
concerned with mental processes (as perception, thinking, learning, and memory) especially with
respect to the internal events occurring between sensory stimulation and the overt expression of
perspective, the events occurring in a person’s life trigger his or her brain to reinforce or abolish
a specific behavior. B.F. Skinner’s work on operant conditioning proved that human behaviors
are not determined via trial and error, but through positive or negative consequences (Definition,
2016). In this sense, environmental factors take precedence over many of our decisions. For
example, a young boy may call out in class inappropriately and other students will laugh.
Eventually, a pattern will develop where the positive reinforcer helps construct a behavior of
inappropriate calling out in class. There are many facets of operant conditioning that could be
used in the classroom to help students develop skills like time-management and work ethic and
to help eliminate behavioral issues that distract from learning. In a positive example, a student
GENETIC/ENVIORNMENTAL EFFECTS AND SCHOOL INFLUENCES 3
who works diligently in the classroom will receive a good grade. That good grade becomes the
motivator and helps positively reinforce the behavior of diligently working. Operant
conditioning is one of the ways that behaviorism and environmental factors play a part in
lifespan development.
Genetics also play a large role in human development. Children often receive many of
their parents’ abilities, including learning styles and talents. Genetic inheritance is the creation
of a combination of parental genes for the child that dictate physical traits as well as emotional
traits. The parents’ dominant and recessive genes determine a starting point for a child.
The lifespan perspective is considered to be the balance between both genetic and
environmental factors. In Michael D. Breed’s and Leticia Sanchez’s article, “Both Environment
and Genetic Makeup Influence Behavior,” they make the case that the decisions of prior
ancestors help shape the genetic influence of decisions (Breed & Sanchez, 2010). Particularly in
animals, genetics determine behaviors like hunting and gathering food, communication, and
general lifestyle. Environment determines to what capacity each of those things are
accomplished.
My belief is that genetics form the basis of a person’s development, but that changes as
environmental factors manipulate the process of development along the way, creating a whole
new series of behaviors that may or may not be related to the original parents. Operant
conditioning as well as other forms of behavior modification are concepts that can be quickly
searched for and implemented to create desired results in someone else’s characteristics. One
section of the Berk text that I found especially interesting and relevant was talking about niche-
picking, where one is put in an environment that compliments his or her hereditary. When the
GENETIC/ENVIORNMENTAL EFFECTS AND SCHOOL INFLUENCES 4
heredity and environment are so closely connected, “the influence of one cannot be separated
from the influence of the other” (Berk, 2014). Behaviorism helps shape these traits continuously
Teachers hold a key responsibility in how each child in their classroom matures. At each
cognitive level, students learn different skills to adapt to their physical, intellectual, and social
environments. A kind influence or a bitter criticist could make all the difference in a child’s
interests and growth. These teachers often encourage students to participate in extracurricular or
Physical skills begin developing at a very young age, when the child learns how to work.
At school, children learn body control and awareness and increase their fine motor skills with
every passing year. Psychological conditioning plays a role in how they learn these abilities, but
practice is a main component in developing these skills. Physical education teachers often teach
games to students that help them to keep working on improving how their body moves as well as
environmental awareness. As a music educator, I often use rhythm and instrument playing to
actively engage elementary students in utilizing their bodies. For voice training (which I am
sing pitches as to not develop vocal nodules takes many years of practice. Students can start that
process at an age where they have developed the body control and awareness to understand how
to perform that task, which is usually around fifth or sixth grade age.
students. Piaget’s stages of cognitive development give clear expectation as to how a child
typically acts within a certain age bracket. School age students start at the preoperational stage,
where they think illogically and act egocentrically. Teachers will encourage students to correctly
use the English language and use symbols and mental images to express ideas. Around the
GENETIC/ENVIORNMENTAL EFFECTS AND SCHOOL INFLUENCES 6
second-grade age group through fifth-grade, students begin to think logically and organize
concepts using items and images. Teachers can help encourage intellectual development by
preparing activities that involve organization and creating interdisciplinary activities so students
can connect ideas. The final stage of cognitive development is formal operation which affects
people eleven years old and beyond. These students can think abstractly and hypothetically, so
teachers should continuously challenge their students as well as encouraging them to analyze and
Erik Erikson’s theory of psychosocial development was created from his belief that the
human personality develops throughout a person’s lifetime. Social health is highly critical in a
student’s overall well-being. Erikson’s theory lists the major conflict that a student is dealing
with at that time. Elementary age students deal with the conflict of coping with new demands
and accepting rules. When the rules are broken, a feeling of inferiority occurs. Adolescence
occurs through middle school and high school age students. In this stage, they begin creating
social relationships while struggling with self-identity and where they fit in (Theories of human
development, 2013). The beginning of this stage is particularly challenging for students because
as they are going through several major events: going to a different school, puberty, and more
clique-like social behavior. Teachers must guide them along the way, offering support and
As a future middle school teacher, am fully cognizant that I have the very important job
of helping students figure out where they fit in as they battle new challenges in their lives.
Going through physical, intellectual, and social changes at that age simultaneously is scary, but
with support, the students can unlock their full potential and embrace each change fully.
GENETIC/ENVIORNMENTAL EFFECTS AND SCHOOL INFLUENCES 7
References
Berk, L. E. (2014). Development Through the Lifespan. In L. E. Berk, Development Through the
Lifespan (pp. 4-77). New York: Pearson Education, Inc.
Breed, M. D., & Sanchez, L. (2010). Both Environment and Genetic Makeup Influence Behavior.
Retrieved from Learn Science at Scitable:
https://www.nature.com/scitable/knowledge/library/both-environment-and-genetic-
makeup-influence-behavior-13907840
Cognitive Psychology Medical Definition. (2017). Retrieved from Merriam-Webster Medical
Dictionary: https://www.merriam-webster.com/medical/cognitive%20psychology
Definition. (2016). Retrieved from The B.F. Skinner Foundation:
http://www.bfskinner.org/behavioral-science/definition/
Theories of human development. (2013, October 6). Retrieved from LinkedIn Slide Share:
https://www.slideshare.net/peningry/theories-of-human-development