what are the two opposite components that work for biological activities of children
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Among the most compelling stories emerging in the early 21st century from the science of child development have been the extraordinary developmental processes by which a microscopic assembly of embryonic neural cells gives rise to the human brain—the most complex physical object in the known universe (Fox et al., 2010; IOM and NRC, 2009; National Scientific Council on the Developing Child, 2004). These remarkable developmental events contribute to the entire, elaborate array of individual life attributes and trajectories, from personality, intelligence, and individual achievement to lifelong risks for disease, disorder, and criminality. The course of brain development also shapes a child's growing capacities (or incapacities) for learning; complex thought; and supportive, empathic involvement with others—capacities that powerfully influence life chances for success, productivity, and satisfaction. The profusion of possible futures and life paths grounded in the character, course, and timing of early brain development is guided and sustained by continuous, bidirectional interactions between human biology and social and educational environments. Such interactions, strongly influenced by the quality of the care and teaching and the learning environments that families and societies provide, co-determine over time the developmental, educational, biological, and health outcomes that progressively characterize individual lives. Although much complexity—at the behavioral, neurobiological, cellular, and molecular levels—awaits further elucidation, much has already been learned about the nature, timing, and consequences of neurodevelopmental events and how they interact with the environments in which children develop, learn, and engage with adults and peers. New knowledge of these developmental processes has yielded a rich and useful harvest of insights for those who care for, teach, protect, and support young children.
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In molecular biology, two nucleotides on opposite ... Two components of Human Learning Biological Bases of Learning connected , although they go in opposite directions . The first line is that of psychologizing biology , the second that of biologizing ...