by Eren Goktas

Genes and environment are crucial aspects of the wellbeing of a child. The environmental factors have a detrimental impact on the genes since they control the phenotypical expressions of genes in children. For instance, a child with an obesity gene cannot develop obesity unless poor nutrition activates the obesity genes. A poor maternal diet during pregnancy can result in obesity, though a good diet leads to resilience against the disease. The EDI scale includes children’s physical health that depends on phenotypical expressions. They have combinations of genetic and environmental factors subjected to risk and resilience factors like maternal nutrition and a child’s nutrition.

Physical health and wellbeing are critical aspects of EDI whose manifestation depends on varying degrees of phenotypical expressions in children with the same genes. Thus, a child’s physical development depends on both hereditary and environmental factors. There is a direct relationship between the human body and the environmental factors since the genes collaborate with such aspects to influence phenotypical expressions evident in the child’s development. Thus, environmental variations cause a corresponding variation in the phenotypical expression of genes that affect physical health. There are three subscales of the EDI that can be used to measure physical growth and a child’s wellbeing. They include gross and fine motor skills, physical independence, and school day physical readiness.

A child is likely to get exposed to smaller objects like pens while playing around in gross and fine motor skills. However, if there is no intervention, that child is likely to continue using those small objects, affecting the general knowledge. A child is expected to suck a thumb and be less coordinated in physical independence. It can continue to an old age if not adequately intervened. Children can have low morale in school day activities and pretend to be sick to avoid school. Therefore, if not correctly intervened, a child can drop out entirely. The intervention has a detrimental impact on the outcome of a child’s behavior. For instance, a child can develop a positive attitude and increase morale for school. Children ought to be adequately trained during childhood as it negatively impacts the child’s development. If there is proper intervention, a child is likely to respond accordingly and positively towards the said behavior change. If a child portrays behaviors that may hinder their physical well-being and development, the intervention must immediately curb the behavior.

References

Berk, Laura E. (2021). Revel for Infants and Children: Prenatal through Middle Childhood (9 th ed.), Pearson

Human Early Learning Partnership. Early Development Instrument [EDI] report. Wave 7 Community Profile, 2019. West Vancouver School District (SD45). Vancouver, BC: University of British Columbia, Faculty of Medicine, School of Population and Public Health; February 2020. Available from: http://earlylearning.ubc.ca/media/edi_w7_communityprofiles/edi_w7_communityprofile_sd_45.pdf