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Sample translations submitted: 1
English to Spanish: Desarollo infantil General field: Social Sciences Detailed field: Psychology
Source text - English Child development refers to the behavioral, biological, physiological, and psychological changes that occur as a child transitions from a dependent infant to an autonomous teenager. These changes include the development of language (e.g., babbling, learning words, sentence construction),cognitive skills (e.g., symbolic thought, memory, logic), motor skills (e.g., sitting, running, pencil grip), and social-emotional skills (e.g., a sense of self, empathy, ability to interact with others), among other domains.
It is now well accepted that development is a process that is not determined independently by nature or nurture alone, but by nature through nurture (Shonkoff and Phillips 2000). Changes throughout development result from multidirectional interactions between biological factors (genes, brain growth, neuromuscular maturation) and environmental influences (parent-child relationships, community characteristics, cultural norms) over time (Shonkoff and Phillips 2000; Gottlieb 1991; Pollitt 2001). These interactions lead to the reorganization of various internal systems that allows for new developmental capacities (Thelen 2000). For example, the emergence of locomotive skills results from the co-occurrence and interactions among physiological systems (muscle strength; the ability to balance), social-emotional change (the motivation to move independently), and experience (adequate opportunity to practice the emerging skill) (Adolph 2002; Adolph, Vereijken, and Denny 1998; Adolph, Vereijken, and Shrout 2003).
The conceptualization of development as a dynamic interplay between biological and environmental factors suggests that early childhood is a time of great risk and great opportunity. Because young children have developing neuronal systems that are so plastic, they are simultaneously vulnerable to environmental influences and capable of benefiting from interventions. Thus, child development is malleable and can be enhanced by interventions affecting the child, the environment, or both.
Translation - Spanish Por desarollo infantil se entiende a los cambios de comportamiento, biológicos, fisiológicos y psicológicos que ocurren mientras el niño cambia de un infante dependiente a un adolescente autónomo. Estos cambios incluyen el desarrollo del lenguaje (p.ej. balbuceos, aprender palabras, construción de frases), habilidades cognitivas (p. ej. pensamiento simbólico, memoria, lógica), habilidades motrices (p. ej. sentarse, correr, hacer pinza), y habilidades sociales- emocionales (p. ej., sentido de la propia identidad, empatía, habilidad para interactuar con otros), entre otros ámbitos.
Actualmente está ampliamente aceptado que el desarrollo es un proceso que no está determinado independientemente sólo por lo innato o por lo adquirido, sino por lo innato combinado con lo adquirido (Shonkoff and Phillips 2000). Los cambios durante el desarrollo son fruto de interacciones multidirecionales entre factores biológicos (genes, crecimiento del cerebro, maduración neuromuscular) e influencias ambientales (relaciones padres-hijo, características de la comunidad, normas culturales) con el paso del tiempo (Shonkoff and Phillips 2000; Gottlieb 1991; Pollitt 2001). Estas interacciones llevan a la reorganización de varios sistemas internos lo que permite el surgimiento de nuevas capacidades de desarrollo (Thelen 2000). Por ejemplo, la aparición de habilidades locomotrices es el resultado de la coexistencia e interacción entre sistemas fisiológicos (desarrollo muscular; habilidad de mantener el equilibrio), cambio social- emocional (la motivación de moverse independientemente), y experiencia (oportunidad adecuada para practicar la habilidad emergente) (Adolph 2002; Adolph, Vereijken, and Denny 1998; Adolph, Vereijken, and Shrout 2003).
La conceptualización del desarrollo como una interacción dinámica entre factores biológicos y ambientales sugiere que la primera infancia es una época de gran riesgo y grandes oportunidades, ya que los niños pequeños tienen sistemas de neuronas en desarrollo que son tan plásticos, que son simultáneamente vulnerables a las influencias ambientales y capaces de beneficiarse de las intervenciones. Por lo tanto, el desarrollo infantil es maleable y puede ser mejorado con intervenciones que afectan al niño, al ambiente , o a ambos.
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Master's degree - Complutense
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Years of experience: 20. Registered at ProZ.com: Oct 2006.
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