Hereditary and innate factors play a significant role in the process of skill development, however, acquired and environmental appear to be equally important. The environment also had a direct impact on personality traits, because characteristic adaptations are always involved in their expression. The significant role among the environmental factors played the conscious effects. At this point it seems extremely important to underline that the development of skills can be partially or totally controlled in unfavorable conditions. If the child does not receive adequate support, encouragement and guidance, in such a situation some skills may not be disclosed or may not be developed. The more such exposure and stimulation involves the individual, the more intensely the skills develop. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay The area of ​​education has provided unique environments for skill development. Initial success may be due to variations in access to child-rearing sources and norms and practices across urban, suburban, and rural areas. Urban, suburban, and rural regions provided precise contexts for child development. The urban-rural continuum differs in terms of financial status, accessibility to resources, and collective human, social, and cultural capital, all of which have had enormous and fundamental impacts on humanity. Some studies have explained that urbanity is linked to the development of early educational skills, with rural children lagging behind their urban peers in kindergarten success. Despite the importance of understanding the influence of factors on child or human development in general, few studies have considered how urbanity shapes the development of early academic skills. For example, rural areas were populated outside of major human resources and often had limited access to developing essential resources such as health care, libraries, and child care. Furthermore, in recent decades, most of the younger generations had migrated to urban and suburban areas. as high-quality jobs in rural communities had been cut. Furthermore, it may be more difficult for rural parents to provide their children with enriching experiences and connections as the dispersal of people, lack of services and recent reductions in human capital can leave rural families without access to essential goods and social capital. However, there were also positive aspects of rural residence, such as the increased number of homeowners and accessibility to nature. On the other hand, large cities often suffer from a lack of green space, crime, overcrowding, and pollution, which could pose disadvantages to parenting and early development even if accessibility to resources was not problematic. These development contexts relative to the urban-rural continuum have brought variety in upskilling. Furthermore, the urban-rural environment leads to significant differences in early academic skills. Furthermore, cognitive stimulation in the home, parenting quality, parental beliefs about child rearing, and academic expectations appeared to be important predictors of early outcomes. Cognitive stimulation at home, which includes the provision of interactions, activities, and educational materials, improves language, literacy, and numeracy skills. Likewise, high-quality parenting in early childhood, characterized by high levels of responsiveness, warmth, and consistency, promotes cognitive and academic development.