ANNETTE DIPRÉ
Some helpful distinctions to make before we delve into the discussion: • gene - the basic unit of inheritance containing information to specify physical and biological traits; • gene expression - the process of using information to create a protein inside a cell. Genes code for proteins and non-coding sections control how a gene is expressed, including when it is turned on or off; • human genome - the unit of heredity, composed of DNA; • heredity - passing traits from parents to offspring, measured both in constancy and variation. As early as the 18th century, the concept of babies as a blank slate – as in John Locke’s tabula rasa – prompted a popular metaphor of empty vessels to be filled and shaped by experience and perception. By 1869, Francis Galton claimed to the contrary, in his book Hereditary Genius, that it was a case of good breeding rather than good rearing (he went as far as to suggest regulating marriage to produce a superior race of humans, giving him the label Father of Eugenics) . By the 1950s psychologists had returned to the prevailing idea that we learn from our environment and that everything in life is explained by our prior experience and interactions. Parents then mould their offspring, to a certain extent, both in their positive and negative characteristics. While research between 1990 and 2020, including studies of twins by Robert Plomin and Michael Rutter, has yielded strong evidence for genetically influenced individual-level human traits, the relationship between genes and the environment is not a simple concept. Focus has increasingly been placed on ways in which genes can in fact influence the environment – an event referred to as rGE. There are three types: • Active rGE - where children seek, create and modify their environments; for example, when a child purposely seeks conflict with their parents leading to the parent using firmer or more negative language and, therefore, engaging in more harsh parenting styles. It also occurs when one selects into an environment based on genetic propensities, more aggressive or thrill- seeking teens seeking others like themselves; • Evocative rGE - where children evoke certain environments as a result of their genetic make-up; for example, prosocial children may have closer bonds with peers and teachers
whereas those who are antisocial may be more argumentative; • Passive rGE - where parents provide environments that are a function of their own genetic traits and, therefore, influenced by their own heritable characteristics. For example, artistic parents are more likely to have artistic children, not simply by passing on their artistic gene, but also because they are more likely to provide artistic environments and experiences. Crucially, genes can be active or inactive and the environment plays a major role in turning them on or off, determining whether they will code for these proteins or not, referred to as epigenetic ‘markers.’ Genes and the environment are constantly interacting, and while a complex debate about degrees of variation within heritability will continue, pinpointing environmental experiences that maximise genetic influences across development and contexts, could lead to stronger interventions and support throughout childhood and beyond. As teachers, we have a responsibility to support the rapid, early development of children’s brains, while considering the huge impact that negative influences and experiences can have on children’s lives. We increasingly acknowledge the environmental experiences that tap into and maximise genetic influences. At DUCKS, we identify, support and enrich children’s development through our strong wellbeing programme which underpins everything we do. That programme has evolved to incorporate a range of supporting elements: • Key Person System • Golden Rules • Positive Behaviour Policy • Circle Times • The RULER* Programme, which explicitly teaches emotional literacy
HEAD OF EARLY YEARS
Gene-environment interplay (not ‘nature vs nurture’ !) An exploration of the interplay between genes and the environment
*Recognising, Understanding, Labelling, Expressing, Regulating
Rather than examining the phenomenon of nature versus nurture as independent concepts, gene-environment interplay takes a closer look at how the two areas are interwoven and work in unison to affect children’s development. I was interested in this combined influence on cognitive processes and children’s development, including prosocial behaviour, from early years up to the age of 16.
As an experienced Early Years teacher, I was keen to delve into the latest research on child development, and the role that schools have in providing an environment in which children can thrive. And so in 2021 I embarked on an MSc in Child Development at University College London. The course is accredited by the British Psychology Society and led me to focus on the role of, and relationship between, genes and the environment. Attitudes have moved away from what has been termed the nature vs nurture debate, principally because genes and the environment are more interdependent than previously believed; indeed, they are rarely separate.
By ensuring that children feel safe and secure, we foster an environment where the children can confidently explore, learn, and develop crucial social, emotional, and cognitive skills. These experiences are part of the interwoven gene-environment, in which the strong foundations of future academic and personal success are laid.
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