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Because nature has prepared us for survival, all humans have features in common. Yet each
person is also unique a blend of genetic, biological and environmental influences that
begin even before conception and last throughout a lifetime. Consequently there is a
growing consensus that development is a result of the dynamic interplay between nature
and nurture. There are proven cognitive developments that are inherent in our nature as
shown in a study on adopted children. Even so, the environment and 'nurture' of a child does
have influential impacts on their development as neural pathways are affected by the
stimulation or neglect of particular behaviours. Furthermore it is discussed that the dynamic
interaction of both 'nature' and 'nurture' is bidirectional and operates in a cycle that we as
educators have a powerful influence on.
The complexity of the brain and its development means that separating what is biologically
inherent and what is influenced by our surrounding environment is difficult because they are
so tightly bound. Even so, there are necessary neurological foundations for higher cognitive
functions that are innate regardless of external factors and cannot be changed (Nagel, 2012).
In a study of adopted children it was found that while younger children exhibited a slight
resemblance in cognitive abilities to their adoptive parents, the same children became more
like their biological parents during adolescence without having any direct contact (Plomin,
Fulker, Corley, DeFries, 1997). This validates the argument for the inherent 'nature' of
cognitive development as some cognitive abilities such as memory, visual and spatial
processing are biologically ingrained in us in spite of environmental influences or the
'nurture' provided in direct relationships.
Though we know some changes inherently come with the physical maturation of the brain,
environmental factors have also proven to influence cognitive development. Brofenbrenner
(1995) states in his ecological systems theory that the values of the 'significant others' in a
child's environment are a 'potent force affecting the child's future cognitive development'.
Further emphasis has been placed on the need to provide a positive and stable environment
for children where they can interact with others regularly. As suggested by Vygotsky
(Krause, Bochner, Duchesne, McMaugh, 2010), children acquire key skills through social
interaction thus the requirement for positive and frequent opportunities to 'nurture' a child's
development.
What we know of environmental impacts on cognitive development comes from
understanding that over time the use or neglect of synaptic pathways leads to either an
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increase in efficient information processing and retrieval or in extreme cases the stunting of
particular developments (Nagel, 2012). According to Perry (2002), the brain has a 'use it or
lose it' method regarding neural pathways so the constant stimulation of a neural pathway
will strengthen. In contrast, the constant neglect of a neural pathway will lead to its eventual
loss as the brain no longer needs it. Evidence shows that young children in environments
that lack stability and physical touch from primary care-givers have later shown a decreased
cognitive ability to show caring behaviour (Perry, 2002). So while the cognitive capacity to
show affection may often be considered as innate, it is actually notably affected by the
frequency and provision of caring behaviour demonstrated at an early age.
With this collaborative knowledge of child development, educators can strive to improve
contexts for learning. As educators we may seem to have little influence in the 'nature' of a
child's inherent development yet we do have potent influence in the 'nurture' of these young
minds. As suggested by Bandura's social cognitive theory (1989), we are both producers and
products of our environment. In this model, behaviour, cognition and environmental factors
are influencing each other constantly. So not only are we affected by our environment but in
turn it is affected by us. It is this cycle that makes an awareness of 'nature' and 'nurture'
essential for understanding development.
Ultimately our understanding of cognitive development will continue to grow but our
current knowledge ensures the need for educators to consider the dynamics of 'nature' and
'nurture' and how it effects development. Though we know that some cognitive functions are
innate, there are external influences that can impact cognitive development significantly.
The key to child development lies in the dynamic interplay between 'nature' and 'nurture'
and the bidirectional influence the two have on each other. As educators our influence is
most direct in the environment of a child's cognitive domain and it is our responsibility to
provide a positive, supportive and nurturing environment that will ultimately influence
others areas in turn.




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