Nature vs Nurture Aim of today Consolidate learning of nature vs nurture Clarify aim of assignment- M1 and D1 Deadline 20/10/16

Criteria- 20/10/16 M1 Discuss the nature-nurture debate in relation to the development of an individual D1 Evaluate how the nature and nurture debate may affect the physical, intellectual, emotional and social development of two stages of the development of an individual

Pair work- what do we need to include? Create two mind-maps Annotate with terminology/ theorists and content you would expect to find in your discussion and evaluation of Nature Nuture

Nature Nativists Biological approach Genetics Biological Determinism Maturation theory D1 Evaluation- Choice/Free will? Cognitive/Humanism? Environment? Interactionist approach

Nativists Characteristics of human species as a whole are a product of evolution that is determined before we are even born.

Maturation Theory Arnold Gesell – developmental changes in a child’s body or behaviour are the result of aging rather than from learning or some other life experience He proposed that development follows an orderly process determined by the biological and evolutionary history of the species

Determination People are powerless to change their destiny because it is controlled by factors such as genetic inheritance or environmental control

Choice and Interaction An alternative to determinism – believe that people can take control of their own lives through the choices they make

GENETICS Jones (1993)… ‘A set of inherited instructions passed from generation to generation’. He argued that genes are like a language – a grammar, Also has a literature – the thousands of instructions needed to make a human being. Genes are held in our DNA, Particular conditions results from genetic influences.

Genetics can have dramatic influences on individuals, One reason for studying genetics is so that answers can be found. Conditions can die out if cures are found, or reproduction does not happen. Genetics also include personalities and intelligence. Plomin (1989), found that genetic influences also are linked to environmental influences. It is not as simple as the trait is passed on by parents.

GENETIC INFLUENCES:- These are conditions/illness that are inherited from parents through their genes. Such as: Down syndrome Sickle cell Anaemia (can also be spelled ‘anemia’) Cystic Fibrosis - Huntington’s Disease

Nurture Behaviourism Social Influence Environmental factors Medication: drugs/vitamins Housing Culture Gender Access to services Education The family Pollution- greenhouse gases and other chemicals

Watson - Behaviourism “Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors”. [Behaviourism (1930), p. 82]

ENVIROMENTAL ISSUES Medications, drugs, vitamins can influence the body and how a person develops. But Environment can also ‘change’ our original genetic plans (in some cases!)

HOUSING Poor housing can contribute to wide range of hazards that will lead to physical health and safety, therefore leading to negative effect on development.

CULTURE. Way we behave, the language that we speak, the way that we dress and our lifestyle is part of our culture. This also makes us different. Gives us rules and expectations. STUDENT ACTIVITY:- Has your culture effected the way that you have developed? Ideas:- Think about not being able to mix with other sexes/religions and how this will have effected your development.

GENDER. 1928 women were granted equal rights to men. Before this women were considered to be of a lower social status. Sex Discrimination Act 1975 – made it illegal to discriminate against women. Think about your role as a women/man and how this has effected your development – are you expected to do all the housework, while the men in your family go out?

ACCESS TO SERVICES Low income and unemployed people may not be able to access services. Evidence in the past that doctors spent more time with wealthy and well-educated people. Wealthy people can afford private health care- check ups etc.

EDUCATION Everyone goes to school, Evidence to suggest that schools in wealthier areas achieve higher. How you react to school and parents perception of schooling can also effect education.

THE FAMILY Type of family that you were born into has great influences. Family = group that are related. Belonging to a family has many benefits. WHAT ARE THEY? What do you think might happen if you have an unsettled family life?

SOCIO-ECONOMIC FACTORS Relates to income and social positions: Wages, Profits from businesses, Benefits from government, Money invested in accounts etc, Money from selling property Community Media Peer Groups, Culture and beliefs Social class and employment

IMPACT OF LOW INCOME Paxton and Dixon (2004) research shows that.. ‘Children who grew up in poverty during the 1970’s did worse at school, were six times less likely to enter higher education, and one and a half times more likely to be unemployed – and earned 10per cent less during their lifetimes than those who did not experience poverty as a child’

LIFESTYLE INFLUENCES:- These is the way that you live your life. Your lifestyle will depend on choices that you make, but will also depend on issues such as income. On low income – limited choices. We do not always have a choice of our lifestyle! Diet and nutrition Exercise Stress Substance abuse

A report In order to achieve M1 you will need to use secondary resources to discuss the nature/nurture debate in relation to the development of your chosen individual.

Introduction Relevant introduction clearly relating to the question Definition (Quote) and explanation (your own) of key words – Nature and Nurture Definition and explanation of debate – Nature and Nurture debate

Nature section Reference to innate, biological determinism, DNA, genes, chromosomes, possible inherited conditions (detail if effects your person), characteristics, abilities, acquisition of skills, personality traits. Examples of theorists that follow these views and how e.g. Piaget, Chomsky. Examples of this in relation to person. Clear evidence of secondary resources and research

Nurture section Explanation of environmental and external factors and examples Primary and secondary socialisation: family, religion, peers, education, employment, education (role models, sanctions and imitation) Examples of theorists that follow these views and how e.g. Piaget, Bandura. How these influence(D) with examples for your person. Clear evidence of secondary resources and research

Conclusion Relate back to question and state your view on what you think has had the most significant influence on your chosen person.

Referencing Date after each Author e.g. Stretch and Whitehouse (2010) Quote appropriately: ‘The economic resources that you or your family have can make a major difference to your quality of life’. Stretch and Whitehouse (2010)

Bibliography Put all titles in full in the bibliography with the author, date, where published and by whom. Book titles never go in the main body of the text.

M1 If this is a well written and researched piece of work it should be about 1 and a half to 2 sides of A4. Font 11 please in final

Article In order to achieve D1 evaluate the effects of both genetic inheritance and the environment (nature/nurture) providing a justified conclusion of how each theory has influenced your famous person in two of their life stages (physically, intellectually, emotionally and socially).

Introduction Relevant introduction clearly relating to the question Definition (Quote) and explanation (your own) of key words – or referring back to M1

Life stage 1 Definition of specific life stage Impact of nature factors with depth and detail and examples of PIES effects. Remember innate, biological determinism, DNA, genes, chromosomes, possible inherited conditions (detail if effects your person), characteristics, abilities, acquisition of skills, personality traits.

Life stage 1 - Nature Did your person have hair, eye colour , condition the same as parents ? Did your person have a ‘natural’ intelligence ? Did your person have same personality traits as parents ? Did personality/looks influence career , life path ? Are physical changes naturally happening at this life stage ? What were the effects on the PIES ?

Life stage 1 - Nurture Impact of Nurture factors with depth and detail and examples. Be specific. Exposure to pollution, damp/overcrowded housing, access to recreational facilities, access to health and social care services, bullying, family dysfunction, effects of culture, religion and beliefs, effects of discrimination; socioeconomic, eg income, expenditure, education, values and attitudes, peer groups, employment status; lifestyle, eg nutrition and dietary choices, alcohol intake, use and misuse of substances Primary and secondary socialisation factors; family, religion, peers, education, employment, education (role models, sanctions and imitation).

Life stage 1 - Nurture Did the person have any significant events e.g. predictable or unpredictable that happened in this stage ? Was there any significant influence from primary or secondary socialisation sources at this stage ? What were the effects on the PIES ?

Life stage 2 Use the same format for Life stage 1 Remember to give specific examples and what age they happened. You could compare this to others at the same life stage.

Conclusion Relate back to question and state your view on what you think has had the most significant influence on your chosen person in each life stage.

Referencing Date after each Author e.g. Stretch and Whitehouse (2010) Quote appropriately: ‘The economic resources that you or your family have can make a major difference to your quality of life’. Stretch and Whitehouse (2010)

Bibliography Put all titles in full in the bibliography with the author, date, where published and by whom. Book titles never go in the main body of the text.

Tomorrow- We will be moving on to start work on Assignment 2 One to ones We are most likely all at different stages For the rest of the session we are going to work independently on our assignments I will see each of you 1-1 to see how things are going and to catch up on where we are all at. Tomorrow- We will be moving on to start work on Assignment 2