Towards a biologically informed primary school practice |
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| Authors: | Peter Silcock |
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| Institution: | 1. School of Education, University of Hertfordshire , Hatfield, UK jsilcock@netcomuk.co.uk |
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| Abstract: | The various ways ‘nature’ and ‘nurture’ interact to shape school pupils' lives are examined from the perspective of recent biologically informed studies. The idea of a highly predictive, genetically based inheritance is strikingly upheld by research in infancy and early childhood. Research evidence also shows how pupil individuality develops within non-shared as well as shared environments (non-shared environments being those where unique experiences rather than shared norms, values and so on affect individual development). Asset-based (rather than deficit-based) pedagogy, within a partnership paradigm, would respect the diverse ways in which school pupils learn. |
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| Keywords: | nature/nurture genes assets individuality partnership paradigm |
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