By Marija Lobanova

The age-old debate of nature versus nurture has intrigued scientists, philosophers, and caregivers for centuries. Are we born as blank slates, shaped solely by our experiences, or does our genetic code determine the people we become? As a professional interested in human development and a mother of two, I find myself reflecting on this question daily. When we consider the development of infants, the answer is both profoundly complex and beautifully simple: nature and nurture are inseparable forces, dancing together to shape a child’s mind, emotions, and future. This realization brings both a responsibility and an opportunity for those of us who care for children—as parents or childcare professionals—to recognize the role we play in their development.

Yes, we do not know exactly where nature ends and nurture begins. However, I choose to believe that my active presence is essential for my children, perhaps more so than it really is. Reflecting on my role as a parent, I am reminded of an anecdotal story about Niels Bohr, the father of quantum theory and a Nobel Prize winner in Physics, and his “lucky” horseshoe. Bohr had a horseshoe hanging above his front door, and when a surprised visitor asked if he believed in its superstition, Bohr replied, “Of course not. But I have been told it works whether you believe in it or not”

In the same way, I choose to believe that my presence, actions, and expressions of motherhood truly matter. I choose to believe in the power of my role as a parent and caregiver—not because growing scientific knowledge is providing us with more thorough guidelines on how to nurture children, but simply because our actions have undeniable effects, whether we see them or not. I choose to believe that the environment I create is shaping my children’s brains to be resilient, curious, open, and intellectual.

The Science of Nature and Nurture

From a scientific perspective, nature refers to the genetic blueprint each child is born with—their DNA, inherited from their biological parents. This blueprint influences traits such as eye colour, height, and even certain predispositions to temperament and personality. Nurture, on the other hand, encompasses the environment in which the child grows, including their relationships, experiences, and physical surroundings.

What makes infancy so fascinating is the interplay between these two forces. Research shows that even in the womb, an unborn child is already being shaped by environmental factors. For example, a mother’s stress levels or nutrition during pregnancy can influence the baby’s brain development and temperament. After birth, the wiring of the brain is profoundly influenced by interactions with caregivers, the quality of stimulation, and even how the baby is held and soothed.

At the same time, I am not trying to dismiss the importance of nature. Studies involving monozygotic (identical) twins, who share 100% of their genetic material, offer a unique window into how much genetics versus environment contributes to development. Remarkably, research has shown that even when raised in completely different environments, monozygotic twins often display striking similarities in traits such as intelligence, temperament, and even specific habits. There are reports and documented cases of separated twins who, upon meeting years later, discovered they had chosen the same careers, shared similar hobbies, or even named their pets the same. In contrast, dizygotic (fraternal) twins, who share only about 50% of their genetic material but grow up in the same environment, can be as different as strangers. Unlike monozygotic twins, their differences often reflect both genetic diversity and unique responses to the same environment. This stark difference demonstrates the powerful role of genetics in shaping certain aspects of personality and behaviour.

The question of where nature ends and nurture begins, however, remains elusive. Neuroscientists have discovered that genes and environments do not act independently of one another. Rather, they interact in dynamic and sometimes surprising ways. For instance, a child may be born with a genetic predisposition toward shyness, but a nurturing environment that encourages social interactions can help them develop confidence and reduce the impact of that genetic tendency. Similarly, a naturally resilient child may cope better with adversity, but the absence of a supportive environment could still hinder their ability to thrive.

Thus, as a mother aware of studies examining environmental impacts and who chooses to believe in their importance, I see nature as the provider of raw materials, while nurture being the shaper of how those materials are assembled into the person a child becomes. In other words, I am fully aware that my children will not be able to hear ultrasounds, as bats, dogs, and dolphins do. Humans simply do not have a genetic framework for it. However, I can help them learn and recognize sounds and words in the few languages I speak.

The Role of Caregivers in Nurturing Brain

We have established that caregivers play a crucial role in a child’s development. However, being a caregiver is not an absolute or straightforward task. It is easy to imagine an ideal scenario—a joyful interaction with a baby, where both caregiver and child are deeply engaged, a scene often sold to us by toy manufacturers. Yet, the reality of daily life with children can be quite different. As a mother of two pre-schoolers, I often have to remind myself that my actions, emotions, and behaviours are shaping my children’s brains. This reminder keeps me mindful of the way I act, speak, and express my feelings. The idea of helping children achieve their full potential is beautiful, and it is something I try to focus on, especially on “good” days—though, admittedly, these days are not as frequent as I would like.

Often, these reminders come with a sense of guilt. After all, I am human—I get tired, angry, frustrated, apathetic, helpless, anxious, and resentful, among other things. The awareness that my actions impact the development of my children’s brains can sometimes be overwhelming. I have studied how during the first few years of life, a child’s brain undergoes an extraordinary period of growth. I am aware that at this stage, neural connections form at an astonishing rate—about one million per second in the early months of life. These connections are shaped by the child’s experiences and interactions with the world around them. I recognise that the way we respond to an infant’s cries, the words we speak, the songs we sing, and the affection we offer all influence the development of their neural architecture. I know that, when a baby smiles and we smile back, it is more than just a heart-warming moment—it activates the brain’s reward system, encouraging the baby to seek more social interaction and laying the foundation for healthy emotional development. However, the practice of care giving is not a theory. 

It is completely natural for caregivers to experience moments of tiredness, anger, and frustration, especially when balancing the intense demands of raising children. These emotions, while challenging, are a normal part of human experience and do not define the entirety of a child’s development. It’s important to remember that children’s brains are highly adaptable and resilient, and they are shaped by a complex interplay of experiences, both positive and negative. While negative emotions like frustration or anger might contribute to stress in the short term, the key factor is the overall balance of experiences a child has, including those moments of connection, comfort, and positive engagement. Research has shown that children’s brains are not simply passive recipients of experiences; they actively process and adapt to their surroundings, and they can be resilient to occasional negative interactions, particularly when they are followed by soothing, supportive, and nurturing responses.

Thus, I would like to remind everyone looking after small children that while occasional displays of anger or frustration are a normal part of parenting, it is the ability to repair those moments that plays a crucial role in a child’s development. The concept of “emotional repair” refers to a caregiver’s ability to recognize when they’ve been upset or stressed and to take steps to reconnect with the child in a warm and supportive way afterward. This helps children learn important emotional regulation skills and provides a model of how to manage difficult emotions. Furthermore, positive interactions—like responding to a child’s needs, engaging in shared play, or simply offering comforting words—help strengthen neural pathways associated with attachment, empathy, and resilience.

Conclusion

Understanding the dynamic relationship between nature and nurture brings a sense of awe and responsibility. As caregivers, we are not passive observers of a child’s growth; we are active participants in shaping the way they think, see the world, and respond to challenges. Every hug, every bedtime story, every moment of patience during a tantrum is a part of this process.

The relationship between nature and nurture is not a competition but a collaboration. As scientists, we may never pinpoint where one ends and the other begins, but as caregivers, we do not need to. What matters is that we embrace our role as part of the natural world shaping young minds and hearts. Whether you are a parent soothing your baby in the middle of the night, a carer planning a day of activities, or a childcare worker creating a safe and nurturing space -you are making a difference. You are helping to shape the way children will think, feel, and thrive in the world. And that, to me, is both a privilege and a calling.