Children and young people as individuals grow and develop differently based on various factors and implications that make them who they are. In discussing the age-old debate between nature and nurture, our goal is to provide concrete information that helps understand the fact that shyness is attributed to nature rather than nurture. In reviewing the concepts of the course, focusing in particular on the development of children and young people, we aim to provide reasons for the timidity attributed to nature, as well as take an in-depth look to answer some of the questions that arose during the debate. By discussing the topics of genetics, development and evolution, we aim to provide significant evidence demonstrating that nature should be attributed to shyness. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay In first selecting a side of this debate, it is important to know what each side represents. In conducting the research for this debate, it was really important for us to have a clear understanding of the difference between nature and nurture. The natural side of this debate is defined as the biological and genetic aspects that are predisposed and innate in the life of a human being, while the cultural side of the debate looks at the individual's environmental influences. There is a common disagreement between the meaning of the two sides in relation to how children develop, particularly the attribution to shyness within an individual child. In taking a stand on this debate, the readings provided analyzed both sides and provided a greater understanding of whether nature is attributed to shyness. Philosophers such as Plato and Descartes provide support for understanding that certain behaviors occur naturally because they are innate in an individual's life. These philosophers also address the idea that these behaviors occur independently of educational influences. When examining the influence that nature exerts on an individual's behavior, there are 3 main points and evidence that should influence the decision to attribute shyness to nature. Within our debate, we first presented the meaning of genetics. Within the article, A Twin study of Anxiety-related Behaviors in Preschool Children, researchers were attempting to bridge understanding of genetics as it relates to anxiety-related behaviors within twin pairs. In the study, researchers analyzed 4,564 pairs of twins and their parents from the age of 18 months to 4 years. At each milestone, the researchers used 5 variability factors; general distress, separation anxiety, fears, obsessive-compulsive behaviors, shyness, and inhibition to evaluate and find a verifiable pattern in which their children exhibited this anxiety-based behavior. As a result, the researchers found that shyness and the inhibition factor reported a heritability of 64% as children were predisposed to this type of behavior from their parents. Analyzing the link with genetics, the authors state that “studies in preschool children tend to demonstrate moderate to high genetic influence” (Eley, TC, et al. 2003, p. 947), leading to the understanding that Shyness has a large genetic component, which leans toward the naturalistic side of this debate. The second aspect we examined was the connection between nature and development. Development influences and creates individual traits in children. In the article A Prospective Longitudinal Study ofShyness from Infancy to Adolescent: Stability, Age-Related Changes, and Prediction of Socio-Emotional Functioning, researchers examined age-related changes and stability of shyness since childhood. throughout their developing lives. As part of the study, 921 children aged between 1.5 and 12.5 years were monitored. At five different points within the study, parents were asked to report any shyness-related behavior or remarks they had made toward their child. From the study results they found that shyness showed reasonable stability over time, but had fluctuations based on age, sample characteristics, and time intervals between assessments. From this they concluded that if a child is shy during his childhood period, the shyness tends to stabilize as he develops. The study also stated that 61% of teenagers who had been shy as children showed signs of social anxiety as they grew up. From this we can see that a child's natural development and age can regulate the different challenges that arise from shyness and how they express themselves during the child's development. Considering genetics and development in relation to shyness, the third point of this debate was understanding evolution. All individuals who show early signs of shyness and/or anxiety experience it through evolution. Taking a cue from Darwin's evolution by natural selection, some traits pass through our genes and are not linked to our survival or nutritional environment at all. Through evolution, our genes influence our initial antisocial behavior. Within the article, On the Bifurcation of Temperamental Shyness: Development, Adaptation, and Neoteny, the authors discuss the importance of looking at the nature of an individual's biology before looking at aspects of nurturing. This article also addresses the importance of genetics and development in relation to the biology of the individual and their different genotypes and phenotypes. Looking at a genotype more specifically, without that gene already present in a person's coding, one is never able to visualize it, providing evidence that greater knowledge of nature is attributed to shyness since everything initially depends on biology. After reviewing the questions asked As part of our discussion and consulting further research, these selected questions we will discuss have provided greater understanding of the topic. The first question that allowed us to think more critically about the topic was: “How would you explain a shy child whose parents and/or family are not shy and do not have a shy genetic makeup?” According to Schmidt, L.A., Fox, N.A., Rubin, K.H., Hu, S., & Hamer, D.H. (2002), the authors state that there is a large genetic component associated with how children are predisposed and with specific behaviors and traits , in particular shyness and aggressiveness. This predisposition occurs within a child's dominant and recessive genes, furthering the understanding of genetics and evolution as it relates to how children experience attribution to shyness. To answer the question posed in the debate, the article states that an individual child cannot exhibit these behaviors of his parents, otherwise known as dominant alleles. Instead, a child may exhibit these behavioral traits through his or her recessive alleles, meaning that he or she may exhibit these behaviors from a genetic trait that is inherited and/or existed in the life of the individual's relatives, such as his or her grandparents or great-grandparents. This idea of ​​recessive alleles is not always initiallyunderstood by parents involving their children's different behaviors and attribution to shyness and parents find it difficult to understand that these behavioral traits exist through genetics. This understanding is also found in the Genes and Neural Development conference where there was extensive discussion about the concept of genes and the interplay between how our behaviors and genetics express themselves as individuals. Specifically, during the lesson the class examined the differences between dominant and recessive alleles and how they can influence an individual's development in relation to their appearance, behavior and physical characteristics. This understanding ties back to the article on the molecular genetics of shyness and aggression in preschool children (Schmidt, L.A., et al. 2002) as it reflects the views of both our conference presentation and our position on natural appearance of shyness attributed to nature rather than education. With this research and new understanding of how these genes may create meaning behind the various behavioral traits exhibited by children and youth, we can better understand how nature is attributed to development and genetic attribution to shyness. The second question that helped deepen our understanding of the topic was: “Regarding children who may not be in contact with their (biological) parents, how could you explain shyness and its degree for those children who do not do they have a lot of genetic knowledge?” Our research has shown that shyness is attributed to a gene passed on from the child's biological parents. According to Schulkin, J., Gold, W.P., McEwen, S.B. (1998), when a gene is passed on to a child, the trait can be expressed. Genes are expressed naturally whether the child is aware of the genes he or she has or not. This may lead us to the conclusion that whether or not a child is aware of his biological parents' genetic heritage does not affect whether the child has the gene. Although shy children may be raised by other adults who do not show shyness traits, the gene that is part of the child's biological structure will be expressed without thinking of expressing that gene (Volk, T. 2019). The article states that children who are afraid and suffer from anxiety have a genetic makeup that allows them to express these emotions and characteristics. A child who is shy often shows signs of anxiety and fear later in development and this can be explained through the child's genetic makeup and how that gene must be part of their biological makeup for it to be expressed. was asked during the discussion which provided a significant understanding of the nature attributed to shyness: “In your article, you talk about how there is an increase in shyness in children within the first 4 years of life. How might you explain this growth from an argument about nature? By first analyzing this question, our first interpretation of the answer was to connect this question to our understanding of social learning theory. Social learning theory is a theory derived from Albert Bandura that focuses on how individuals learn and adapt to their social contexts, as well as how these individuals differ in how they learn. An example of this, as discussed in the lesson, is how an adolescent may use different languages ​​and approaches while dealing with various individuals and contexts in his or her life. If a teen is talking to a friend their own age, they may use more slang terms and talk about things related to the teen's life and experiences. On the otherOn the other hand, if a teenager were talking to their grandmother, they might be more likely to speak in complete sentences and use language that would make sense to their grandmother. If the adolescent saw his or her friend do something or behave in a particular way and observed the grandmother's behaviors comparatively, the individual would be more likely to evaluate or use the friend's basis for conceptualizing his or her own behaviors. While this may come across as more related to the educational side of the debate, there are many natural and biological factors that influence this social learning theory. First, as presented in our initial discussion, these nurturing environments do not affect an individual in the same way unless a biological or genetic component is already present in the individual. In relation to the initial question posed in the debate, this correlation is present because a child's initial predisposition to this shy behavior is already present in his genes and develops over time in the individual as a consequence of genetic influence. Discussing this argument, The Impact of Prenatal Parental Locus of Control on Children's Psychological Outcomes in Infancy and Early Childhood: A Prospective 5 Year Study, supports the claim that biological influence is attributed to these behavioral traits as they exist in our genetics and prenatal development. Within the article, the authors discuss the idea that the behaviors expressed by an individual are a product of their genetics as they are predisposed to these behaviors by their parents. Specifically, the authors highlight the idea of ​​prenatal development and how these behavioral traits will be encoded in the child's DNA before he or she is even born. This means that before any environmental factors come into play, a child is predisposed to and will already intrinsically exemplify these behavioral traits based on their genetics. In this way, the authors also present the idea that parents of an individual child should be able to predict these behavioral traits in their child based on their own genes and behavioral traits. The fourth question asked was: “Do you think that at a certain age that nurture is more influential in shaping a child than nature, due to school/church/sports? Although both play a role, it could be argued that education is more influential in later life. How would you disprove it?” When thinking about and answering this question for the first time, the first idea that came to mind was the fact that children cannot express certain traits without biologically having those genes in their biological makeup. Although a child's environment can influence certain development in a child, without first having the biological structure to develop and express certain traits, the child would not be able to express different things. This shows that children can be influenced by social contexts such as school, church or sports, but to be influenced by them in certain ways that affect development, they must first bring genes into their biological makeup. Although it is clear that at a certain age children begin to become more sociable and are exposed to different social interactions and environments, it is important to take into consideration that the way in which a child reacts and responds to these certain interactions is based on the genes that were passed on to the child by the parents. Depending on the genes he has, the child can be very extroverted or shy. Without certain genes, the child will not express certain traits even if he or she is in a situation that could alter and influence another child's development. From this we can see that it all goes back to the biological constitution of a child. On the other hand, a child can have.