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Children’s differences in learning are evident even before they start formal education. Interventions that seek to improve children’s learning and thus, chances for educational success, often target children’s early life environments. Yet, the extent to which these early life environments cause, rather than merely co-occur with children’s differences in learning and education is unknown. Here, I will review genetically sensitive study designs that strengthen causal interpretations of associations in observational data between – putatively – environmental exposures and children’s developmental outcomes. Findings from these genetically sensitive studies suggest that causal effects of early life environments on child development are mostly small or even very small. This has implications for the design and effectiveness of interventions that target children’s early life experiences to improve their educational outcomes.
Sophie von Stumm is Professor of Psychology in Education at the University of York, where she directs the Hungry Mind Lab (www.hungrymindlab.com). Her research focuses on the causes and consequences of children’s differences in learning. She integrates theories and methods across the disciplines psychology, education science and genomics to elucidate how family background, early life experiences, and education opportunities inform children’s development. Her research is funded by the British Academy, Nuffield Foundation, and the Jacobs Foundation.
