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Genetics are the so-called blueprint to a child’s brain structure and function. It is explained that “cognitive abilities are substantially influenced by genes, with approximately half of the variance in general cognition attributed to genetic factors,” (Mollon, et. al., 2021). Abilities such as attention, a working memory, and a declarative memory are inherited through genetics. Studies show that “the heritability of cognition is moderated by age, with the heritability of IQ increasing from around 40% in early childhood to over 80% in adulthood” (Mollon, et. al., 2021).

Studies done with a pool of 8 to 21 year olds found that neurocognitive measures across childhood and early adulthood can be inherited through genes by a significant amount. Furthermore, how genes will vary on general cognitive abilities increases over time, between childhood and early adulthood (Mollon, et. al., 2021). Specifically, the prefrontal cortex and the dopaminergic circuits have a strong influence

There can be genetic mutations that lead to cognitive disabilities. Studies say “Genetic mutations affecting neurotransmitter regulation have the potential to disrupt the activity of neuronal networks during brain development, resulting in cognitive disorders such as intellectual development disorder and ASD,” (Spoto, et. al., 2024).

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How Does Genetics Affect Cognitive Development? - Childhood Education Zone

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The influence of a child’s environment on their cognitive development is said to be more crucial than the influence of their genetics. It can be broken down to their social, emotional, and economic environment. The primary caregiver is responsible in maintaining a healthy environment in order to support the child’s cognitive development. They are defined as “an adult who is committed to the care and well-being of the child and available to meet their physical and emotional needs during the first years of life and ideally beyond,” (Luby, et. al., 2022). They should work to support their child emotionally, physically, and developmentally. Fleeting recognition or emotion towards the child can lead to negative developmental outcomes.

Population-based studies have shown that approximately half of all children in the United States will experience at least one form of adversity by the time they become adults (Luby, et. al., 2022). Children who are experiencing these levels of adversity are at a risk of developing cognitive disabilities and physical health problems in comparison to children who are not experiencing these levels of adversity. Early on in their development, it is important to maintain promotional environments, especially during the crucial period where the child’s brain elasticity is capable of being influenced by its environment.

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What children experience can influence how their cognitive skills develop. It is explained that “life course theory posits that early life experiences may contribute to cognitive health through direct and indirect processes,” (Lee & Schafer, 2021). A significant experience is a serve and return. A caregiver serving and returning when interacting/playing with their child heavily promotes the child’s cognitive development. Serve and return consists of the following steps:

1. Sharing the focus: focusing on the interest of the child when prompted with the interest.

2. Support and encourage: Returning the serve with a word of encouragement or facial expression or motion or etc.

3. Name it: Returning the serve by naming what they are doing, saying, pointing out to build understanding of the surrounding world.

4. Take turns back and forth: After returning a serve, give the child a chance to respond.

5. Practice endings and beginnings: The child will signal when the activity or interest is done, and when the next is beginning. Follow their lead.

(How-to: 5 steps for brain-building serve and return, 2019)

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Center on the Developing Child at Harvard University

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How-to: 5 Steps for Brain-Building Serve and Return - Center on the Developing Child at Harvard University

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This how-to video breaks down serve and return into 5 simple steps and features adults and young children doing each step together.

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How-to: 5 steps for brain-building serve and return. Center on the Developing Child at Harvard University. (2019, May 15). https://developingchild.harvard.edu/resources/videos/how-to-5-steps-for-brain-building-serve-and-return/

Luby, J. L., Rogers, C., & McLaughlin, K. A. (2022). Environmental Conditions to Promote Healthy Childhood Brain/Behavioral Development: Informing Early Preventive Interventions for Delivery in Routine Care. Biological psychiatry global open science, 2(3), 233–241. https://doi.org/10.1016/j.bpsgos.2021.10.003

Mollon, J., Knowles, E. E. M., Mathias, S. R., et al. (2021). Genetic influence on cognitive development between childhood and adulthood. Molecular Psychiatry, 26(2), 656–665. https://doi.org/10.1038/s41380-018-0277-0

Spoto, G., Di Rosa, G., & Nicotera, A. G. (2024). The Impact of Genetics on Cognition: Insights into Cognitive Disorders and Single Nucleotide Polymorphisms. Journal of personalized medicine, 14(2), 156. https://doi.org/10.3390/jpm14020156