Children’s development reflects an entwining of genetic endowment and experience. To understand development – and guide it successfully – we must understand the dispositions and capabilities with which babies come bundled, like the pre-installed software on a new laptop, into the world outside the womb. And we have to understand the way these potentialities are influenced by the world in which they find themselves, and the world for which their culture and their caretakers are preparing them. This mix of accidental and intentional influences moulds young minds in ways that leave their capacity for intelligent thriving either augmented and differentiated, or alternatively stymied and shrunk.

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