| Popis: |
This study represents an attempt to foresee some of the psychological, practical and social issues that could arise from incorporating DNA screening into education, from the perspective of young children. Children aged 4-10 (n=165) were asked for their views on whether DNA screening for learning and behaviour differences would be helpful or harmful. A content analysis of their qualitative responses to a series of scenarios derived six categories: 1. ‘Worried about being – and being seen as – different’; 2. ‘Beliefs about the origins of learning and behaviour’; 3.’Testing is harmful’; 4. ‘Testing could help’; 5. ‘How soon is too soon for testing?’; and 6. ‘What’s the point? Findings suggest it is important to listen to children’s views, and to consider their understanding, when planning the future use of DNA data; and that even very young children can make useful contributions to public debate in this area. The issues highlighted can potentially be addressed by high quality education that is accessible from the first days of primary school. |
