Locke is the representative and main viewpoint of environmental determinism, and he advocates that "education is omnipotent". He pointed out in "Random Talk on Education" that children are like a "whiteboard". When they grow up, whether they are good or bad, useful or useless, and whether they feel happy or miserable is mainly determined by their education. The reason why human beings are so different is because of education. Watson pays attention to the exploration of children's behavior process. From the study of the formation process of stimulus-response mechanism, he found the significance of the nature of external stimulus to children's behavior, and put forward the view that environment determines children's development. He said, "Give me a dozen healthy children and a special environment. I can change them at will in a special way, or let them become doctors, lawyers, artists, big businessmen or beggars and thieves. " In Watson's eyes, the environment in which children live is like a mold, and the individual development of children depends entirely on the shape of the mold. The shape of this mold depends on the completely controllable learning and training content provided to children. Environmental determinism denies that people's biological genetic quality plays a decisive role in children's development, and is convinced that what plays a decisive role in children's development is their acquired life experience and environmental influence, so environmental determinism is also called parenting theory. Environmental determinism pays attention to the environmental conditions of children's growth, and the important influence of acquired education content and methods on children's growth and development. In this regard, it should be admitted that compared with genetic determinism, it has found a variable that has a greater impact on children's development. Therefore, the influence of environmental determinism on children's educational practice is far greater than genetic determinism. In some cases, environmental determinism has even become the only reasonable and legal basis for education to influence and control children's development. The prevalence of environmental determinism directly leads to the characteristics of traditional educational practice, such as attaching importance to teachers' authority, book knowledge and school discipline. Its purpose is to control children's development by controlling the environment, content and methods of children's learning activities. Proverbs such as "a strict teacher makes a noble apprentice" and "a dutiful son under a stick" are widely circulated in China, which is the result of the subtle influence of environmental determinism on people's choice of education methods. Environmental determinism not only affirms the plasticity of children's development, but also firmly fixes children's position in the process of development in a position of being shaped without autonomy. As we all know, children's development is determined by the interaction of heredity and environment (including education and culture). Some scholars compare heredity to seeds and environment to soil. Plants can't grow without soil and seeds, and they can't develop and grow without soil. Others compare heredity and environment to fuel and oxygen, respectively. In order to burn, fuel and oxygen are indispensable. By the same token, children need the synergy of heredity and environment to develop. However, the knowledge achieved by geneticists and environmentalists is quite general, and we haven't reached the knowledge of * * * about the mechanism through which heredity and environment play a role in children's development. The role of heredity and environment: heredity is a necessary material prerequisite for children's psychological development. Genetic quality refers to the transmission of many biological characteristics of ancestors through heredity, that is, anatomical and physiological characteristics such as body shape, structure, sensory characteristics and structure and function of nervous system. Individual differences in genetic quality provide the initial possibility for individual differences in children's development. The function of natural environment and the influence of social environment only provide the possibility for children's psychological development, while environment and education stipulate the reality of children's psychological development. People's psychological development is the result of the comprehensive effects of heredity, environment and education. Genetic factors are the material basis and biological premise of psychological development, which provides potential possibilities for psychological development, and environment and education turn this possibility into reality. Children's psychological development is determined by their environmental conditions (living conditions) and educational conditions, among which educational conditions play a leading role. Another important factor affecting children's psychological development is environmental factors, mainly family education and social environment. Family cultural level, economic level, family structure, family relationship, adults' attitude towards children, kindergarten and school environment, teachers' educational attitude, social and cultural background and living environment can all affect children's psychology.