Abstract

This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. Situating the review in a developmental systems framework, we synthesize evidence from the learning sciences and several branches of educational research regarding well-vetted strategies that support the kinds of relationships and learning opportunities needed to promote children's well-being, healthy development, and transferable learning. In addition, we review research regarding practices that can help educators respond to individual variability, address adversity, and support resilience, such that schools can enable all children to find positive pathways to adulthood.

Keywords

Developmental SciencePsychological resiliencePsychologyResilience (materials science)Educational researchLearning sciencesEngineering ethicsDevelopmental psychologyMathematics educationExperiential learningSocial psychology

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Publication Info

Year
2019
Type
article
Volume
24
Issue
2
Pages
97-140
Citations
2219
Access
Closed

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Cite This

Linda Darling‐Hammond, Lisa Flook, Channa Cook-Harvey et al. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science , 24 (2) , 97-140. https://doi.org/10.1080/10888691.2018.1537791

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DOI
10.1080/10888691.2018.1537791

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Data completeness: 81%