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This essential text unpacks major transformations in the study of
learning and human development and provides evidence for how
science can inform innovation in the design of settings, policies,
practice, and research to enhance the life path, opportunity and
prosperity of every child. The ideas presented provide researchers
and educators with a rationale for focusing on the specific
pathways and developmental patterns that may lead a specific child,
with a specific family, school, and community, to prosper in school
and in life. Expanding key published articles and expert
commentary, the book explores a profound evolution in thinking that
integrates findings from psychology with biology through sociology,
education, law, and history with an emphasis on institutionalized
inequities and disparate outcomes and how to address them. It
points toward possible solutions through an understanding of and
addressing the dynamic relations between a child and the contexts
within which he or she lives, offering all researchers of human
development and education a new way to understand and promote
healthy development and learning for diverse, specific youth
regardless of race, socioeconomic status, or history of adversity,
challenge, or trauma. The book brings together scholars and
practitioners from the biological/medical sciences, the social and
behavioral sciences, educational science, and fields of law and
social and educational policy. It provides an invaluable and unique
resource for understanding the bases and status of the new science,
and presents a roadmap for progress that will frame progress for at
least the next decade and perhaps beyond.
This essential text unpacks major transformations in the study of
learning and human development and provides evidence for how
science can inform innovation in the design of settings, policies,
practice, and research to enhance the life path, opportunity and
prosperity of every child. The ideas presented provide researchers
and educators with a rationale for focusing on the specific
pathways and developmental patterns that may lead a specific child,
with a specific family, school, and community, to prosper in school
and in life. Expanding key published articles and expert
commentary, the book explores a profound evolution in thinking that
integrates findings from psychology with biology through sociology,
education, law, and history with an emphasis on institutionalized
inequities and disparate outcomes and how to address them. It
points toward possible solutions through an understanding of and
addressing the dynamic relations between a child and the contexts
within which he or she lives, offering all researchers of human
development and education a new way to understand and promote
healthy development and learning for diverse, specific youth
regardless of race, socioeconomic status, or history of adversity,
challenge, or trauma. The book brings together scholars and
practitioners from the biological/medical sciences, the social and
behavioral sciences, educational science, and fields of law and
social and educational policy. It provides an invaluable and unique
resource for understanding the bases and status of the new science,
and presents a roadmap for progress that will frame progress for at
least the next decade and perhaps beyond.
We discuss whole-child development, learning, and thriving through
a dynamic systems theory lens that focuses on the United States and
includes an analysis of historical challenges in the American
public education system, including inequitable resources,
opportunities, and outcomes. To transform US education systems,
developmental and learning scientists, educators, policymakers,
parents, and communities must apply the knowledge they have today
to 1. challenge the assumptions and goals that drove the design of
the current US education system, 2. articulate a revised,
comprehensive definition of whole-child development, learning, and
thriving that accepts rather than simplifies how human beings
develop, 3. create a profound paradigm shift in how the purpose of
education is described in the context of social, cultural, and
political forces, including the impacts of race, privilege, and
bias and 4. describe a new dynamic 'language' for measurement of
both the academic competencies and the full set of 21st century
skills.
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