Journal Article

Implications for educational practice of the science of learning and development

Linda Darling-Hammond, Lisa Flook, Channa Cook-Harvey, Brigid Barron, and David Osher
February 2019 | Applied Developmental Science

This Applied Developmental Science article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development. The article synthesizes 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, the authors 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. The authors describe research-based strategies for how to organize schools around developmentally supportive relationships; coherent and well-integrated approaches to supports, including home and school connections; well-scaffolded instruction that intentionally supports the development of social, emotional, and academic skills, habits, and mindsets; and culturally competent, personalized responses to the assets and needs that each individual child presents.

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