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1 Jan 2017
Report

Science of Learning and Development: A Synthesis

David Osher, AIR
Pamela Cantor, Turnaround for Children; Harvard Graduate School of Education
Juliette Berg, AIR
Lily Steyer, Turnaround for Children
Todd Rose, Harvard Graduate School of Education; The Center for Individual Opportunity
Elizabeth Nolan, AIR

Human development derives from the continuous interaction between the individual and the context of each individual’s relationships and experiences. Development is shaped by a convergence of individual, biological, contextual, cultural, and historical factors.

This paper attempts to converge multiple areas of discipline and research and has four purposes:

  • To synthesize and align scientific literature from diverse fields while exploring the role of context and its positive and negative dimensions;
  • To provide a foundation to develop a research and development agenda attempting to translate science into practice to aid schools and child-serving systems;
  • To provide scientific background for a practice document; and
  • To catalyze the creation of supportive policy context in an attempt to enable widespread adoption of scientifically informed practices.

Some of the key themes that emerged from the analysis:

  • The ongoing, reciprocal relations between individuals’ biology, their relationships, and the ecologies and contextual influences in which they are embedded determine the expression of their genetic endowment and ultimately their development as individuals.
  • Resilience and thriving in the face of adversity is possible, and is a product of children’s internal assets and supports from individuals within a child’s social environment.
  • Adults’ buffering of stress plays a central role in healthy child development; therefore, building and supporting adult capacity are critically important tasks.
  • Schools and other child-serving systems are potentially powerful contexts through which stress can be buffered, neural integration and connectivity supported, and individual development nurtured.
PDF icon Science of Learning and Development: A Synthesis (PDF)

Related Projects

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Image of teacher high-fiving a student
Project

The Potential of Science of Learning and Development (SoLD) to Transform Education Systems

The Science of Learning and Development (SoLD) initiative began in 2016 with a shared commitment to a better and more equitable education for each and every child—and a hypothesis that a synthesis of the knowledge from multiple disciplines could provide critical insights and solutions to persistent and growing inequity and underperformance in the U.S. education system. An overarching goal of all SoLD partnerships, projects, and practices is to support the effective learning, educational attainment, and positive development of all children.

Related Work

24 Jan 2018
Journal Article

Malleability, Plasticity, and Individuality: How Children Learn and Develop in Context

Recent decades have witnessed an explosion of knowledge about how children develop into whole individuals, how they become learners, and how contextual factors nourish or hinder their development. This article shows how a developmental system theories approach provides a framework for viewing the effects of multiple factors within micro- and macro-environments on the shaping of how children learn, change, and grow throughout their development.
Topic: 
Education, Social and Emotional Learning, Health
24 Jan 2018
Journal Article

Drivers of Human Development: How Relationships and Context Shape Learning and Development

This article uses a relational developmental systems framework, known as Development Systems Theories to synthesize knowledge on the role of relationships and key micro and macro contexts in supporting—or undermining—the development of children and youth. By using a variety of correlational, longitudinal, and causal studies; multiple sources were triangulated to reach the conclusions drawn.
Topic: 
Education, Social and Emotional Learning, Health

Further Reading

  • The Potential of Science of Learning and Development (SoLD) to Transform Education Systems
  • Malleability, Plasticity, and Individuality: How Children Learn and Develop in Context
  • Drivers of Human Development: How Relationships and Context Shape Learning and Development
  • School Climate and Social and Emotional Learning: The Integration of Two Approaches
  • Spotlight on the Science of Learning and Development
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Contact

David Osher

David Osher

Vice President and Institute Fellow
Juliette Berg

Juliette Berg

Senior Researcher

Topic

Education
Social and Emotional Learning
Health

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