Learner Development - Research and Resources

This video examines the concept of readiness for learning and illustrates how developmental pathways — including physical, cognitive, and linguistic — all play a part in students' learning. See also the accompanying support materials.

During this webinar, you'll learn how focusing on the whole child, rather than academics alone, sets students up to thrive inside and outside of school walls. And you'll hear from practitioners who are experts on The Whole Child Framework™ about how to bring it to your district.

National Association for the Education of Young Children (n.d.). Guidelines for Developmentally Appropriate Practice in Action: Using Knowledge of Child Development and Learning in Context. https://www.naeyc.org/resources/position-statements/dap/guidelines

Centers for Disease Control and Prevention (n.d.). Module 2: Understanding Children’s Developmental Milestones. https://www.cdc.gov/ncbddd/watchmetraining/module2.html

Petersen, S. (2012). [introduction]: School readiness for infants and toddlers? really? yes, really. YC Young Children, 67(4), 10-14. https://openlab.bmcc.cuny.edu/ece-209-lecture-fall-2019-longley/wp-content/uploads/sites/77/2020/03/Peterson-2012.pdf

National Association for the Education of Young Children (n.d.-a).What Does a High-Quality Program for Toddlers Look Like? https://www.naeyc.org/our-work/families/what-does-high-quality-program-for-toddler-look-like

National Association for the Education of Young Children (n.d.-b). A High-Quality Program for Your Toddler. https://www.naeyc.org/our-work/families/high-quality-program-for-toddler

This book provides tips and processes that inspire or propel learning to help teachers design their curriculum and pedagogy.

This authoritative volume brings together developmentalists and early educators to discuss what an integrated, developmentally appropriate curriculum might look like across the preschool and early elementary years.

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.

This article explores and documents the growth and development of the science of learning using a tripartite approach.

This book presents highly accessible step-by-step guidance on how to transform teaching with four essential strategies: Retrieval practice, spacing, interleaving, and feedback-driven metacognition.

This book presents a strategy for improving student learning with a series of modest but powerful changes. These strategies are designed to bridge the chasm between primary research and the classroom environment in a way that can be implemented by any faculty in any discipline, and even integrated into pre-existing teaching techniques.

This report from the Alliance for Excellent Education gives an overview of adolescent development and how that affects teaching and learning

This page from the UCLA Center for the Developing Adolescent gives an overview of the key needs of adolescents

This document from the US Office of Population Affairs gives an overview of adolescent development (physical, cognitive, emotional, social, and moral dimensions) and how adults can support.

This volume brings together a team of leading psychologists to provide a state-of-the-art overview of adolescent development.

This conference paper provides an understanding of how to approach mathematics at the adolescent level from the perspective of the developmental characteristics of the age.

This article from Scientific American describes how advances in neuroscience and psychology could lead to real-world benefits in education and mental health

Intervention models to promote healthy adolescent development highlight the importance of developmentally appropriate practice (DAP). This article reviews research on adolescent development highlighting the relation of research and practice in promoting healthy youth outcomes through DAP across the developmental stages of adolescence.

This book compares adolescent behavioural changes with ongoing changes in the brain and discusses potential implications for health and educational policy-making.

This book for adolescent-centered teaching provides keys to curriculum design, instruction, and assessment within the context of a developmentally appropriate, differentiated approach.