Malleability, plasticity, and individuality: How children learn and develop in context1
Malleability, plasticity, and individuality: How children learn and develop in context1
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DOI：
10.1080/10888691.2017.1398649
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发表时间：
2019-10-02
影响因子：
3.8
通讯作者：
Rose, Todd
中科院分区：
文献类型：
--
作者：
Cantor, Pamela;Osher, David;Rose, Todd
本文综合了来自多个科学学科的关于人类如何在背景下发展的基础知识。定义人类发展的主要结构被整合到一个发展系统框架中，这包括表观遗传学、神经延展性和可塑性、综合复杂技能发展和学习、人类变异性、关系和依恋、自我调节、学习科学以及压力、逆境和恢复力的动态。特别关注关系模式、协调、认知灵活性、执行功能、工作记忆、社会文化背景、建设性发展、自组织、动态技能发展、神经整合、关系模式形成和不良童年经历。另一篇配套文章重点关注个人与背景的关系，包括人际关系作为发展关键驱动力的作用、社会和文化背景如何支持和/或破坏个人发展，以及整个生命周期中相互影响的个人与背景关系所产生的动态、具体的发展路径。对发展的整体性、自我建设性特征以及个人与其身体、社会和文化背景之间的相互联系的理解，为研究和影响儿童的发展轨迹提供了一个变革性的机会。贯穿始终的是学习科学的融合？建设性发展网络、基础技能、心态（归属感、自我效能感和成长心态）、先验知识和经验、激励系统（内在动机、成就动机和信念-控制-期望框架）、元认知、学习条件、文化响应和能力、教学和课程设计——及其在支持儿童发展综合框架中的重要性。这种对发展的科学理解为新的、创造性的方法开辟了道路，这些方法有可能解决看似棘手的学习和社会问题。
This article synthesizes foundational knowledge from multiple scientific disciplines regarding how humans develop in context. Major constructs that define human development are integrated into a developmental system framework, this includes?epigenetics, neural malleability and plasticity, integrated complex skill development and learning, human variability, relationships and attachment, self-regulation, science of learning, and dynamics of stress, adversity and resilience. Specific attention is given to relational patterns, attunement, cognitive flexibility, executive function, working memory, sociocultural context, constructive development, self-organization, dynamic skill development, neural integration, relational pattern making, and adverse childhood experiences. A companion article focuses on individual-context relations, including the role of human relationships as key drivers of development, how social and cultural contexts support and/or undermine individual development, and the dynamic, idiographic developmental pathways that result from mutually influential individual-context relations across the life span. An understanding of the holistic, self-constructive character of development and interconnectedness between individuals and their physical, social, and cultural contexts offers a transformational opportunity to study and influence the children?s trajectories. Woven throughout is the convergence of the science of learning ? constructive developmental web, foundational skills, mindsets (sense of belonging, self-efficacy, and growth mindset), prior knowledge and experience, motivational systems (intrinsic motivation, achievement motivation, and the Belief-Control-Expectancy Framework), metacognition, conditions for learning , cultural responsiveness and competence, and instructional and curricular design- and its importance in supporting in integrative framework for children?s development. This scientific understanding of development opens pathways for new, creative approaches that have the potential to solve seemingly intractable learning and social problems.