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

Autor/inn/en	Osher, David; Cantor, Pamela; Berg, Juliette; Steyer, Lily; Rose, Todd
Titel	Drivers of Human Development: How Relationships and Context Shape Learning and Development
Quelle	In: Applied Developmental Science, 24 (2020) 1, S.6-36 (31 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Berg, Juliette) ORCID (Steyer, Lily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2017.1398650
Schlagwörter	Interpersonal Relationship; Context Effect; Child Development; Cognitive Development; Brain; Adolescent Development; Parent Child Relationship; Sibling Relationship; Peer Relationship; Teacher Student Relationship; Caregiver Child Relationship; Child Care; Anxiety; Racial Discrimination; Racial Identification; Poverty; Developmental Stages + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kindesentwicklung; Kognitive Entwicklung; Gehirn; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sibling relations; Geschwisterbeziehung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Kinderfürsorge; Kinderbetreuung; Angst; Racial bias; Rassismus; Armut
Abstract	This article synthesizes knowledge on the role of relationships and key macro- and micro-contexts -- poverty, racism, families, communities, schools, and peers - in supporting and/or undermining the healthy development of children and youth, using a relational developmental systems framework. Relationships with parents, siblings, peers, caregivers, and teachers are explored in the context of early care and childhood settings, schools, classrooms, and school-based interventions. Additional contextual factors include; chronic stress, institutionalized racism, stereotype threat, and racial identity. A companion article focuses on how the human brain develops, and the major constructs that define human development, the constructive nature of development, and the opportunities for resilience. Human development occurs through reciprocal coactions between the individual and their contexts and culture, with relationships as the key drivers. Relationships and contexts, along with how children appraise and interpret them, can be risks and assets for healthy learning and development, and their influence can be seen across generations and can produce intra- as well as intergenerational assets and risks. This knowledge about the individual's responsiveness to context and experience has both positive and negative implications across early childhood, adolescence and into adulthood. Sensitive periods for brain growth and development are considered within the contextual factors that influence development including; parental responsiveness and attunement, intentional skill development, mindfulness, reciprocal interactions, adversity, trauma, and enriching opportunities. The accumulated knowledge on human development and the power of context and culture can inform child-serving systems that support positive adaptations, resilience, learning, health, and well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01