This paper analyzes the past, present, and future of the developmental-interaction approach to education: human development and the interaction between thought and emotion as well as the interaction between learners and their environment. Shapiro and Nager review the history of the developmental-interaction approach, outlining its essential features and tracing Bank Street College's distinctive role in its evolution. They then reassess key assumptions, address criticisms of developmental theory and its place in education, and suggest possible new directions.
Nager, N., & Shapiro, E. K. (1999). The Developmental-Interaction Approach to Education: Retrospect and Prospect. Occasional Paper Series, 1999 (1). Retrieved from https://educate.bankstreet.edu/occasional-paper-series/vol1999/iss1/1
Curriculum and Instruction Commons, Developmental Psychology Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Elementary Education Commons, Teacher Education and Professional Development Commons