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.

Author Biography

Nancy Nager is a developmental psychologist on the graduate faculty at Bank Street College. Her recent publications include articles on teachers' professional development. Dr. Nager's current research includes an evaluation of the use of technology in early childhood classrooms and a study of autobiographical memory for school experience (in collaboration with Edna K. Shapiro).

Edna K. Shapiro, Research Psychologist Emerita, is a developmental psychologist whose research at Bank Street College has focused on the integration of basic developmental and educational concepts and studies of the implementation and evaluation of educational programs for children, teachers, and parents. Dr. Shapiro's publications include articles and books explicating the developmental-interaction point of view.


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