Whole-Child Development, Learning, and Thriving
A Dynamic Systems Approach

We propose a paradigm shift in how whole-child development, learning, and thriving are understood, measured, and enhanced.

Pamela Cantor (Author), Richard M. Lerner (Author), Karen J. Pittman (Author), Paul A. Chase (Author), Nora Gomperts (Author)

9781108949569, Cambridge University Press

Paperback / softback, published 20 May 2021

75 pages
23 x 15.2 x 0.4 cm, 0.15 kg

We discuss whole-child development, learning, and thriving through a dynamic systems theory lens that focuses on the United States and includes an analysis of historical challenges in the American public education system, including inequitable resources, opportunities, and outcomes. To transform US education systems, developmental and learning scientists, educators, policymakers, parents, and communities must apply the knowledge they have today to 1. challenge the assumptions and goals that drove the design of the current US education system, 2. articulate a revised, comprehensive definition of whole-child development, learning, and thriving that accepts rather than simplifies how human beings develop, 3. create a profound paradigm shift in how the purpose of education is described in the context of social, cultural, and political forces, including the impacts of race, privilege, and bias and 4. describe a new dynamic 'language' for measurement of both the academic competencies and the full set of 21st century skills.

1. The Story We Will Tell
2. Key Concepts: Dynamic Systems Theory, Developmental Science, and Learning Science
3. A Developmental Approach to Measuring Whole-Child Development
4. A New Conceptualization of Whole-Child Development, Learning, and Thriving
5. A Blueprint for Setting Design: Promoting Whole-Child Development, Learning, and Thriving
6. The Story We Have Told
7. Towards the New Story that Must be Told.

Subject Areas: Child & developmental psychology [JMC]