Malleability, plasticity, and individuality: How children learn and develop in context

What does the research say?

Based on the peer-reviewed article, contemporary research indicates that human development occurs through complex, reciprocal interactions between individuals and their environments, not through separate “nature” versus “nurture” processes. The Developmental Systems Theory framework helps explain the significant variability observed in children’s development, emphasizing that multiple pathways can lead to positive outcomes. Brain development is fundamentally experience-dependent, with neural structures becoming more integrated when children experience predictable, supportive relationships and manageable stress. Adverse childhood experiences (ACEs) can profoundly impact development, as chronic, unbuffered stress responses can disrupt brain architecture, impair learning readiness, alter stress reactivity systems, and lead to negative health and behavioral outcomes extending into adulthood. Skills develop hierarchically through a “constructive web” process where simpler abilities combine into complex capabilities. Positive relationships characterized by attunement and reciprocity are crucial for healthy development, while toxic stress can disrupt developmental processes. Importantly, resilience is common rather than exceptional, emerging through interactions between individual characteristics and supportive contexts rather than being a fixed trait.

Why is it important?

Understanding how children learn and develop within a developmental systems framework is crucial because it transforms our approach to supporting children. This framework reveals the remarkable malleability of children’s brains and abilities, shifting us away from deterministic views and opening possibilities for effective interventions. The research on adverse childhood experiences (ACEs) shows their profound impact on brain architecture, stress response systems, and long-term health outcomes, with strong links to chronic diseases, mental health issues, and high-risk behaviors. By recognizing the centrality of relationships in development, we gain actionable insights for creating supportive environments. This perspective also helps us view diverse developmental pathways as alternatives rather than deficits, and understand that resilience is common and can be nurtured through appropriate supports—a hopeful finding that suggests children can thrive even after significant adversity if given the right conditions.

What are the implication for education?

This research on child development has profound implications for education. Based on the developmental systems framework, schools should move away from standardized approaches toward more personalized methods that recognize the multiple pathways to learning and development. Educational environments should prioritize positive relationships, as these are foundational to brain development and learning, while also functioning as buffers against toxic stress and building resilience. Schools can serve as protective environments that mitigate the effects of adversity through trauma-informed practices and emotionally safe spaces. Effective instruction should integrate cognitive, social, emotional, and affective processes rather than treating them as separate domains. Learning environments should provide high, personalized support to optimize students’ developmental range and performance, similar to Bloom’s findings on one-on-one tutoring. Finally, educational practices should build upon students’ prior knowledge, experiences, and cultural backgrounds, recognizing students as active agents in their own learning process. Collectively, these implications suggest transforming education toward more holistic, relationship-centered approaches that honor developmental complexity and variability.

Read the source article

Nothing quite replaces reading the original. Here is the full article.

About the authors