Drivers of Human Development nicely synthesizes decades of research on the way context and relationships impact development and learning. The article presents evidence that there is an inextricable link between context, relationships, development, and learning. And, as the authors state, development is highly malleable; and developmentally rich contexts can set young people on a positive path. Children need adults to help create supportive contexts, and to guide, inform, instruct, and support their efforts to meet ever changing life tasks and opportunities, to survive and thrive. These interactions, in developmentally rich contexts, enable the young to gradually gain capacities to regulate and manage themselves, as well as to continue to develop and learn. This process best supports their chances to be successful in school and in life. The research presented in this article is in line with my personal life experiences, and what I have learned through our Yale Child Study Center School Development Program (SDP), initiated in 1968, regarding developmental needs and relationships. At this point, the findings from observation and research should be convincing. But, despite an abundance of evidence regarding what children need to experience at home and at school, many students from all socioeconomic backgrounds still come to school underprepared. Additionally, many schools, through no fault of their own, are not prepared to adequately promote their development and learning. The school challenge exists, in part, because knowledge regarding how to intentionally design, organize, and manage schools in ways that support student’s development, learning, and increased opportunity for life success is not adequately understood and embedded in our adult population. The Yale School Development Program is one example of how the relationship, context, development, and learning principles put forth in the synthesis by Osher, Cantor, Berg, Steyer, and Rose (2018) can be successfully implemented in and beyond schools. My personal story suggested the need to take a participant-observer approach to conceptualizing the challenges, needs, and school transformation strategies rather than traditional academic research approaches.

中文翻译：

---

评论：关系、发展环境和学校发展计划

人类发展的驱动因素很好地综合了数十年关于环境和关系影响发展和学习的方式的研究。这篇文章提供的证据表明，背景、关系、发展和学习之间存在不可分割的联系。而且，正如作者所说，发展具有高度的可塑性；发展丰富的环境可以让年轻人走上积极的道路。儿童需要成人帮助创造支持性环境，并指导、告知、指导和支持他们努力应对不断变化的生活任务和机会，以求生存和茁壮成长。在发展丰富的环境中，这些互动使年轻人能够逐渐获得自我调节和管理的能力，以及继续发展和学习的能力。这个过程最好地支持他们在学校和生活中取得成功的机会。本文中的研究符合我的个人生活经历，以及我通过 1968 年发起的耶鲁儿童学习中心学校发展计划 (SDP) 所学到的关于发展需求和关系的知识。在这一点上，观察和研究的结果应该是有说服力的。但是，尽管有大量证据表明儿童需要在家中和学校体验什么，但许多来自不同社会经济背景的学生上学时仍然准备不足。此外，许多学校并非出于自身的过错，并未做好充分促进其发展和学习的准备。学校面临的挑战部分是因为有关如何有意识地设计、组织和管理学校的知识，以支持学生的发展、学习、我们的成年人口没有充分理解和嵌入更多的人生成功机会。耶鲁学校发展计划是 Osher、Cantor、Berg、Steyer 和 Rose（2018 年）在综合中提出的关系、背景、发展和学习原则如何在学校内外成功实施的一个例子。我的个人故事表明需要采取参与者观察者的方法来概念化挑战、需求和学校转型策略，而不是传统的学术研究方法。和 Rose（2018）可以在学校内外成功实施。我的个人故事表明，需要采取参与者观察者的方法来概念化挑战、需求和学校转型策略，而不是传统的学术研究方法。和 Rose（2018）可以在学校内外成功实施。我的个人故事表明需要采取参与者观察者的方法来概念化挑战、需求和学校转型策略，而不是传统的学术研究方法。