Understanding Developmental Education

September 4, 2009

When speaking about RDS, I always say that we take a developmental approach to how we educate our students. Most audiences nod knowingly, yet I can usually spot a few sideways glances from people who seem to wonder if they are the only ones that would like to hear more: more description, more details. In this regard, today I offer you a bit more of the philosophy and thoughts behind this approach.

When we use the term “developmental” at RDS, we’re talking about an understanding of and an appreciation for the beauty of our students’ unfolding mastery both as learners and as people. This viewpoint is based on the fact that children’s development across many areas—physical, cognitive, interpersonal, intrapersonal, emotional—is closely related, and that to effectively educate each student the teacher must be aware of their growth in all of these areas. A simple example is that a student who is in physical pain or discomfort will have difficulty learning; the same is true for the child who is lonely or who is having trouble at home.

Another layer is that we know that the development of all skills (intellectual, emotional, social, physical) happens in a somewhat orderly fashion, with more refined abilities and knowledge building over time, each layer adding greater complexity, organization, and internalization. Think of how writing develops: from recognizing letters, to reading and spelling, to first sentences (usually with no punctuation and minimal capitalization), to first paragraphs, to one-page papers, to lengthy and in-depth independent projects in the 7th and 8th grades. There is an educational aesthetic to this that is quite inspirational.

Still another layer is that no two children develop in all areas at the same time or in a uniform way—specific areas of development are refined or lag in relationship to one another. One student can be ahead in physical development and behind in social development, while on target on the emotional plane; another may be ahead in cognitive development and behind in emotional development, while on target in the physical plane. You get the picture—it’s complicated. Furthermore, students shift their relative rates of development over time so that what was lagging one year is caught up or ahead the next. Individual differences are both expected and valued in this approach to learning.

So amidst these complexities, how are we at RDS successful with students? One word: teachers. Teachers who know, inside and out, both the material and the developmental age they teach and how to draw out and build upon your child’s natural curiosity. Yes, this is the first component of Engaged. Prepared. Inspired. That is, in the classroom (and the gym and the music room and the library), a developmental approach to education requires active exploration; a mixture of individual and group activities; supportive interaction with teachers and peers; and balance between active movement and quiet activities.

Finally, (at least for this letter) in the developmental approach, students advance best when they have ample and varied opportunities to practice newly acquired skills and are challenged in ways that are just beyond their mastery. (Or, as a mentor of mine once said: “The great teachers stay 30 seconds ahead of their students. Fifty seconds ahead and students are lost; ten seconds behind and they’re bored.”) Furthermore, the deepest and most optimal learning occurs in schools where students feel valued and psychologically secure, which is just one of the reasons we so highly stress community. And family is every child’s most important community, so enjoy the long weekend together.

On another note – welcome to the first edition of our new Friday Folder! We hope you like it. Many thanks to Dan Johnston, Sarah Lehman, and Beth Frankland for their work on putting the new format into place. There may be a few changes in the coming weeks and we ask for your patience as we work out the kinks. Our goal is to provide you with a greener, more effective way of delivering information to all of our families.

Mike