Developmental relationships: experiences shape development most within strong, supportive, sustained relationships with adults and peers¶

Theory · All theories
Evidence · no claims cited

Description¶

A second organizing concept holds that experiences influence development most when embedded in strong relationships. The report states that "experiences are most influential in shaping the course of development when they take place within the context of strong, supportive, and sustained developmental relationships with important adults and peers." How students perceive a learning environment shapes their engagement and effort, which in turn shapes the developmental benefits they reap. Competencies are treated as potentialities brought forth by environments rather than fixed traits.

Design Implications¶

Context¶

Requirements¶

• Educators must create environments of trust so students feel comfortable taking productive risks and being challenged

Constraints¶

• The report notes teachers cannot control all elements of a student's environment, since arts education contexts include much beyond a teacher's control

Target Learners¶

• K–12 students learning within adult- and peer-supported settings

Target Learning Objectives¶

• Engagement, effort, and social-emotional competency development

Claims¶

Related Theories¶

• Theory of action: art practices carry social-emotional components that, cultivated over time, build social-emotional competencies
• Ten developmental experiences framework: five action and five reflection experiences underpin social-emotional development
• Sociocultural Theory
• Adolescent Peer Group Structure
• Foundations for Young Adult Success developmental framework
• Teaching and learning as social enterprises embedded within school and community contexts
• School social-organizational structure mediates community influences on school safety

Examples¶

• Educators in non-arts subjects can apply the mechanisms by which arts learning supports social-emotional development
• Create a safe space in arts instruction so students can take productive risks and grow emotionally
• Accountability Partners

Key Sources¶

• Camille A. Farrington, Joseph Maurer, Meredith R. Aska McBride, Jenny Nagaoka, J. S. Puller, Steve Shewfelt, Elizabeth M. Weiss, and Lindsay Wright. (2018). Arts Education and Social-Emotional Learning Outcomes Among K–12 Students: Developing a Theory of Action. University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/arts-education-and-social-emotional-learning-outcomes