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In this article, the author refers to Dewey's vision of development in order to consider a number of the challenges posed to a concept of development. The author claims that Dewey’s view was that development consists of enhanced changes in children’s participation in the world around them. However, the author claims that Dewey's ideas have been misunderstood and misrepresented since the psychological accounts identify only individual growth as development. The author argues that the conception of development is potentially more than only an aim; it offers a way of thinking about processes of change over time—in children and in schools, and how educators can support these processes.
Updated: Dec. 18, 2012