Their behavior, in fact, reflected underdevelopment, or actually development that was appropriate on the playground, at their home, or other places outside of school, but inappropriate at school. The school staff lacked training in child development and behavior, and understood school achievement solely as a function of genetically determined intellectual ability and individual motivation. Because of this, the schools were ill-prepared to modify behavior or close the developmental gaps of their students. The staff usually responded with punishment and low expectations. In order to learn how these misalignments occur, and how they can be overcome in order to promote educational development, the development of children must be understood.
Children develop a strong emotional bond to their parents or competent caretakers.
When children become bonded to the significant adults in their lives, they identify with them, imitate their behavior, and internalize their attitudes, values, and ways. Adequate development in social, psychological, emotional, ethical, language, and cognitive areas is critical for future academic learning. A child whose development meshes with the mainstream values encountered at school will be prepared to achieve at the level of his or her ability, fostering further development. A bond develops between the child and the teacher, who now joins in supporting the overall development of the child. By contrast, a child from a poor or marginal family is likely to enter school without adequate preparation.