Discussion and verbal exchange, particularly with other children of close but not identical age, play an important role in cognitive growth. Therefore, heterogeneous classes should be the norm, and instruction should include cooperative groupwork and provide many opportunities for children to converse and interact with classmates. Whatever the age of the learner, skills and information are more readily mastered and retained when taught in a meaningful context. Learning is impeded by stress, fear, and anxiety, and facilitated by relaxation and enjoyment. Therefore, curriculum should be integrated rather than broken down into discrete subject areas, and enjoyment of the learning process should take priority over the learning of specific skills or facts.
Students are also frequently unable to apply academic knowledge to practical, real-world contexts.
Therefore, assessment should focus on children's ability to problem-solve and use knowledge in context rather than on mastery of specific content. Evaluation of children's progress should consider social and emotional as well as academic areas, and satisfactory progress should not be determined by comparison with classmates. Instructional and organizational practices based on these well-supported assumptions have the potential for greater success than their graded predecessors. However, programs based on sound assumptions can still be poorly designed and implemented. Fortunately, recent research has also produced valuable insights into the process of educational change that can guide successful implementation.