This monograph is designed to reinforce the development of school curricula that supports student development in affective, interpersonal, and moral domains. The contents, which reflect the Alberta Education Developmental Framework, delineate students' developmental processes, and indicate the kinds of support students need in order to learn effectively at various stages of growth. The first section examines students' affective or emotional growth in terms of developmental stages from infancy through adolescence, the school as context, and student stress. The second section explores interpersonal or social growth. Particular attention is given to the interpersonal development of the infant, young child, and student, the school as context, and the influence of peers. The third section examines: (1) the moral development of young children, students, adolescents, and adults; (2) the classroom as context; and (3) stereotyping. The fourth section discusses four major means of facilitating students' affective, interpersonal, and moral growth: (1) modelling; (2) mediated learning; (3) direct and indirect didactic instruction; and (4) experiential learning. Also included are dimensions to be considered in the generating of affective objectives, Dupont's (1979) frames of reference for processing emotions, and an elaboration of social domains bearing on Selman's stages of interpersonal understanding. An 85-item bibliography is included. (RH)