This document completes a series of four monographs that comprise a framework for describing children's development through the school years. Each monograph incorporates insights gained through research and practice. As a resource designed primarily for teachers, administrators, and curriculum designers, the document looks at the whole child as a productive learner who integrates the cognitive, social, and physical developmental domains; hence emphasizes the need for providing balanced curriculum and instruction. Language development is discussed in terms of: (1) the process of learning oral language from birth to age six and from age six on; (2) the relationship between language and thought; (3) conditions that facilitate language learning; (4) the process of learning written language through reading and writing; (5) students' attitudes toward literature; and (6) emergent literacy. Research on the relationship between motivation and achievement is reviewed, and several motivational teaching strategies are provided. Dropout prevention is also discussed. The importance of self-image and its link to school achievement is emphasized. School effectiveness is discussed in terms of curricula, teacher effectiveness, supportive classrooms, and materials. It is recommended that learning be viewed as an integrated activity that includes the acquisition of knowledge, skills, and attitudes. Appended are lists of 155 references and 14 Alberta Education documents. (GLR)