Developmental science demonstrates that younger children (ages 4 to 8) are capable of making meaning of their contexts and the self. Yet, younger children's meaning making is largely absent from intervention and implementation research on early childhood policies. This absence is notable given the rise in investment in early childhood policies and…

A variety of computerized interactive learning platforms exist. Most include instructional supports in the form of problem sets. Feedback to users ranges from a single word like "Correct!" to offers of hints and partially to fully worked examples. Behind-the-scenes design of such systems varies as well --from static dictionaries of…