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Abstract
The purpose of this article is to frame the divide between cognitive and developmental researchers and findings and educational practitioners. Specifically, the author argues that the divide emerges as a result of practitioners and researchers approaching childhood and instruction from differing perspectives. The article presents four questions organized around themes designed to support practitioners in becoming critical consumers of findings from the fields of cognitive and developmental psychology. The author also attempts to support researchers in sharing their findings in a way that contributes to shaping educational theory and practice.