Youth sport is habitually promoted as an important context for learning that contributes to a person's broader development beyond sport-specific skills. A growing body of research in this area has operated within a life skills discourse that focuses on useful, positive and decontextualised skills in the production of successful and adaptive…

The brain undergoes profound development across childhood and adolescence, including continuous changes in brain morphology, connectivity, and functioning that are, in part, dependent on one's experiences. These neurobiological changes are accompanied by significant changes in children's and adolescents' cognitive learning. By drawing from studies…

Studying development processes, as they unfold over time, involves collecting repeated measures from individuals and modeling the changes over time. One methodological challenge in this type of longitudinal data is separating retest effects, due to the repeated assessments, from developmental processes such as maturation or age. In this article,…

In this theoretical article, the authors elaborate a revisited theory of Third Space from a BlackCrit/Afropessimist stance, exploring Black youth ethnic and racial identity formation searching for place and belonging in the context of a raced world. To illustrate their theoretical contributions, the authors draw on empirical research conducted…

New advances in neurobiology are revealing that brain development and the learning it enables are directly dependent on social-emotional experience. Growing bodies of research reveal the importance of socially triggered epigenetic contributions to brain development and brain network configuration, with implications for social-emotional…

Mobile phones and other wireless devices that produce electromagnetic fields (EMF) and pulsed radiofrequency radiation (RFR) are widely documented to cause potentially harmful health impacts that can be detrimental to young people. New epigenetic studies are profiled in this review to account for some neurodevelopmental and neurobehavioral changes…

Changes in their brains, combined with a greater awareness of peers and events around them, make adolescence a key time for students to figure out who they are, what they aspire to be, and what they want to do in the world. This Alliance for Excellent Education report explores how human identity and self-regulation develop during adolescence and…

In 2011, Donna DiBartolomeo and Zachary Clark enrolled in the Arts in Education Program at Harvard Graduate School of Education. Harvard Graduate School of Education is home to Project Zero, an educational research group comprising multiple, independently funded projects examining creativity, ethics, understanding, and other aspects of learning…

This paper presents a social practice theory of learning and becoming across contexts and time. Our perspective is rooted in the Danish tradition of critical psychology (Dreier, 1997; Mørck & Huniche, 2006; Nissen, 2005), and we use social practice theory to interpret the pathway of one adolescent whom we followed as part of a longitudinal…

The acquisition of complex motor, cognitive, and social skills, like playing a musical instrument or mastering sports or a language, is generally associated with implicit skill learning (SL). Although it is a general view that SL is most effective in childhood, and such skills are best acquired if learning starts early, this idea has rarely been…

The article reviews recent classroom research developed in South America related to child and adolescent development. We review work about three themes: ethnicity, school climate and violence, and the learning process. The few studies found on ethnicity and classroom experiences told a story of invisibility, if not exclusion and discrimination.…

Converging developmental decision-making studies have demonstrated that until late adolescence, individuals prefer options for which the risk of a loss is low regardless of the final outcome. Recent works have shown a similar inability to consider both loss frequency and final outcome among adults. The current study aimed to identify developmental…

This paper addresses the relationship between identity and learning and how their integration in adolescence is an important part of short- and long-term developmental dynamics. We discuss how social practice theories can be expanded from a position termed "transformative activist stance" that puts emphasis on collaborative practice aimed at…

When addressing issues related to sport specialization, it is important to consider how skills are developed and learned. Changes in physical development and maturation throughout the growing years affect the motor performance abilities of individuals who are not yet mature. Such variability in skill development is important to understand when…

Developmental differences in hypothalamic-pituitary-adrenal (HPA) axis responsiveness to stressors and ongoing development of glucocorticoid-sensitive brain regions in adolescence suggest that similar to the neonatal period of ontogeny, adolescence may also be a sensitive period for programming effects of stressors on the central nervous system.…