Underrepresentation of most childhoods in the study of development. Latin American researchers’ insights on limitations, advances, and challenges

This manuscript discusses the underrepresentation of childhoods from Majority world settings -especially from Latin America- in developmental psychology research, particularly highlighting the biases, limitations, and advances made in Latin America in the past two decades. It stresses biases in sampling, publishing, fundings, and theory that reinforce Minority perspectives. While focusing on Latin America, these challenges extend to other Majority contexts. The authors advocate for a systemic-relational approach encompassing biological, psychological, social, and cultural dimensions and their interdependencies, in studies that better represent the varied contexts and experiences of child development worldwide, to inform a relevant understanding of childhood and development.

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Publication Details

Journal
Childhood
Published
2025-09-09
DOI
https://doi.org/10.1177/09075682251371886
Citations
2
Primary Topic
Early Childhood Education and Development
Type
article
Field-Weighted Citation Impact
17.85
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article

Underrepresentation of most childhoods in the study of development. Latin American researchers’ insights on limitations, advances, and challenges

Sebastián Javier Lipina, Marcos Luis Pietto, Mariana Smulski, María Soledad Segretin et al.
2 citations
Childhood
Early Childhood Education and Development
17.85
article

Underrepresentation of most childhoods in the study of development. Latin American researchers’ insights on limitations, advances, and challenges

Sebastián Javier Lipina, Marcos Luis Pietto, Mariana Smulski, María Soledad Segretin, Jorge Alejandro Santos, María Julia Hermida, Federico Giovannetti, Juan Ignacio Paredes Nachón, Victoria Cremerius
article en
2 citations

Abstract

This manuscript discusses the underrepresentation of childhoods from Majority world settings -especially from Latin America- in developmental psychology research, particularly highlighting the biases, limitations, and advances made in Latin America in the past two decades. It stresses biases in sampling, publishing, fundings, and theory that reinforce Minority perspectives. While focusing on Latin America, these challenges extend to other Majority contexts. The authors advocate for a systemic-relational approach encompassing biological, psychological, social, and cultural dimensions and their interdependencies, in studies that better represent the varied contexts and experiences of child development worldwide, to inform a relevant understanding of childhood and development.

ChildhoodVol. 32(4)
Consejo Nacional de Investigaciones Científicas y Técnicas (AR), Fundación Universitaria San Pablo CEU (ES), Centro Científico Tecnológico - San Juan (AR), Universidad Nacional de San Martín (PE), Centro de Educación Médica e Investigaciones Clínicas Norberto Quirno (AR), Centro de Investigaciones Cardiovasculares (AR), Instituto Cardiovascular de Buenos Aires (AR), Universidad Hospital Italiano (AR), Universidad Argentina de la Empresa (AR)
Openalex Percentile: Top 1%
Early Childhood Education and Development
17.85
DOISourceOpenAlex
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