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When we think oflearning contexts, we think primarily of families and other environments where adults are present, such as schools. When children are young, their parents take the major role in supporting learning, helping children learn about language, morality, social conventions, attributes and functions of common objects, and other basic information and skills. Consistent with this view oflearning in early childhood, much of developmental psychology's research agenda has been concerned with charting and explaining how learning occurs in family contexts. In contrast, once children attain school age, it is usually assumed that schools will take on the major responsibility for guiding learning. Thus, although most would acknowledge that parents and siblings continue to play an important role, studies of children's learning beyond the preschool years focus primarily on learning in school settings or in school-like domains and tasks, such as mathematics, science, or reading. Yet an important "third leg" in the triangle of human development, along with family and school (Comer, 1992), remains largelyignored and "vastly understudied" (Carnegie Council on Adolescent Development, 1992)-the host of out-of-school institutions and programs that provide opportunity and support for young people's learning. |
