Raising the next generation of rational thinkers How do children become rational human beings who are capable of contributing to civil society? by Jan Engelmann and Tania Jenkins / September 16, 2020
Children may be getting better — not worse — at reading emotions How do new technologies impact social learning? by Juanita Bawagan / September 3, 2020
How can caregivers support kids when distance learning becomes necessary? Top tips from a developmental psychologist and parent by Jelena Obradović / August 25, 2020
There’s no one-size-fits-all solution for training your brain A personalized approach to brain training could be beneficial by Anja Pahor / August 20, 2020
Celebrating four BOLD years The first half of 2020 was eventful, and this is sure to be true of the second half as well by Sabine Gysi / August 11, 2020
Hunger at school widens the attainment gap Breakfast clubs may help children learn by Annie Brookman-Byrne / August 4, 2020
Online labs: under development Remote research presents new opportunities to understand how children learn by Moira R. Dillon / July 9, 2020
“Sensitive children shouldn’t have to learn in the wrong environment” Highly sensitive children may feel uncomfortable in a ‘chaotic’ classroom. What kind of learning environment would better meet their needs? Interview by Caroline Smrstik Gentner / June 25, 2020
Hidden talents in harsh conditions A five-minute animated explainer video by Willem Frankenhuis and Tania Jenkins / June 17, 2020
Can educational media teach kids about emotions? A study finds prosocial television and mobile apps to be an effective supportive tool for developing emotional competence in young children by Aisha Schnellmann / June 2, 2020
Embracing numbers: They help us navigate the world A five-minute animated explainer video by Daniel Ansari and Sabine Gysi / May 27, 2020
The COVID-19 crisis mustn’t be used to rationalize hasty education reforms The use of ed-tech tools in an emergency does not obviate the need for evaluation and testing by Daniel Ansari / May 19, 2020
