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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