This article introduces the special issue “Learning and Developing over the Life-Course: A Sociocultural Approach”, which collects six papers stemming from the project “Ages for Learning and Growth: Sociocultural Perspectives” (AGILE), supported by the European Association for Research on Learning and Instruction. Considering that sociocultural psychology has mainly focused on development and learning in children, adolescents or (young) adults, AGILE aims at exploring learning and development in older people's lives. To do so, theoretical concepts and methodological tools used in research on other developmental periods had to be reconfigured and enlarged. The article first presents the main theoretical and methodological assumptions underlying sociocultural psychology, and shows the challenges of applying them to older people. Each of the six papers (by Aleksander Baucal, Michèle Grossen, Pernille Hviid, Kyoko Murakami, Roger Säljö, Fabienne Tarrago Salamin, Isabelle Tournier and Tania Zittoun) is then briefly introduced. In conclusion, the article emphasises the importance of accounting for the situatedness of older persons' activities, the meaning they give to these, and their experience of ageing. Methodologies that recognise the expertise of the persons participating in a study, and include them as active participants, are also called for.

本文介绍了特刊“Learning and Development over the Life-Course: A Sociocultural Approach”，它收集了来自欧洲研究协会支持的“学习和成长的年龄：社会文化视角”（AGILE）项目的六篇论文关于学习和教学。考虑到社会文化心理学主要关注儿童、青少年或（年轻）成年人的发展和学习，AGILE 旨在探索老年人生活中的学习和发展。为此，必须重新配置和扩大其他发展时期研究中使用的理论概念和方法工具。本文首先介绍了社会文化心理学的主要理论和方法假设，并展示了将它们应用于老年人的挑战。然后简要介绍了六篇论文（亚历山大·鲍卡尔、米歇尔·格罗森、佩妮耶·赫维德、村上京子、罗杰·萨尔约、法比安·塔拉戈·萨拉明、伊莎贝尔·图尼尔和塔尼亚·齐通的论文）中的每一篇。总之，本文强调了考虑老年人活动的情境性、他们赋予这些活动的意义以及他们的老龄化经历的重要性。还需要识别参与研究人员的专业知识并将他们作为积极参与者包括在内的方法。他们赋予这些的意义，以及他们衰老的经历。还需要识别参与研究人员的专业知识并将他们作为积极参与者包括在内的方法。他们赋予这些的意义，以及他们衰老的经历。还需要识别参与研究人员的专业知识并将他们作为积极参与者包括在内的方法。