Since May 1980, participants in the Early Adolescent Project at Brooklyn College of the City University of New York have studied the early adolescent as a learner in a series of colloquia, discussions, and observations. The purpose of the study has been to develop recommendations for schooling of the early adolescent and for continuing and preprofessional education of teachers of this age group. This document is based on contributions from project participants and information from project activities in combination with a review of selected literature related to the early adolescent as a learner. Current information on psychosocial, neuropsychological, and cognitive characteristics of the early adolescent learner, as well as selected information on the instruction of the early adolescent, is presented. Conclusions and recommendations are made for policies and curricula for the early adolescent and for the education of teachers for this group. Reviews of current writings and discussions are presented for: (1) the biological development of the adolescent; (2) the human brain, hemispheric processes, differences in types and styles of thinking and learning; (3) cognitive development from concrete to formal thinking, metacognition, evaluation of the level of cognitive development, and performance variance; (4) personalized education for the adolescent; (5) management of learning and the transition from concrete to formal thinking; (6) suggested practica for the continuing professional education of teachers of the early adolescent; and (7) preprofessional preparation for teachers of the early adolescent. (JD)