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The Life Course as Developmental Theory

The Life Course as Developmental Theory The pioneering longitudinal studies of child development (all launched in the 1920s and 1930s) were extended well beyond childhood. Indeed, they eventually followed their young study members up to the middle years and later life. In doing so, they generated issues that could not be addressed satisfactorily by available theories. These include the recognition that individual lives are influenced by their ever‐changing historical context, that the study of human lives calls for new ways of thinking about their pattern and dynamic, and that concepts of human development should apply to processes across the life span. Life course theory has evolved since the 1960s through programmatic efforts to address such issues. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Child Development Wiley

The Life Course as Developmental Theory

Elder, Glen H.
Child Development , Volume 69 (1) – Feb 1, 1998
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12 pages

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Publisher
Wiley
Copyright
Copyright © 1998 Wiley Subscription Services, Inc., A Wiley Company
ISSN
0009-3920
eISSN
1467-8624
DOI
10.1111/j.1467-8624.1998.tb06128.x
Publisher site
See Article on Publisher Site

Abstract

The pioneering longitudinal studies of child development (all launched in the 1920s and 1930s) were extended well beyond childhood. Indeed, they eventually followed their young study members up to the middle years and later life. In doing so, they generated issues that could not be addressed satisfactorily by available theories. These include the recognition that individual lives are influenced by their ever‐changing historical context, that the study of human lives calls for new ways of thinking about their pattern and dynamic, and that concepts of human development should apply to processes across the life span. Life course theory has evolved since the 1960s through programmatic efforts to address such issues.

Journal

Child Development – Wiley

Published: Feb 1, 1998

References

  • Continuities and consequences of interactional styles across the life course
    Caspi, Caspi; Bern, Bern; Elder, Elder
  • When do individual differences matter? A paradoxical theory of personality coherence
    Caspi, Caspi; Moffitt, Moffitt
  • Military times and turning points in men's lives
    Elder, Elder
  • War mobilization and the life course: A cohort of World War II veterans
    Elder, Elder
  • Wartime losses and social bonding: Influences across 40 years in men's lives
    Elder, Elder; Clipp, Clipp
  • Combat experience and emotional health: Impairment and resilience in later life
    Elder, Elder; Clipp, Clipp
  • Inner‐city parents under economic pressure: Perspectives on the strategies of parenting
    Elder, Elder; Eccles, Eccles; Ardelt, Ardelt; Lord, Lord
  • Talent, history, and the fulfillment of promise
    Elder, Elder; Pavalko, Pavalko; Hastings, Hastings
  • When war comes to men's lives: Life course patterns in family, work, and health (Special issue)
    Elder, Elder; Shanahan, Shanahan; Clipp, Clipp
  • Trajectories of stressful life events and depressive symptoms during adolescence
    Ge, Ge; Lorenz, Lorenz; Conger, Conger; Elder, Elder; Simons, Simons
  • Strength of weak ties
    Granovetter, Granovetter
  • What difference does it make?
    Hareven, Hareven
  • From infancy to adulthood
    Macfarlane, Macfarlane
  • Trajectories of poverty and children's mental health
    McLeod, McLeod; Shanahan, Shanahan
  • Transitions and turning points in developmental psychopathology: As applied to the age span between childhood and mid‐adulthood
    Rutter, Rutter
  • Socioeconomic achievement in the life course of disadvantaged men: Military service as a turning point, circa 1940–1965
    Sampson, Sampson; Laub, Laub
  • How people make their own environments: A theory of genotype → environment effects
    Scarr, Scarr; McCartney, McCartney
  • History and agency in men's lives: Pathways to achievement in cohort perspective
    Shanahan, Shanahan; Elder, Elder; Miech, Miech