Theory and Method in Life-Span Developmental Psychology: Implications For Child Development

Abstract

Publisher Summary This chapter elucidates implications of life-span developmental psychology for theory and method in the field of child development. Emphasis is given to three theoretical issues: historical-evolutionary versus ontogenetic components of change; the role of chronological age; and continuity versus discontinuity in the description and explanation of behavioral development. Two methodological issues are discussed: the conceptual and methodological distinction between developmental change and developmental differences; and the problem of examining historical-distal relationships among variables. It is argued that none of the theoretical and methodological issues raised is completely novel in developmental psychology. However, life-span research and theory, because of their concern with the extremes of a developmental approach, have led to propositions and arguments that accentuate, clarify, and articulate important developmental issues with a new level of persuasiveness and urgency. The conclusion is that child development researchers need to recognize the issues raised. Such recognition will lead not only to a heightened understanding of the unique aspects of a developmental approach to the study of behavior but also to novel questions, interpretations, conceptualizations, and methods of study.