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The life course as developmental theory

G H Elder1

  • 1Carolina Population Center, University of North Carolina at Chapel Hill 27516-3997, USA. glen_elder@unc.edu

Child Development
|March 21, 1998
PubMed
Summary
This summary is machine-generated.

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Pioneering child development studies extended into later life, revealing the impact of historical context on individual lives. This led to the evolution of life course theory, emphasizing lifelong development and dynamic patterns.

Area of Science:

  • Developmental Psychology
  • Sociology
  • Gerontology

Background:

  • Early longitudinal studies initiated in the 1920s-1930s followed participants from childhood into middle and later life.
  • These extended follow-ups generated novel insights that existing developmental theories could not fully explain.

Purpose of the Study:

  • To address limitations in existing theories by incorporating the influence of historical context on individual lives.
  • To develop new conceptual frameworks for understanding human lives across the entire lifespan.
  • To recognize the dynamic and patterned nature of human development over time.

Main Methods:

  • Longitudinal research design tracking individuals over extended periods.
  • Analysis of developmental trajectories from childhood through later life.

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  • Theoretical evolution driven by empirical findings from long-term studies.

    • Main Results:

    • Demonstrated that individual lives are significantly shaped by their changing historical and social contexts.
    • Highlighted the need for developmental concepts applicable across the full life span.
    • Identified patterns and dynamics in human lives that transcend early developmental stages.

    Conclusions:

    • Life course theory emerged and evolved since the 1960s to address these complex, context-dependent developmental issues.
    • Longitudinal research provides crucial data for understanding human development as a lifelong, context-influenced process.
    • The study underscores the importance of integrating historical context into developmental psychology and sociology.