The life course as developmental theory
The life course as developmental theory
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DOI：
10.1111/j.1467-8624.1998.tb06128.x
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发表时间：
1998-02-01
影响因子：
4.6
通讯作者：
Elder, GH
中科院分区：
文献类型：
--
作者：
Elder, GH
儿童发展的开创性纵向研究（全部在 20 世纪 20 年代和 1930 年代启动）远远超出了儿童时期。事实上，他们最终跟随年轻的研究成员一直到中年和晚年。在这样做的过程中，他们产生了现有理论无法令人满意地解决的问题。其中包括认识到个人生活受到不断变化的历史背景的影响，对人类生活的研究需要新的方式来思考其模式和动态，以及人类发展的概念应适用于整个生命周期的过程。生命历程理论自 20 世纪 60 年代以来不断发展，通过有计划的努力来解决这些问题。
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.