The Life Course as Developmental Theory
1998 · Child Development · 10.1111/j.1467-8624.1998.tb06128.x
Overview
A life-course framing of development across time, social context, and biography.
Core Question
How can development be understood across lives rather than at one age?
Central Argument
Developmental pathways must be read in relation to time, social context, and biography rather than as isolated age-bound outcomes.
Theoretical Contribution
Provides a primary orientation to life-course pathways, transitions, turning points, timing, and linked lives.
Theory Relationships
- Life Course Theory — founding text
Reading Focus
- Identify the distinction between pathway, transition, and turning point.
- Note the limits on inferring causation from temporal order.
Legal Access Path
- Open the authoritative bibliographic record — Use the linked publisher, DOI, university, journal, library, or institutional record to locate lawful access through a library or the rights holder.
Sources & verification
- VerifiedThe linked record verifies this work's bibliographic details and lawful access route. — Elder, G. H., Jr. (1998). The life course as developmental theory. Child Development, 69(1), 1-12.
- Editorially ReviewedThe central argument, theoretical contribution, relationship, and reading emphasis are bounded Syntag editorial syntheses, not quotations or claims of universal consensus.
- Research GuidanceReading priorities should be adapted to the research question, prior knowledge, access, and disciplinary guidance.
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