Life Stage Concepts across History and Cultures: Proposal for a New Field on Indigenous Life Stages
This paper draws attention to the pervasiveness of life stage concepts in human cultures and advocates the creation of a new field of study onindigenous life stage concepts. First, historical and cultural examples are presented to illustrate the widespread use of life stage concepts across times and places. Then, sociological research on the institutionalization of life stages in the 19th and 20th centuries in industrial societies is summarized, but with a new interpretation of how those life stage concepts arose. Next, the idea of life stages asmaster narrativesis proposed, as a way of explaining how life stages provide t...
Source: Human Development - March 1, 2017 Category: Child Development Source Type: research
Morality: Cooperation Is Fundamental but It Is Not Enough to Ensure the Fair Treatment of Others
Human Development 2016;59:324-337 (Source: Human Development)
Source: Human Development - March 1, 2017 Category: Child Development Source Type: research
Power and Agency in Conceptualizing Life Stages as Master Narratives
Human Development 2016;59:317-323 (Source: Human Development)
Source: Human Development - March 1, 2017 Category: Child Development Source Type: research
Moving beyond the Relational Worldview: Exploring the Next Steps Premised on Agency and a Commitment to Social Change
Human Development 2016;59:283-289 (Source: Human Development)
Source: Human Development - March 1, 2017 Category: Child Development Source Type: research
Rethinking Vygotskian Cultural-Historical Theory in Light of Pepperian Root Metaphor Theory: Dynamic Interplay of Organicism and Contextualism
This article examines Vygotskian cultural-historical theory by putting it into dialogue with Stephen Pepper's root metaphor theory. I focus on Vygotsky's insistence on the dialectical unity of the phylogenetic and ontogenetic domains in ontogenesis, which he articulated in his account of how thenatural-psychological andcultural-psychological lines of development merge with the emergence of speeching in ontogenesis. I compare Vygotsky's two genetic domains and Pepper's world hypotheses of organicism and contextualism. I argue that Vygotsky transcended what is often thought of as a fundamental dichotomy between organicism an...
Source: Human Development - March 1, 2017 Category: Child Development Source Type: research
Negotiating Complexity: A Bioecological Systems Perspective on Literacy Development
Conclusion: As contemporary literacy researchers consider employing Bronfenbrenner's theory to frame their work, it is necessary for them to account for all aspects of his rich and complex model.Human Development 2016;59:163-187 (Source: Human Development)
Source: Human Development - January 4, 2017 Category: Child Development Source Type: research
Complexity Embraced and Complexity Reduced: A Tale of Two Approaches to Human Development
Human Development 2016;59:242-249 (Source: Human Development)
Source: Human Development - January 4, 2017 Category: Child Development Source Type: research
Prepared Is Not Preformed: Commentary on Witherington and Lickliter
Human Development 2016;59:235-241 (Source: Human Development)
Source: Human Development - January 4, 2017 Category: Child Development Source Type: research
Integrating Development and Evolution in Psychological Science: Evolutionary Developmental Psychology, Developmental Systems, and Explanatory Pluralism
New attempts in psychological science at integrating developmental (individual-level) and evolutionary (population-level) accounts of phenotypic stability and variability have achieved increasing prominence of late. Foremost among such attempts is the field of evolutionary developmental psychology (EDP). EDP proposes that selective pressures in evolution inform psychological development through a synthesis of the Darwinian/neo-Darwinian selectionist perspective embraced by evolutionary psychology and the developmental dynamics perspective endorsed by developmental systems theory. We examine the theoretical assumptions behi...
Source: Human Development - January 4, 2017 Category: Child Development Source Type: research
Implicit versus Explicit Ways of Using Bronfenbrenner's Bioecological Theory
Human Development 2016;59:195-199 (Source: Human Development)
Source: Human Development - January 4, 2017 Category: Child Development Source Type: research
Explaining Literacy Development from a Bioecological Systems Framework: Affordances and Challenges
Human Development 2016;59:188-194 (Source: Human Development)
Source: Human Development - January 4, 2017 Category: Child Development Source Type: research
Author and Subject Index Vol. 59, No. 2-3, 2016
Human Development 2016;59:162 (Source: Human Development)
Source: Human Development - September 28, 2016 Category: Child Development Source Type: research
Title Page / Table of Contents
Human Development 2016;59:49-52 (Source: Human Development)
Source: Human Development - September 28, 2016 Category: Child Development Source Type: research
Positioning Children in Developmental Analyses of Cultural Conflicts
In this commentary on intervention studies in times and situations of war, violence and cultural conflict, I focus on the need to appropriately position children in specific situations. This involves acknowledging their presence and their rights, recognizing their participation, and incorporating their activities with the sociocultural and ecological environments. To theoretically position children in cultural conflict, I draw on Gottlieb's [1991] concept of “coaction” to analyze relations between agentic children and culture in a system of coactions. I propose the coacting system as an appropriate unit of analysis for...
Source: Human Development - September 28, 2016 Category: Child Development Source Type: research
A Relational Approach to Human Development Research and Practice in 21st Century Violence and Displacement
This article presents a relational theory of development in practice-based research, focusing on the concepts “relational imagining” and “relational complexity”, illustrated with examples of young people's language use to make sense of war-affected environments in ex-Yugoslavia and Colombia. In those and other challenging and rapidly changing environments, dynamic storytelling workshops involved a r ange of narratives and other expressive media for individual and collective purposes to foster child, youth, and societal understandings and development. The theory-based relational research and practice design with dyn...
Source: Human Development - September 28, 2016 Category: Child Development Source Type: research
