Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-27T03:49:42.988Z Has data issue: false hasContentIssue false
  • English
  • Français

Developmental Psychology, Education, and the Need to Move beyond Typological Thinking

Published online by Cambridge University Press:  29 October 2015

Alan Hayes
Alan Hayes*
Affiliation:
University of Queensland
*
Fred and Eleanor Schonell Special Education Research Centre, The University of Queensland, St. Lucia, Queensland, 4072
Get access

Extract

There is a certain conceit in believing that a contemporary perspective represents the highest point of development in a field. Present-day views of development have their origins in the historical and cultural contexts of earlier eras, and it is possible to trace the cyclical waxing and waning of developmental perspectives across the centuries priorto the present “scientific” era in the field. Throughout history, cultures have varied in the significance they place on age and the relationship between age and the stages of development. For example, the stages that contemporary Western societies take for granted, such as infancy, childhood, and adolescence have changed their meaning and significance considerably over the centuries (Aries, 1962).

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 8 , Issue 1 , May 1991 , pp. 3 - 6
Copyright
Copyright © Australian Psychological Society 1991

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Aries, P. (1962). Centuries of childhood. New York: Vintage Books.Google Scholar
Aylward, G.P., Gustafson, N., Verhulst, S.J., & Colliver, J.A. (1987). Consistency in the diagnosis of cognitive, motor, and neurologic function over the first three years. Journal of Pediatric Psychology, 12, 77–98.CrossRefGoogle ScholarPubMed
Bronfenbrenner, U. & Crouter, A.C. (1983). The evolution of environmental models in developmental research. In Mussen, P. (Ed.), Handbook of child psychology (4th ed.). New York: John Wiley & Sons.Google Scholar
Cairns, R.B., & Cairns, B.D. (1989). Risks and lifelines in adolescence. Paper presented to the Biennial Meeting of the Society for Research in Child Development, Kansas City, Missouri.Google Scholar
Ford, D.H. (1987). Humans as self-constructing living systems: A developmental perspective on behavior and personality. Hillsdale, N.J.: Lawrence Erlbaum Associates.Google Scholar
Gerber, M.M. (1986). Cognitive-behavioral training in the curriculum: Time, slow learners, and basic skills. Focus on Exceptional Children, 18, 1–12.CrossRefGoogle Scholar
Gunn, V.P., & Hayes, A. (1988). Down syndrome and developmental mythology. Paper presented to the 5th Australian Developmental Conference, Sydney.Google Scholar
Hayes, A. (in press). The context and future of Judgment-Based-Assessment. Topics in Early Childhood Special Education, 10 (3).Google Scholar
Hayes, A., & Livingstone, S. (1986). Mainstreaming in rural communities: An analysis of case studies in Queensland schools. The Exceptional Child, 33, 35–48.CrossRefGoogle Scholar
Holmes, D.L., Reich, J.N., & Pasternak, J.F. (1984). The development of infants born at risk. Hillsdale, N.J.: Lawrence Erlbaum.Google Scholar
Kopp, C.B., & Krakow, J.B. (1983). The developmentalist and the study of biological risk: A view of the past with an eye toward the future. Child Development, 54, 1086–1108.CrossRefGoogle Scholar
La Veck, B., & Brehm, S. (1978). Individual variability among children with Down’s syndrome. Mental Retardation, 16, 135–137.Google ScholarPubMed
Rauh, H. (1989). The meaning of risk and protective factors in infancy. European Journal of Psychology Education, 4, 161–173.CrossRefGoogle Scholar
Reese, H.W. & Overton, W. (1970). Models of development and theories of development. In Goulet, L.R. & Baltes, P.B. (Eds.), Life-span developmental psychology: Research on theory. New York: Academic Press.Google Scholar
Sameroff, A.J. (1983). Developmental systems: Contexts and evaluation. In Mussen, P. (Ed.), Handbook of child psychology (4th ed). New York: John Wiley & Sons.Google Scholar
Schroots, J.F., & Birren, J.E. (1988). The nature ottime: Implications for research on aging. Comprehensive Gerontology Series 100, 2, 1–29.Google Scholar
Valsiner, J. (1984). Two alternative epistemologica! frameworks in psychology: The typological and variational modes of thinking. The Journal of Mind and Behavior, 5, 449–470.Google Scholar
Valsiner, J. (1986). The individual subject and scientific psychology. New York: Plenum.CrossRefGoogle Scholar
Werner, E.E., & Smith, R.S. (1982). Vulnerable but invincible. New York: McGraw-Hill.Google Scholar
Wynn, M., & Wynn, A. (1979). Prevention of handicap and the health of women. London: Routledge & Kegan Paul.Google Scholar