Introduction

A good method for obtaining an idea of what a scientific discipline – developmental psychology in this particular case – entails is to browse through introductory student handbooks (Berger, 2003; Bukatko & Daehler, 2001; Cole & Cole, 1993; Kail, 2001; Newman & Newman, 2006; Sigelman & Rider, 2006; Seifert & Hoffnung, 1991; Vasta, Haith, & Miller, 1995). The consulted handbooks either focus on childhood to adolescence or on the human life span. The first chapters typically provide an overview of the “perspectives” on development and comprise a selection of theories ranging from psychodynamically (Freudean) inspired via learning theory to theories of Piaget and Vygotsky. Most handbooks address the nature–nurture problem, discussing the effect of genes and environment on development and present some sort of interactionist or trans-actionist approach. The main chapters are divided according to two dimensions. One is a content or domain dimension and comprises physical, cognitive, and social aspects of development. The other dimension refers to age and amounts to a distinction in phases or “ages.” The standard children-and-youth division encompasses prenatal development and birth; infancy (0–2 years); preschool years (2–6), childhood (6–12), and adolescence (12–21). For each phase or stage, typical developments are described, such as the development of attachment in the first year of life, the development of theory of mind at around 3 years, the emergence of logical thinking (including conservation and other Piagetian themes) around age 5, and so forth.