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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
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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

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References

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