Life-Span & Life-Course Perspectives

Life-Span & Life-Course Perspectives -...

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PERSPECTIVES ON  DEVELOPMENT FSHD 447A 1/22/09
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OBJECTIVES To gain a thorough understanding of the  nature and role of time and time-related  change as a context for development. To understand the interplay of age-graded,  non-normative, and history-graded influences  on development as set forth in lifespan theory. To understand the link between socio- historical context and development as set forth  in Elder’s life-course theory. To apply this understanding in analysis of  one’s own experiences during development.
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BRONFENBRENNER’S  BIOECOLOGICAL THEORY:  THE  DIMENSION OF TIME Chronosystem: change (or consistency) over time  in both person and environment Change over the lifespan Change over historical time Links to Life-span theoretical perspective (Paul  Baltes) and Life-course theoretical perspective  (Glen Elder)
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COURSE PERSPECTIVES Life-span theoretical perspective (Paul Baltes)   study of the structure and sequence of individual  development across the life span Life-course theoretical perspective (Glen Elder)  study of the connection between individual lives and  the socio-historical context in which lives unfold The Baltes et al. (1980) tripartite model brings  together life span and life course perspectives  and approaches.
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BALTES ET AL. (1980) TRIPARTITE  MODEL Life-span development involves the  interplay among three contextual  influences: 1) normative, age-graded 2) normative, history-graded  3) non-normative life events  These influences contribute to both  similarities and variation in  development.
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NORMATIVE, AGE-GRADED  INFLUENCES Typical biological and environmental  changes/events experienced by all individuals  in a society at about the same age. Biological changes/event
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Life-Span & Life-Course Perspectives -...

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