Developmental Science in the 21<b><sup>st</sup></b> Century: Emerging Questions, Theoretical Models, Research Designs and Empirical Findings

Bronfenbrenner, Urie; Evans, Gary W.

doi:10.1111/1467-9507.00114

Cited by 917 publications

(935 citation statements)

References 14 publications

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“…3 Bronfenbrenner and colleagues developed this as a bioecological model of development, recognising the interaction over time between the child and his or her environment. 4 The same principles apply in understanding child mortality. While we recognise, for example, that the meningococcus bacterium is a highly virulent organism, not all children who encounter it will die.…”

Section: Table 1: Change In Mortality England and Wales 1974 -2012mentioning

confidence: 95%

Understanding why children die in high-income countries

et al. 2014

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Copyright and reuse:The Warwick Research Archive Portal (WRAP) makes this work of researchers of the University of Warwick available open access under the following conditions. Copyright © and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable the material made available in WRAP has been checked for eligibility before being made available.Copies of full items can be used for personal research or study, educational, or not-forprofit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. AbstractThrough a structured narrative review of the literature, we have identified a wide range of factors influencing child and adolescent mortality in high income countries. These can be conceptualised within the four domains of intrinsic factors, the physical environment, the social environment, and service delivery factors. The most prominent factors in the literature are socio-economic gradients, although the mechanisms through which these gradients exert their effects are complex, affecting all four domains, and often poorly understood. While some factors are relatively fixed, including the child's gender, age, ethnicity and inherent genetic make-up, some parental characteristics, and some wider 3 environmental conditions, others may be amenable to interventions that could lessen risks and help to prevent future child deaths. A number of examples of systemic health service factors that may impact child survival are given, along with interventions such as modifications to the physical or social environmental that may impact more distal factors.

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Section: Table 1: Change In Mortality England and Wales 1974 -2012mentioning

confidence: 95%

Understanding why children die in high-income countries

et al. 2014

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“…However, the trend to search for absolute and universal trends in child development has shifted over the years to take into consideration the dynamic and interactive influences of ecological variables surrounding children. This school of thought has been most influenced by the work of Bronfenbrenner and his (bio)ecological theory (Bronfenbrenner 1979a,b, 1999, Bronfenbrenner & Evans 2000. The theory postulates that human development is a product of the processes and dynamic interactions between the individuals and their contexts.…”

Section: Considering Child Development In Contextmentioning

confidence: 99%

Developmental screening in context: adaptation and standardization of the Denver Developmental Screening Test‐II (DDST‐II) for Sri Lankan children

Wijedasa

2011

Child

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General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. AbstractBackground Developmental problems in children can be alleviated to a great extent with early detection and intervention through periodic screening for developmental delays during pre-school ages. Currently, there is no established system for developmental screening of children in Sri Lanka. Although some developmental norms, which are similar to those of Denver Developmental Screening Test-II (DDST-II), have been introduced into the Sri Lankan Child Health Developmental Record (CHDR), those norms have not been standardized to the Sri Lankan child population. The aim of this research was to establish Sri Lankan norms for DDST-II and to test the universal and regional applicability of developmental screening tests by comparing the Sri Lankan norms with the norms of DDST-II and DDST-Singapore norms, the geographically nearest standardization of DDST-II. The norms were also compared with the milestones already available in the CHDR. Methods DDST-II was adapted and standardized on a sample of 4251 Sri Lankan children aged 0-80 months. Thirteen public health nursing sisters were trained to collect the data as part of their routine work. The 25th, 50th, 75th and 90th percentile ages of acquiring each developmental milestone were then calculated using logistic regression. Results The Denver Developmental Screening Test for Sri Lankan Children (DDST-SL) was created. Most of the established DDST-SL norms were different to the comparable norms in DDST-II, DDST-Singapore and the CHDR. Conclusions In view of the results of the study, it is imperative that developmental screening tests are used in context and are adapted and standardized to the populations in question before utilization.

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“…Ao longo do desenvolvimento, a pessoa (P) se envolve em processos (P) de interações recíprocas, com outras pessoas, objetos ou símbolos. Essas interações podem variar de acordo com as características das pessoas, dos contextos e do momento em que elas acontecem, podendo produzir tanto competências como disfunções no desenvolvimento (Bronfenbrenner & Evans, 2000).…”

Section: O Modelo (Bio)ecológico De Urie Bronfenbrennerunclassified

Contribuições das teorias do desenvolvimento humano para a concepção contemporânea da adolescência

Senna

Dessen

2012

Psic.: Teor. e Pesq.

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RESUMO -O interesse pelo estudo da adolescência vem aumentando, sobretudo por seu impacto no desenvolvimento do indivíduo, da família e da sociedade. Tratar a adolescência simplesmente como um período de grandes mudanças não condiz com as atuais perspectivas teóricas da ciência do desenvolvimento. Portanto, este artigo visa contribuir para uma compreensão mais atualizada deste período do curso de vida, caracterizado por intensa exploração e múltiplas oportunidades, que variam em função dos diferentes contextos sociais e culturais. Ênfase é dada à importância de se adotar um paradigma sistêmico para a compreensão da adolescência, priorizando as inter-relações dos recursos individuais e contextuais que promovem as trajetórias de desenvolvimento positivo.Palavras-chave: desenvolvimento humano, teorias, adolescência, psicologia positiva. Contributions of Human Development Theories to a ContemporaryConcept of Adolescence ABSTRACT -The interest in studying adolescence is increasing, especially because of its impact on the development of individuals, families and society. To treat adolescence simply as a period of great changes does not correspond to the current theoretical perspectives of human development sciences. Therefore, this article aims to contribute to a more updated understanding of this period in life, characterized by intense exploration and multiple opportunities that vary according to the different social and cultural contexts. Emphasis is given to the importance of adopting a systemic paradigm for the comprehension of adolescence, prioritizing individual and contextual resources that promote positive development. As primeiras tentativas de descrever a adolescência datam do início do século XV, embora esta fase tenha sido reconhecida como crucial ao desenvolvimento humano somente nos anos de 1890 (Ariès, 1978(Ariès, /1986. Porém, foi particularmente no século XX que a adolescência se tornou um tema de crescente interesse na história da psicologia. Naquele século, marcado por grandes avanços teóricos nas ciências em geral, advindos da adoção de modelos sistêmi-cos para a compreensão de fenômenos do desenvolvimento, este período passou a ser visto como um conjunto de fatores inter-relacionados, de ordem individual, histórica e cultural.Ao adotar uma visão relacional e contextual, as pesquisas na área do desenvolvimento do adolescente começaram a estabelecer relações específicas entre os aspectos do indivíduo e de seus contextos de desenvolvimento, e a identificar desafios, potencialidades e possibilidades de desenvolvimento das reais competências do adolescente . A ênfase maior na adolescência, enquanto período decisivo do curso de vida, passou a ser, então, deslocada para os fatores de mudança e plasticidade, bem como para a diversidade social e cultural, que podem ser mais pronunciados neste período.Recentemente, sobretudo nas três últimas décadas, as rápidas mudanças no mundo, nas sociedades ocidentais e nas famílias vêm gerando novas preocupações e questionamentos entre estudiosos e leigos. Por exemplo...

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Developmental Science in the 21^st Century: Emerging Questions, Theoretical Models, Research Designs and Empirical Findings

Cited by 917 publications

References 14 publications

Understanding why children die in high-income countries

Understanding why children die in high-income countries

Developmental screening in context: adaptation and standardization of the Denver Developmental Screening Test‐II (DDST‐II) for Sri Lankan children

Contribuições das teorias do desenvolvimento humano para a concepção contemporânea da adolescência

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Developmental Science in the 21st Century: Emerging Questions, Theoretical Models, Research Designs and Empirical Findings

Cited by 917 publications

References 14 publications

Understanding why children die in high-income countries

Understanding why children die in high-income countries

Developmental screening in context: adaptation and standardization of the Denver Developmental Screening Test‐II (DDST‐II) for Sri Lankan children

Contribuições das teorias do desenvolvimento humano para a concepção contemporânea da adolescência

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Developmental Science in the 21^st Century: Emerging Questions, Theoretical Models, Research Designs and Empirical Findings