Children in Time and Place: Developmental and Historical Insights

doi:10.1017/CBO9780511558269

Each generation of American children across the tumultuous twentieth century has come of age in the different world. How do major historical events - such as war or the depression - influence children's development? Children in Time and Place brings together social historians and developmental psychologists to explore the implications of a changing society for children's growth and life chances. transitions provide a central theme, for historical transitions to the social transitions of children and their developmental experiences.

‘ … interesting and dynamic, particularly because it addresses not only the points in commom, the past, present and possible convergence of psychology and history in addressing the development of children, but because it expresses and represents the tensions between these disciplines as well.’

Source: Reviews in Anthropology

‘Children in Time and Place is both enlightening and stimulating. It is an excellent introduction to new interdisciplinary work that has enormous potential for contributing to the fields of developmental psychology, history, and sociology. The volume has an impressive scope and clearly demonstrates the promise and accomplishments of this kind of interdisciplinary collaboration, both conceptually and operationally.’

Paul Mussen - University of California, Berkeley

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Contents

Frontmatter
pp i-iv
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Contents
pp v-vi
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Preface
pp vii-ix
- By Glen H. Elder, Jr., University of North Carolina at Chapel Hill, Chapel Hill, NC, John Modell, Mellon University, Pittsburgh, PA, Ross D. Parke, University of California at Riverside, Riverside, CA
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Acknowledgments
pp x-xi
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List of contributors
pp xii-xiv
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Part I - A proposal
pp 1-2
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1 - Studying children in a changing world
pp 3-22
- By Glen H. Elder, Jr., University of North Carolina at Chapel Hill, Chapel Hill, NC, John Modell, Mellon University, Pittsburgh, PA, Ross D. Parke, University of California at Riverside, Riverside, CA
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Part II - Historical and life transitions
pp 23-26
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2 - America's home front children in World War II
pp 27-46
- By William M. Tuttle, Jr., University of Kansas, Lawrence, KS
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3 - Rising above life's disadvantage: From the Great Depression to war
pp 47-72
- By Glen H. Elder, Jr., University of North Carolina at Chapel Hill, Chapel Hill, NC, Tamara K. Hareven, University of Delaware, Newark, DE
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4 - Child development and human diversity
pp 73-106
- By John Modell, Mellon University, Pittsburgh, PA, Robert S. Siegler, Carnegie Mellon University, Pittsburgh, PA
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Part III - Life transitions across historical time
pp 107-109
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5 - Problem girls: Observations on past and present
pp 110-130
- By Steven Schlossman, Mellon University, Pittsburgh, PA, Robert B. Cairns, University of North Carolina at Chapel Hill, Chapel Hill, NC
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6 - Continuity and change in symptom choice: Anorexia
pp 131-146
- By Joan Jacobs Brumberg, Cornell University, Ithaca, NY, Ruth Striegel-Moore, Wesleyan University, Middletown, CT
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7 - Fathers and child rearing
pp 147-170
- By Ross D. Parke, University of California at Riverside, Riverside, CA, Peter N. Stearns, Carnegie Mellon University, Pittsburgh, PA
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Part IV - The cross-disciplinary collaboration
pp 171-172
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8 - The workshop enterprise
pp 173-191
- By Glen H. Elder, Jr., University of North Carolina at Chapel Hill, Chapel Hill, NC, John Modell, Mellon University, Pittsburgh, PA, Ross D. Parke, University of California at Riverside, Riverside, CA
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9 - The elusive historical child: Ways of knowing the child of history and psychology
pp 192-223
- By Emily Cahan, Harvard University, Cambridge, MA, Jay Mechling, University of California, Davis, CA, Brian Sutton-Smith, University of Pennsylvania, Philadelphia, PA, Sheldon H. White, Harvard University, Cambridge, MA
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10 - A paradigm in question: Commentary
pp 224-240
- By William Kessen, Yale University, New Haven, CT, Michael Zuckerman, University of Pennsylvania, Philadelphia, PA
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11 - Epilogue: An emerging framework for dialogue between history and developmental psychology
pp 241-250
- By Glen H. Elder, Jr., University of North Carolina at Chapel Hill, Chapel Hill, NC, John Modell, Mellon University, Pittsburgh, PA, Ross D. Parke, University of California at Riverside, Riverside, CA
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Bibliography
pp 251-276
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Author index
pp 277-283
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Subject index
pp 284-289
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Children in Time and Place

Developmental and Historical Insights

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Contents

Frontmatter
pp i-iv

Contents
pp v-vi

Preface
pp vii-ix

Acknowledgments
pp x-xi

List of contributors
pp xii-xiv

Part I - A proposal
pp 1-2

1 - Studying children in a changing world
pp 3-22

Part II - Historical and life transitions
pp 23-26

2 - America's home front children in World War II
pp 27-46

3 - Rising above life's disadvantage: From the Great Depression to war
pp 47-72

4 - Child development and human diversity
pp 73-106

Part III - Life transitions across historical time
pp 107-109

5 - Problem girls: Observations on past and present
pp 110-130

6 - Continuity and change in symptom choice: Anorexia
pp 131-146

7 - Fathers and child rearing
pp 147-170

Part IV - The cross-disciplinary collaboration
pp 171-172

8 - The workshop enterprise
pp 173-191

9 - The elusive historical child: Ways of knowing the child of history and psychology
pp 192-223

10 - A paradigm in question: Commentary
pp 224-240

11 - Epilogue: An emerging framework for dialogue between history and developmental psychology
pp 241-250

Bibliography
pp 251-276

Author index
pp 277-283

Subject index
pp 284-289

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Children in Time and Place

Developmental and Historical Insights

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