One of developmental psychology's central concerns is the
identification of specific "milestones" which indicate what
children are typically capable of doing at different ages. Work of
this kind has a substantial impact on the way parents, educators,
and service-oriented professionals deal with children; and,
therefore one might expect that developmentalists would have come
to some general agreement in regard to the ways they assess
children's abilities. However, as this volume demonstrates, the
field appears to suffer from a serious lack of consensus in this
area. Based on the premise that identifying relevant issues is a
necessary step toward progress, this book addresses a number of
vital topics, such as: How could research into fundamental areas
(such as the age at which children first acquire a sense of self or
learn to reason transitively) repeatedly yield wildly diverse
results? Why do experts who hold to radically different views
appear to be so unruffled by this same divergence of professional
opinion? and, Are there grounds for hope that this divergence of
professional opinion is on the wane?
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