(See related pages)
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| context | The settings, influenced by historical, political, economic, social, and cultural factors, in which development occurs. (See page(s) 10) |
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| cross-cultural studies | Comparisons of one culture with one or more other cultures. These provide information about the degree to which children's development is similar, or universal, across cultures, and the degree to which it is culture-specific. (See page(s) 11) |
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| culture | The behaviour patterns, beliefs, and all other products of a group that are passed on from generation to generation. (See page(s) 10) |
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| ethnicity | A characteristic based on cultural heritage, nationality characteristics, race, religion, and language. (See page(s) 11) |
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| gender | The social and psychological dimensions of being male or female. (See page(s) 11) |
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| generational inequity | An aging society's unfairness to its younger members due to older adults piling up advantages by receiving inequitably large allocations of resources. (See page(s) 14) |
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| innate goodness view | The idea, presented by Swiss-born philosopher Jean-Jacques Rousseau, that children are inherently good. (See page(s) 5) |
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| life-span development | The pattern of change that begins at conception and continues through the life cycle. (See page(s) 4) |
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| life-span perspective | The view that development is lifelong, multidimensional, multidirectional, plastic, contextual, and multidisciplinary and involves growth, maintenance, and regulation. (See page(s) 8) |
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| original sin view | Advocated during the Middle Ages, the belief that children are born into the world as evil beings and are basically bad. (See page(s) 5) |
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| social policy | A national government's course of action designed to influence the welfare of its citizens. (See page(s) 13) |
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| tabula rasa view | The idea, proposed by John Locke, that children are like a "blank tablet." (See page(s) 5) |