Purchase instant access (PDF download and unlimited online access):
The past two decades have been characterised by a considerable expansion of research on career development in childhood and adolescence, which led vocational psychology toward integrating early vocational behaviour into lifespan, systemic models of careers. In the process of career development, children and adolescents engage in dynamic interaction with their environments. In order to understand the antecedents and outcomes of this process, we need to take into account the epigenetic unfolding of the child’s capabilities, learning through selfchosen and socially-assigned activities, and the mediating role of the context. However, substantial further work is needed in order to advance our understanding of the process of career development in childhood and adolescence and its outcomes. The most important directions for future efforts include systematic development and testing of theoretical propositions, strengthening the connection between theory and research, examining underexplored areas, improving research design and measurement, and enhancing the design and assessment of career interventions with children and adolescents.