Instead, a child has a range of competencies, depending on the sources of variability influencing the child. Fischer takes a similar view of the traditional notion of intelligence. The results of Fischer's research overwhelmingly support both his theoretical position that it is no longer useful to blindly look exclusively at the consistencies in development, and his contention that emotional status, task, social support, and culture are critical variables for theories of development. The numerous bays, sandy stretches, sheltered coves, craggy outcroppings, and jutting peninsulas may appear to be a random and chaotic jumble of features shaped by wind, water, and time. Yet there is pattern within the variation.
Human development is characterized by similar intricacy and complexity.
Fischer's dynamic systems approach to development may offer the analogous possibility of explaining and predicting the vicissitudes of the developing child. Donna Coch, a Samuel Priest Rose Research Fellow, is a doctoral candidate in Human Development and Psychology. This article appeared originally in the Harvard University Graduate School of Education's Education Bulletin.