Chapter
Toward a functional ecology of behavior and development: The legacy of Joachim F. Wohlwill
pp.：
67 – 97
Part II. Exposition of theoretical perspectives
pp.：
97 – 123
Introduction
pp.：
123 – 125
A. Levels of relationship – As they appear in different cultures
pp.：
125 – 129
Introduction
pp.：
129 – 131
A dialectical/transactional framework of social relations: Children in secondary territories
pp.：
131 – 135
Comment: Proving philosophy!?
pp.：
135 – 167
Authors’ response: Translating a world view
pp.：
167 – 174
A contextualist perspective on child-environment relations
pp.：
174 – 176
Comment: Clarifying fusion
pp.：
176 – 205
Child development and environment: A constructivist perspective
pp.：
205 – 211
Comment: Constructivist potentialities and limitations
pp.：
211 – 238
Author’s response: Following Aristotle
pp.：
238 – 247
Integration: What environment? Which relationship?
pp.：
247 – 249
B. Transactional, holistic, and relational-developmental perspectives on children in the cities
pp.：
249 – 261
Introduction
pp.：
261 – 263
Transactionalism
pp.：
263 – 265
Comment: Transactionalism – What could it be?
pp.：
265 – 279
Author’s response: Is Lang going beyond?
pp.：
279 – 288
A holistic, developmental, systems-oriented perspective: Child-environment relations
pp.：
288 – 290
Comment: Werner augmented
pp.：
290 – 313
Relational-developmental theory: A psychological perspective
pp.：
313 – 327
Comment: From the general to the individual or from the individual to the general?
pp.：
327 – 348
Author’s response: General and individual – A relation
pp.：
348 – 354
Integration: Dimensions of a conceptual space – But for what?
pp.：
354 – 356
C. Modern versions of Barker’s ecological psychology and the phenomenological perspective
pp.：
356 – 365
Introduction
pp.：
365 – 367
Children’s environments: The phenomenological approach
pp.：
367 – 369
Comment: Don’t forget the subjects – An approach against environmentalism
pp.：
369 – 382
Authors’ response: Reading a text – A case study in perspectivity
pp.：
382 – 392
Commentators’ reply: Seductive sciences
pp.：
392 – 394
Behavior settings in macroenvironments: Implications for the design and analysis of places
pp.：
394 – 395
Comment: Behavior setting revitalized
pp.：
395 – 417
Behavior settings as vehicles of children’s cultivation
pp.：
417 – 423
Comment: Behavior settings forever!
pp.：
423 – 447
Integration: Ecological psychology and phenomenology – Their commonality, differences, and interrelations
pp.：
447 – 454
D. Sociobiology, attachment theory, and ecological psychology – Marching towards the city
pp.：
454 – 461
Introduction
pp.：
461 – 463
Exploratory behavior, place attachment, genius loci, and childhood concepts: Elements of understanding children’s interactions with their environments
pp.：
463 – 467
Comment: Gender are two
pp.：
467 – 481
Author’s response: ... but different ones
pp.：
481 – 487
Children in cities: An ethological/sociobiological approach
pp.：
487 – 488
Comment: And ethology?
pp.：
488 – 516
Author’s response: Adaptive variations and the individual
pp.：
516 – 524
Street traffic, children, and the extended concept of affordance as a means of shaping the environment
pp.：
524 – 526
Comment: Children as perceivers and actors – The view from ecological realism
pp.：
526 – 555
Authors’ response: Environmental design means the design of affordances
pp.：
555 – 563
Commentator’s reply: The extended concept reconsidered
pp.：
563 – 566
Integration: The path to integration is not straight
pp.：
566 – 567
Reflections: What has happened in treading the path toward a psychological theory of children and their cities
pp.：
567 – 573
Part III. The Finale
pp.：
573 – 583
Integrating youth- and context-focused research and outreach: A developmental contextual model
pp.：
583 – 585
The young and the old in the city: Developing intergenerational relationships in urban environments
pp.：
585 – 610
Where we are – A discussion
pp.：
610 – 641
Biographical notes
pp.：
657 – 659
Subject index
pp.：
659 – 667
Author index
pp.：
667 – 687
Children, Cities, and Psychological Theories
：Developing Relationships
( International Studies on Childhood and Adolescence )
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