Children’s Career Development Learning: A Foundation for Lifelong Career Development

Abstract

Within lifespan career development, the career development of children is limited in its theoretical and research foundations as well as in its practical application. A critical process in career development is learning which can be intentional or unintentional. Most theory and research of childhood career development has been on unintentional career development learning and has explored what is learned more than how learning takes place, and the lack of attention to career development learning in childhood leaves many adolescents unprepared for critical career and educational decisions they must make. This chapter examines career development learning in childhood using the Systems Theory Framework of career development as a guiding metatheoretical perspective. It explores the potential for unintentional and intentional career development learning to recursively inform each other in childhood. In addition, the gap between these two forms of learning in terms of practical applications and theory and research is discussed.

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