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Abstract This book explores the history as well as the sociocultural context of a unique study that was undertaken between the mid-1950s and mid-1960s: the Yale Longitudinal Study (YLS). Carried out by a team of therapist-researchers at the Yale Child Study Center, the YLS documented the early and middle childhood years of a dozen children in New Haven County, Connecticut. The book analyzes and contextualizes the intellectual worldview of the group involved in the study—which integrates mental health, pediatrics, psychoanalysis, and social science—as well as the important insights it provided about children's developmental trajectories from infancy through middle childhood.
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