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This paper elucidates the implications of life-span developmental psychology for theory and method in the field of child development. Emphasis is given to three theoretical issues: (1) historical-evolutionary versus ontogenetic components of change, (2) the role of chronological age, and (3) continuity versus discontinuity in the description and explanation of behavior development. Two methodological issues are discussed: (1) the conceptual and methodological distinction between developmental change versus developmental differences and (2) the problem of examining historical, distal relationships among variables. While none of these is completely novel in developmental psychology, lifespan research and theory has led to propositions and arguments which accentuate, clarify, and articulate important developmental issues. It is concluded that child development researchers need to recognize these issues and that such recognition should lead to a heightened understanding of the unique aspects of a developmental approach to the study of behavior and to novel questions, interpretations, conceptualizations, and methods of study. (Author/JMB)