ABSTRACT
The present chapter will describe relational and systemic perspectives of career development, as explained in a number of theories and metatheoretical frameworks. It will then provide discussion on the potential contributions of these perspectives to our understanding of children’s career development. Where available, the chapter will reference empirical work derived from these perspectives which has contributed to our understanding. However, as acknowledged by a number of authors (McMahon & Watson, 2008; Skorikov & Patton, 2007; Watson & McMahon, 2008; Watson, Nota, & McMahon, 2015), there remains a dearth of work which adequately explains theoretical bases for children’s career development. These authors have also noted the lack of an organising theoretical framework that informs both theory and practice.
