Longitudinal studies have long been recognised as important
vehicles for obtaining high-quality evidence about the determinants
of development across the lifespan, as well as
casting light on developmental processes in general (Farrington,
1991; Rutter, 1994). Among their advantages are
their ability to track continuities, discontinuities, ‘critical
periods’, and transition points in development; test models
of causal relationships between early events or characteristics
and later outcomes; identify developmental sequences
and pathways; tease out the relative and interacting contributions
of diverse factors that impact on development; and
through these, provide evidence on optimal times and foci for interventions to interrupt maladaptive pathways and
promote positive development.