The focus in this chapter is the emergence of a postdevelopmentalist approach in the field of child, childhood, and early education studies. It discusses the influence on postdevelopmentalism from critical economics. The discussion draws upon the postdevelopmental critique of child development theory and research and presents a case study of an unhappy marriage between psychology and pedagogy during the twentieth century in Sweden, ending in a definitive divorce in the 1980s. The chapter moves on to present more elaborated meta-theoretical thinking about development in the developmental sciences, in terms of a processual natureculture coconstitutive dynamism. In the chapter’s conclusion, we argue for the possibilities of a more constructive relationship between the developmental sciences and other forms of inquiry, including those relying on a postdevelopmentalist critical approach.