The emergence of the Child Study Movement in Europe and America stemmed from both historical roots and specific socio-temporal contexts. The Industrial Revolution of the late 19th century precipitated dramatic social restructuring, transforming family structures and accelerating urbanization. These developments focused unprecedented attention on childhood-related issues. Social reformers came to recognize children as individuals with independent personhood and rights, possessing distinct psychological and physiological needs differing from adults. This recognition catalyzed the Child Study Movement, which sought to identify universal patterns of child development through scientific investigation and practical verification. Sweeping across Western nations, the movement significantly contributed to the emergence of Progressive Education and broader societal advancement. However, its enduring impact was substantially constrained by four interrelated limitations: fragmentation of research data, interdisciplinary barriers, insufficient methodological innovation, and heterogeneous researcher constituencies. These constraints warrant critical reappraisal when considering the movement’s legacy for contemporary child studies.