Developmental Psychology

A Social, Communicative, and Cultural Approach
1. Auflage 2027
ISBN: 978-1-5296-1643-9
Verlag: Sage Publications

Buch, Englisch, 680 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 343 g

How do children become the people they are? Developmental Psychology: A Social, Communicative, and Cultural Approach helps you explore how children think, communicate, feel and make sense of the world around them. Moving beyond simple nature–nurture debates, it shows development as an active, embodied and deeply social process shaped by children’s everyday interactions with people, cultures and environments.

With case studies, key studies and reflective questions throughout, each chapter helps you apply ideas, think critically and connect theory to real-world examples. Key terms, chapter summaries, end-of-chapter questions and further reading also support your understanding, revision and independent study.

Accessible, multidisciplinary and thought-provoking, this textbook gives you the tools to understand developmental psychology in context and to see how research connects with the changing social and cultural worlds we all share.

Autoren/Hrsg.

Carpendale, Jeremy I. M.

Lewis, Charlie

Müller, Ulrich

de Ruiter, Naomi

Inhaltsverzeichnis

Chapter 1: Introduction: How do we understand human development?
Chapter 2: Methods in developmental psychology
Chapter 3: The role of biology in psychological development
Chapter 4: Constructivist approaches to children’s thinking
Chapter 5: Sociocultural approaches to children’s thinking
Chapter 6: Brain, perceptual and motor development
Chapter 7: Emotional development and attachment
Chapter 8: The development of communication and social understanding in infancy
Chapter 9: Animal communication and human language
Chapter 10: Language in human communication and thinking
Chapter 11: How children learn the meaning of words
Chapter 12: Cognitive development: Concepts and memory
Chapter 13: Becoming literate and numerate: The development of reading and early number skills
Chapter 14: How children come to control their behaviour: The development of executive function
Chapter 15: Understanding the social world
Chapter 16: Social interaction, language and social understanding
Chapter 17: The development of prosocial action
Chapter 18: Moral reasoning and action
Chapter 19: The development of self in relations
Chapter 20: The future of development in a changing world

Über Autor(innen)

Carpendale, Jeremy I. M.
Jeremy I. M. Carpendale is Professor of Developmental Psychology at Simon Fraser University, Canada. He has published in the areas of cognitive, social cognitive, and moral development. His work focuses on the nature and development of thinking about social and moral matters and the role of language and social interaction in such development. He is author of What Makes us Human (2021 with C. Lewis) and How Children Develop Social Understanding (2006 with C. Lewis) as well as editor of several books, including Social Life and Social Knowledge: Toward a Process Account of Development (2008), The Cambridge Companion to Piaget (2009 with Müller & Smith).

Lewis, Charlie
Charlie Lewis is Professor of Family and Developmental Psychology at Lancaster University, United Kingdom. His research focuses on both preschoolers’ social cognitive skills and the influence of family factors on the nature and development of these skills. He has written or edited 16 books and several research papers on cognitive, social cognitive, and social development not only in typical children, but also in atypical populations, particularly children with autism. His current research includes studies on the development of executive function skills in preschoolers and children with developmental difficulties.

de Ruiter, Naomi
Naomi de Ruiter is an Assistant Professor at the University College Groningen of the University of Groningen. Her background is in developmental psychology. Her research focuses on the dynamics of identity formation and chnage, particularly how individuals communicate and construct their identities through social interactions across time.

Müller, Ulrich
Ulrich Müller is a Professor of life-span development in the Department of Psychology at the University of Victoria. He currently serves as Department Chair. His research focuses on the development of self-regulation, the contribution of self-regulation to psychological adjustment and academic achievement, and the impact of parent–child interaction on the development of self-regulation. He was awarded the Early Scientific Achievement Award from the Society of Research in Child Development in 2005. He has published widely in journals such as Child Development, Developmental Psychology, and the Journal of Experimental Child Psychology. He is co-editor of several books, including the Cambridge Companion to Piaget (2009), Self-Regulation and Autonomy (2013), Social Life and Social Knowledge (2008), and the prestigious Handbook of Child Psychology and Developmental Sciences, Vol. 2: Cognitive Processes (7th edition, 2015).