Child Development From Infancy to Adolescence

1. Auflage 2015
ISBN: 978-1-4522-8881-9
Verlag: SAGE Publications, Inc

Buch, Englisch, 760 Seiten, Format (B × H): 211 mm x 272 mm, Gewicht: 1508 g

Within each chapter of this innovative, pedagogically rich text the authors introduce students to a wide range of real-world applications of psychological research to child development. The Active Learning features incorporated throughout the book foster a dynamic and personal learning process for students. The authors cover the latest topics shaping the field of child development—including a focus on neuroscience, diversity, and culture—without losing the interest of undergraduate students. The pedagogical features in this text and the accompanying ancillary package help students discover the excitement of studying child development.

Ancillaries

To access a brief, narrated walk-through of the Interactive eBook now, go to: www.sagepub.com/levineiebdemo

Autoren/Hrsg.

Levine, Laura E.

Munsch, Joyce

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie

Inhaltsverzeichnis

Preface
About the Authors
Part I: Issues, Theory, and Research in Child Development
Chapter 1. Issues in Child Development
Why Study Childhood?
Understanding How Development Happens
Contexts of Development
Being a Smart Consumer of Information About Development
Chapter 2. Theory and Research in Development
Why Theories of Development Are Important
Theories of Child and Adolescent Development
Research Methods
Ethics in Research With Children and Adolescents
Part II: Foundations of Child Development
Chapter 3. Nature Through Nurture: Genes and Environment
The Study of Genetics and Behavior
How Do Genes Work?
Genetic Disorders
Behavioral Genetics
The Interaction of Genes and Environment
Chapter 4. Prenatal Development, Birth, and the Newborn
Prenatal Development
Health and Risks in Pregnancy
The Birth Experience
The Newborn
The Transition to Parenthood
Part III: Infancy and Toddlerhood
Chapter 5. Physical Development in Infancy and Toddlerhood
Brain Development
Sensation and Perception
Infant Body Growth and Motor Development
Health and Nutrition
Chapter 6. Cognitive Development in Infancy and Toddlerhood
Piaget’s Theory of Cognitive Development
Theory of Core Knowledge
Learning
Cognitive Processes
Infant Intelligence
Language in Infancy
Threats to and Supports for Cognitive and Language Development
Chapter 7. Social and Emotional Development in Infancy and Toddlerhood
Emotions: Universality and Difference
The Self in Infants and Toddlers
Attachment
Contexts of Development
Part IV: Early Childhood
Chapter 8. Physical Development in Early Childhood
Body Growth and Changes
Body Awareness, Body Image, and Sexuality
Brain Development
Health and Nutrition
Illnesses and Threats to Health
Child Maltreatment
Chapter 9. Cognitive Development in Early Childhood
Piaget’s Theory of Cognitive Development: The Preoperational Stage (2–7 Years)
Vygotsky’s Sociocultural Theory of Cognitive Development
Cognitive Processes
Play and Cognitive Development
Language Development in Early Childhood
Preacademic Skills: Reading, Writing, and Arithmetic
Risk Factors and Supports for Cognitive and Language Development in Early Childhood
Chapter 10. Social and Emotional Development in Early Childhood
Emotional Development in Early Childhood
The Self in Preschoolers
Development of Gender Identity
Moral Development
Family Relationships
Peer Relationships and the Role of Play
Risks, Resources, and Resilience
Part V: Middle Childhood
Chapter 11. Physical Development in Middle Childhood
Body Growth and Changes
Brain Development
Health and Well-Being in Middle Childhood
Physical Activity
Children and the Natural World
Chapter 12. Cognitive Development in Middle Childhood
Piaget’s Stage of Concrete Operations (7–12 Years)
Cognitive Processes
Language Development in Middle Childhood
Intelligence
Cognitive Deficits and Intellectual Gifts
Schools and Academic Achievement
Chapter 13. Social and Emotional Development in Middle Childhood
The Self and Identity in School-Age Children
Emotional Development and Emotional Problems
Family Relationships
Peer Relationships
Media Use
Stress, Coping, and Resilience
Part VI: Adolescence
Chapter 14. Physical Development in Adolescence
Brain Development in Adolescence
Body Growth and Changes in Adolescence
Teens and Sexuality
Health and Nutrition During Adolescence
Stress and Coping in Adolescence
Chapter 15. Cognitive Development in Adolescence
Piaget’s Stage of Formal Operations (12 Years and Older)
Cognitive Processes
Moral Judgment
The Language of Teenagers
Adolescent Cognitive Development in Context
Chapter 16. Social and Emotional Development in Adolescence
The Self in Adolescence
Emotions
Family Relationships
Peer Relationships
Beyond Parents and Peers: Important Nonparental Adults
The Daily Lives of Adolescents
Emerging Adulthood
Glossary
References
Author Index
Subject Index

Über Autor(innen)

Munsch, Joyce
Joyce Munsch received her PhD in human development and family studies from Cornell University. She was a faculty member in human development and family studies at Texas Tech University for 14 years, where she also served as associate dean for research in the College of Human Sciences for 2 years. In 2002, Dr. Munsch went to the California State University at Northridge as the founding chair and professor in the Department of Child and Adolescent Development. She currently is an emeritus professor in the Department.
Dr. Munsch’s research has focused on adolescent stress and coping and social network research. Her work has been published in the Journal of School Psychology, Adolescence, The Journal of Early Adolescence, the Journal of Research on Adolescence, and the American Journal of Orthopsychiatry. Throughout her career, Dr. Munsch administered grants that supported community-based programs. She was the codirector of the Early Head Start program at Texas Tech University and co–principal investigator for three Texas Youth Commission (Department of Juvenile Justice) grants. At Cal State Northridge, she administered the Jumpstart program for over 10 years. Her commitment to community service learning was recognized in 2005 when she was awarded the CSUN Visionary Community Service Learning Award. In 2012, her service to the County of Los Angeles was recognized by a commendation from the County Board of Supervisors. At Texas Tech, she was the College of Human Sciences nominee for the Hemphill-Wells New Professor Excellence in Teaching Award, the Barnie E. Rushing Jr. Faculty Distinguished Research Award, the El Paso Energy Foundation Faculty Achievement Award, and the President’s Excellence in Teaching Award, and she received the Kathryn Burleson Faculty Service Award and the College of Human Sciences Outstanding Researcher Award.

Levine, Laura E.
Laura E. Levine received her PhD in developmental and clinical psychology from the University of Michigan. After working with children and families at the Children’s Psychiatric Hospital and in private practice in Ann Arbor for 10 years, she moved to Connecticut and was a stay-at-home mother of her two children for 6 years. She returned to academia in 1994 and taught child psychology and life span development for 20 years at Central Connecticut State University, where she is currently a professor emerita of the Department of Psychological Science. She has received three university teaching awards, and her research on the social development of young children and on the relation between media use and attention difficulties has appeared in journals such as Developmental Psychology, the Journal of Applied Developmental Psychology, Infant Mental Health Journal, Infant and Child Development, Computers and Education, and CyberPsychology, Behavior, and Social Networking.
Dr. Levine has been very active in promoting excellence in college teaching. She was involved in the creation of the Center for Teaching Excellence at Central Connecticut State University and served on the board of the Connecticut Consortium to Enhance Learning and Teaching. She created numerous programs for faculty both at her university and at regional and national conferences. Her work on the scholarship of teaching and learning can be found in New Directions for Teaching and Learning, College Teaching and the International Journal for the Scholarship of Teaching and Learning.