Contexts for Young Child Flourishing

Evolution, Family, and Society
Erscheinungsjahr 2016
ISBN: 978-0-19-023779-0
Verlag: OXFORD UNIV PR

Buch, Englisch, 384 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 740 g

Human beings have the most immature newborn and longest maturational schedule of any animal. Only 25% of the adult brain size is developed at full-term birth, and most of the brain's size and volume is co-constructed by caregivers in the first years of life. As a result, early life experience has long-term effects on physiological and psychological wellbeing.

Contexts for Young Child Flourishing uses an evolutionary systems framing to address the conditions and contexts for child development and thriving. Contributors focus on flourishing-optimizing individual (physiological, psychological, emotional) and communal (social, community) functioning. Converging events make this a key time to reconsider the needs of children and their optimal development in light of increasing understanding of human evolution, the early dynamism of development,
and how these influence developmental trajectories. There is a great deal of misunderstanding both among researchers and the general public about what human beings need for optimal development. As a result, human nature unnecessarily can be misshaped by policies, practices, and beliefs that don't take into
account evolved needs. Empirical studies today are better able to document and map the long-term effects of early deficits or early assets, mostly in animal models but also through longitudinal studies. An interdisciplinary set of scholars considers child flourishing in regards to issues of development, childhood experience, and wellbeing. Scholars from neuroscience, anthropology, and clinical and developmental studies examine the buffering effects of optimal caregiving practices and shed light
on the need for new databases, new policies, and altered childcare practices.

Autoren/Hrsg.

Narvaez, Darcia

Braungart-Rieker, Julia M.

Miller-Graff, Laura E.

Gettler, Lee T.

Hastings, Paul D.

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie
• Naturwissenschaften Biowissenschaften Biowissenschaften Evolutionsbiologie
• Medizin | Veterinärmedizin Medizin | Public Health | Pharmazie | Zahnmedizin Vorklinische Medizin: Grundlagenfächer Wachstum, Entwicklung, Altern
• Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogik: Sachbuch, Ratgeber
• Sozialwissenschaften Ethnologie | Volkskunde Ethnologie Kultur- und Sozialethnologie: Allgemeines

Über Autor(innen)

Darcia Narvaez, PhD, is Professor of Psychology and Director of the Moral Psychology Lab at the University of Notre Dame. She studies moral development through the lifespan with a particular focus on early life effects on the neurobiology underpinning moral functioning.

Julia M. Braungart-Rieker, PhD, is Professor of Psychology and Director of the William J. Shaw Center for Children and Families at the University of Notre Dame. Her work focuses on social and emotional development during infancy and early childhood.

Laura E. Miller-Graff, PhD, is an Assistant Professor of Psychology and Peace Studies at the University of Notre Dame. Her research examines the developmental effects of exposure to violence in childhood.

Lee T. Gettler, PhD, is Assistant Professor in the Department of Anthropology and Director of the Hormones, Health, and Human Behavior Laboratory at the University of Notre Dame. His research focuses on the way in which men's hormonal physiology responds to major life transitions, such as marriage and fatherhood.

Paul D. Hastings, PhD, is Chair and Professor of Psychology at the University of California, Davis, where he is also a member of the Center for Mind and Brain, and the Center for Poverty Research. His research focuses on examining dynamic influences between neurobiological regulatory systems and socialization experiences, and their multilevel contributions to adaptive and maladaptive socioemotional development in children and adolescents.