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ContentsSection 1 THE NATURE OF CHILDREN'S DEVELOPMENT Chapter 1: INTRODUCTION WHY IS CARING FOR CHILDREN IMPORTANT? WHAT ARE SOME HISTORICAL VIEWS OF CHILD DEVELOPMENT? WHAT CHARACTERIZES DEVELOPMENT? HOW IS CHILD DEVELOPMENT A SCIENCE? REACH YOUR LEARNING GOALSAPPENDIX: CAREERS IN CHILD DEVELOPMENTSection 2 BEGINNINGSChapter 2: BIOLOGICAL BEGINNINGSWHAT IS THE EVOLUTIONARY PERSPECTIVE? WHAT ARE THE GENETIC FOUNDATIONS OF DEVELOPMENT? WHAT ARE SOME REPRODUCTIVE CHALLENGES AND CHOICES? HOW DO HEREDITY AND ENVIRONMENT INTERACT? THE NATURE-NUTURE DEBATEREACHNURTURELEARNING GOALSChapter 3: PRENATAL DEVELOPMENTWHAT IS THE COURSE OF PRENATAL DEVELOPMENT? WHAT ARE SOME IMPORTANT STRATEGIES THAT ENHANCE THE EXPECTANT MOTHER'S HEALTH AND PRENATAL CARE? WHAT ARE SOME POTENTIAL HAZARDS TO PRENATAL DEVELOPMENT? REACH YOUR LEARNING GOALSChapter 4: BIRTH WHAT HAPPENS DURING THE BIRTH PROCESS? WHAT ARE SOME MEASURES OF NEONATAL HEALTH AND RESPONSIVENESS? HOW DO LOW BIRTH WEIGHT AND PRETERM INFANTS DEVELOP? WHAT HAPPENS DURING THE POSTPARTUM PERIOD? REACH YOUR LEARNING GOALSSection 3 INFANCY Chapter 5: PHYSICAL DEVELOPMENT IN INFANCYHOW DO INFANTS GROW AND DEVELOP PHYSICALLY? HOW DO INFANTS DEVELOP MOTOR SKILLS? HOW CAN INFANTS' SENSORY AND PERCEPTUAL DEVELOPMENT BE CHARACTERIZED? REACH YOUR LEARNING GOALS Chapter 6: COGNITIVE DEVELOPMENT IN INFANCYWHAT IS PIAGET'S THEORY OF INFANT DEVELOPMENT? HOW DO INFANTS LEARN, REMEMBER, AND CONCEPTUALIZE? HOW ARE INDIVIDUAL DIFFERENCES IN INFANCY ASSESSED, AND DO THESE ASSESSMENTS PREDICT INTELLIGENCE? WHAT ARE SOME EARLY ENVIRONMENTAL INFLUENCES ON INTELLIGENCE? WHAT IS THE NATURE OF LANGUAGE, AND HOW DOES IT DEVELOP IN INFANCY? REACH YOUR LEARNING GOALSChapter 7: SOCIOEMOTIONAL DEVELOPMENT IN INFANCY HOW DO EMOTIONS AND PERSONALITY DEVELOP IN INFANCY? HOW DO SOCIAL ORIENTATION/UNDERSTANDING AND ATTACHMENT DEVELOP IN INFANCY? HOW DO SOCIAL CONTEXTS INFLUENCE SOCIOEMOTIONAL DEVELOPMENT IN INFANCY? REACH YOUR LEARNING GOALSSection 4 EARLY CHILDHOODChapter 8: PHYSICAL DEVELOPMENT IN EARLY CHILDHOOD HOW DOES A YOUNG CHILD'S BODY AND BRAIN GROW AND CHANGE? HOW DO YOUNG CHILDREN'S MOTOR SKILLS DEVELOP? WHAT ARE SOME IMPORTANT ASPECTS OF YOUNG CHILDREN'S HEALTH? REACH YOUR LEARNING GOALS Chapter 9: COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD WHAT ARE THREE VIEWS OF THE COGNITIVE CHANGES THAT OCCUR IN EARLY CHILDHOOD? HOW DO YOUNG CHILDREN DEVELOP LANGUAGE? WHAT ARE SOME IMPORTANT FEATURES OF EARLY CHILDHOOD EDUCATION? REACH YOUR LEARNING GOALS Chapter 10: SOCIOEMOTIONAL DEVELOPMENT IN EARLY CHILDHOOD EMOTIONAL AND PERSONALITY DEVELOPMENT FAMILIES PEER RELATIONS, PLAY, AND TELEVISION REACH YOUR LEARNING GOALS Section 5 MIDDLE AND LATE CHILDHOODChapter 11: PHYSICAL DEVELOPMENT IN MIDDLE AND LATE CHILDHOOD WHAT CHANGES TAKE PLACE IN BODY GROWTH, THE BRAIN, AND MOTOR DEVELOPMENT? WHAT ARE THE CENTRAL ISSUES IN CHILDREN'S HEALTH? WHAT ARE THE PREVALENT DISABILITIES IN CHILDREN? REACH YOUR LEANING GOALS Chapter 12: COGNITIVE DEVELOPMENT IN MIDDLE AND LATE CHILDHOOD WHAT IS PIAGET'S THEORY OF COGNITIVE DEVELOPMENT IN MIDDLE AND LATE CHILDHOOD? WHAT IS THE NATURE OF CHILDREN'S INFORMATION PROCESSING? HOW CAN CHILDREN'S INTELLIGENCE BE DESCRIBED? WHAT CHANGES IN LANGUAGE DEVELOPMENT OCCUR IN MIDDLE AND LATE CHILDHOOD? WHAT CHARACTERIZES CHILDREN'S ACHIEVEMENT? REACH YOUR LEARNING GOALS Chapter 13: SOCIOEMOTIONAL DEVELOPMENT IN MIDDLE AND LATE CHILDHOOD WHAT IS THE NATURE OF EMOTIONAL AND PERSONALITY DEVELOPMENT IN MIDDLE AND LATE CHILDHOOD? WHAT ARE SOME CHANGES IN PARENTING AND FAMILIES IN MIDDLE AND LATE CHILDHOOD? WHAT CHANGES CHARACTERIZE PEER RELATIONSHIPS IN MIDDLE AND LATE CHILDHOOD? WHAT ARE SOME IMPORTANT ASPECTS OF SCHOOLS? REACH YOUR LEARNING GOALS Section 6 ADOLESCENCEChapter 14: PHYSICAL DEVELOPMENT IN ADOLESCENCE WHAT IS THE NATURE OF ADOLESCENCE? WHAT ARE THE PHYSICAL AND PSYCHOLOGICAL ASPECTS OF PUBERTY? WHAT ARE THE DIMENSIONS OF ADOLESCENT SEXUALITY? HOW CAN ADOLESCENTS' HEALTH AND HEALTH-ENHANCING ASSETS BE CHARACTERIZED? REACH YOUR LEARNING GOALS Chapter 15: COGNITIVE DEVELOPMENT IN ADOLESCENCE HOW DO ADOLESCENTS THINK AND PROCESS INFORMATION? WHAT CHARACTERIZES ADOLESCENTS' VALUES, MORAL EDUCATION, AND RELIGION? WHAT IS THE NATURE OF SCHOOLS FOR ADOLESCENTS? HOW DO ADOLESCENTS EXPERIENCE CAREER DEVELOPMENT? REACH YOUR LEARNING GOALS Chapter 16: SOCIOEMOTIONAL DEVELOPMENT IN ADOLESCENCE WHAT CHARACTERIZES EMOTIONAL AND PERSONALITY DEVELOPMENT IN ADOLESCENCE? WHAT IS THE NATURE OF PARENT-ADOLESCENT RELATIONSHIPS? WHAT ASPECTS OF PEER RELATIONSHIPS ARE IMPORTANT IN ADOLESCENCE? WHY IS CULTURE AN IMPORTANT CONTEXT FOR ADOLESCENT DEVELOPMENT? WHAT ARE SOME SOCIOEMOTIONAL PROBLEMS IN ADOLESCENCE? REACH YOUR LEARNING GOALS Glossary References Credits Name Index Subject Index

About the Author

John W. Santrock received his Ph.D. from the College of Education and Human Development at the University of Minnesota. He has taught at the University of Charleston, the University of Georgia, and the University of Texas at Dallas. He has worked as a school psychologist and currently teaches educational psychology at the undergraduate level. In 2006, Dr. Santrock received the University of Texas at Dallas Excellence in Teaching Award. His research has included publications in the Journal of Educational Psychology on the contextual aspects of affectively toned cognition and children's self-regulatory behavior as well as teachers' perceptions of children from divorced families. He has been on the editorial boards of Developmental Psychology and Child Development. His publications include these exceptional McGraw-Hill texts: Child Development, 13th Edition; Life-Span Development, 14th Edition; Adolescence, 14th Edition; Psychology, 7th Edition; and Educational Psychology, 4th Edition.

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