Part 1. A Framework for Developmental Psychology. Chapter 1. A Brief History of Developmental Psychology. The Developmental Principle. The Evolution of Development. The Emergence of Developmental Psychology. Fundamental Questions in Developmental Psychology. Chapter 2. Developmental Psychology in the 20th Century. Learning or Maturation: The Rise of Opposing Schools. Jean Piaget (1896-1980). Lev Semeonovich Vygotsky (1896-1934). John Bowlby (1907-1990). Chapter 3. Observing and Modelling Developmental Change. The Epigenetic Landscape. Stage Theories of Development. The Dynamic Systems Approach. The Connectionist Approach. Information-processing Approaches. Carrying Out Research in Developmental Psychology. Methods of Data Collection. Part 2. Early Development. Chapter 4. Development from Conception to Birth. Stages in Prenatal Development. Behaviour in the Foetus. Evolution and Development of the Brain. Sitting, Standing, and Walking. The Sensory Capacities of the Neonate. Childbirth. Chapter 5. Cognitive Development in Infancy. Piaget's Theory of Infant Cognition. Piaget's Account of the Development of the Object Concept. Infants' Perception of Objects: An Alternative to Piaget. Memory in Infancy. Reaching and Grasping. Chapter 6. Early Social Development. Recognising Oneself. Recognising Other People. Smiling and Social Recognition. Imitating Other People. Play. The Development of Attachment. Responses to Emotions. Differences in Interaction with Boys and Girls. Chapter 7. The Beginnings of Language Development. The Perception of Speech Sounds. The Development of Babbling. Learning to Say Words. The Social Context of Early Language Development. Part 3. The Preschool Years. Chapter 8. Language Development in the Preschool Years. Combining Words. Morphological Development. Inside-out Theories. Outside-in Theories. The Role of Language Input. Experimental Studies of Early Grammatical Understanding. The Language Abilities of Chimpanzees. Vocabulary Development in the School Years. Chapter 9. Cognitive Development in the Preschool Years. Piaget's Theory of Preoperational Reasoning. Criticisms of Piaget's Tests of Preoperational Thinking. Problem Solving. Reasoning by Analogy. Appearance and Reality. Children's Drawing. Chapter 10. Social Development in the Preschool Years. The Continuing Development of Self-recognition. The Development of Pretend Play. Fantasy and Imagination. Gender Differences in Play. The Development of Gender Identity. Social Cognition and Theory of Mind. Prosocial Behaviour. The Formation of Friendships. Part 4. The School Years. Chapter 11. Cognitive Development in Middle Childhood. Social and Biological Markers of Middle Childhood. Piaget's Theory of Concrete Operational Reasoning. Criticisms of Piaget's Account of Concrete Operational Reasoning. Developmental Changes in Problem Solving. Chapter 12. Learning to Read and Spell. Orthographic Regularity. Theories of Learning to Read. Learning to Read Alphabetic Scripts. Learning to Read Non-alphabetic Scripts. Predictors of Reading Success. Learning to Spell. Learning to Read and Write Braille. Difficulties with Learning to Read and Spell. Chapter 13. Learning to do Mathematics. Early Knowledge of Numbers. Learning to Count. Adding and Subtracting Objects. Adding and Subtracting Numbers. Cross-cultural Differences in Mathematical Ability. Chapter 14. Social Development in the School Years. Interactions with Other Children. Friendships. Bullying. Piagetian and neo-Piagetian Accounts of Moral Reasoning. Alternative Accounts of Moral Development. Emotional Development. Chapter 15. Adolescence. Social and Biological Markers of Adolescence.
Margaret Harris was educated at Northampton
School for Girls and Kettering High School. She gained her BSc in
Psychology at Bedford College and her PhD at Birkbeck College,
University of London. Margaret lectured at Birkbeck College and
then became a Senior Lecturer and subsequently a Reader at Royal
Holloway University of London. Her main research interests are in
language development and reading, with an emphasis on the cognitive
development of deaf children.
Margaret is involved in several research projects investigating the
early language development of children with severe/profound
deafness. Her research has looked at the development of successful
communication between deaf infants and their mothers and the
implications of this for early sign and oral language development.
She is particularly interested in the development of visual
attention between deaf infants and their mothers and how this
relates to early language development.
George Butterworth (1946-2000) completed a D.Phil
at Oxford University after which he took up a teaching post at
Southampton University. This was followed by a Chair in Psychology
at Stirling University. He became a Professor at Sussex University
in 1991.
George was an authority on infant development and the origins of
thought and perception in infants. His research interests were
broad, encompassing topics as varied as the origins of
self-awareness in human development and evolution, and children's
understanding of geographical features of the earth.
George founded both the British Infancy Research Group and the
journal Developmental Science. He was the first president of the
European Society for Developmental Psychology and a former
president of the British Psychological Society, Developmental
Section. He was internationally respected for his scholarship and
commitment to research.
"An up-to-date account of developmental psychology written by two major authorities in the field ... All in all, it is an authoritative and clear treatment of developmental psychology that will appeal to undergraduates who are just beginning to study developmental psychology, as well as those who already have some grounding in the subject." - Dr Gavin Bremner, Lancaster University, UK "Developmental Psychology is an exciting and fast-moving subject, but one that is hard to summarise because it involves such a variety of questions, and hypotheses, and research methods. Yet Margaret Harris and George Butterworth have been completely successful in producing a coherent and wonderfully stimulating account of the subject as a whole. Undergraduate students will learn a great deal from this book, and they will enjoy reading it as well. So will parents, teachers and any one else interested in childhood." - Professor Peter Bryant FRS, Oxford University, UK "A useful developmental textbook ideally pitched at undergraduate level developmental psychology. The writing style is clear and easy to read with the right level of detail when describing influential empirical work." - Dr Alyson Davis, University of Surrey, UK "This is an impressive book. It is a beautifully written, up-to-date, and well balanced account of the development of the child from conception to adolescence." - Dr Alan Slater, University of Exeter, UK
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