skip to content
Child development : an active learning approach Preview this item
ClosePreview this item
Checking...

Child development : an active learning approach

Author: Laura E Levine; Joyce Munsch
Publisher: Thousand Oaks, Calif. : SAGE, ©2011.
Edition/Format:   Print book : EnglishView all editions and formats
Database:WorldCat
Summary:
Synopsis: Engage - Inspire - Activate - Within each chapter of this innovative, topical text, the authors engage students by demonstrating the wide range of real-world applications of psychological research to child development. In particular, the distinctive Active Learning features incorporated throughout the book foster a dynamic and personal learning process for students. The authors cover the latest topics  Read more...
Rating:

(not yet rated) 0 with reviews - Be the first.

Subjects
More like this

 

Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...

Details

Document Type: Book
All Authors / Contributors: Laura E Levine; Joyce Munsch
ISBN: 9781412989183 1412989183 9781412968508 141296850X
OCLC Number: 617425473
Description: xxix, 575, [95] pages : illustrations (chiefly color) ; 28 cm
Contents: About the authors --
Preface --
Part 1: Understanding development: Why And How We Study Children And Adolescents --
1: Introduction: Issues in child development --
Why we study the development of children and adolescents --
Childhood-the first step in the process of development --
Impact of early experience on later development --
Impact of later experience --
Journey Of Research: Attachment and its consequences --
Understanding how development happens --
Domains of development --
Issues in the field of development --
Relative influence of nature and nurture --
Continuous versus stage like development --
Stability versus change --
Adaptive and maladaptive development --
Individual differences and diversity --
Role of the child in development --
How we study the development of children and adolescents --
Research methods --
Journey Of Research: From baby diaries to structural equation modeling --
Being a good consumer of developmental information --
Know the source of your information --
Something old, something new --
Become a critical thinker --
Beware generalizations --
Perceptual bias --
It's all common sense --
Active Learning: Testing your knowledge of child development --
How we apply child development knowledge to support optimal development --
Parents and family members --
Child development professionals --
Active Learning: How much do you know about careers in child development? --
Government, organizations, and citizens-creating social policy --
Active Learning: Social policy affecting children and adolescents --
Conclusion --
Chapter summary --
2: Theories of development --
Basic principle and applications --
Why are theories important? --
How do developmental theories differ? --
How does change happen? --
Why does change happen? --
Theories of child and adolescent development --
Psychoanalytic theory --
Active Learning: Free association --
Sigmund Freud's Psychosexual Stages --
Erik Erikson's Psychosocial Stages --
Modern applications of Psychoanalytic Theory --
Behaviorism and social cognitive theory --
John B Watson and Classical Conditioning --
Active Learning: Understanding the process of classical conditioning --
Modern applications of classical conditioning --
B F Skinner and operant conditioning --
Schedules of reinforcement --
Active Learning: Reward yourself! --
Shaping behaviors --
Negative reinforcement --
Punishment and extinction --
Modern applications of operant conditioning --
Albert Bandura and social cognitive theory --
Modern applications of social cognitive theory --
Theories of cognitive development --
Jean Piaget's Cognitive Developmental Theory --
What is a schema? --
How do we use schemas? --
Stages of development --
Modern applications of Piaget's theory --
Lev Vygotsky's Sociocultural Theory --
Modern applications of Vygotsky's theory --
Information processing --
Active Learning: Encoding processes --
Modern applications of information processing --
Evolutionary theories --
Charles Darwin and the Theory of Evolution --
Ethology --
Active Learning: Rough-and-tumble play --
Sociobiology --
Modern applications of evolutionary theory --
Ecological theory --
Active Learning: Examples of ecological systems --
Modern applications of ecological theory --
Journey Of Research: Theories in historical context --
Biological approaches to understanding child development --
Maturational theory --
Dynamic systems theory --
Neuropsychology and behavioral genomics --
Culture and developmental theory --
Conclusion --
Active Learning: Mnemonics (memory devices) --
Chapter summary --
3: How we study children and adolescents --
Scientific method --
Basic and applied research --
Developing hypotheses --
Active Learning: Scientific method-forming a hypothesis --
Operationalizing concepts --
Active Learning: Scientific method-operationalizing concepts --
Reliability and validity --
Sampling and representative samples --
Active Learning: Scientific method-sampling --
Methods and measures --
Observations --
Active Learning: Observation or interpretation? --
Journey Of Research: Doing observational research --
Self-report measures --
Journey Of Research: Children's eyewitness testimony --
Standardized tests --
Journey Of Research: Standardized testing --
Physiological measures --
Archival records --
Case studies --
Active Learning: Scientific method-measures --
How research is designed --
Experimental designs: identifying the causes of behavior --
How experiments are done --
Active Learning: Experimental method --
Natural or Quasi experiments --
Correlational designs --
Active Learning: Positive and negative correlations --
Journey Of Research: Direction of effects --
Active Learning: Scientific method-research methods --
Developmental designs --
Longitudinal research --
Cross-sectional research --
Cross-sequential research --
Active Learning: Developmental research designs --
Interpreting the results of a study --
Replication of results --
Ethics in research with children and adolescents --
Finding and assessing information about development --
Active Learning: Evaluating information on the web --
Conclusion --
Chapter summary --
Part 2: Beginnings --
4: How children develop: nature through nurture --
Journey Of Research: Genes and Environment --
Study of genetics and behavior --
How we study genes and behavior --
Molecular genetics --
Behavioral genetics --
Behavioral genomics --
How do genes work? --
Our genetic beginnings --
Chromosomes, genes, DNA, and bases (GATC) --
Mendelian inheritance: dominant and recessive genes --
Active Learning: Understanding the inheritance of Tay-Sachs Disease --
One behavior, many genes; one gene, many effects --
Genetic disorders --
Single gene disorders --
Problems associated with the Y chromosome --
Chromosome disorders --
Multifactorial inheritance disorders --
Genetic counseling and testing --
Gene therapy --
Interaction of genes and environment --
Canalization --
How the environment shapes gene expression --
Uncertainties in the study of gene-environment interaction --
How genes shape the environment --
Behavioral genetics --
Studies of adopted children --
Active Learning: Alcoholism, genes, and environment --
Research comparing identical and fraternal twins --
Identical twins reared apart --
Active Learning: Twins separated at birth --
More recent research approaches --
Study of culture and behavior --
What is culture? --
Stereotyping --
Difference versus deficit --
Active Learning: Cultural competence and grief --
Individualism and collectivism --
Active Learning: What are your culturally based beliefs? --
Transmission of culture --
Conclusion --
Chapter summary --
5: Prenatal development, birth, and the newborn --
Prenatal development --
Three stages of prenatal development --
Germinal stage (conception to 2 weeks) --
Infertility --
Embryonic stage (2 weeks to 2 months) --
Fetal stage (2 months to birth) --
Active Learning: Old wives' tale or scientific fact? --
Health and risk in pregnancy --
Three trimester of pregnancy --
Active Learning: Interview with a mother --
Expectant father --
Miscarriage --
Maternal health and well-being --
Maternal diet --
Teratogens --
Alcohol and smoking --
Journey Of Research: Understanding the effects of alcohol on a pregnancy --
Prescription and over-the-counter drugs --
Active Learning: Safety of medications during pregnancy. Illegal drugs --
Diseases --
Maternal stress --
Birth experience --
Labor and delivery --
Birthing options --
Birth experience of the baby --
Birth experience of the mother --
Birth experience of the father --
Couple's experience --
Newborn --
Newborn capabilities --
Infant states --
Risks to infants' health and well-being --
Infant mortality --
Sudden infant death syndrome (SIDS) --
Prematurity and low birth weight --
Journey Of Research: From child hatchery to modern NICU --
Transition to parenthood --
Active Learning: When partners become parents --
Conclusion --
Chapter summary --
Part 3: Building blocks of development: how children grow --
6: Physical development: the body and the brain --
Brain development --
Active Learning: Brain and body --
Structures of the brain --
Developmental processes --
Neurons and synaptic connections --
Plasticity of the brain: experience-expectant versus experience-dependent brain development --
Myelination of neurons in the brain --
Active Learning: teenage brain development --
Disabilities related to brain development --
Cerebral palsy --
Autism --
Journey Of Research: Searching for the cause of autism --
Active Learning: Community resources --
Motor development --
Infant reflexes --
Development of motor skills --
Myelination of motor neurons --
Variability in motor milestones --
Active Learning: Checklist of motor sill development --
Importance of physical activity --
Sensation and perception --
Mirror neurons --
Development of the five sense --
Vision --
Hearing --
Active Learning: Prenatal hearing --
Smell --
Taste --
Touch --
Cross-model transfer of perception --
Active Learning: How toys stimulate babies' senses --
Sensory preferences and connection to caregivers --
Body growth and changes --
Infant proportions --
Active Learning: Head-to-body proportions --
Changing bodily proportions --
Active Learning: Your growth in childhood --
Teething and "the tooth fairy" --
Sexual development --
Puberty --
Timing of puberty --
Active Learning : Timing of puberty --
Rites of passage from childhood to adulthood --
Active Learning: Rites of passage --
Risks of sexual maturation --
Adolescent pregnancies --
Sexually transmitted infections --
Nutrition --
Breastfeeding --
Healthy eating --
Malnourishment --
Obesity --
Eating disorders --
Conclusion --
Chapter 7: Cognitive development --
What is cognitive? --
Journey Of Research: Binet's intelligence test and its unintended consequences --
Theories of cognitive development --
Active Learning: Organizing by cognitive schema --
Piaget's stages of cognitive development --
Sensorimotor stage (birth-2 years) --
Active Learning: Testing object permanence --
Journey Of Research: Debate about object permanence --
Preoperational stage (2-7 years) --
Active Learning: Conservation --
Stage of concrete operations (7-12 years) --
Stage of formal operations (12 years and older) --
Active Learning: Formal operations --
Critique of Piaget's work --
Ages and stages --
Are there really stages of cognitive development? --
How universal is cognitive change? --
Theory of core knowledge --
Vygotsky's sociocultural theory of cognitive development --
Zone of proximal development (ZPD) --
Scaffolding --
Private speech --
Information processing --
Attention --
Attention in infancy --
Attention in childhood --
Attention in adolescence --
Attention deficit hyperactivity disorder ---
Memory --
Memory in infancy --
Infantile amnesia --
Memory in childhood --
Knowledge base --
False memories --
Executive function --
Active Learning: Executive function --
Metacognition --
Comparing theories of cognitive development --
Conclusion --
Chapter summary --Intelligence and academic achievement --
Intelligence --
Definition as assessment --
Active Learning: Defining intelligence --
Journey Of Research: History of intelligence tests --
Nature-nurture controversy and intelligence --
IQ scores and academic achievement --
Alternative views of intelligence --
Gardner's theory of multiple intelligences --
Active Learning: Applying multiple intelligences --
Sternberg's Triarchic theory --
Cognitive development and academic achievement --
Infant intelligence --
Cognitive deficits and intellectual gifts --
Creativity and intelligence --
Active Learning: Creativity test --
Societal context: the impact of poverty on academic achievement --
Promoting learning in school --
Role of class size --
Grade retention --
Expectancy effects --
Active Learning: Teacher-heroes in movies and real life --
Ability grouping --
Possible "boy problem" in schools --
Possible "girl problem" in science and math --
Single-gender classrooms --
School dropouts and the "forgotten half" --
Conclusion --
Chapter summary --
9: Language development --
Aspects of language --
Theories of language development --
Behaviorism and social cognitive learning theory --
Nativism --
Interactionism --
Cognitive processing theory --
Language and the brain --
Stages of language development --
Prenatal development --
Infants' preverbal communication --
Crying --
Cooing --
Babbling --
How adults foster language development --
Child-directed speech --
Shared attention, gestures, and sign language --
Toddler's development of words and sentences --
Growth of vocabulary --
Active Learning: Using linguistic constraints --
Two-word phrases --
Telegraphic speech --
Active Learning: Impact of word order --
Language development of preschoolers --
Active Learning: Collecting a language sample --
Egocentric versus private speech --
Active Learning: Private speech --
Written Language: Early literacy --
Active learning: Using dialogic reading --
Language development in school-age children --
Active Learning: Metalinguistic Awareness --
Reading in school-age children --
Journey Of Research: What's the best way to learn to read? --
Active Learning: Phonic can be fun --
Writing skills --
Language of teenagers --
Bilingualism and bilingual education --
Journey Of Research: Bilingual education-sink or swim? --
Language disorders --
Communication disorders --
Autism spectrum disorders --
Active Learning: Observing conversation skills --
Learning disabilities --
Conclusion --
Chapter summary --
10: Emotional development and attachment --
Emotions: Universality and difference --
What is emotion? --
Active Learning: Why we use emoticons --
Temperament --
Active Learning: Temperament --
Attachment --
Active Learning: Experiencing a sense of secure attachment --
Attachment and adaptation --
Journey Of Research: History of the study of attachment --
Development of attachment: Bowlby's stages --
Preattachment (birth to 6 weeks) --
Attachment in the making (6 weeks to 6-8 months) --
Clear-cut attachment (6-8 months to 18 months-2years) --
Goal-corrected partnership (18 months on) --
Ainsworth's types of attachment --
Attachment as a relationship --
Role of the mother --
Role of the father --
Role of the infant --
All together now! --
Active Learning: Educating parents --
Biology of attachment --
Attachment and culture --
Impact of both early attachment and later experiences on development --
Myths of bonding --
Long-term outcomes of infant attachment --
Importance of later experiences --
Attachment in childhood and adolescence --
Active Learning: Romantic attachment styles --
Child care and attachment --
Attachment to nonparental caregivers --
Quality of care --
Attachment disorders --
Causes of attachment disorder. Prevention and treatment of attachment disorders --
Development of emotions --
From basic to complex emotions --
Active Learning: Shame and guilt --
Empathy --
Active learning: Empathy and sympathy --
Social referencing --
Representation of emotions --
Regulation of emotions --
Normal emotions and emotional problems --
Fear and anxiety --
Sadness and depression --
Anger and aggression --
Conclusion --
Chapter summary --
11 Identity: the self, gender, and moral development --
Self-concept and culture --
Self in infants and toddlers --
Mirror self-recognition --
Use of pronouns --
Perceptual role-taking --
Possessiveness --
Self in preschoolers --
Self in school-age children --
Self in adolescents --
Marcia's identity statuses --
Identity diffusion --
Moratorium --
Foreclosure --
Identity achievement --
Self-esteem --
Active learning: Difference between self-concept and self-esteem --
Self-esteem during childhood --
Journey Of Research: Self-esteem movement --
Self-esteem during adolescence --
Gender identity --
Theories of gender development --
Psychoanalytic theory --
Behavioral and social learning theories --
Cognitive developmental theory --
Active Learning: Kohlberg's cognitive developmental --
Theory of gender development --
Gender schema theory --
Gender segregation --
Puberty and gender intensification --
Active Learning: Masculinity/femininity "test" in early adolescence --
Gender stereotyping and androgyny --
Active Learning: Going against gender stereotypes development of sexual preference --
Active Learning: Heterosexual questionnaire --
Journey Of Research : Explanations for homosexuality --
Ethnic identity --
Moral identity --
Role of the environment --
Role of cognitive development --
Journey Of Research: Kohlberg's life history and his theory --
Gender differences in moral thought --
Cultural differences in moral thought --
Moral thought and moral action --
Role of emotional development --
Development of self-control --
Self-control in infants and toddlers --
Executive function, effortful control and delay of gratification --
Active Learning: How do children resist temptation? --
Difficulties with self-regulation --
Conduct problems --
Oppositional defiant disorders --
Conduct disorder --
Conclusion --
Chapter summary --
12: Social development: parent, peers, and beyond --
Social cognition --
Theory of mind --
Active Learning: Mind reading and mindblindness --
Active Learning: False beliefs --
Interactions with parents --
Early social interactions --
Socialization in childhood --
Parenting strategies and techniques --
Changes in relationships during adolescence --
Increasing autonomy --
Parent-adolescent conflict --
Active Learning: Sources of parent-adolescent conflict --
Interactions with peers --
Infants and toddlers --
Preschoolers --
School-age children --
Active Learning: Rejection sensitivity --
Adolescents --
Friendships --
Active Learning: Friends-similar or different? --
Cliques and crowds --
Active Learning: Recognizing a crowd when you see one --
Peer pressure --
Journey Of Research: Influence of parents and peers --
Bulling, harassment, and intimidation --
Romantic relationships in adolescence --
Active Learning: Romance as seen on TV --
Beyond parents and peers --
Important nonparental adults --
Functions filled by nonparental adults --
Impact of nonparental adults --
Active Learning: Relationships with nonparental adults --
Conclusion --
Chapter summary --
Part 4: Contexts For Development --
13: Play, extracurricular activities, and media use --
Daily lives of children and adolescents --
Active Learning: Daily life of a teen --
Role of play --
Active Learning: What is play? --
Types of play and levels of development --
Parten's stages of social play --
Active Learning: Parten's stages of play --
Piaget's cognitive levels of play --
Effects of play on children's development --
Physical development --
Emotional development --
Social development --
Cognitive development --
Playgrounds that accommodate children (and adults) with disabilities ---
Gender and play --
Active Leaning: Gender play preferences --
Extracurricular activities --
Unstructured time --
Structured time --
Amount of scheduled time --
Organized sports --
Positive youth development --
Creative activities --
Media use --
Media and physical development --
Media, cognitive development, and academic achievement --
Journey Of Research: Educational TV and Sesame Street --
Active Learning: Pace of TV --
Active Learning: Studying and distractions --
Media and social development --
Aggression and prosocial behavior --
Communication --
Media and self-concept --
Helping children and adolescents use media wisely --
Parental guidance --
Teaching media literacy --
Active Learning: Cigarettes in the movies --
Conclusion --
Chapter summary --
14: Families --
What constitutes a family?--
Changes in the American family and their impact on children --
Single parenting --
Divorce --
Helping children cope with divorce --
Active Learning: Parenting and divorce --
Noncustodial parents --
Stepfamilies and blended families --
Active Learning: Diagram you family --
Grandparents raising grandchildren --
Gay and lesbian parents --
Adoptive families --
Foster care --
How do families function? --
Family time --
Active Learning: Family mealtime --
Changing roles of mothers and fathers --
Journey Of Research: Changing views of parenting --
Parenting styles --
Active Learning: How parents react --
Parenting models --
Congruence of parenting styles --
Parenting in context --
Active Learning: Exploring your patent's style --
Relationships with siblings --
Birth order and sibling roles --
Differential parental treatment --
Shared and nonshared environments --
Active Learning: Examining nonshared environments --
Only children --
Interventions for a better family life --
Active Learning: Finding community interventions --
Conclusion --
Chapter summary --
15: Health, well-being and resilience --
Stress and coping --
What is stress? --
Normative stress versus non-normative stress --
Coping --
Ways to help children cope with stress --
Active Learning: Finding resources to cope with stress --
Illnesses and other health threats --
Common illnesses --
Chronic illnesses --
Active Learning: Creating a personal health history --
Environmental toxins and threats --
Accidents --
Smoking, alcohol, and drugs --
Violence --
Active Learning: School violence from a student's perspective --
Impact of poverty --
Child abuse and neglect --
What is abuse? --
Incidence of maltreatment --
Victims and perpetrators --
Sexual abuse --
Impact of child abuse and neglect --
Journey Of Research: Child protective legislation --
Racial stereotyping, prejudice, and discrimination --
Mental health and mental disorders --
Mood disorders --
Anxiety disorders --
Active Learning: Intrusive thoughts --
Psychotic disorders: childhood schizophrenia --
Resilience --
Journey Of Research: Invincible, invulnerable, and resilient --
Characteristics of resilient children --
Active Learning: Resilience --
Conclusion --
Chapter summary --
Glossary --
Credits --
References --
Author index --
Subject index.
Responsibility: Laura E. Levine, Joyce Munsch.

Abstract:

Although the field of child and adolescent development seems to be an easy one in which to provide active learning opportunities to students, few textbooks currently exist that actually do this.  Read more...

Reviews

Editorial reviews

Publisher Synopsis

"The authors can be commended for their ability to explain very complex concepts in a way that almost anyone can understand without oversimplifying or leaving out essential details." -- Jessica Read more...

 
User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...

Tags

Be the first.

Similar Items

Related Subjects:(5)

User lists with this item (16)

Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Linked Data


Primary Entity

<http://www.worldcat.org/oclc/617425473> # Child development : an active learning approach
    a schema:Book, schema:CreativeWork ;
   library:oclcnum "617425473" ;
   library:placeOfPublication <http://id.loc.gov/vocabulary/countries/cau> ;
   library:placeOfPublication <http://experiment.worldcat.org/entity/work/data/792190275#Place/thousand_oaks_calif> ; # Thousand Oaks, Calif.
   schema:about <http://experiment.worldcat.org/entity/work/data/792190275#Topic/enfant> ; # enfant
   schema:about <http://experiment.worldcat.org/entity/work/data/792190275#Topic/enfants_developpement> ; # Enfants--Développement
   schema:about <http://id.worldcat.org/fast/854540> ; # Child psychology
   schema:about <http://id.worldcat.org/fast/854393> ; # Child development
   schema:about <http://experiment.worldcat.org/entity/work/data/792190275#Topic/enfants_psychologie> ; # Enfants--Psychologie
   schema:about <http://id.loc.gov/authorities/classification/BF721> ;
   schema:about <http://dewey.info/class/155.4/e22/> ;
   schema:bookFormat bgn:PrintBook ;
   schema:contributor <http://viaf.org/viaf/121816088> ; # Joyce Munsch
   schema:copyrightYear "2011" ;
   schema:creator <http://viaf.org/viaf/121790253> ; # Laura E. Levine
   schema:datePublished "2011" ;
   schema:description "About the authors -- Preface -- Part 1: Understanding development: Why And How We Study Children And Adolescents -- 1: Introduction: Issues in child development -- Why we study the development of children and adolescents -- Childhood-the first step in the process of development -- Impact of early experience on later development -- Impact of later experience -- Journey Of Research: Attachment and its consequences -- Understanding how development happens -- Domains of development -- Issues in the field of development -- Relative influence of nature and nurture -- Continuous versus stage like development -- Stability versus change -- Adaptive and maladaptive development -- Individual differences and diversity -- Role of the child in development -- How we study the development of children and adolescents -- Research methods -- Journey Of Research: From baby diaries to structural equation modeling -- Being a good consumer of developmental information -- Know the source of your information -- Something old, something new -- Become a critical thinker -- Beware generalizations -- Perceptual bias -- It's all common sense -- Active Learning: Testing your knowledge of child development -- How we apply child development knowledge to support optimal development -- Parents and family members -- Child development professionals -- Active Learning: How much do you know about careers in child development? -- Government, organizations, and citizens-creating social policy -- Active Learning: Social policy affecting children and adolescents -- Conclusion -- Chapter summary -- 2: Theories of development -- Basic principle and applications -- Why are theories important? -- How do developmental theories differ? -- How does change happen? -- Why does change happen? -- Theories of child and adolescent development -- Psychoanalytic theory -- Active Learning: Free association -- Sigmund Freud's Psychosexual Stages -- Erik Erikson's Psychosocial Stages -- Modern applications of Psychoanalytic Theory -- Behaviorism and social cognitive theory -- John B Watson and Classical Conditioning -- Active Learning: Understanding the process of classical conditioning -- Modern applications of classical conditioning -- B F Skinner and operant conditioning -- Schedules of reinforcement -- Active Learning: Reward yourself! -- Shaping behaviors -- Negative reinforcement -- Punishment and extinction -- Modern applications of operant conditioning -- Albert Bandura and social cognitive theory -- Modern applications of social cognitive theory -- Theories of cognitive development -- Jean Piaget's Cognitive Developmental Theory -- What is a schema? -- How do we use schemas? -- Stages of development -- Modern applications of Piaget's theory -- Lev Vygotsky's Sociocultural Theory -- Modern applications of Vygotsky's theory -- Information processing -- Active Learning: Encoding processes -- Modern applications of information processing -- Evolutionary theories -- Charles Darwin and the Theory of Evolution -- Ethology -- Active Learning: Rough-and-tumble play -- Sociobiology -- Modern applications of evolutionary theory -- Ecological theory -- Active Learning: Examples of ecological systems -- Modern applications of ecological theory -- Journey Of Research: Theories in historical context -- Biological approaches to understanding child development -- Maturational theory -- Dynamic systems theory -- Neuropsychology and behavioral genomics -- Culture and developmental theory -- Conclusion -- Active Learning: Mnemonics (memory devices) -- Chapter summary -- 3: How we study children and adolescents -- Scientific method -- Basic and applied research -- Developing hypotheses -- Active Learning: Scientific method-forming a hypothesis -- Operationalizing concepts -- Active Learning: Scientific method-operationalizing concepts -- Reliability and validity -- Sampling and representative samples -- Active Learning: Scientific method-sampling -- Methods and measures -- Observations -- Active Learning: Observation or interpretation? -- Journey Of Research: Doing observational research -- Self-report measures -- Journey Of Research: Children's eyewitness testimony -- Standardized tests -- Journey Of Research: Standardized testing -- Physiological measures -- Archival records -- Case studies -- Active Learning: Scientific method-measures -- How research is designed -- Experimental designs: identifying the causes of behavior -- How experiments are done -- Active Learning: Experimental method -- Natural or Quasi experiments -- Correlational designs -- Active Learning: Positive and negative correlations -- Journey Of Research: Direction of effects -- Active Learning: Scientific method-research methods -- Developmental designs -- Longitudinal research -- Cross-sectional research -- Cross-sequential research -- Active Learning: Developmental research designs -- Interpreting the results of a study -- Replication of results -- Ethics in research with children and adolescents -- Finding and assessing information about development -- Active Learning: Evaluating information on the web -- Conclusion -- Chapter summary -- Part 2: Beginnings -- 4: How children develop: nature through nurture -- Journey Of Research: Genes and Environment -- Study of genetics and behavior -- How we study genes and behavior -- Molecular genetics -- Behavioral genetics -- Behavioral genomics -- How do genes work? -- Our genetic beginnings -- Chromosomes, genes, DNA, and bases (GATC) -- Mendelian inheritance: dominant and recessive genes -- Active Learning: Understanding the inheritance of Tay-Sachs Disease -- One behavior, many genes; one gene, many effects -- Genetic disorders -- Single gene disorders -- Problems associated with the Y chromosome -- Chromosome disorders -- Multifactorial inheritance disorders -- Genetic counseling and testing -- Gene therapy -- Interaction of genes and environment -- Canalization -- How the environment shapes gene expression -- Uncertainties in the study of gene-environment interaction -- How genes shape the environment -- Behavioral genetics -- Studies of adopted children -- Active Learning: Alcoholism, genes, and environment -- Research comparing identical and fraternal twins -- Identical twins reared apart -- Active Learning: Twins separated at birth -- More recent research approaches -- Study of culture and behavior -- What is culture? -- Stereotyping -- Difference versus deficit -- Active Learning: Cultural competence and grief -- Individualism and collectivism -- Active Learning: What are your culturally based beliefs? -- Transmission of culture -- Conclusion -- Chapter summary -- 5: Prenatal development, birth, and the newborn -- Prenatal development -- Three stages of prenatal development -- Germinal stage (conception to 2 weeks) -- Infertility -- Embryonic stage (2 weeks to 2 months) -- Fetal stage (2 months to birth) -- Active Learning: Old wives' tale or scientific fact? -- Health and risk in pregnancy -- Three trimester of pregnancy -- Active Learning: Interview with a mother -- Expectant father -- Miscarriage -- Maternal health and well-being -- Maternal diet -- Teratogens -- Alcohol and smoking -- Journey Of Research: Understanding the effects of alcohol on a pregnancy -- Prescription and over-the-counter drugs -- Active Learning: Safety of medications during pregnancy."@en ;
   schema:description "Synopsis: Engage - Inspire - Activate - Within each chapter of this innovative, topical text, the authors engage students by demonstrating the wide range of real-world applications of psychological research to child development. In particular, the distinctive 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 ancillaries package help students discover the excitement of studying child development, enhance their learning, and equip them with tools they can use long after the class ends."@en ;
   schema:description "Prevention and treatment of attachment disorders -- Development of emotions -- From basic to complex emotions -- Active Learning: Shame and guilt -- Empathy -- Active learning: Empathy and sympathy -- Social referencing -- Representation of emotions -- Regulation of emotions -- Normal emotions and emotional problems -- Fear and anxiety -- Sadness and depression -- Anger and aggression -- Conclusion -- Chapter summary -- 11 Identity: the self, gender, and moral development -- Self-concept and culture -- Self in infants and toddlers -- Mirror self-recognition -- Use of pronouns -- Perceptual role-taking -- Possessiveness -- Self in preschoolers -- Self in school-age children -- Self in adolescents -- Marcia's identity statuses -- Identity diffusion -- Moratorium -- Foreclosure -- Identity achievement -- Self-esteem -- Active learning: Difference between self-concept and self-esteem -- Self-esteem during childhood -- Journey Of Research: Self-esteem movement -- Self-esteem during adolescence -- Gender identity -- Theories of gender development -- Psychoanalytic theory -- Behavioral and social learning theories -- Cognitive developmental theory -- Active Learning: Kohlberg's cognitive developmental -- Theory of gender development -- Gender schema theory -- Gender segregation -- Puberty and gender intensification -- Active Learning: Masculinity/femininity "test" in early adolescence -- Gender stereotyping and androgyny -- Active Learning: Going against gender stereotypes development of sexual preference -- Active Learning: Heterosexual questionnaire -- Journey Of Research : Explanations for homosexuality -- Ethnic identity -- Moral identity -- Role of the environment -- Role of cognitive development -- Journey Of Research: Kohlberg's life history and his theory -- Gender differences in moral thought -- Cultural differences in moral thought -- Moral thought and moral action -- Role of emotional development -- Development of self-control -- Self-control in infants and toddlers -- Executive function, effortful control and delay of gratification -- Active Learning: How do children resist temptation? -- Difficulties with self-regulation -- Conduct problems -- Oppositional defiant disorders -- Conduct disorder -- Conclusion -- Chapter summary -- 12: Social development: parent, peers, and beyond -- Social cognition -- Theory of mind -- Active Learning: Mind reading and mindblindness -- Active Learning: False beliefs -- Interactions with parents -- Early social interactions -- Socialization in childhood -- Parenting strategies and techniques -- Changes in relationships during adolescence -- Increasing autonomy -- Parent-adolescent conflict -- Active Learning: Sources of parent-adolescent conflict -- Interactions with peers -- Infants and toddlers -- Preschoolers -- School-age children -- Active Learning: Rejection sensitivity -- Adolescents -- Friendships -- Active Learning: Friends-similar or different? -- Cliques and crowds -- Active Learning: Recognizing a crowd when you see one -- Peer pressure -- Journey Of Research: Influence of parents and peers -- Bulling, harassment, and intimidation -- Romantic relationships in adolescence -- Active Learning: Romance as seen on TV -- Beyond parents and peers -- Important nonparental adults -- Functions filled by nonparental adults -- Impact of nonparental adults -- Active Learning: Relationships with nonparental adults -- Conclusion -- Chapter summary -- Part 4: Contexts For Development -- 13: Play, extracurricular activities, and media use -- Daily lives of children and adolescents -- Active Learning: Daily life of a teen -- Role of play -- Active Learning: What is play? -- Types of play and levels of development -- Parten's stages of social play -- Active Learning: Parten's stages of play -- Piaget's cognitive levels of play -- Effects of play on children's development -- Physical development -- Emotional development -- Social development -- Cognitive development -- Playgrounds that accommodate children (and adults) with disabilities --- Gender and play -- Active Leaning: Gender play preferences -- Extracurricular activities -- Unstructured time -- Structured time -- Amount of scheduled time -- Organized sports -- Positive youth development -- Creative activities -- Media use -- Media and physical development -- Media, cognitive development, and academic achievement -- Journey Of Research: Educational TV and Sesame Street -- Active Learning: Pace of TV -- Active Learning: Studying and distractions -- Media and social development -- Aggression and prosocial behavior -- Communication -- Media and self-concept -- Helping children and adolescents use media wisely -- Parental guidance -- Teaching media literacy -- Active Learning: Cigarettes in the movies -- Conclusion -- Chapter summary -- 14: Families -- What constitutes a family?-- Changes in the American family and their impact on children -- Single parenting -- Divorce -- Helping children cope with divorce -- Active Learning: Parenting and divorce -- Noncustodial parents -- Stepfamilies and blended families -- Active Learning: Diagram you family -- Grandparents raising grandchildren -- Gay and lesbian parents -- Adoptive families -- Foster care -- How do families function? -- Family time -- Active Learning: Family mealtime -- Changing roles of mothers and fathers -- Journey Of Research: Changing views of parenting -- Parenting styles -- Active Learning: How parents react -- Parenting models -- Congruence of parenting styles -- Parenting in context -- Active Learning: Exploring your patent's style -- Relationships with siblings -- Birth order and sibling roles -- Differential parental treatment -- Shared and nonshared environments -- Active Learning: Examining nonshared environments -- Only children -- Interventions for a better family life -- Active Learning: Finding community interventions -- Conclusion -- Chapter summary -- 15: Health, well-being and resilience -- Stress and coping -- What is stress? -- Normative stress versus non-normative stress -- Coping -- Ways to help children cope with stress -- Active Learning: Finding resources to cope with stress -- Illnesses and other health threats -- Common illnesses -- Chronic illnesses -- Active Learning: Creating a personal health history -- Environmental toxins and threats -- Accidents -- Smoking, alcohol, and drugs -- Violence -- Active Learning: School violence from a student's perspective -- Impact of poverty -- Child abuse and neglect -- What is abuse? -- Incidence of maltreatment -- Victims and perpetrators -- Sexual abuse -- Impact of child abuse and neglect -- Journey Of Research: Child protective legislation -- Racial stereotyping, prejudice, and discrimination -- Mental health and mental disorders -- Mood disorders -- Anxiety disorders -- Active Learning: Intrusive thoughts -- Psychotic disorders: childhood schizophrenia -- Resilience -- Journey Of Research: Invincible, invulnerable, and resilient -- Characteristics of resilient children -- Active Learning: Resilience -- Conclusion -- Chapter summary -- Glossary -- Credits -- References -- Author index -- Subject index."@en ;
   schema:description "Illegal drugs -- Diseases -- Maternal stress -- Birth experience -- Labor and delivery -- Birthing options -- Birth experience of the baby -- Birth experience of the mother -- Birth experience of the father -- Couple's experience -- Newborn -- Newborn capabilities -- Infant states -- Risks to infants' health and well-being -- Infant mortality -- Sudden infant death syndrome (SIDS) -- Prematurity and low birth weight -- Journey Of Research: From child hatchery to modern NICU -- Transition to parenthood -- Active Learning: When partners become parents -- Conclusion -- Chapter summary -- Part 3: Building blocks of development: how children grow -- 6: Physical development: the body and the brain -- Brain development -- Active Learning: Brain and body -- Structures of the brain -- Developmental processes -- Neurons and synaptic connections -- Plasticity of the brain: experience-expectant versus experience-dependent brain development -- Myelination of neurons in the brain -- Active Learning: teenage brain development -- Disabilities related to brain development -- Cerebral palsy -- Autism -- Journey Of Research: Searching for the cause of autism -- Active Learning: Community resources -- Motor development -- Infant reflexes -- Development of motor skills -- Myelination of motor neurons -- Variability in motor milestones -- Active Learning: Checklist of motor sill development -- Importance of physical activity -- Sensation and perception -- Mirror neurons -- Development of the five sense -- Vision -- Hearing -- Active Learning: Prenatal hearing -- Smell -- Taste -- Touch -- Cross-model transfer of perception -- Active Learning: How toys stimulate babies' senses -- Sensory preferences and connection to caregivers -- Body growth and changes -- Infant proportions -- Active Learning: Head-to-body proportions -- Changing bodily proportions -- Active Learning: Your growth in childhood -- Teething and "the tooth fairy" -- Sexual development -- Puberty -- Timing of puberty -- Active Learning : Timing of puberty -- Rites of passage from childhood to adulthood -- Active Learning: Rites of passage -- Risks of sexual maturation -- Adolescent pregnancies -- Sexually transmitted infections -- Nutrition -- Breastfeeding -- Healthy eating -- Malnourishment -- Obesity -- Eating disorders -- Conclusion -- Chapter 7: Cognitive development -- What is cognitive? -- Journey Of Research: Binet's intelligence test and its unintended consequences -- Theories of cognitive development -- Active Learning: Organizing by cognitive schema -- Piaget's stages of cognitive development -- Sensorimotor stage (birth-2 years) -- Active Learning: Testing object permanence -- Journey Of Research: Debate about object permanence -- Preoperational stage (2-7 years) -- Active Learning: Conservation -- Stage of concrete operations (7-12 years) -- Stage of formal operations (12 years and older) -- Active Learning: Formal operations -- Critique of Piaget's work -- Ages and stages -- Are there really stages of cognitive development? -- How universal is cognitive change? -- Theory of core knowledge -- Vygotsky's sociocultural theory of cognitive development -- Zone of proximal development (ZPD) -- Scaffolding -- Private speech -- Information processing -- Attention -- Attention in infancy -- Attention in childhood -- Attention in adolescence -- Attention deficit hyperactivity disorder --- Memory -- Memory in infancy -- Infantile amnesia -- Memory in childhood -- Knowledge base -- False memories -- Executive function -- Active Learning: Executive function -- Metacognition -- Comparing theories of cognitive development -- Conclusion -- Chapter summary --Intelligence and academic achievement -- Intelligence -- Definition as assessment -- Active Learning: Defining intelligence -- Journey Of Research: History of intelligence tests -- Nature-nurture controversy and intelligence -- IQ scores and academic achievement -- Alternative views of intelligence -- Gardner's theory of multiple intelligences -- Active Learning: Applying multiple intelligences -- Sternberg's Triarchic theory -- Cognitive development and academic achievement -- Infant intelligence -- Cognitive deficits and intellectual gifts -- Creativity and intelligence -- Active Learning: Creativity test -- Societal context: the impact of poverty on academic achievement -- Promoting learning in school -- Role of class size -- Grade retention -- Expectancy effects -- Active Learning: Teacher-heroes in movies and real life -- Ability grouping -- Possible "boy problem" in schools -- Possible "girl problem" in science and math -- Single-gender classrooms -- School dropouts and the "forgotten half" -- Conclusion -- Chapter summary -- 9: Language development -- Aspects of language -- Theories of language development -- Behaviorism and social cognitive learning theory -- Nativism -- Interactionism -- Cognitive processing theory -- Language and the brain -- Stages of language development -- Prenatal development -- Infants' preverbal communication -- Crying -- Cooing -- Babbling -- How adults foster language development -- Child-directed speech -- Shared attention, gestures, and sign language -- Toddler's development of words and sentences -- Growth of vocabulary -- Active Learning: Using linguistic constraints -- Two-word phrases -- Telegraphic speech -- Active Learning: Impact of word order -- Language development of preschoolers -- Active Learning: Collecting a language sample -- Egocentric versus private speech -- Active Learning: Private speech -- Written Language: Early literacy -- Active learning: Using dialogic reading -- Language development in school-age children -- Active Learning: Metalinguistic Awareness -- Reading in school-age children -- Journey Of Research: What's the best way to learn to read? -- Active Learning: Phonic can be fun -- Writing skills -- Language of teenagers -- Bilingualism and bilingual education -- Journey Of Research: Bilingual education-sink or swim? -- Language disorders -- Communication disorders -- Autism spectrum disorders -- Active Learning: Observing conversation skills -- Learning disabilities -- Conclusion -- Chapter summary -- 10: Emotional development and attachment -- Emotions: Universality and difference -- What is emotion? -- Active Learning: Why we use emoticons -- Temperament -- Active Learning: Temperament -- Attachment -- Active Learning: Experiencing a sense of secure attachment -- Attachment and adaptation -- Journey Of Research: History of the study of attachment -- Development of attachment: Bowlby's stages -- Preattachment (birth to 6 weeks) -- Attachment in the making (6 weeks to 6-8 months) -- Clear-cut attachment (6-8 months to 18 months-2years) -- Goal-corrected partnership (18 months on) -- Ainsworth's types of attachment -- Attachment as a relationship -- Role of the mother -- Role of the father -- Role of the infant -- All together now! -- Active Learning: Educating parents -- Biology of attachment -- Attachment and culture -- Impact of both early attachment and later experiences on development -- Myths of bonding -- Long-term outcomes of infant attachment -- Importance of later experiences -- Attachment in childhood and adolescence -- Active Learning: Romantic attachment styles -- Child care and attachment -- Attachment to nonparental caregivers -- Quality of care -- Attachment disorders -- Causes of attachment disorder."@en ;
   schema:exampleOfWork <http://worldcat.org/entity/work/id/792190275> ;
   schema:inLanguage "en" ;
   schema:name "Child development : an active learning approach"@en ;
   schema:productID "617425473" ;
   schema:publication <http://www.worldcat.org/title/-/oclc/617425473#PublicationEvent/thousand_oaks_calif_sage_2011> ;
   schema:publisher <http://experiment.worldcat.org/entity/work/data/792190275#Agent/sage> ; # SAGE
   schema:workExample <http://worldcat.org/isbn/9781412989183> ;
   schema:workExample <http://worldcat.org/isbn/9781412968508> ;
   wdrs:describedby <http://www.worldcat.org/title/-/oclc/617425473> ;
    .


Related Entities

<http://experiment.worldcat.org/entity/work/data/792190275#Place/thousand_oaks_calif> # Thousand Oaks, Calif.
    a schema:Place ;
   schema:name "Thousand Oaks, Calif." ;
    .

<http://experiment.worldcat.org/entity/work/data/792190275#Topic/enfants_developpement> # Enfants--Développement
    a schema:Intangible ;
   schema:name "Enfants--Développement"@en ;
    .

<http://experiment.worldcat.org/entity/work/data/792190275#Topic/enfants_psychologie> # Enfants--Psychologie
    a schema:Intangible ;
   schema:name "Enfants--Psychologie"@en ;
    .

<http://id.worldcat.org/fast/854393> # Child development
    a schema:Intangible ;
   schema:name "Child development"@en ;
    .

<http://id.worldcat.org/fast/854540> # Child psychology
    a schema:Intangible ;
   schema:name "Child psychology"@en ;
    .

<http://viaf.org/viaf/121790253> # Laura E. Levine
    a schema:Person ;
   schema:familyName "Levine" ;
   schema:givenName "Laura E." ;
   schema:name "Laura E. Levine" ;
    .

<http://viaf.org/viaf/121816088> # Joyce Munsch
    a schema:Person ;
   schema:familyName "Munsch" ;
   schema:givenName "Joyce" ;
   schema:name "Joyce Munsch" ;
    .

<http://worldcat.org/isbn/9781412968508>
    a schema:ProductModel ;
   schema:isbn "141296850X" ;
   schema:isbn "9781412968508" ;
    .

<http://worldcat.org/isbn/9781412989183>
    a schema:ProductModel ;
   schema:isbn "1412989183" ;
   schema:isbn "9781412989183" ;
    .


Content-negotiable representations

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.