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The developing person through childhood and adolescence

Author: Kathleen Stassen Berger
Publisher: New York, N.Y. : Worth Publishers, ©2012.
Edition/Format:   Print book : English : 9th edView all editions and formats
Summary:

Edition after edition, The Developing Person Through Childhood and Adolescence re-establishes itself as the ideal chronologically organized text on child development. Exceptionally current, with a  Read more...

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Document Type: Book
All Authors / Contributors: Kathleen Stassen Berger
ISBN: 9781429243513 1429243511 9781429243766 1429243767
OCLC Number: 777759629
Description: 1 volume (various pagings) : color illustrations ; 28 cm
Contents: pt. I. The beginnings --
1. Introduction --
The scientific method --
The nature-nurture debate --
Sex differences --
Culture, ethnicity, and race --
Socioeconomic status --
Mirror neurons --
2. Theories --
Psychoanalytic theory: Freud and Erikson --
Behaviorism: conditioning and social learning --
Psychoanalytic versus behaviorist theories --
Toilet training: how and when? --
Cogintive theory: Piaget and information processing --
Sociocultural theory: Vygotsky and beyond --
Humanism and evolutionary theory --
3. Heredity and environment --
Genes --
Twins --
Assisted reproduction --
Epigenetics --
Gene-gene interactions --
Genotype and phenotype --
Alcoholism --
Nearsightedness --
Chromosomal and genetic problems --
Gene disorders --
Genetic counseling and testing --
Genetic testing for psychological disorders --
4. Prenatal development and birth --
Prenatal growth --
Germinal --
Embryo --
Fetus --
Birth --
Home births --
Harmful substances --
Risk analysis --
Low birthweight --
Complications during birth --
The newborn --
New fathers --
New mothers --
Bonding --
pt. II. The first two years --
5. Biosocial development --
Body changes --
Body size --
Sleep --
Brain development --
Face recognition --
Harming the infant brain --
Implications for caregivers --
The senses --
Motor skills --
Cultural variations --
Immunization --
Nutrition --
6. Cognitve development --
Sensorimotor intelligence --
Circular reactions --
Piaget and modern research --
Affordances --
Memory --
Language --
The universal sequence --
First words --
Cultural differences --
Theories of language learning --
7. Psychosocial development --
Emotional development --
Self-awareness --
Brain maturation and the emotions --
Temperament --
Psychoanalytic theory --
Behaviorism --
Cognitive theory --
Sociocultural theory --
Development of social bonds --
Synchrony --
Attachment --
Social referencing --
Infant day care. pt. III. Early childhood --
8. Biosocial development --
Growth patterns --
Nutrition --
Brain development --
Speed of thought --
Connecting the brain's hemispheres --
Planning and analyzing --
Emotions and the brain --
Gross motor skills --
Fine motor skills --
Artistic expression --
Injuries and abuse --
Avoidable injury --
Prevention --
9. Cognitive development --
Piaget: preoperational thought --
Vygotsky: social learning --
Theory-theory --
Theory of mind --
Language learning --
Vocabulary explosion --
Acquiring basic grammar --
Learning two languages --
Early-childhood education --
Homes and schools --
Child-centered programs --
Teacher-directed programs --
Intervention programs --
10. Psychosocial development --
Emotional development --
Initiative versus guilt --
Motivation --
Seeking emotional balance --
Playmates --
Cultural differences in play --
Active play --
Caregiving styles --
The new media --
Moral development --
Nature and nurture --
Empathy and antipathy --
Discipline --
Sex and gender --
Theories of gender-role development --
pt. IV. Middle childhood --
11. Biosocial development --
Slower growth, greater strength --
Physical activity --
Childhood obesity --
Asthma --
Brain development --
Coordinating connections --
Measuring the mind --
Attention-deficit and bipolar disorders --
Drugs for children --
Learning disabilities --
Autistic spectrum disorders --
Special education --
Gifted and talented --
12. Cognitive development --
Piaget and school-age children --
Vygotsky and school-age children --
Information processing --
Language --
Vocabulary --
Differences in language learning --
Teaching and learning --
International schooling --
In the United States --
13. Psychosocial development --
Nature of the child --
Industry and inferiority --
Self-concept --
Resilience and stress --
Families and children --
Shared and nonshared environments --
Family function and family structure --
Divorce --
Family trouble --
The culture of children --
Bullies and victims --
Children's moral values --
Moral reasoning --
What children value --
The morality of child labor. pt. V. Adolescence --
14. Biosocial development --
Puberty --
Age and puberty --
Nutrition --
diet deficiencies --
Eating disorders --
Growing bigger and stronger --
Sexual maturation --
Problems with adolescent sex --
Neurological development --
15. Cognitive development --
Logic and self --
Egocentrism --
Formal operational thought --
Intuition versus analysis --
Thinking about religion --
Dual processing and the brain --
Technology and cognition --
Learning via electronic technology --
Addiction and technology --
Cyberdanger --
Teaching and learning --
Middle School --
The transition to a new school --
High School --
16. Psychosocial development --
Identity --
Relationships with adults --
Parents --
Parents, genes, and risks --
Peer power --
Peer pressure --
Romance --
Sex education --
Sadness and anger --
Depression --
Drug use and abuse --
Harm from drugs --
Epilogue: emerging adulthood --
Biosocial development --
Strong and active bodies --
Fertility --
Taking risks --
Cognitive development --
Postformal thought and brain development --
Countering stereotypes --
The effects of college --
Psychosocial development --
Identity achieved --
Personality in emerging adulthood --
Intimacy --
Family forces.
Responsibility: Kathleen Stassen Berger.

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