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Books > Social sciences > Psychology > Child & developmental psychology
Developmental psychology is concerned with the scientific understanding of age-related changes in experience and behaviour, not only in children but throughout the lifespan. The task is to discover, describe, and explain how development occurs, from its earliest origins, into childhood, adulthood, and old age. To understand human development requires one not only to make contact with human nature but also to consider the diverse effects of culture on the developing child. Development is as much a process of acquiring culture as it is of biological growth. This book reviews the history of developmental psychology with respect to both its nature and the effects of transmission of culture. The major theorists of the late 19th and early 20th century, Piaget, Vygotsky and Bowlby are introduced to provide a background to contemporary research and the modern synthesis of nature and nurture. This brief textbook is suitable as an introduction to developmental psychology, both at A level and for beginning undergraduate students. It aims to be of interest to psychologists, educationalists, social workers and others with an interest in a contemporary understanding of factors involved in human development.
This book brings together a group of scholars to share findings and
insights on the effects of media on children and family. Their
contributions reflect not only widely divergent political
orientations and value systems, but also three distinct domains of
inquiry into human motivation and behavior -- social scientific,
psychodynamic (or psychoanalytical), and clinical practice. Each of
these three domains is privy to important evidence and insights
that need to transcend epistemological and methodological
boundaries if understanding of the subject is to improve
dramatically. In keeping with this notion, the editors asked the
authors to go beyond a summary of findings, and lend additional
distinction to the book by applying the "binoculars" of their
particular perspective and offering suggestions as to the
implications of their findings.
Add variety to your child's bedtime routine with the latest book from the author of The Rabbit Who Wants to Fall Asleep, the global bestseller that parents have been raving about! Features all-new child-tested, parent-approved techniques to reclaim bedtime and provide a sweet and tender end to each day. Your child joins Ellen the Elephant on a journey through a magical forest that leads to sleep. Along the way, children meet different fantastical characters and have calming experiences that will help your child to relax and slip into slumber quickly. The story works perfectly for either naptime or bedtime. Children will love switching between stories about both Roger the Rabbit (The Rabbit Who Wants to Fall Asleep) and Ellen the Elephant (The Little Elephant Who Wants to Fall Asleep), and parents will appreciate the diverse ways each character will help their loved ones fall asleep quickly and easily. Includes never-before-seen material that will make a difference at bedtime, including insightful sleep tips and answers to frequently asked questions to help guide families to an even more satisfying nighttime routine! Advance Praise from Parents "Even better than The Rabbit Who Wants to Fall Asleep." "It's nice to have an alternative for a bit of variety." "You only have to read a few pages and you have a sleeping child!" "A must-have book in our home!" Praise for The Rabbit Who Wants to Fall Asleep: Translated into 43 languages Global sales currently exceed 1.5 million copies "Tired parents of planet earth - this is what you've been waiting for... If you don't already have a copy, you need to order one quick sharp" - Metro "The most peaceful bedtime we have had in months" - Daily Mail "A book whose powerfully soporific effects my son is helpless to resist" - New York Times
Research in cognitive psychology has contributed much to our understanding of reading and spelling. Most of this work has concentrated on the processes used by literate adults to comprehend and produce written language, but there is a growing interest in applying cognitive theories to the development of literacy, and to the understanfing of disorders of reading and writing. Such disorders may be acquired as a consequence of a brain injury to a previously literate adult, or may be developmental, occurring in otherwise normal children.; This textbook attempts to present this work to a non-specialist audience. Though written primarily with students of psychology and education in mind, it is accessible also to parents and teachers.; The broad organization of the first edition is retained. The book opens with a consideration of the history and nature of writing, then moves on to deal with the nature of skilled reading. Other chapters deal with: the different ways that brain injury in adulthood can disrupt the mature reading skill the "acquired dyslexias"; spelling and writing processes, both in skilled writers and in patients with "acquired dysgraphia"; the way children develop the skills of reading and writing; and developmental reading and writing problems.
"Managing Misbehaviour in Schools" deals with the theoretical background of developing, assessing and understanding children's behavior; the relationship between learning and behavior problems; the dynamics of emotional and behavioral difficulties; and behavioral approaches. In later chapters, the contributors consider the effect of pastoral care on behavior in schools and on liaison with other helping agencies, as well as with work with parents. In a wide-ranging final chapter, the editors review the various strands of the book, developed from theory to classroom and school practice, and offer a set of practical guidelines for teachers and students in their daily task of managing pupils' behavior to enable learning to take place.
View the Table of Contents. Read the Introduction. "This book opens discussion related to the female gender role
and the socialization of girls in many different, thought provoking
ways, and serves as a timely critique of the current societal
messages directed toward girls." "Brown declares that to change the patterns of female animosity
we must address the social environment as well as the
individual." "Brown's book, however, is a clear departure from the film [Mean
Girls] stereotypes about dumb, mean, backstabbing girls." ""Girlfighting" is a serious and intelligent analysis of the
cruelty and meanness involved in girls' relationships at each stage
of development." aLyn Brown gives us a wider, different, and eye-opening view of
the problem. . . This is the smartest book on mean girls
around.a aWhen it comes to girlsa issues, there arenat many people more
expert than Lyn Mikel Brown.a "Brown provides an excellent resource, thorough and readable.
Women can find their history in this book." aThe book is a good contribution to the discussion...a .,."Brown does an excellent job of continually casting girls'
struggles in the larger frame of social and cultural disadvantages
and the narrow role possibilities that supress their
authenticity." For some time, reality TV, talk shows, soap-operas, and sitcoms have turned their spotlights on women andgirls who thrive on competition and nastiness. Few fairytales lack the evil stepmother, wicked witch, or jealous sister. Even cartoons feature mean and sassy girls who only become sweet and innocent when adults appear. And recently, popular books and magazines have turned their gaze away from ways of positively influencing girls' independence and self-esteem and towards the topic of girls' meanness to other girls. What does this say about the way our culture views girlhood? How much do these portrayals affect the way girls view themselves? In Girlfighting, psychologist and educator Lyn Mikel Brown scrutinizes the way our culture nurtures and reinforces this sort of meanness in girls. She argues that the old adage "girls will be girls"--gossipy, competitive, cliquish, backstabbing-- and the idea that fighting is part of a developmental stage or a rite-of-passage, are not acceptable explanations. Instead, she asserts, girls are discouraged from expressing strong feelings and are pressured to fulfill unrealistic expectations, to be popular, and struggle to find their way in a society that still reinforces gender stereotypes and places greater value on boys. Under such pressure, in their frustration and anger, girls (often unconsciously) find it less risky to take out their fears and anxieties on other girls instead of challenging the ways boys treat them, the way the media represents them, or the way the culture at large supports sexist practices. Girlfighting traces the changes in girls' thoughts, actions and feelings from childhood into young adulthood, providing the developmental understanding and theoretical explanation often lacking in other conversations. Through interviewswith over 400 girls of diverse racial, economic, and geographic backgrounds, Brown chronicles the labyrinthine journey girls take from direct and outspoken children who like and trust other girls, to distrusting and competitive young women. She argues that this familiar pathway can and should be interrupted and provides ways to move beyond girlfighting to build girl allies and to support coalitions among girls. By allowing the voices of girls to be heard, Brown demonstrates the complex and often contradictory realities girls face, helping us to better understand and critique the socializing forces in their lives and challenging us to rethink the messages we send them.
With specially commissioned introductions from international experts, the Psychological Insights for Understanding COVID-19 series draws together previously published chapters on key themes in psychological science that engage with people's unprecedented experience of the pandemic. This volume collects chapters that address prominent issues and challenges presented by the SARS-CoV-2 pandemic to families, parents, and children. A new introduction from Marc H. Bornstein reviews how disasters are known to impact families, parents, and children and explores traditional and novel responsibilities of parents and their effects on child growth and development. It examines parenting at this time, detailing consequences for home life and economies that the pandemic has triggered; considers child discipline and abuse during the pandemic; and makes recommendations that will support families in terms of multilevel interventions at family, community, and national and international levels. The selected chapters elucidate key themes including children's worry, stress and parenting, positive parenting programs, barriers which constrain population-level impact of prevention programs, and the importance of culturally adapting evidence-based family intervention programs. Featuring theory and research on key topics germane to the global pandemic, the Psychological Insights for Understanding COVID-19 series offers thought-provoking reading for professionals, students, academics, policy makers, and parents concerned with the psychological consequences of COVID-19 for individuals, families, and society.
This accessible guide offers a concise introduction to the science behind worry in children, summarising research from across psychology to explore the role of worry in a range of circumstances, from everyday worries to those that can seriously impact children's lives. Wilson draws on theories from clinical, developmental and cognitive psychology to explain how children's worry is influenced by both developmental and systemic factors, examining the processes involved in pathological worry in a range of childhood anxiety disorders. Covering topics including different definitions of worry, the influence of children's development on worry, Generalised Anxiety Disorder (GAD) in children, and the role parents play in children's worry, this book offers a new model of worry in children with important implications for prevention and intervention strategies. Understanding Children's Worry is valuable reading for students in clinical, educational and developmental psychology, and professionals in child mental health.
This volume is based on a conference held to examine what is known
about cognitive behaviors and brain structure and function in three
syndromes and to evaluate the usefulness of such models. The goal
of this endeavor is to add to the knowledge base of cognitive
neuroscience within a developmental framework. Most of what is
known about the neurological basis of cognitive function in humans
has been learned from studies of central nervous system trauma or
disease in adults. Certain neurodevelopmental disorders affect the
central nervous system in unique ways by producing specific as
opposed to generalized cognitive deficit. Studies of these
disorders using neurobiological and behavioral techniques can yield
new insights into the localization of cognitive function and the
developmental course of atypical cognitive profiles.
The outgrowth of a conference planned as a response to the need for
researchers and clinicians to develop integrated plans for
addressing the psychological trauma of children exposed to
violence, this volume's goals are:
Find fresh perspectives on the treatment of addictions and effective methods for helping recovering alcohol and drug abusers in this valuable book Addiction in Human Development provides practical strategies based on theories of human development for working with clients recovering from alcoholism and drug addiction. An understanding of these theories will help therapists and addictions counselors recognize stages of recovery and better select appropriate interventions for every phase of treatment of addicted clients.Addiction in Human Development shows how a developmental perspective is particularly appropriate to the treatment of alcohol and substance abusers and the patterns involved in their addiction. Disruptions in clients'childhood or adolescent development, stemming from their own or a parent 's drug abuse, can influence their present recovery process. This informative book also describes the developmental course of addiction and provides tools designed to interrupt addictive patterns. In addition, stages in the developmental process of recovery are identified to help therapists select appropriate interventions.Some of the topics related to human development and addiction covered in this insightful volume include developmental deficits and developmental arrest in recovering clients, delayed reactions to sexual abuse and other childhood trauma, stages in recovery from alcoholism or drug addiction, developmental issues in the professional 's own life, and multi-problem families with a multigenerational history of substance abuse. Applying these developmental strategies to work with addicted individuals will significantly improve communication and rapport between helping professionals and recovering addicts and lead to more success in alcohol and drug addiction therapy.
As in recent years, a thematic concept was selected over a general
one for the 26th annual Minnesota Symposium on Child Psychology. In
this case the relation between memory and affect was targeted for
two reasons. The first concerned the a priori theoretical relation
between these content areas. The second concerned the observation
that memory and affect have historically been studied as separate
content areas--an unfortunate decision considering the potential of
each area to inform the other. To redress this, investigators
working on the "relation" between memory and affect were
identified. Their presentations are also anchored by one or two
presentations on either memory or affect. Those familiar with the
broader domain of developmental psychology will readily identify
this volume in the series as filling the void left by the lack of
integration across domains of study.
Much work has been done on cognitive processes and creativity, but
there is another half to the picture of creativity -- the affect
half. This book addresses that other half by synthesizing the
information that exists about affect and creativity and presenting
a new model of the role of affect in the creative process. Current
information comes from disparate literatures, research traditions,
and theoretical approaches. There is a need in the field for a
comprehensive framework for understanding and investigating the
role of affect in creativity. The model presented here spells out
connections between specific affective and cognitive processes
important in creativity, and personality traits associated with
creativity.
This volume seeks to identify and define the parameters of a
relatively new problem area -- parental development. Drawing on the
grand developmental theories of Sigmund Freud, Lawrence Kohlberg,
Jean Piaget, Lev Vygotsky, Heinz Werner, and their descendants,
this book has the potential to generate an area of common concern
for those interested in either child/adolescent or adult
development through the novel application of developmental
principles and considerations to the ecological context of
parenting. To that end, this volume brings together theory and
research from the subfields of adult and child/adolescent
development.
This work argues that cognitive development is experience driven, and processes entailed in acquiring information about the world are analyzed based on recent models of learning and induction. The way information is represented and accessed when performing cognitive tasks is considered paying particular attention to the implications of Parallel Distributed Processing (PDP) models for cognitive development. The first half of the book contains analyses of human reasoning processes (drawing on PDP models of analogy), development of strategies, and task complexity -- all based on aspects of PDP representations. It is proposed that PDP representations become more differentiated with age, so more vectors can be processed in parallel, with the result that structures of greater complexity can be processed. This model gives an account of previously unexplained difficulties in children's reasoning, including some which were influential in stage theories. The second half of the book examines processes entailed in some representative cognitive developmental tasks, including transitive inference, deductive inference (categorical syllogisms), hypothesis testing, learning set acquisition, acquisition and transfer of relational structures, humor, hierarchical classification and inclusion, understanding of quantity, arithmetic word problems, algebra, conservation, mechanics, and the concept of mind. Process accounts of tasks are emphasized, based on applications of recent developments in cognitive science.
This book examines the implications of anxiety for children who have different types of comorbid mental health problems or chronic physical illnesses. It describes the differences between anxiety and fear in children and addresses how anxiety presents in children. The book presents ideas for treatment of anxiety in children and adolescents using examples and case studies. Chapters review evidence-based practices and explore common challenges in managing anxiety in school and community settings. In addition, chapters offer recommendations for improving social and emotional functioning and reducing anxiety symptoms, along with practical guidelines for working with children in therapy settings. Topics featured in this book include: The co-occurrence of anxiety and depression in children and adolescents. The appearance of anxiety before or after substance abuse. Typical and atypical presentations of anxiety in children with autism spectrum disorder. Chronic illness and anxiety in young children. Family-oriented cognitive behavior therapy and its use in children with Attention-Deficit/ Hyperactivity Disorder. The potential relationship between conduct disorder and oppositional defiant disorder, and anxiety. Anxiety Management in Children with Mental and Physical Health Problems is a must-have resource for researchers, professors, and graduate students as well as clinicians and other practitioners in clinical child and school psychology, social work, public health, family studies, educational psychology and counseling, health education, and allied disciplines.
Ever since attempts were made to describe and explain normal
language development, references to exceptional circumstances have
been made. Variations in the conditions under which language is
acquired can be regarded as natural experiments, which would not be
feasible or ethical under normal circumstances. This can throw
light on such questions as:
Psychologists of varying theoretical persuasions have long held that social experiences are critical to normal developmental trajectories and that the lack of such experiences is worthy of compensatory attention. Surprisingly, however, little empirical attention has been directed to the study of the psychological significance of social solitude for children. In an effort to shed new light on the meanings and developmental course of social solitude in childhood, a group of esteemed scholars from Europe and North America was invited to share and exchange information. An international audience of researchers actively involved in the study of social withdrawal and social inhibition or shyness in childhood was led in discussion by the scholars whose chapters are published in this volume. The editors hope that this offering stimulates continuing efforts to better understand the developmental meanings, causes, and courses of this childhood social dysfunction.
I have often wondered if the opposition to women's choosing to abort a pregnancy masks a fear of women choosing to have and raise children on their own. When a woman separatesmotherhood from marriage, she claims a freedom in the realm of intimate rela tionships that may be as fundamental as Freedom of Conscience or Freedom of Association. Yet, we do not usually think about women's decisions concerning motherhood in these terms. In a pair of remarkable studies begun in the 1980s, Ruth Linn-pregnant at the time, and married to a medical officer in the Israeli army-took the study of moral psychology into two highly controversial arenas of moral action: Israeli soldiers who refused to serve in Lebanon and single women who refused to remain childless. While conscientious objection to war has long been recognized as an act ofmoral resistance and courage, women who question societal norms and values linking motherhood with marriage, are typically dismissed as bad women. Rather than approaching these questions in the abstract, Linn chose to inter view women who made the decision to have and raise children on their own. What she found was that in the course of making this decision, women came to see themselves as moral resisters. In freeing their childbearing capability from men's control, they were also freeing their capacity to love. The very title of this book, Mature Unwed Mothers, calls us to think about what we mean by maturity on the part of mothers."
Helen Neville was a pioneer in the field of Neuroplasticity, focusing her research on deafness and contributing to an acceptance of the role that experience plays in shaping the sensory system This book will honour her work, following her untimely death in 2018 Featuring contributions from former students, collaborators, and colleagues, the book showcases Professor Neville's legacy to the field
This book provides an integrative interdisciplinary view of how intellectual and moral virtues are understood in two separate practices, science and music. The authors engage with philosophical and psychological accounts of virtue to understand scientists' and musicians' understandings of intellectual and moral virtues. They present empirical evidence substantiating the MacIntyrean claim that traditions and practices are central to understanding the virtues."
The question of what types of children are most influenced by -- or can best benefit from -- television is a recurrent theme in the scientific literature as well as a frequently raised issue for pediatric associations, educators, and parent/citizen groups concerned about the welfare and advancement of young children. To effectively address this question, this book focuses on a wide variety of children with highly divergent cognitive abilities, social skills, and educational capacities -- that is, those labeled as emotionally disturbed, learning disabled, mentally retarded, and intellectually gifted. These children not only possess characteristics that place them at the greatest risk with regard to television's negative impact, but also in a position to most benefit from the purposeful use of the medium at home and in the classroom. Combining literature from the fields of mass communication, developmental psychology, and special education, the authors present a comprehensive analysis of television and its "forgotten audience." Practical implications and applications in the home and school are also extracted from research findings making this volume a valuable resource for students, educators, and researchers in the fields of communication and special education, and for the parents and teachers of exceptional children.
This is a very unusual book. It brings to the English speaking reader a masterpiece written some 50 years ago by one of the greatest minds of the 20th century--Nicholai Aleksandrovich Bernstein--considered the founder of many contemporary fields of science such as biomechanics, motor control, and physiology of activity. Divided into two parts, this volume's first section is a translation of the Russian book On Dexterity and Its Development. It presents, in a very reader-friendly style, Bernstein's major ideas related to the development and control of voluntary movements in general, and to the notion of dexterity, in particular. Although very few scientific works remain interesting to the reader 50 years after they were written, this volume--now available for the first time in English--is a rare exception to this rule. His ideas are certainly not obsolete. Actually, we are just starting to grasp the depth and breadth of his thinking, especially his analysis of the complex notion of dexterity. The second section provides both a historical and a contemporary perspective on Bernstein's ideas. The original work was directed at a wide audience ranging from specialists in biomechanics and motor behavior, to coaches, neurologists, physical therapists, athletes, and even inquisitive college and high school students. The chapters contributed by contemporary scientists mirror Bernstein's style and present new findings in the areas of biomechanics, motor control, and motor development in a way that would be both understandable to non-specialists in these areas, and informative for professionals working in different areas related to human movement. All those interested in the origins and mechanisms of the production of voluntary movements, irrespective of their educational and professional background, will find this book valuable. In addition, the unique history and composition of this text will make it helpful and attractive to historians and philosophers of science.
This volume celebrates the 50th anniversary of the famous and
influential work of Jean Piaget and Alina Szeminska, "The Child's
Conception of Number." It is a tribute to those two authors as well
as to the entire Geneva school that pioneered the genetic study of
cognitive structures in children. Dealing with the process of the
child's construction of the notion of number -- a very important
subject for the child as well as for the teacher, the researcher,
and the practicing psychologist -- it summarizes the progress that
has been made and outlines new research directions in this area.
The book is a compilation of the work of the foremost international
researchers in this area and includes a wide spectrum of viewpoints
and schools of thought. It also introduces several new authors from
Europe, including students of Piaget, to the American academic
community.
Reviewing the history, causes and methods of identifying and evaluating ADD students, Dr Parker provides information about ADD for teachers, guidance counsellors, school psychologists and educational administrators interested in practical ways to help students with ADD in schools. |
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