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Showing 1 - 6 of 6 matches in All Departments
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.
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.
The numbers of children living in poverty in the United States increased dramatically during the 1980s and remains high. Why are so many children growing up in poor families? What are the effects of poverty on children's physical, cognitive, social and emotional development? What role can public policy and policy research play in preventing or alleviating the damaging effects of poverty on children? This book examines these questions, focusing on the child, rather than on parents income or self-sufficiency. The contributors come from diverse fields - economics, sociology, public health, psychology, child development, and education affording depth and wide coverage of the topic, and displaying an even mix of research and applications. This book should appeal to policy makers, advocates and scholars; although the contributors use a data-driven approach, the text is accessible to a range of people interested in policy issues.
The number of children living in poverty in the United States increased dramatically during the 1980s and remains high. Why are so many children growing up in poor families? What are the effects of poverty on children's physical, cognitive, social, and emotional development? What role can public policy and policy research play in preventing or alleviating the damaging effects of poverty on children? Children in Poverty examines these questions, focusing on the child rather than on parents' income or self-sufficiency.
During middle childhood, the period between ages 5 and 12, children gain the basic tools, skills and motivations to become productive members of their society. Failure to acquire these basic tools can lead to long-term consequences for children's future education, work and family life. In this book, first published in 2006, the editors assemble contributions from fifteen longitudinal studies representing diverse groups in the United States, Canada, New Zealand and the United Kingdom to learn what developmental patterns and experiences in middle childhood contexts forecast the directions children take when they reach adolescence and adulthood. The editors conclude that, although lasting individual differences are evident by the end of the preschool years, a child's developmental path in middle childhood contributes significantly to the adolescent and adult that he or she becomes. Families, peers and the broader social and economic environment all make a difference for young people's future education, work and relationships with others.
During middle childhood, the period between ages 5 and 12, children gain the basic tools, skills and motivations to become productive members of their society. Failure to acquire these basic tools can lead to long-term consequences for children's future education, work and family life. In this book, first published in 2006, the editors assemble contributions from fifteen longitudinal studies representing diverse groups in the United States, Canada, New Zealand and the United Kingdom to learn what developmental patterns and experiences in middle childhood contexts forecast the directions children take when they reach adolescence and adulthood. The editors conclude that, although lasting individual differences are evident by the end of the preschool years, a child's developmental path in middle childhood contributes significantly to the adolescent and adult that he or she becomes. Families, peers and the broader social and economic environment all make a difference for young people's future education, work and relationships with others.
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