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| Preface | |
| Understanding Development: Why and how we Study Children and Adolescents | |
| Issues in Child Development | |
| Why we study the development of children and adolescents | |
| How we study the development of children and adolescents | |
| How we apply child development knowledge to support optimal development | |
| Theories of Development | |
| Basic principles and applications | ... MORE|
| Theories of child and adolescent development | |
| How Do We Study Children and Adolescents? | |
| The scientific method | |
| Ethics in research with children and adolescents | |
| Finding and assessing information about development | |
| Beginnings | |
| How Children Develop: Nature Through Nurture | |
| The study of genetics and behavior | |
| The interaction of genes and environment | |
| The study of culture and behavior | |
| Prenatal Development, Birth and the Newborn | |
| Prenatal development | |
| The birth experience | |
| The newborn | |
| Building Blocks of Development: How Children Grow | |
| Physical Development: The Body and the Brain | |
| Brain development | |
| Motor development | |
| Sensation and perception | |
| Body growth and changes | |
| Nutrition | |
| Cognitive Development | |
| What is cognitive development? | |
| Theories of cognitive development | |
| Intelligence and Academic Achievement | |
| Intelligence | |
| Academic achievement | |
| Language Development | |
| Aspects of language | |
| Theories of language development | |
| Language and the brain | |
| Stages of language development | |
| Bilingualism and bilingual education | |
| Language disorders | |
| Emotional Development and Attachment | |
| Emotions: Universality and difference | |
| Attachment | |
| Development of emotions | |
| Emotions and emotional problems of childhood and adolescence | |
| Self, Identity and Moral Development | |
| Development of self-concept | |
| Self-esteem | |
| Development of gender identity | |
| Development of self-control | |
| Moral development | |
| Social Development: Parents, Peers and Beyond | |
| Social cognition | |
| Interactions with parents | |
| Interaction with peers | |
| Beyond parents and peers | |
| Contexts for Development | |
| Play, Extracurricular Activities, and Media Use | |
| The daily lives of children and adolescents | |
| The role of play | |
| Extracurricular activities | |
| Media use | |
| Families | |
| What constitutes a family? | |
| How do families function? | |
| Interventions for a better family life | |
| Health, Well-Being and Resilience | |
| Stress and coping | |
| Illnesses and other health threats | |
| The impact of poverty | |
| Child abuse and neglect | |
| Racial stereotyping, prejudice and discrimination | |
| Mental health and mental disorders | |
| Resilience | |
| Glossary | |
| References | |
| Photo Credits | |
| Table of Contents provided by Ingram. All Rights Reserved. |