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Child Development (Book Alone)
ISBN: 9780205449132 | 0205449131
Edition: 7thFormat: Hardcover
Publisher: Allyn & Bacon
Pub. Date: 1/1/2006
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Long considered the gold standard, the Seventh Edition of this best-selling topical approach to child development continues its tradition of being the most current and comprehensive text available.Laura Berk, renowned professor and researcher in the field of child development, has revised her Child Development text, adding new pedagogy, a heightened emphasis on the interplay between biology and environment, expanded coverage of culture, and an enhanced focus on education, health, and social issues, including many social policy topics addressed throughout the text. Berk's revision provides contemporary and cohesive coverage on contexts for development, including but also extending beyond the family to peers, schooling, media, neighborhoods, communities, and societal values and priorities.In the Seventh Edition, Berk consulted with Canadian contributor Stuart Shanker, accomplished professor of developmental psychology at York University, to expand the text's coverage of Canadian content and to offer an integrated North American representation of the field. This balanced North American perspective provides students with a greatly enriched opportunity to learn about social and cultural contexts for development. Berk presents both classic and emerging theories in an especially clear, engaging writing style, with a multitude of research-based and real-world examples. Strengthening the connections between theory and applications, this edition's extensive revision highlights the most recent scholarship in the field, giving students an especially clear and coherent understanding of the sequence and underlying processes of child development. The effective topical organization consistently emphasizes the interrelatedness of all development - physical, cognitive, emotional, and social - throughout the text narrative and in special features.
| THEORY And Research in Child Development | |
| History, Theory, and Applied Directions | |
| The Field of Child Development | |
| Basic Issues | |
| Historical Foundations | |
| Mid-Twentieth-Century Theories | |
| Recent Theoretical Perspectives | |
| Comparing Child Development Theories | |
| Applied Directions: Child Development and Social Policy | |
| ... MORE | |
| From Theory to Hypothesis | |
| Common Methods Used to Study Children | |
| Reliability and Validity: Keys to Scientifically Sound Research | |
| General Research Designs | |
| Designs for Studying Development | |
| Ethics in Research on Children | |
| Foundations of Development | |
| Biological Foundations, Prenatal Development, and Birth | |
| Genetic Foundations | |
| Reproductive Choices | |
| Prenatal Development | |
| Prenatal Environmental Influences | |
| Childbirth | |
| Approaches to Childbirth | |
| Birth Complications | |
| Heredity, Environment, and Behavior: A Look Ahead | |
| Infancy: Early Learning, Motor Skills, and Perceptual Capacities | |
| The Organized Newborn | |
| Motor Development in Infancy | |
| Perceptual Development in Infancy | |
| Early Deprivation and Enrichment: Is Infancy a Sensitive Period of Development? | |
| Physical Growth | |
| The Course of Physical Growth | |
| Brain Development | |
| Factors Affecting Physical Growth | |
| Puberty: The Physical Transition to Adulthood | |
| The Psychological Impact of Pubertal Events | |
| Puberty and Adolescent Health | |
| Cognitive and Language Development | |
| Cognitive Development: Piagetian, Core Knowledge, and Vygotskian Perspectives | |
| Piaget's Cognitive-Developmental Theory | |
| The Sensorimotor Stage (Birth to 2 Years) | |
| The Preoperational Stage (2 to 7 Years) | |
| The Concrete Operational Stage (7 to 11 Years) | |
| The Formal Operational Stage (11 Years and Older) | |
| Piaget and Education | |
| Overall Evaluation of Piaget's Theory | |
| The Core Knowledge Perspective | |
| Vygotsky's Sociocultural Theory | |
| Vygotsky and Education | |
| Evaluation of Vygotsky's Theory | |
| Cognitive Development: An Information-Processing Perspective | |
| The Information-Processing Approach | |
| General Models of Information Processing | |
| Developmental Theories of Information Processing | |
| Attention | |
| Memory | |
| Metacognition | |
| Applications of Information Processing to Academic Learning | |
| Evaluation of the Information-Processing Approach | |
| Intelligence | |
| Definitions of Intelligence | |
| Recent Advances in Defining Intelligence | |
| Measuring Intelligence | |
| What Do Intelligence Tests Predict, and How Well? | |
| Ethnic and Socioeconomic Variations in IQ | |
| Explaining Individual and Group Differences in IQ | |
| Early Intervention and Intellectual Development | |
| Giftedness: Creativity and Talent | |
| Language Development | |
| Components of Language | |
| Theories of Language Development | |
| Prelinguistic Development: Getting Ready to Talk | |
| Phonological Development | |
| Semantic Development | |
| Grammatical Development | |
| Pragmatic Development | |
| Development of Metalinguistic Awareness | |
| Bilingualism: Learning Two Languages in Childhood | |
| Personality and Social Development | |
| Emotional Development | |
| The Functions of Emotions | |
| Development of Emotional Expression | |
| Understanding and Responding to the Emotions of Others | |
| Temperament and Development | |
| Development of Attachment | |
| Attachment, Parental Employment, and Child Care | |
| Self and Social Understanding | |
| Emergence of Self and Development of Self-Concept | |
| Self-Esteem: The Evaluative Side of Self-Concept | |
| Constructing an Identity: Who Should I Become? | |
| Thinking About Other People | |
| Thinking About Relations Between People: Understanding Conflict | |
| Moral Development | |
| Morality as Rooted in Human Nature | |
| Morality as the Adoption of Societal Norms | |
| Morality as Social Understanding | |
| Moral Reasoning of Young Children | |
| Development of Morally Relevant Self-Control | |
| The Other Side of Self-Control: Development of Aggression | |
| Development of Sex Differences and Gender Roles | |
| Gender Stereotypes and Gender Roles | |
| Influences on Gender Stereotyping and Gender-Role Adoption | |
| Gender Identity | |
| To What Extent Do Boys and Girls Really Differ in Gender-Stereotyped Attributes? | |
| Developing Non-Gender-Stereotyped Children | |
| Contexts for Development | |
| The Family | |
| Evolutionary Origins | |
| Functions of the Family | |
| The Family as a Social System | |
| Socialization Within the Family | |
| Family Lifestyles and Transitions | |
| Vulnerable Families: Child Maltreatment | |
| Peers, Media, and Schooling | |
| The Importance of Peer Relations | |
| Development of Peer Sociability | |
| Influences on Peer Sociability | |
| Friendship | |
| Peer Acceptance | |
| Peer Groups | |
| Dating | |
| Peer Pressure and Conformity | |
| Television | |
| Computers | |
| Schooling | |
| How Well Educated Are North American Young People? | |
| Table of Contents provided by Publisher. All Rights Reserved. |
Laura E. Berk is a distinguished professor of psychology at Illinois State University.
