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Child Development: An Active Learning Approach

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Overview

Engage - Inspire - Activate

Within each chapter of this innovative, topical text, the authors engage students by demonstrating the wide range of real-world applications of psychological research to child development. In particular, the distinctive Active Learning features incorporated throughout the book foster a dynamic and personal learning process for students. The authors cover the latest topics shaping the field of child development—including a focus on neuroscience, diversity, and culture—without losing the interest of undergraduate students. The pedagogical features in this text and the accompanying ancillaries package help students discover the excitement of studying child development, enhance their learning, and equip them with tools they can use long after the class ends.

Early Praise for Child Development: An Active Learning Approach

“I really like the approach/perspective of this book. I like the idea of ‘active learning to engage students in understanding development through the lens of scientific research.’”
—Amanda R. Lipko, The College at Brockport, State University of New York

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Editorial Reviews

Jessica Dennis
"The authors can be commended for their ability to explain very complex concepts in a way that almost anyone can understand without oversimplifying or leaving out essential details.”
Doctor - Grace Jepkemboi
"My students and I are loving using the book. We love it - it is very interactive. "
Claire Novosad
“I really like the active learning exercises. I think this is one of the major ways the text is superior to other texts I have used.”
Dr. Grace Jepkemboi
"My students and I are loving using the book. We love it - it is very interactive."
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Product Details

  • ISBN-13: 9781412968508
  • Publisher: SAGE Publications
  • Publication date: 9/21/2010
  • Pages: 575
  • Sales rank: 453,622
  • Product dimensions: 8.30 (w) x 10.80 (h) x 1.10 (d)

Meet the Author

Laura E. Levine received her Ph.D. in developmental and clinical psychology from the University of Michigan. After working as a clinical psychologist for 10 years, she moved to Connecticut and was a stay-at-home mother of her two children. She returned to academia in 1994 and has been teach¬ing child psychology and life span development for over 15 years at Central Connecticut State University, where she is a professor in the Department of Psychological Science. Her research on the social development of young children and on the relation of media use to attention difficulties has appeared in Developmental Psychology, the Journal of Applied Developmental Psychology, Infant and Child Development, Computers and Education, and Cyber Psychology, Behavior, and Social Networking Her research on the scholarship of teaching and learning can be found in New Directions for Teaching and Learning, College Teaching, and the International Journal for the Scholarship of Teaching and Learning.

Joyce Munsch received her Ph.D. in human development and family studies from Cornell University. She was a faculty member in human development and family stud¬ies at Texas Tech University for 14 years, where she also served as associate dean for research in the College of Human Sciences for 2 years. In 2002, Dr. Munsch came to California State University at Northridge as the found¬ing chair and professor in the Department of Child and Adolescent Development. Dr. Munsch’s research has focused on adolescent stress and coping and social network research. Her work has been published in the Journal of School Psychology, Adolescence, The Journal of Early Adolescence, the Journal of Research on Adolescence, and the American Journal of Orthopsychiatry. Dr. Munsch was the co-director of the Early Head Start program at Texas Tech University, co–principal investigator for three Texas Youth Commission grants, and administered the Jumpstart program at California State University at Northridge for over 7 years.

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Table of Contents

About the Authors
Preface
Part I. Understanding Development: Why and How We Study Children and Adolescents
1. Introduction: 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
Conclusion
Chapter Summary
2. Theories of Development
Basic Principles and Applications
Theories of Child and Adolescent Development
Conclusion
Chapter Summary
3. How We Study Children and Adolescents
The Scientific Method
Ethics in Research With Children and Adolescents
Finding and Assessing Information About Development
Conclusion
Chapter Summary
Part II. Beginnings
4. How Children Develop: Nature Through Nurture
The Study of Genetics and Behavior
The Interaction of Genes and Environment
The Study of Culture and Behavior
Conclusion
Chapter Summary
5. Prenatal Development, Birth, and the Newborn
Prenatal Development
The Birth Experience
The Newborn
Conclusion
Chapter Summary
Part III. Building Blocks of Development: How Children Grow
6. Physical Development: The Body and the Brain
Brain Development
Motor Development
Sensation and Perception
Body Growth and Changes
Nutrition
Conclusion
Chapter Summary
7. Cognitive Development
What is Cognitive Development?
Theories of Cognitive Development
Conclusion
Chapter Summary
8. Intelligence and Academic Achievement
Intelligence
Cognitive Development and Academic Achievement
Conclusion
Chapter Summary
9. Language Development
Aspects of Language
Theories of Language Development
Language and the Brain
Stages of Language Development
Bilingualism and Bilingual Education
Language Disorders
Conclusion
Chapter Summary
10. Emotional Development and Attachment
Emotions: Universality and Difference
Attachment
Development of Emotions
Normal Emotions and Emotional Problems
Conclusion
Chapter Summary
11. Identity: The Self, Gender, and Moral Development
Development of Self-Concept
Self-Esteem
Gender Identity
Ethnic Identity
Moral Identity
Development of Self-Control
Conclusion
Chapter Summary
12. Social Development: Parents, Peers, and Beyond
Social Cognition
Interactions With Parents
Interaction With Peers
Beyond Parents and Peers
Conclusion
Chapter Summary
Part IV. Contexts for Development
13. Play, Extracurricular Activities, and Media Use
The Daily Lives of Children and Adolescents
The Role of Play
Extracurricular Activities
Media Use
Conclusion
Chapter Summary
14. Families
What Constitutes a Family?
How do Families Function?
Interventions for a Better Family Life
Conclusion
Chapter Summary
15. 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
Conclusion
Chapter Summary
Glossary
Credits
References
Author Index
Subject Index

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