REVEL for Infants, Children, and Adolescents -- Access Card / Edition 8 available in Other Format
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REVEL for Berk and Meyers’ Infants, Children, and Adolescents is relied on in classrooms worldwide for its clear, engaging writing style, exceptional multicultural and cross-cultural focus, rich examples, and long-standing commitment to presenting the most up-to-date scholarship while also offering students research-based, practical applications that they can relate to their personal and professional lives. The authors takes an integrated approach to presenting development in the physical, cognitive, emotional, and social domains; emphasize the complex interchanges between heredity and environment; and provide exceptional attention to culture.
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|Series:||Berk & Meyers, The Infants, Children, and Adolescents Series, 8th Edition Series|
|Product dimensions:||5.14(w) x 9.10(h) x 1.00(d)|
About the Author
Berk and Meyers are faculty colleagues in the Department of Psychology at Illinois State University. They have collaborated on numerous projects, most recently coauthoring the chapter on make-believe play and self-regulation for the Sage Handbook of Play and Learning in Early Childhood.
Laura E. Berk is a distinguished professor of psychology at Illinois State University, where she has taught child, adolescent, and lifespan development for more than three decades. She received her bachelor’s degree in psychology from the University of California, Berkeley, and her master’s and doctoral degrees in child development and educational psychology from the University of Chicago.
Berk has been a visiting scholar at Cornell University, UCLA, Stanford University, and the University of South Australia. She has published widely on effects of school environments on children’s development, the development of children’s private speech, and the role of make-believe play in development. She has been featured on National Public Radio’s Morning Edition and in Parents Magazine, Wondertime, and Readers’ Digest, and has contributed to Psychology Today and Scientific American.
In addition to Infants, Children, and Adolescents, Berk's best-selling texts include Child Development, Development Through the Lifespan, and Exploring Lifespan Development, published by Pearson. Her other books include Private Speech: From Social Interaction to Self-Regulation; Scaffolding Children’s Learning: Vygotsky and Early Childhood Education; Awakening Children’s Minds: How Parents and Teachers Can Make a Difference; and A Mandate for Playful Learning in Preschool: Presenting the Evidence.
Berk is active in work for children’s causes. She recently completed nine years of service on the national board of Jumpstart for Young Children and currently serves on the governing board of the Illinois Network of Child Care Resource and Referral Agencies. She is a fellow of the American Psychological Association, Division 7: Developmental Psychology.
Adena B. Meyers is a professor of psychology and member of the school psychology faculty at Illinois State University. She received her bachelor’s degree in women’s studies from Brown University and her doctoral degree in clinical-community psychology from the University of Illinois at Urbana-Champaign, and is a licensed clinical psychologist.
Meyers' areas of specialization include contextual influences on child and adolescent development, with an emphasis on family-, school-, and community-based interventions that promote children’s social and emotional functioning. She has served as a consultant to the Collaborative for Academic, Social, and Emotional Learning (CASEL), and as a supervisor of mental health consultants working in Head Start preschool settings. She also supervises clinicians providing mental health services to elementary and secondary school students.
Meyers' publications have focused on school-based consultation; adolescent pregnancy, parenthood, and sexual development; school-based preventive interventions; and the role of pretend play in child development. Her clinical interests include therapeutic interventions related to stress and trauma and mindfulness-based stress reduction. She has taught a wide variety of courses, including introductory psychology, child and adolescent development, human sexuality, introduction to women’s studies, and statistics for the social sciences.
Table of ContentsI. THEORY AND RESEARCH IN CHILD DEVELOPMENT
1. History, Theory, and Research Strategies
The Field of Child Development
Recent Theoretical Perspectives
Comparing Child Development Theories
Studying the Child
II. FOUNDATIONS OF DEVELOPMENT
2. Biological and Environmental Foundations
Environmental Contexts for Development
Understanding the Relationship Between Heredity and Environment
3. Prenatal Development
Motivations for Parenthood
Prenatal Environmental Influences
Preparing for Parenthood
4. Birth and the Newborn Baby
The Stages of Childbirth
Approaches to Childbirth
Precious Moments After Birth
The Newborn Baby's Capacities
The Transition to Parenthood
III. INFANCY AND TODDLERHOOD: THE FIRST TWO YEARS
5. Physical Development in Infancy and Toddlerhood
Influences on Early Physical Growth
6. Cognitive Development in Infancy and Toddlerhood
Piaget's Cognitive-Developmental Theory
The Social Context of Early Cognitive Development
Individual Differences in Early Mental Development
7. Emotional and Social Development in Infancy and Toddlerhood
Erikson's Theory of Infant and Toddler Personality
Temperament and Development
Development of Attachment
IV. EARLY CHILDHOOD: TWO TO SIX YEARS
8. Physical Development in Early Childhood
Influences on Physical Growth and Health
9. Cognitive Development in Early Childhood
Piaget's Theory: The Preoperational Stage
Vygotsky's Sociocultural Theory
Individual Differences in Mental Development
10. Emotional and Social Development in Early Childhood
Erikson's Theory: Initiative vs. Guilt
Foundations of Morality
Child Rearing and Emotional and Social Development
V. MIDDLE CHILDHOOD: SIX TO ELEVEN YEARS
11. Physical Development in Middle Childhood
Common Health Problems
Motor Development and Play
12. Cognitive Development in Middle Childhood
Piaget's Theory: The Concrete Operational Stage
Individual Differences in Mental Development
Children's Learning in School
13. Emotional and Social Development in Middle Childhood
Understanding Others: Perspective Taking
Some Common Problems of Development
VI. ADOLESCENCE: THE TRANSITION TO ADULTHOOD
14. Physical Development in Adolescence
Conceptions of Adolescence
Puberty: The Physical Transition to Adulthood
The Psychological Impact of Pubertal Events
15. Cognitive Development in Adolescence
An Information-Processing View of Adolescent Cognitive Development
Consequences of Abstract Thought
Sex Differences in Mental Abilities
Learning in School
16. Emotional and Social Development in Adolescence
Erikson's Theory: Identity versus Identity Confusion
Problems of Development
At the Threshold
17. Emerging Adulthood
A Period of Unprecedented Exploration
Cultural Change, Cultural Variation, and Emerging Adulthood
Development in Emerging Adulthood
Risk and Resilience in Emerging Adulthood