Child and Adolescent Development for Educators: With Free Making the Grade CD-ROM
2nd Edition
Published on 29. August 2001
Book
Paperback/Softback
978-0-07-250768-3 (ISBN)
Description
Unlike other child and adolescent development textbooks, "Child and Adolescent Development for Educators" by Judith Meece is written specifically for teacher education majors and for professionals in the field of education. It focuses entirely on the development of school-age children and youth, and provides deep coverage of those topics of most immediate concern to teachers such as cognitive development, social and emotional development, language development, literacy, individual differences in development, and children with special needs. Few texts provide this depth of coverage. The author is an expert in teacher education, having taught child and adolescent development to education majors for over fourteen years. "Child and Adolescent Development for Educators" also helps students to see how developmental research can be applied in educational settings. Each chapter discusses the implication of research for teaching, and the text includes pedagogical features focusing on teaching applications. It is the only development textbook that emphasizes applications to educational settings in this way.
For the revision, new material has been added throughout the text, including a completely new chapter on peers and families and the expansion of the content on personal, social and moral development into two chapters. By the end of the text, students will have a clear understanding of the important role of schools and teachers in children's lives.
For the revision, new material has been added throughout the text, including a completely new chapter on peers and families and the expansion of the content on personal, social and moral development into two chapters. By the end of the text, students will have a clear understanding of the important role of schools and teachers in children's lives.
More details
Edition
2nd Revised edition
Language
English
Place of publication
London
United States
Publishing group
McGraw-Hill Education - Europe
Edition type
Revised edition
Dimensions
Height: 251 mm
Width: 200 mm
Thickness: 22 mm
Weight
1134 gr
ISBN-13
978-0-07-250768-3 (9780072507683)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Person
Judith L. Meece is currently the Eugene and Saralyn Oberdorfer Associate Professor of Education at the University of North Carolina-Chapel Hill, where she teaches in the School of Education. Her book draws on over 15 years experience in teaching courses on child and adolescent development to preservice teachers and graduate students. Before coming to Chapel Hill, she taught at Purdue University and completed a post-doctoral fellowship at the Learning Research and Development Center of the University of Pittsburgh. She received her Ph.D. in Educational Psychology from the University of Michigan in 1981, where she was a fellow in the former Bush Program in Child Development and Social Policy. Professor Meece's research focuses on academic motivation, gender differences in mathematics and science achievement, and teachers' beliefs about children's development. She is co-author of Students' Perceptions in the Classroom (1992). She is currently serving as chairperson of the American Educational Research Association's Special Interest Group on Motivation and education. She is also currently working on an oral history of Appalachian teachers, which will examine the role of education and teaching in southern women's lives.
Content
Chapter 1: Studying Children's DevelopmentWhy Study Children's Development?Teachers' Understanding of Children's DevelopmentSchools as a Context for DevelopmentHistory of ChildhoodThe Invention of ChildhoodCurrent Status of Children and AdolescentsPerspectives on Children's DevelopmentDefinitions and IssuesBiological TheoriesPsychoanalytic TheoriesBehavioral TheoriesCognitive TheoriesContextual TheoriesImportance of Multiple TheoriesStudying Children's DevelopmentResearch DesignsData Collection MethodsJudging the Quality of a StudyResearch EthicsChapter 2: Physical DevelopmentPrenatal DevelopmentGenes and ChromosomesGenetic and Chromosomal AbnormalitiesFrom Genotype to PhenotypeStages of Prenatal DevelopmentEnvironmental Effects on Prenatal DevelopmentHigh-Risk InfantsBrain DevelopmentChanges in the BrainBrain Development and ExperienceBrain Organization and SpecializationPerceptual DevelopmentVisual PerceptionAuditory PerceptionTaste, Smell, and TouchImplications for EducatorsMotor DevelopmentNewborn ReflexesDevelopment of Gross Motor SkillsDevelopment of Fine Motor SkillsGender Differences in Motor DevelopmentSchools and Motor DevelopmentPhysical GrowthChanges in Weight and HeightVariations in Physical SizeOnset of PubertyPsychological Impact of PubertyEffects of Early and Late Physical MaturitySpecial Health ConcernsEating DisordersSubstance AbuseAdolescent Sexuality and PregnancyDepression and SuicideChapter 3: Cognitive Development: Piaget's and Vygotsky's TheoriesPiaget's Theory of Cognitive DevelopmentKey Concepts in Piaget's TheoryStages of Cognitive DevelopmentLimitations of Piaget's TheoryEducational Implications of Piaget's TheoryVygotsky's Theory of Cognitive DevelopmentKey Concepts in Vygotsky's TheoryContrasts Between Piaget's and Vygotsky's TheoriesLimitations of Vygotsky's TheoryEducational Contributions of Vygotsky's TheoryPutting Piaget's and Vygotsky's Theories TogetherChapter 4: Cognitive Development: Information Processing and Intelligence TheoriesInformation Processing TheoriesKey Concepts in Information Processing TheoryDevelopmental ProcessesImplications of Information Processing Theories for TeachingIntelligence Theories and Cognitive DevelopmentKey Concepts in Intelligence TheoriesDevelopmental Changes in IntelligenceStability and Change in IntelligenceGenetic and Environmental Influences on IntelligenceSchooling Influences on Intellectual DevelopmentGroup Differences in Cognitive AbilitiesRacial and Ethnic DifferencesPerformance Differences Between GendersWhat Can Schools Do?Television, Computers, and Children's LearningTelevision: The 15,000 Hour CurriculumComputers and Children's LearningChapter 5: Language and Literacy DevelopmentWhat Is Literacy?Some Basic Principles of Language DevelopmentLanguage Development and TeachingContrasting Views on Language DevelopmentTheories of Language DevelopmentReconciling Different Points of ViewLearning to CommunicateLanguage Learning MethodsThe Critical Period Theory of Language AcquisitionEarly Stages of Language AcquisitionLearning Two LanguagesFostering Language DevelopmentLiteracy DevelopmentEmergent Reading and WritingLearning to ReadComponents of the Reading ProcessApproaches to Teaching ReadingLearning to WriteWriting as ComposingLiteracy Development in the ClassroomCultural Influences on Language DevelopmentDialectsLanguage and CultureBilingual EducationChapter 6: Children with Exceptional Learning NeedsIntegrating Children with Special Learning NeedsWho Are the Students with Exceptional Needs?Why Integrate Children with Exceptional Needs into the General Classroom?Characteristics of Children with Exceptional NeedsHigh Prevalence CategoriesModerate Prevalence CategoriesLow Prevalence CategoriesIdentifying and Teaching Students with Exceptional NeedsThe Role of a Classroom TeacherTeacher CompetenciesTeacher-Directed LearningPeer-Directed LearningSelf-Directed LearningResources for TeachersSchool-Based ResourcesExternal ResourcesChapter 7: Self-Concept, Identity, and MotivationErikson's Theory of Psychosocial DevelopmentStages of DevelopmentLimitations and Contributions of Erikson's TheoryFoundations of Social and Emotional DevelopmentForming a Secure AttachmentUnderstanding and Expressing EmotionsDeveloping Self-ControlFostering Emotional Competence in the ClassroomDevelopment of Self-ConceptionsSelf-Concept and Self-EsteemIdentity FormationDeveloping an Ethnic IdentityGender-Role ConceptionsDevelopment of Achievement MotivationDefinitions of Achievement MotivationIndividual Differences in Achievement MotivationDevelopmental Trends in Achievement MotivationChapter 8: Peer Relations and Moral DevelopmentUnderstanding OthersUnderstanding the Perspective of OthersDescribing Other PeopleUnderstanding Race and EthnicityChildren's Peer RelationsThe Role of Peers in Children's DevelopmentPeer Popularity and RejectionEnhancing Peer Relations in the ClassroomDevelopment of Prosocial and Aggressive BehaviorDevelopmental Changes in Peer RelationsGay and Lesbian YouthMoral DevelopmentKohlberg's Theory of Moral DevelopmentEthic of Care versus JusticeCreating a Moral Community in the ClassroomChapter 9: The Family: Partners in EducationConceptions of the FamilyFunction of the Family: SocializationThe Family as a SystemVariations in Family StructuresSingle-Parent FamiliesGay and Lesbian FamiliesImplications for EducatorsEthnic Diversity of FamiliesAfrican American FamiliesHispanic American FamiliesAsian American FamiliesNative American FamiliesFamily Influences on DevelopmentParenting Characteristics and StylesDevelopmental Changes in Family RelationsSibling RelationshipsMaltreatment of ChildrenFamily Transitions: Divorce and RemarriageDivorceRemarriage and StepfamiliesHelping Children Cope with Family ChangeMaternal Employment and Child CareMaternal Employment and Children's DevelopmentEarly Child Care and Children's DevelopmentAfter-School Care and Children's DevelopmentFamily Involvement in Children's EducationBenefits of Parental InvolvementWhy Do Parents Become InvolvedEncouraging Parental Involvement in EducationFostering Resiliency in Children and AdolescentsReferenceGlossary and Text CreditsName IndexSubject Index