Child Psychology: A Contemporary View Point
7th Edition
Published on 16. July 2008
Book
Hardback
720 pages
978-0-07-338268-5 (ISBN)
Description
This classic text once again provides a compelling topically-organized introduction to child development. Parke et al incorporate multiple perspectives in exploring the processes of child devleopment. With recurring pedagogical features to ensure students see the interrelatedness of chapters and concepts and the chronological development of children, the authors have also taken care to further their student-friendly presentation by shortening the text in this edition. This has been accomplished without cutting the book's highly-regarded child psychopathology chapter.
More details
Edition
7th edition
Language
English
Place of publication
United States
Publishing group
McGraw-Hill Education - Europe
Target group
College/higher education
Illustrations
90 Illustrations
Dimensions
Height: 285 mm
Width: 224 mm
Thickness: 33 mm
Weight
1676 gr
ISBN-13
978-0-07-338268-5 (9780073382685)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Ross D. Parke is Distinguished Professor of Psychology and director of the Center for Family Studies at the University of California, Riverside. He is past president of the Society for Research in Child Development and of Division 7, the Development Psychology Division, of the American Psychological Association, and in 1995, he received the G. Stanley Hall award from this APA division. Parke was elected a fellow of the American Association for the Advancement of Science in 1997. He has served as editor of both the Journal of Family Psychology and Developmental Psychology and as associate editor of Child Development. Parke is the author of Fatherhood, coauthor of Throwaway Dads (with Armin Brott), and coeditor of Family-Peer Relationships: In Search of the Linkages (with Gary Ladd), Children in Time and Place(with Glen Elder and John Modell), and Exploring Family Relationships With Other Social Contexts (with Sheppard Kellam). Parke's research has focused on early social relationships in infancy and childhood. He obtained his Ph.D. from the University of Waterloo, Ontario, Canada, and is well know for his early work on the effects of punishment, aggression, and child abuse and for his work on the father's role in infancy and early childhood. Parke's current work focuses on the links between family and peer social systems, ethnic variations in families, and the effects of the new reproductive technologies on families.
Mary Gauvain is a Professor of Psychology at the University of California, Riverside. She is a fellow of the American Psychological Association and past secretary/treasurer of Division 7 (Developmental Psychology) of APA. She is also a fellow of the American Association for the Advancement of Science and a member of the Society for Research in Child Development. Gauvain is currently an associate editor of Child Development and on the editorial board of the journals Child Development Perspectives and Cognitive Development. She is the author of The Social Context of Cognitive Development and coauthor of Readings on the Development of Children (with Michael Cole). She is well known for her research on cognitive development, in particular, for her research on social and cultural contributions to the development of planning skills and spatial thinking. Gauvain obtained her M.A. degree in sociology of education from Stanford University and her Ph.D. in psychology from the University of Utah. She has held postdoctoral positions in developmental psychology at the Graduate Center of the City University of New York and the Oregon Social Learning Center. Her current research focuses on the ecology of children's everyday lives, including how experiences in the family and cultural community provide opportunities for the development of cognitive skills.
Mary Gauvain is a Professor of Psychology at the University of California, Riverside. She is a fellow of the American Psychological Association and past secretary/treasurer of Division 7 (Developmental Psychology) of APA. She is also a fellow of the American Association for the Advancement of Science and a member of the Society for Research in Child Development. Gauvain is currently an associate editor of Child Development and on the editorial board of the journals Child Development Perspectives and Cognitive Development. She is the author of The Social Context of Cognitive Development and coauthor of Readings on the Development of Children (with Michael Cole). She is well known for her research on cognitive development, in particular, for her research on social and cultural contributions to the development of planning skills and spatial thinking. Gauvain obtained her M.A. degree in sociology of education from Stanford University and her Ph.D. in psychology from the University of Utah. She has held postdoctoral positions in developmental psychology at the Graduate Center of the City University of New York and the Oregon Social Learning Center. Her current research focuses on the ecology of children's everyday lives, including how experiences in the family and cultural community provide opportunities for the development of cognitive skills.
Content
Chapter 1 Child Development: Themes, Theories, and MethodsThemes of DevelopmentTheoretical Perspectives on DevelopmentDevelopmental Themes and Theoretical Perspectives: An OverviewResearch Methods in Child PsychologyChapter 2: Heredity and the EnvironmentThe Process of Genetic TransmissionGenetic Influences on DevelopmentGenetic Counseling and Genetic EngineeringHeredity-Environment InteractionsHeredity, Environment, and Individual DifferencesChapter 3: Prenatal Development and BirthStages of Prenatal DevelopmentRisks in the Prenatal EnvironmentBirth and the Beginnings of LifeVulnerability and Resilience in Children at RiskChapter 4: Infancy: Sensation, Perception, and LearningThe NewbornThe Infant's Sensory and Perceptual CapacitiesEarly Learning and MemoryChapter 5: The Child's Growth: Brain, Body, Motor Skills, and Sexual MaturationBrain Development in InfancyMotor DevelopmentPhysical GrowthSexual MaturationChapter 6: Emotional Development and AttachmentEarly Emotional DevelopmentThe Beginnings of Specific EmotionsLearning to Regulate EmotionsHow Children Think About EmotionsThe Development of AttachmentThe Nature and Quality of AttachmentChapter 7: Language and CommunicationThe Components of Language: Phonology, Semantics, Grammar, and PragmaticsTheories of Language DevelopmentThe Antecedents of Language DevelopmentSemantic Development: The Power of WordsThe Acquisition of Grammar: From Words to SentencesLearning the Social and Creative Uses of LanguageChapter 8: Cognitive Development: Piaget and VygotskyPiaget's Theory of Cognitive DevelopmentPiaget's Main Tenet: The Child Actively Seeks KnowledgeThe Stages of Cognitive DevelopmentEvaluation of Piaget's TheoryVygotsky's Sociocultural Theory of Cognitive DevelopmentEvaluation of Vygotsky's TheoryChapter 9: Cognitive Development: The Information-Processing ApproachInformation-Processing TheoryDevelopmental Changes in Some Significant Cognitive AbilitiesMetacognitionChapter 10: Intelligence and AchievementTheories of IntelligencesThe Traditional Approach: Testing IntelligenceWhy Do People Differ In Measured IntelligenceAchievement, Motivation, and Intellectual PerformanceEthnicity, Social Class, and Intellectual PerformanceCognitive Intervention StudiesBeyond the Norms: Giftedness and Mental RetardationCreativityChapter 11: The FamilyThe Family SystemSocial Class, Ethnicity, and SocializationThe Changing American FamilyChild Abuse Within the FamilyChapter 12: Expanding the Social World: Peers and FriendsHow Peer Interactions Begin: Developmental PatternsPeers as SocializersPeer AcceptancePromoters of Peer Acceptance: Parents and TeachersWhen Peers Become FriendsParents, Peers, or BothFrom Dyads to GroupsPeer Groups in Different CulturesChapter 13: Gender Roles and Gender DifferencesDefining Sex and GenderGender-Role Standards and StereotypesGender Differences in DevelopmentBiological Factors in Gender DifferencesCognitive Factors in Gender TypingInfluence of the Family in Gender TypingExtrafamilial Influences on Gender RolesAndrogynyChapter 14: Morality, Altruism, and AggressionAn Overview of Moral DevelopmentCognitive Theories of Moral DevelopmentThe Behavioral Side of Moral DevelopmentThe Evolution of Prosocial and Altruistic BehaviorsThe Development of AggressionChapter 15: Developmental PsychopathologyThe Developmental Approach to PsychopathologyWhat is Abnormal?Classifying Child PsychopathologySome Psychological Disorders that Affect ChildrenTreating and Preventing Child Psychological Disorders