![Parental Stress and Early Child Development: Adaptive and Maladaptive Outcomes](http://img.images-bn.com/static/redesign/srcs/images/grey-box.png?v11.9.4)
Parental Stress and Early Child Development: Adaptive and Maladaptive Outcomes
316![Parental Stress and Early Child Development: Adaptive and Maladaptive Outcomes](http://img.images-bn.com/static/redesign/srcs/images/grey-box.png?v11.9.4)
Parental Stress and Early Child Development: Adaptive and Maladaptive Outcomes
316Paperback(1st ed. 2017)
-
PICK UP IN STORECheck Availability at Nearby Stores
Available within 2 business hours
Related collections and offers
Overview
Included in the coverage:
• Parental stress and child temperament.
• How social structure and culture shape parental strain and the well-being of parents and children.
• The stress of parenting children with developmental disabilities.
• Consequences and mechanisms of child maltreatment and the implications for parenting.
• How being mothered affects the development of mothering.
• Prenatal maternal stress and psychobiological development during childhood.
Parenting Stress and Early Child Development is an essential resource for researchers, clinicians and related professionals, and graduate students in infancy and early childhood development, developmental psychology, pediatrics, family studies, and developmental neuroscience.
Product Details
ISBN-13: | 9783319996349 |
---|---|
Publisher: | Springer International Publishing |
Publication date: | 08/01/2018 |
Edition description: | 1st ed. 2017 |
Pages: | 316 |
Product dimensions: | 6.10(w) x 9.25(h) x (d) |
About the Author
Robin Panneton, Ph.D.,amily: is Associate Professor of Psychology, member of the Faculty of Health Sciences, and an affiliated member of the School of Neuroscience at Virginia Tech. Dr. Panneton conducts research on the processes and mechanisms of how infants learn to communicate in the first two years after birth. Predominantly, she is interested in how information available from caretakers is attended to, processed, and remembered by infants as they begin their pathways to being language users. With the support of funding from NICHD and the James S. McDonnell Foundation, she has looked at voice recognition, processing of intonational contours, integration of information across facial and vocal displays, attention modulation via emotional information in speaker’s faces and voices, and early indicators of individual differences in learning styles as they relate to emerging language skills in low- and high-risk infants. In her teaching, she has concentrated on dynamic systems view of development, epigenetics, pre- and post-natal contributions to early human development, language learning, and the development of attention in infancy and early childhood.