The Blackwell Handbook of Early Childhood Development
688
The Blackwell Handbook of Early Childhood Development
688eBook
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Overview
The volume covers the full range of research in developmental psychology including: conceptual frameworks; biological and physiological development; cognitive development; language and literacy development; and social, emotional, and regulatory development. It also considers the applications of psychology to the care and education of young children, treating issues such as poverty, family systems, orphanages, media, and the transition to school. The Handbook will be a valuable resource for students and scholars across a range of disciplines, as well as for practitioners working with young children.
Product Details
| ISBN-13: | 9781444357134 |
|---|---|
| Publisher: | Wiley |
| Publication date: | 09/07/2011 |
| Series: | Wiley Blackwell Handbooks of Developmental Psychology , #38 |
| Sold by: | JOHN WILEY & SONS |
| Format: | eBook |
| Pages: | 688 |
| File size: | 2 MB |
About the Author
Deborah Phillips is Professor of Psychology at Georgetown University.
Table of Contents
List of Tables and Figures viii
List of Contributors x
Preface xiv
Conceptual Frameworks 1
Nature and Nurture in Early Childhood Kirby Deater-Deckard Katherine Cahill 3
Vulnerability and Resilience in Early Child Development Ann S. Masten Abigail H. Gewirtz 22
Family Influences on Early Development: Integrating the Science of Normative Development, Risk and Disability, and Intervention Michael J. Guralnick 44
Developmental Pathways and Intersections among Domains of Development Catherine C. Ayoub Kurt W. Fischer 62
Early Biological and Physiological Development 83
Early Brain Development and Plasticity Jane W. Couperus Charles A. Nelson 85
Social Regulation of Stress in Early Child Development Megan R. Gunnar 106
Temperament Jennifer N. Martin Nathan A. Fox 126
Cognitive Development 147
Early Conceptual Development Susan A. Gelman 149
Executive Functions in Developing Children: Current Conceptualizations and Questions for the Future Marilyn C. Welsh Sarah L. Friedman Susan J.Spieker 167
Developing Social Understanding in a Social Context Rachel Barr 188
Mathematical Thinking and Learning Herbert P. Ginsburg Joanna Cannon Janet Eisenband Sandra Pappas 208
Language and Communicative Development 231
Language Experience and Language Milestones During Early Childhood Erika Hoff 233
How Children Learn Language: A Focus on Resilience Susan Goldin-Meadow 252
What Counts as Literacy in Early Childhood? Catherine E. Snow 274
Social, Emotional, and Regulatory Development 295
Getting Along with Others: Social Competence in Early Childhood Richard A. Fabes Bridget M. Gaertner Tierney K. Popp 297
Feeling and Understanding: Early Emotional Development Ross A. Thompson Kristin H. Lagattuta 317
Temperament, Attention, and the Development of Self-Regulation Mary K. Rothbart Michael I. Posner Jessica Kieras 338
Maladjustment in Preschool Children: A Developmental Psychopathology Perspective Susan B. Campbell 358
The Social Ecology of Early Development 379
Family Systems Marc H. Bornstein Jeanette Sawyer 381
Poverty During Early Childhood Eric Dearing Daniel Berry Martha Zaslow 399
Orphanages as a Developmental Context for Early Childhood Charles H. Zeanah Anna T. Smyke Lisa D. Settles 424
Peer Relationships in Early Childhood Deborah Lowe Vandell Lana Nenide Sara J. Van Winkle 455
Child Care and Early Development Deborah Phillips Kathleen McCartney Amy Sussman 471
The Social Ecology of the Transition to School: Classrooms, Families, and Children Robert C. Pianta Sara Rimm-Kaufman 490
Media and Early Development Sandra L. Calvert 508
Policy Issues 531
Evaluating Early Childhood Assessments: A Differential Analysis Samuel J. Meisels Sally Atkins-Burnett 533
Head Start: What Do We Know About Its Effectiveness? What Do We Need to Know? John M. Love Louisa Banks Tarullo Helen Raikes Rachel Chazan-Cohen 550
Early Childhood Policy: A Comparative Perspective Jane Waldfogel 576
Promoting Social Competence in Early Childhood: Classroom Curricula and Social Skills Coaching Programs Karen L. Bierman Stephen A. Erath 595
Treatment and Prevention of Conduct Problems: Parent Training Interventions for Young Children (2-7 Years Old) Carolyn Webster-Stratton M. Jamila Reid 616
Author Index 642
Subject Index 648
What People are Saying About This
"The astute editors and leading scholars have produced the best single overview of the exploding field of early childhood development, covering both old and new pressing issues in this burgeoning field. Must reading for both basic and applied workers, as well as scholars working at the intersect of knowledge and policy construction." Edward Zigler, The Edward Zigler Center in Child Development and Social Policy
"This is a comprehensive and authoritative review of the field of early childhood research, covering the basic scientific and key policy issues, with contributions from the leading researchers. It will be an essential reference for anyone interested in the exciting early development of children, with the breadth, depth and clarity of its coverage." Judy Dunn, Professor of Developmental Psychology, Institute of Psychiatry, London
"Kathleen McCartney and Deborah Phillips have recruited many of the top names in the field of early child development to provide timely and informative reviews of a very fast-moving field. This handbook will be obligatory reading for researchers and practitioners alike. Whether you are looking for a conceptual framework, the latest empirical findings in key domains such as the development of cognition, language and emotion, or the implications for policy, this book should serve as a first point of reference." Paul L. Harris, Harvard University
"This book simply redefines "comprehensive"! It is truly interactive in that it constantly elicits the reader's input by raising and/or addressing issues that reach far beyond the printed page." Toni Brennan, University of Surrey
“The assembling of a large number of qualified experts to write short, clear summaries of their areas is an impressive achievement, and the context and policy sections go beyond expectations … making it valuable even to scholars already knowledgeable in the field.” Marie-Pierre M. Gosselin and David R. Foreman, Canadian Psychology