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Children focuses on providing a systematic, integrative approach that helps students make connections in their learning and practice. The main goals of this text are to connect with today's students, connect research on children's development, connecting the developmental process, and connecting development to real life.
List of contents
Section 1: The Nature of Children's Development
Chapter 1: Introduction
Section 2: Beginnings
Chapter 2: Biological Beginnings
Chapter 3: Prenatal Development
Chapter 4: Birth
Section 3: Infancy
Chapter 5: Physical Development in Infancy
Chapter 6: Cognitive Development in Infancy
Chapter 7: Socioemotional Development in Infancy
Section 4: Early Childhood
Chapter 8: Physical Development in Early Childhood
Chapter 9: Cognitive Development in Early Childhood
Chapter 10: Socioemotional Development in Early Childhood
Section 5: Middle and Late Childhood
Chapter 11: Physical Development in Middle and Late Childhood
Chapter 12: Cognitive Development in Middle and Late Childhood
Chapter 13: Socioemotional Development in Middle and Late Childhood
Section 6: Adolescence
Chapter 14: Physical and Cognitive Development in Adolescence
Chapter 15: Cognitive Development in Adolescence
Chapter 16: Socioemotional Development in Adolescence
Part 7: Middle Adulthood
Chapter 15: Physical and Cognitive Development in Middle Adulthood
Chapter 16: Psychosocial Development in Middle Adulthood
About the author
John W. Santrock received his Ph.D. from the College of Education and Human Development at the University of Minnesota. He has taught at the University of Charleston, the University of Georgia, and the University of Texas at Dallas. He has worked as a school psychologist and currently teaches educational psychology at the undergraduate level. In 2006, Dr. Santrock received the University of Texas at Dallas Excellence in Teaching Award. His research has included publications in the Journal of Educational Psychology on the contextual aspects of affectively toned cognition and children's self-regulatory behavior as well as teachers' perceptions of children from divorced families. He has been on the editorial boards of Developmental Psychology and Child Development. His publications include these exceptional McGraw-Hill texts: Child Development, 13th Edition; Life-Span Development, 14th Edition; Adolescence, 14th Edition; Psychology, 7th Edition; and Educational Psychology, 4th Edition.
