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Focusing on what educators need to know about child and adolescent development, the revised third edition of this established text incorporates timely issues and research advances. The book reviews major theories of development and presents cutting-edge knowledge about key areas--language development, intelligence and intellectual diversity, motivation, family and peer relationships, gender role development, and mental health. Factors influencing academic achievement and social-emotional growth are identified, and applications for instruction and intervention highlighted. The text's utility is enhanced by chapter summaries, bolded key terms with definitions, and topic boxes. Instructors requesting a desk copy receive a supplemental test bank with objective test items and essay questions for each chapter.
New to This Edition
- Reflects key developments in cognitive science, neuroscience, genetics, and other areas; nearly 25% of the research citations are new.
- Expanded coverage of executive functioning, dyslexia, social-emotional learning, character education, ethnic-racial identity development, and gender diversity.
- Practical discussions of timely topics: social media and mental health, cyberbullying, the impact of the COVID-19 pandemic, and more.
Table des matières
Preface
I. Theoretical Perspectives in Child Development
1. Introduction to Child Development and Education
2. Biological Development
3. Cognitive Development: Piaget's Stage Theory
4. Cognitive Development: Information-Processing Theory
5. Social Theories of Development and Learning
6. Sociocultural Theories of Development and Education
II. Key Topics in Child Development and Education
7. Language Development and Linguistic Diversity
8. Intelligence and Individual Differences in Academic Competence
9. The Development of Academic Motivation
10. Family and Peer Relationships
11. Gender Role Development
12. Recognizing and Understanding Student Mental Health Problems
13. Integrative Review of Major Concepts
References
Index
A propos de l'auteur
Christine B. McCormick, PhD, is Professor Emerita and former Dean of the College of Education at the University of Massachusetts Amherst. She has also been a faculty member and held administrative roles at the University of New Mexico and the University of South Carolina. During her academic career, Dr. McCormick taught graduate and undergraduate courses in human growth and development, educational psychology, learning and cognition, and classroom assessment. She has served on the editorial boards of the
Journal of Educational Psychology and
Educational Psychology Review and is a Fellow of the American Psychological Association. Dr. McCormick is author or coauthor of many publications on a variety of topics in child development and education and has coauthored several textbooks.
Alysia D. Roehrig, PhD, is Professor and Chair of the Department of Educational Psychology and Learning Systems in the Anne Spencer Daves College of Education, Health, and Human Sciences at Florida State University. She teaches graduate courses in learning and cognition, methods of educational research, and college teaching, and has supervised undergraduate sections of classroom assessment and educational psychology. Dr. Roehrig has served on the editorial boards of
Educational Psychology for Policy and Practice,
Journal of Educational Psychology, and
Journal of Psychoeducational Assessment. A Fellow of the American Psychological Association, she is coauthor of several books and other publications about effective teaching and the successes of minoritized students.
David G. Scherer, PhD, is a retired clinical psychologist and Professor Emeritus of Psychological and Brain Sciences at the University of Massachusetts Amherst. A family systems theorist and psychotherapist, he is an advocate for developmental and multisystemically informed treatment models. Dr. Scherer's research and clinical work have focused on issues related to adolescent autonomy and innovative models of psychotherapy for troubled and substance-abusing adolescents. He has taught undergraduate and graduate courses in adolescent psychology, psychology and public policy, professional issues and ethics, psychopathology, and child, adolescent, and family psychotherapy.
