Child development: theory and practice 0-11

Cover......Page 1
Contents......Page 8
List of figures and tables......Page 14
Guided tour......Page 16
Preface......Page 20
Acknowledgements......Page 25
Publisher’s acknowledgements......Page 26
Part 1 Introducing Child Development......Page 30
 Chapter 1 Issues in Child Development......Page 31
  Introduction......Page 32
   What is child development?......Page 33
   Terms of development......Page 34
   Stages of development......Page 36
   Domains of development......Page 37
   The beginnings of child development......Page 38
   The scientific study of child development......Page 40
   Cross-cultural contexts of childhood......Page 41
   Optimising children’s development and learning......Page 46
   Applying principles of child development......Page 47
  Key questions and themes in child development......Page 50
   Is development a continuous process or one of stages?......Page 51
   What roles do heredity and training play?......Page 52
   How important are individual differences and situational factors?......Page 53
   Do children play active or passive roles in their own development?......Page 54
   What is the relationship between the different areas of development?......Page 55
  Conclusion......Page 56
  Summary Table......Page 57
  Going further......Page 58
 Chapter 2 Theories of Child Development......Page 59
  Introduction......Page 60
   What is theory?......Page 61
   The evaluation of theories......Page 63
  Theoretical approaches in child development......Page 64
   Learning theories......Page 65
   Cognitive theories......Page 67
   Psychoanalytic theories......Page 70
   Ecological theories......Page 71
   Biological theories......Page 73
   Comparing the five theoretical approaches......Page 77
   Alternative ‘new’ perspectives......Page 80
   Theories of spiritual development......Page 83
   Final thoughts on theory in the study of child development......Page 85
  Summary Table......Page 86
  Useful websites......Page 88
 Chapter 3 Research Methods......Page 89
  Introduction......Page 90
   Studying children in school, day-care and family settings......Page 91
   Research approaches – paradigms......Page 93
  Research methods......Page 94
   Experimental methods......Page 95
   Correlation methods......Page 96
   Surveys......Page 97
   Reports from narrative......Page 102
   Observations in context......Page 103
   Psychophysical methods......Page 104
   Research designs......Page 106
   Ethical considerations when studying children......Page 111
   The case for informed practice......Page 112
  Summary Table......Page 114
  Useful websites......Page 116
 Chapter 4 Nature and Nurture......Page 117
  Introduction......Page 118
   The genetic code......Page 119
   Chromosomes and genes......Page 120
   Using the human genome......Page 121
  Heredity......Page 123
   Dominant and recessive genes......Page 124
   More about X and Y chromosomes......Page 127
   Behaviour genetics......Page 128
   Heritability......Page 129
   Down’s Syndrome......Page 130
   A variety of contexts for development......Page 132
   Interaction of heredity with the environment......Page 135
   Twins......Page 136
   Twin studies......Page 137
   The scope and types of interaction......Page 141
  Conclusion......Page 142
  Summary Table......Page 143
  Useful websites......Page 145
Part 2 Early and Physical Development......Page 148
 Chapter 5 Prenatal Development......Page 149
  Introduction......Page 150
   Growth in the womb......Page 151
   The external environment......Page 153
   Maternal diseases......Page 157
   Drugs......Page 159
   Environmental teratogens......Page 161
   Maternal characteristics......Page 164
   Prenatal brain development......Page 167
   Foetal behaviour and learning......Page 169
  Conclusion......Page 173
  Summary Table......Page 174
  Going further......Page 175
  Useful websites......Page 176
 Chapter 6 Neonatal Behaviour and Learning......Page 177
  Introduction......Page 178
  Childbirth......Page 179
   Sensory capabilities......Page 182
   Primitive reflexes......Page 186
   Organised activity......Page 190
   Assessing newborns’ capabilities and states......Page 191
   Cerebral composition......Page 192
   Cerebral processes......Page 194
   Critical periods and brain plasticity......Page 198
  Early learning......Page 199
   Classical conditioning......Page 200
   Operant conditioning......Page 201
   Observational learning......Page 203
  The importance of early experiences......Page 204
  Conclusion......Page 205
  Summary Table......Page 206
  Going further......Page 207
  Useful websites......Page 208
 Chapter 7 The Body and Physical Growth......Page 209
  Introduction......Page 210
  General physical development......Page 211
   Physical growth changes in childhood......Page 212
   Individual and cultural differences......Page 217
   Three factors influencing physical development......Page 219
   Childhood obesity......Page 220
   Biological-maturation perspective......Page 225
   Information-processing perspective......Page 226
   Ecological perspective – dynamic systems theory......Page 228
   Linking motor and cognitive performance......Page 229
   Phases of motor development......Page 231
   Motor milestones......Page 233
   The development of gross and fine motor skills......Page 235
   Implications of physical development on motor performance......Page 238
  Factors influencing motor development......Page 239
   The importance of play......Page 240
   The influence of PE and school sport......Page 242
  Conclusion......Page 243
  Summary Table......Page 244
  Useful websites......Page 246
 Chapter 8 Sensory and Perceptual Development......Page 247
  Introduction......Page 248
   What is perception and why do we need it?......Page 249
   Theories of perception......Page 251
   Researching perception......Page 252
   Connecting sensory and perceptual development......Page 256
   The sensory perceptions......Page 259
   Intermodal co-ordination......Page 264
   Perceptual-motor development......Page 265
   Brain Gym......Page 267
  Conclusion......Page 271
  Summary Table......Page 272
  Going further......Page 273
  Useful websites......Page 274
Part 3 Cognitive and Social Development......Page 276
 Chapter 9 Cognitive Development......Page 277
  Introduction......Page 278
  Understanding cognition......Page 279
   Piaget’s cognitive-developmental theory......Page 281
   Vygotsky’s sociocultural theory......Page 290
   Information-processing theories of cognitive development......Page 295
   General summary of all three approaches......Page 300
  The nature of intelligence......Page 302
  Measuring intelligence – scales and tests......Page 303
  Contemporary theories of intelligence......Page 305
   Is intelligence genetically determined or influenced by the environment?......Page 306
   How does intelligence influence academic performance?......Page 307
   Is intelligence fixed or does it change over time?......Page 308
  Developing intelligence......Page 309
   Giftedness......Page 312
   Talent......Page 314
   Creativity......Page 315
  Conclusion......Page 317
  Summary Table......Page 318
  Going further......Page 319
  Useful websites......Page 320
 Chapter 10 Language Development......Page 321
  Introduction......Page 322
  What is language and why is it so important?......Page 323
   Non-verbal communication......Page 324
   Four components of language......Page 325
   Is language innate or learned?......Page 327
   Language and the maturing brain......Page 331
  The development of language......Page 334
   The sequence of language development......Page 335
   When things go wrong with language......Page 340
   Bilingualism: learning and speaking two languages......Page 344
   Literacy (reading and writing)......Page 346
   The five elements of reading......Page 347
  Summary Table......Page 350
  Going further......Page 352
  Useful websites......Page 353
 Chapter 11 Emotions and Personality......Page 354
  Introduction......Page 356
  Understanding emotions......Page 357
   Expressing emotions......Page 358
   The development of emotions......Page 359
   Emotional knowledge and understanding the emotions of others......Page 362
   Social referencing......Page 363
   Social cognition......Page 365
  Attachment......Page 367
   Theories of attachment......Page 369
   Early attachment and its consequences......Page 372
   What are the factors that influence attachment?......Page 373
   Judging the quality of attachment......Page 376
   When things go wrong with attachment......Page 377
   Child-care and its influence on attachment......Page 379
   Children’s personalities and the ‘Big Five’......Page 382
   Temperament and personality......Page 384
   Linking temperament and learning styles......Page 386
  Conclusion......Page 388
  Summary Table......Page 389
  Useful websites......Page 391
 Chapter 12 The Social and Moral World of the Child......Page 392
  Introduction......Page 394
   The early social world of the child – first relationships......Page 395
   Children’s play and social experiences......Page 397
   Self and self-concept......Page 402
   Self-esteem......Page 403
   Understanding others......Page 404
   Theories of social identity......Page 406
   The social influence of the family......Page 409
   The social influence of peers......Page 414
   The social influence of schools and the media......Page 417
  Moral development: right or wrong?......Page 421
   Theories of moral development......Page 422
   Pro- and antisocial behaviours......Page 426
   Aggressive behaviour in children......Page 429
  Conclusion......Page 433
  Summary Table......Page 435
  Going further......Page 437
  Useful websites......Page 438
References......Page 439
Glossary......Page 477
Index......Page 486