Illustrating both the splendor of child development and the strides that researchers have made in understanding developmental psychology, this volume presents the core research, theory and application of this field in a clear and engaging style. Written by a noted researcher in cognitive development using a modular format, readers are encouraged to focus on the main concepts through the use of real case studies, outlines, objectives, study questions, special features and other pedagogical devices. Kail's approach ensures that readers understand the key issues developmental psychologists study today without overwhelming them with details. Readers benefit from a book that is both research-oriented and accessible. This overview of child development examines the science of child development, research in child development, genetic bases of child development, prenatal development, birth, and the newborn, growth and health, sensory and perceptual development, Piaget's theory of cognitive development, information-processing approaches to cognitive development, intelligence and individual differences in cognition, language and communication, emotional development, understanding self and others, moral understanding and behavior, gender and development, as well as family relationships and influences beyond the family. For those involved with child development.
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Robert V. Kail is Professor of Psychological Sciences at Purdue University. His undergraduate degree is from Ohio Wesleyan University, and he received his Ph. D. from the University of Michigan. Kail is currently Editor of the Journal of Experimental Child Psychology and of Advances in Child Development and Behavior. He received the McCandless Young Scientist Award from the American Psychological Association, was named the Distinguished Sesquicentennial Alumnus in Psychology by Ohio Wesleyan University, and is a fellow in the American Psychological Society. His research interests are in the area of cognitive development and focus on the causes and consequences of developmental change in the speed of information processing. Away from the office, he enjoys working out and watching his children grow.Excerpt. © Reprinted by permission. All rights reserved.:
Like many professors turned textbook authors, I began this book because none of the texts available met the aims of the child-development classes that I taught at Purdue. What were those aims? I wanted a book that would:
Children and Their Development, first published in 1998, is my effort to meet these goals. In the next few pages, I want to explain how the book works to achieve the goals I just described.
Goal 1: Use effective pedagogy to promote students' learning. The focus on a student-friendly book begins with the structure of the chapters, which is designed to promote students' learning. Each chapter consists of three or four modules that provide a clear and well-defined organization to the chapter. Each module begins with a set of learning objectives and a vignette that introduces the topic to be covered. Within each module, all figures, tables, and photos are fully integrated with the exposition, eliminating the need for students to search for a graphic. Similarly, special topics that are set off in other textbooks as feature boxes are, by contrast, fully integrated with the main text and identified by a distinctive icon. Each module ends with several questions intended to help students check their understanding of the major ideas in the module.
The end of each chapter includes several additional study aids. "Unifying Themes" links the ideas in the chapter to a major developmental theme (more about this in a minute . ... ). "See for Yourself" suggests activities that allow students to observe topics in child development firsthand. "Resources" includes books and Web sites where students can learn more about child development. "Key Terms" is a list of all of the important boldface terms appearing in the chapter. The "summary" is organized by module and the primary headings within each module; it reviews the entire chapter.
These different pedagogical elements do work; students using previous editions frequently comment that the book is easy to read and presents complex topics in an understandable way.
Goal 2: Use fundamental developmental issues as a foundation for students' learning of research and theory in child development. The child-development course sometimes overwhelms students because of the sheer number of topics and studies that don't "hang together"—students see only the trees and never the forest. Of course, today's child-development science is really propelled by a concern with a handful of fundamental developmental issues, such as the continuity of development and the roles of nature and nurture in development. In Children and Their Development, four of these foundational issues are introduced in Chapter 1, then reappear in subsequent chapters to scaffold students' understanding. The "Check Your Learning" questions at the end of each module include one thought question that is aligned with one of the four issues. Then, as I mentioned already, the end of the chapter includes "Unifying Themes" in which the ideas from the chapter are used to illustrate one of the foundational themes. By occurring repeatedly throughout the text, the themes remind students that all child-development science ultimately addresses a set of core issues.
Goal 3: Teach students that child-development science draws on many complementary research methods, each of which contributes uniquely to scientific progress. In Module 2.1, I portray child development research as a dynamic process in which scientists make a series of decisions as they plan their work. In the process, they create a study that has both strengths and weaknesses. Each of the remaining chapters of the book contains a "Focus on Research" feature that illustrates this process by showing—in an easy-to-read question-and-answer format—the different decisions that investigators made in designing a particular study. I trace each of the steps and explain the decisions that were made. Then the results are shown, usually with an annotated figure, so that students can learn how to interpret graphs. The investigators' conclusions are described, and I then end each "Focus on Research" by mentioning the kind of converging evidence that would strengthen the author's conclusions. Thus, the research methods introduced in Chapter 2 reappear in every chapter, depicting research as a collaborative enterprise that depends on the contributions of many scientists using different methods.
Goal 4: Show students how the findings from child-development research can improve children's lives. Child-development scientists and students alike want to know how the findings of research can be use to promote children's development. In Chapter 2 of Children and Their Development, I describe the different means by which researchers can use their work to improve children's lives. In the chapters that follow, these ideas come alive in two special features. "Improving Children's Lives" provides research-based solutions to common problems in children's lives. "Child Development and Family Policy" demonstrates how research has inspired change in social policies that affect children and families. From these features, students see that child-development research really matters—parents, teachers, and policy-makers can use research to foster children's development.
New to the Third Edition
The third edition of Children and Their Development has several improvements designed to make the book more useful to students and instructors.
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Book Description Prentice Hall 2003-06-25, 2003. Hardcover. Book Condition: New. 0131829769 Has slight shelf wear to dust jacket. Includes unopened CD-ROM. A portion of your purchase of this book will be donated to non-profit organizations. Over 1,000,000 satisfied customers since 1997! We ship daily M-F. Choose expedited shipping (if available) for much faster delivery. Delivery confirmation on all US orders. Bookseller Inventory # Z0131829769ZN
Book Description Prentice Hall, 2003. Hardcover. Book Condition: New. 3. Bookseller Inventory # DADAX0131829769
Book Description Book Condition: Brand New. Book Condition: Brand New. Bookseller Inventory # 97801318297631.0
Book Description Prentice Hall, 2003. Hardcover. Book Condition: New. book. Bookseller Inventory # 0131829769
Book Description Prentice Hall, 2003. Hardcover. Book Condition: Neu. Neu Neuware. Schnelle Lieferung, Kartonverpackung. Abzugsfähige Rechnung. Bei Mehrfachbestellung werden die Versandkosten anteilig erstattet. - For Child Development courses in Psychology, Education, Human Development, Child and Family Studies and Early Childhood Education. Written by a well-known and respected researcher in the field of child development, this topically organized text uses unique and effective pedagogy as the scaffolding for the entire text. Everything from the level of writing, to the use of modules and the special application features such as Focus on Research, Real Children feature, Cultural influences feature and Child Development and Family Policy feature, are all designed to demonstrate how research translates into practice. Kail integrates the field by presenting four fundamental themes in child development research. These themes are used throughout the book to provide students with a foundation. Also, Kail introduces research methods in Chapter 2, and revisits methods again in every chapter. Additionally, each chapter is organized into a series of 3-5 manageable chapter modules. Observations in Child Development CD-ROM brings to life more than 30 key concepts discussed in the narrative of the text. The CD-ROM provides your students the opportunity to see children in action. Each video is also available for use in your lectures on an Instructors CD-ROM. - Emphasis on Major Developmental Psychology Themes used to integrate the field, four major themes are presented in Chapter 1, and incorporated throughout the text. Provides students with a way to integrate and understand the theories and facts presented across the text. -Updated topics e.g. Adoption, meta-analysis, micro genetic studies, community influences, motor development after infancy, overlapping wave theory, conflict resolution and historical change in IQ. -Unifying Themes features. Reviews the material covered in the chapters, and connect ideas to major developmental themes. Students see the continuity of ideas across the field. -Focus on Research. Research methods are introduced in Chapter 2, and covered in every chapter in this feature. Students get to see the details of important studies, and how researchers go about conducting research. -Extensive End of Chapter Material. Unifying Themes recaps each module and links chapter concepts to a major developmental theme; See For Yourself activities encourage students to observe children first hand; Summary organized by module recap the key material covered. 537 pp. Englisch. Bookseller Inventory # INF1000000648
Book Description Prentice Hall, 2003. Hardcover. Book Condition: New. New item. Bookseller Inventory # QX-005-96-8399108
Book Description Lebanon, Indiana, U.S.A.: Prentice Hall, 2003. Hardcover. Book Condition: New. 3rd Edition. Brand new book - no defects-*. Bookseller Inventory # ABE-5083958183
Book Description Lebanon, Indiana, U.S.A.: Prentice Hall, 2003. Hardcover. Book Condition: New. 3rd Edition. Brand new book - no defects- fast delivery-*. Bookseller Inventory # ABE-2121011854