The topically-organized Child Development, Second Edition combines streamlined coverage with an application-driven active learning system. Cook and Cook focus students on how they can promote positive child development by putting the science to work outside of the classroom.
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Joan Littlefield Cook teaches in the Psychology Department at the University of Wisconsin-Whitewater. As an undergraduate she majored in Psychology at Tennessee Technological University. She earned a Ph.D. in Psychology and Human Development at Vanderbilt University. Over the last 18 years she has taught courses related to child and adolescent development, educational psychology, and cognitive psychology at the University of Wisconsin-Whitewater, the University of Wisconsin-Madison, and Middle Tennessee State University. Her classes have ranged from large lecture courses (with 300 or more students) to small seminars. Students have always appreciated her knowledge of the field and her ability to present information in a way that is useful, motivating, and friendly. In fact, the Student Association at the University of Wisconsin-Madison voted her as one of their most outstanding professors. Joan's research is on mathematical problem solving and cognitive development. She and her colleagues have published paperrs in the Journal of Educational Psychology, Intelligence, Cogition & Instruction, Memory & Cognition, the Gifted Child Quarterly, and the Journal of Experimental Psychology. She has co-authored two other books and numerous instructional materials.
Greg Cook also teaches Psychology at the University of Wisconsin-Whitewater. He majored in Psychology at the University of Dayton and later received his Ph.D. in Psychology at Vanderbilt University. For the last 18 years he has taught courses in child development, research methods, statistics, and related topics at Whitewater as well as at the Madison and Richland Center campuses in the University of Wisconsin system and Vanderbilt University. At Whitewater, he received a departmental award for excellence in teaching. Students consistently comment on his ability to present difficult information in a clear and understandable way. His research in cognitive development ahs been published in scholarly journals such as Child Development, Developmental Psychology, and the Journal of Experimental Child Psychology. He also collaborated with colleagues in the College of Education on studies published in the Journal of Experimental Education, the Journal of Research & Development in Education, and the Journal of Reading Education. Review:
“This text is beautifully written and engaging. It is not pedantic and it maintains student interest. In particular, “Your Perspective Notes” and the vignettes are inspiring.” Lila Snow, Los Angeles Pierce College
“I was impressed with the writing style and accessibility to community college students. While still maintaining rigor, the writing was easy to read/digest.” Amy Obegi, Grossmont College
“The implementation of critical thinking is quite excellent in this text. Most of that seems to be induced by the pedagogical tools used by the authors, particularly the ‘Think Back Notes,’ ‘As You Study,’ and the Perspective and Social Policy tools that the authors have introduced.” Mark P. Rittman, Cuyahoga Community College
“There is a serious attempt to engage the students in thinking beyond the cursory presentation of developmental issues.” David P. Hurford, Pittsburg State University
“I found the amount of research to be solid and with well-documented studies that were explained effectively.” Judith M. Geary, University of Michigan, Dearborn
“I like the positive approach used with discussing ethnic and cultural differences.” Steven A. Dennis, Brigham Young University, Idaho
“The Professional Perspective Boxes are a creative way of introducing careers in the field. I have never seen this used in a textbook and I like it.” Marcie Coulter-Kern, Manchester College
“The Social Policy Boxes are a good idea, and help students understand how the information they are learning affects public policy.” Michelle M. Englund, University of Minnesota
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Book Description Pearson, 2008. Paperback. Book Condition: New. Never used!. Bookseller Inventory # P110205494064
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Book Description Allyn & Bacon, 2008. Paperback. Book Condition: Brand New. 2nd edition. 590 pages. 10.80x8.55x0.75 inches. In Stock. Bookseller Inventory # zk0205494064