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Child development :

by Doherty, Jonathan,
Additional authors: Hughes, Malcolm.
Published by : Pearson Longman, (Harlow, England ; | New York :) Physical details: xxv, 485 p. : ill. ; 27 cm. ISBN:9781405821278 (pbk. : alk. paper); 1405821272 (pbk. : alk. paper). Year: 2009
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Item type Current location Call number Status Notes Date due Barcode
Book Book Pwani University Library, Kilifi
LB1115 .D585 2009 c2 (Browse shelf) Available SK KLF11082860
Book Book Pwani University Library, Kilifi
LB1115 .D585 2009 (Browse shelf) Available MB KLF11073244

Includes bibliographical references (p. [424]-463) and index.

Introduction -- Part 1: The field, the study and the theories of child development -- Chapter 1. Understanding child development *The concept of child development. How it is viewed *Child development as a scientific field of study. Relevance and application to home and education settings *A brief history of child development with appropriate links for teachers and other professionals in education, playwork and child care *Lifespan perspective. Ages. Focus upon birth to 11 in this text *Fundamental questions and issues in the field and their relationship to the education and care of children *Introduce the whole child concept*Contexts for the study of development (e.g. home, playgroup, school, playground, etc) *Atypical development *Strategies for educators to study development research methods and designs Research Focus Presentation of example research designs in developmental psychology Controversies How much do parents matter in children's development? In Action Application of SRCD guidelines on ethics (1999) to education research and practice -- Chapter 2. What the theories say. *Why begin with theory? Revisiting whole child concept *Theory into practice. Presentation of case situations in educational settings *Theoretical approaches in child development *Similarities and differences between approaches *Yes, but will it help me teach? Application of theory Research Focus Piaget/Vygotsky studies Controversies At what age are children ready for school? In Action Presentation of meta-analysis of key theories -- Part 2: Building the blocks of development and learning -- Chapter 3. Prenatal foundations *Unique beginnings the genetic code *Genetics and conception *X and Y chromosomes *Dominant and recessive genes *Twins and siblings *Genotypes and phenotypes *Stages in development (Germinal/Embryonic/Fetal) *Chromozone abnormalities *Influencing factors in prenatal development. Consequences. Research Focus Twin studies Controversies What influence does position in the family have? In Action Educating children with Down's Syndrome -- Chapter 4. Early integrated development *Birth and the newborn *Now I'm here, what can I do? Assessing the newborn (Apgar & Brazelton scales) *Early reflexes *The brain connecting mind and body *Early learning through integration (sensory, motor, early perceptual development including social referencing) Research Focus The Effective Provision of Pre-School Education [EPEE] Project Controversies Do Early Intervention Programmes make a difference? In Action The effect of early childhood reflexes on future academic learning -- Part 3: Physical growth and skilful movement -- Chapter 5. The body and physical growth * Cephalocaudal & proximodistal trends *Body size changes *Body proportion changes *Factors that affect physical growth Research Focus Patterns and levels of children's physical activity Controversies An epidemic of children's obesity. Fact or fiction? In Action Healthy minds, bodies and schools -- Chapter 6. Acquiring and developing motor skills *Milestones in gross and fine motor development *The development of gross and fine motor skills *How children learn motor skills: Schmidt's schema theory and dynamic systems theory *Perceptual-motor skills *Motor performance: gender and cross cultural comparisons *Developing proficiency: Fundamental motor skills Research Focus Dynamic systems theory Controversies Does being good at sports skills matter? In Action The Sport in Education [SpinED] Project -- Chapter 7. Sensory and perceptual development *5 Basic senses *Later perceptual development including balance, posture, vision, audition *Kinaesthetic intelligence *Sensory and perceptual contributions to motor skill performance *Movement & learning Research Focus Review of studies on movement and academic learning Controversies Can doing Brain Gym in school make a difference? In Action Sensory problems in the classroom. A question of balance -- Part 4: The development of minds and voices -- Chapter 8. How children's thinking develops *Schemas and patterns of thought *Critical thinking. Blooms taxonomy today. *Creative thinking *Intelligent thinking: from Binet to Sternberg *Tests (IQ, SATs). What do they tell us? *Multiple intelligences (Gardner) Research Focus From thinking skills to thinking classrooms Controversies Thinking abilities. Are there differences between boys and girls? In Action Developing a thinking curriculum in Primary schools -- Chapter 9. Perspectives on cognition *Piaget's cognitive-development theory *Vygotsky's sociocultural theory *Information-processing approach (to include memory, attention, problem-solving capacity) Metacognition *Siegler's model of strategy choice *Critical commentary on each with reference to academic learning   taught in mainstream schools? In Action QCA Creativity project -- Chapter 10. From sounds to words. The language of communication *What do we understand by language? *Communicating through language *Theories of language development (nativist, learning theory, interactionist theory) *Audible beginnings in perception. The sounds of speech *Components of language: phonology, semantics, grammar & pragmatics Research Focus Literacy and the theory of brain/mind Controversies Is teaching dyslexic children really any different? In Action Bilingualism in schools -- Part 5: The social world of the child -- Chapter 11. Developing within and with others *Theories of social development (Piagetian, evolutionary and ethological) *Understanding of self. Self-concept, self awareness (theory of mind), self-esteem. Personal identity. Gender roles *Play. Theories. Functions and types. How it changes as children get older. Its place in the curriculum? *Relationships with others. Friendship with peers at different ages *Peer groups and sociability. Influences and acceptance Research Focus Cross-cultural comparisons of pretend play in the home Controversies Are transitions to classes or schools really all that smooth? In Action Bullying in schools -- Chapter 12. Displaying emotions and personality *The role of emotions *Emotional expression (e.g. fear, anger, happiness, sadness) *Attachment (Bowlby's ethological theory) *Initial parent bond. Changes through the school years. Father-child attachment. Multiple attachments *Personality in children *Psychoanalytic approaches (Freud & Erikson). Implications for education *The Big Five personality traits *Temperament (genetic and environmental influences, goodness of fit model, predictor of behaviour, cultural differences) Research Focus The PATHS (Promoting Alternative Thinking Strategies) intervention Controversies Is the shy child socially disadvantaged? In Action Fostering emotional intelligence in the classroom -- Chapter 13. As part of society *Moral development. Discussion on Piaget & Kohlberg *Moral reasoning and judgment making (Eisenberg's model). Distributive justice *Moral norms. Societal expectations. *Prosocial behaviour *Social cognition. *Self control. Conflict resolution. Aggression. Research Focus Playground aggression and conflict-resolution programmes Controversies Can violence on TV affect children's behaviour? In Action Citizenship education in Key Stage 2. -- Chapter 14. Drawing it all together.

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