Part of the authoritative four-volume reference that spans the entire field of child development and has set the standard against which all other scholarly references are compared. Updated and revised to reflect the new developments in the field, the Handbook of Child Psychology, Sixth Edition contains new chapters on such topics as spirituality, social understanding, and non-verbal communication.
Volume 1: Theoretical Models of Human Development, edited by Richard M. Lerner, Tufts University, explores a variety of theoretical approaches, including life-span/life-course theories, socio-culture theories, structural theories, object-relations theories, and diversity and development theories. New chapters cover phenomenology and ecological systems theory, positive youth development, and spiritual development.
In this remarkable book, regarded by Russell as one of the most important of his career, he argues that power is man's ultimate goal and is, in its many guises, the single most important element in the development of any society.
This unique hands-on lab manual in child development provides great ideas and resources for teaching research courses involving child subjects. It includes projects in psychomotor/perceptual, cognitive, and social development. Projects are preceded by background essays on the history of that topic, related research, theoretical issues, and controversies. Each project has hypotheses to test, detailed procedures to follow, all stimuli, individual and group data sheets, empty tables, suggested statistics, discussion questions, and an updated bibliography.
This book contains reports of research on bilingualism in infants and children as well as perspectives from those involved in cross-linguistic research on language development, literacy development in bilingual children, and psycholinguistic research on bilingualism in adults. It offers a fresh multidisciplinary perspective and next steps for research on childhood bilingualism.
This text contains a series of studies of phonological acquisition and development of children in specific contexts: linguistic context - Putonghua or Modern Standard Chinese; and developmental contexts - normally developing children, children with speech disorders, children with hearing impairment, and twins. This is a study of phonological development and impairment in Chinese-speaking children. It provides the normative data on this population, which should be of value to speech and language therapists and other professionals. It also advances the notion of "phonological saliency" which explains the cross-linguistic similarities and differences in children's phonological development.
