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Book Details
Abstract
What does it mean to say that one child is more intelligent than another?
Does it really make a difference if we talk to babies even though they can’t understand us?
What makes children with the same parents have different characters?
At what age are children likely to become involved in cyberbullying?
Developmental Psychology 2nd edition provides a clear and lively coverage of the main topics and concepts required by the British Psychological Society (BPS). The book takes a broadly topical organisation addressing the social and cognitive strands of development, providing an intuitive pathway through the core topics, and a final section which focuses on the clinical and applied aspects of the subject. This second edition include updated and expanded coverage of play, motor development, genetics and research methods
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Title Page | iii | ||
| Copyright Page | iv | ||
| Brief contents | v | ||
| Contents | vii | ||
| Preface | xi | ||
| Authors and contributors | xv | ||
| Acknowledgements | xviii | ||
| Section I Introduction to developmental psychology | 1 | ||
| Chapter 1 What is developmental psychology? | 2 | ||
| Learning outcomes | 2 | ||
| Introduction | 3 | ||
| The debates of developmental psychology | 4 | ||
| What is ‘typical’ development? | 11 | ||
| Recommended reading | 11 | ||
| Recommended websites | 11 | ||
| Chapter 2 Theoretical perspectives | 12 | ||
| Learning outcomes | 12 | ||
| Introduction | 13 | ||
| What is a theory? | 14 | ||
| Theoretical perspectives | 14 | ||
| Psychoanalytic perspective on development | 17 | ||
| Biological perspectives on development | 24 | ||
| Learning perspectives on development | 31 | ||
| Cognitive perspective on development | 35 | ||
| Integrative perspectives in developmental psychology | 41 | ||
| Summary | 43 | ||
| Review questions | 44 | ||
| Recommended reading | 44 | ||
| Recommended websites | 45 | ||
| Chapter 3 Research methods | 46 | ||
| Learning outcomes | 46 | ||
| Introduction | 47 | ||
| What is research? | 48 | ||
| The importance of understanding theoretical paradigms | 48 | ||
| Methods in developmental psychology research | 50 | ||
| Working with children | 60 | ||
| Summary | 67 | ||
| Review questions | 68 | ||
| Recommended reading | 68 | ||
| Recommended websites | 69 | ||
| Section II Cognitive and linguistic development | 71 | ||
| Chapter 4 Prenatal development and infancy | 72 | ||
| Learning outcomes | 72 | ||
| Introduction | 73 | ||
| How to grow a baby: the roles of nature and nurture in early development | 74 | ||
| Prenatal physical development | 77 | ||
| Prenatal development of the brain | 77 | ||
| Prenatal states: foetal sleep and waking cycles | 81 | ||
| Prenatal abilities and behaviours | 82 | ||
| Risks to prenatal development: environmental teratogens and genetic errors | 83 | ||
| Birth | 85 | ||
| The neonate: basic states, movements and reflexes | 87 | ||
| The postnatal development of the brain | 88 | ||
| Infant perception | 91 | ||
| Infant vision | 91 | ||
| Infant audition | 95 | ||
| Infant touch, taste and smell abilities | 96 | ||
| Motor abilities in infancy | 98 | ||
| Cognitive abilities in infancy: general models and approaches | 99 | ||
| Infant attention | 101 | ||
| Infant learning and memory | 102 | ||
| Basic knowledge and understanding in infancy | 104 | ||
| Categorisation in infancy | 105 | ||
| Reasoning and problem solving in infancy | 108 | ||
| Summary | 110 | ||
| Review questions | 111 | ||
| Recommended reading | 111 | ||
| Recommended websites | 112 | ||
| Chapter 5 Language development | 114 | ||
| Learning outcomes | 114 | ||
| Introduction | 115 | ||
| What is language? | 116 | ||
| What communication is there before verbal communication? | 116 | ||
| The four components of language | 119 | ||
| How do infants’ early social interactions prepare them for later language? | 121 | ||
| Theories of development | 122 | ||
| Phonological development | 128 | ||
| Semantic development | 131 | ||
| Syntactic development | 136 | ||
| The development of pragmatics | 138 | ||
| Summary | 141 | ||
| Review questions | 142 | ||
| Recommended reading | 142 | ||
| Recommended websites | 143 | ||
| Chapter 6 Memory and intelligence | 144 | ||
| Learning outcomes | 144 | ||
| Introduction | 145 | ||
| What is memory? | 146 | ||
| Memory in children | 148 | ||
| What is intelligence? | 164 | ||
| Intelligence in children | 164 | ||
| Summary | 171 | ||
| Review questions | 172 | ||
| Recommended reading | 172 | ||
| Recommended websites | 173 | ||
| Chapter 7 The development of mathematical thinking | 174 | ||
| Learning outcomes | 174 | ||
| Introduction | 175 | ||
| What is mathematical thinking? | 177 | ||
| Understanding number | 179 | ||
| The number system as a tool for thinking | 186 | ||
| Reasoning and solving problems with numbers | 193 | ||
| The step into rational numbers | 206 | ||
| Summary | 215 | ||
| Answers to problems | 216 | ||
| Review questions | 217 | ||
| Recommended reading | 218 | ||
| Recommended websites | 219 | ||
| Chapter 8 Theory of mind | 220 | ||
| Learning outcomes | 220 | ||
| Introduction | 221 | ||
| What is theory of mind? | 222 | ||
| How does theory of mind fit into a developmental perspective? | 230 | ||
| Theories explaining theory of mind | 235 | ||
| Theory of mind and children with autism | 239 | ||
| Summary | 242 | ||
| Review questions | 242 | ||
| Recommended reading | 243 | ||
| Recommended websites | 243 | ||
| Section III Social and emotional development | 245 | ||
| Chapter 9 Attachment and early social experiences | 246 | ||
| Learning outcomes | 246 | ||
| Introduction | 248 | ||
| What is attachment? | 248 | ||
| Measuring attachment | 257 | ||
| Attachment and childcare | 263 | ||
| Attachment beyond infancy | 270 | ||
| Summary | 275 | ||
| Review questions | 275 | ||
| Recommended reading | 276 | ||
| Recommended websites | 276 | ||
| Chapter 10 Childhood temperament and behavioural development | 278 | ||
| Learning outcomes | 278 | ||
| Introduction | 279 | ||
| What is temperament? | 280 | ||
| Studying and measuring temperament | 282 | ||
| Explanations for differences in temperament | 297 | ||
| Temperament in the long term | 304 | ||
| Summary | 310 | ||
| Review questions | 311 | ||
| Recommended reading | 311 | ||
| Recommended websites | 312 | ||
| Chapter 11 Development of self-concept and gender identity | 314 | ||
| Learning outcomes | 314 | ||
| Introduction | 315 | ||
| What are self-concept and social identity? | 316 | ||
| Theories in the development of the self-concept | 316 | ||
| Understanding of gender categories: children’s gender identity | 322 | ||
| Summary | 342 | ||
| Review questions | 343 | ||
| Recommended reading | 343 | ||
| Recommended websites | 343 | ||
| Chapter 12 Peer interactions and relationships | 346 | ||
| Learning outcomes | 346 | ||
| Introduction | 348 | ||
| The peer group and peer interactions | 348 | ||
| Play | 351 | ||
| Children’s friendships | 366 | ||
| Summary | 375 | ||
| Review questions | 376 | ||
| Recommended reading | 377 | ||
| Recommended websites | 377 | ||
| Chapter 13 Adolescence | 378 | ||
| Learning outcomes | 378 | ||
| Introduction | 379 | ||
| A brief history of adolescence | 380 | ||
| Physical changes during adolescence | 381 | ||
| Cognitive development and changes in the teenage years | 385 | ||
| Social development in the teenage years | 394 | ||
| Mental health in adolescence | 399 | ||
| Sex and relationship behaviour in adolescence | 401 | ||
| Summary | 403 | ||
| Answers to puzzles | 403 | ||
| Review questions | 404 | ||
| Recommended reading | 404 | ||
| Recommended websites | 405 | ||
| Section IV Clinical/applied aspects | 407 | ||
| Chapter 14 Developmental psychology and education | 408 | ||
| Learning outcomes | 408 | ||
| Introduction | 410 | ||
| Understanding development within social contexts | 410 | ||
| The application of developmental theory in classrooms | 412 | ||
| Five themes of ‘developmentally appropriate provision’ | 420 | ||
| Summary | 438 | ||
| Review questions | 439 | ||
| Recommended reading | 440 | ||
| Recommended websites | 440 | ||
| Chapter 15 Understanding bullying | 442 | ||
| Learning outcomes | 442 | ||
| Introduction | 444 | ||
| What is bullying? | 444 | ||
| Involvement in bullying | 447 | ||
| Theoretical perspectives on bullying | 462 | ||
| Tackling bullying: methods of intervention and prevention | 469 | ||
| Summary | 476 | ||
| Review questions | 477 | ||
| Recommended reading | 478 | ||
| Recommended websites | 478 | ||
| Chapter 16 Atypical development | 480 | ||
| Learning outcomes | 480 | ||
| Introduction | 481 | ||
| What is atypical development? | 482 | ||
| Assessment | 487 | ||
| Disorders of development | 496 | ||
| Therapy and intervention | 510 | ||
| Summary | 516 | ||
| Review questions | 517 | ||
| Recommended reading | 517 | ||
| Recommended websites | 518 | ||
| Chapter 17 Attention deficit hyperactivity disorder (ADHD) | 520 | ||
| Learning outcomes | 520 | ||
| Introduction | 521 | ||
| Introduction to attention deficit hyperactivity disorder | 522 | ||
| ADHD across the lifespan | 524 | ||
| Co-morbidity and associated impairments in ADHD | 528 | ||
| What causes ADHD? | 530 | ||
| Treatment for ADHD | 535 | ||
| Future directions in ADHD research | 539 | ||
| Summary | 541 | ||
| Review questions | 542 | ||
| Recommended reading | 542 | ||
| Recommended websites | 542 | ||
| Glossary | 543 | ||
| Bibliography | 553 | ||
| Index | 611 |