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Child Development From Infancy to Adolescence Laura E. Levine

Child Development From Infancy to Adolescence By Laura E. Levine

Child Development From Infancy to Adolescence by Laura E. Levine

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Summary

A chronologically organized child development text that provides unique and engaging Active Learning opportunities for students.

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Child Development From Infancy to Adolescence Summary

Child Development From Infancy to Adolescence: An Active Learning Approach by Laura E. Levine

Within each chapter of this innovative, pedagogically rich text the authors introduce students to a wide range of real-world applications of psychological research to child development. The Active Learning features incorporated throughout the book foster a dynamic and personal learning process for students. The authors cover the latest topics shaping the field of child development-including a focus on neuroscience, diversity, and culture-without losing the interest of undergraduate students. The pedagogical features in this text and the accompanying ancillary package help students discover the excitement of studying child development.

Ancillaries
To access a brief, narrated walk-through of the Interactive eBook now, go to: www.sagepub.com/levineiebdemo

Child Development From Infancy to Adolescence Reviews

This book will guide students to make the link between 'book learning' and real life experience with children and adolescents.

-- Maria Pagano, New York City College of Technology, CUNY

I loved the active learning approach. It spoke to me as an educator. I feel that incorporating this type of learning into the classroom will generate more activity in the classroom setting.

-- Helen I. Green, Cuyahoga Community College

I found that the authors did a great job of telling the story of child development. Rather than each chapter being a series of facts and concepts, each chapter wove a clear concept thread throughout each of the sections, so [that] when you finished a chapter you had a well-sown fabric of understanding.

-- Lisa Huffmann, Ball State University

I particularly like the writing style and tone. I also find the active learning approach and exercises [to be] excellent.

-- Sharon DeLeon, Fullerton College

This book is far superior in terms of pedagogical features.

-- Michelle Tichy, University of Northern Iowa

Again and again, Levine and Munsch seek to engage the reader. What could be better?

-- Tim Dickel, Creighton University

About Laura E. Levine

Laura E. Levine received her PhD in developmental and clinical psychology from the University of Michigan. After working with children and families at the Children's Psychiatric Hospital and in private practice in Ann Arbor for 10 years, she moved to Connecticut and was a stay-at-home mother of her two children for 6 years. She returned to academia in 1994 and taught child psychology and life span development for 20 years at Central Connecticut State University, where she is currently a professor emerita of the Department of Psychological Science. She has received three university teaching awards, and her research on the social development of young children and on the relation between media use and attention difficulties has appeared in journals such as Developmental Psychology, the Journal of Applied Developmental Psychology, Infant Mental Health Journal, Infant and Child Development, Computers and Education, and CyberPsychology, Behavior, and Social Networking. Dr. Levine has been very active in promoting excellence in college teaching. She was involved in the creation of the Center for Teaching Excellence at Central Connecticut State University and served on the board of the Connecticut Consortium to Enhance Learning and Teaching. She created numerous programs for faculty both at her university and at regional and national conferences. Her work on the scholarship of teaching and learning can be found in New Directions for Teaching and Learning, College Teaching and the International Journal for the Scholarship of Teaching and Learning. Joyce Munsch received her PhD in human development and family studies from Cornell University. She was a faculty member in human development and family studies at Texas Tech University for 14 years, where she also served as associate dean for research in the College of Human Sciences for 2 years. In 2002, Dr. Munsch went to the California State University at Northridge as the founding chair and professor in the Department of Child and Adolescent Development. She currently is an emeritus professor in the Department. Dr. Munsch's research has focused on adolescent stress and coping and social network research. Her work has been published in the Journal of School Psychology, Adolescence, The Journal of Early Adolescence, the Journal of Research on Adolescence, and the American Journal of Orthopsychiatry. Throughout her career, Dr. Munsch administered grants that supported community-based programs. She was the codirector of the Early Head Start program at Texas Tech University and co-principal investigator for three Texas Youth Commission (Department of Juvenile Justice) grants. At Cal State Northridge, she administered the Jumpstart program for over 10 years. Her commitment to community service learning was recognized in 2005 when she was awarded the CSUN Visionary Community Service Learning Award. In 2012, her service to the County of Los Angeles was recognized by a commendation from the County Board of Supervisors. At Texas Tech, she was the College of Human Sciences nominee for the Hemphill-Wells New Professor Excellence in Teaching Award, the Barnie E. Rushing Jr. Faculty Distinguished Research Award, the El Paso Energy Foundation Faculty Achievement Award, and the President's Excellence in Teaching Award, and she received the Kathryn Burleson Faculty Service Award and the College of Human Sciences Outstanding Researcher Award.

Table of Contents

Preface About the Authors Part I: Issues, Theory, and Research in Child Development Chapter 1. Issues in Child Development Why Study Childhood? Understanding How Development Happens Contexts of Development Being a Smart Consumer of Information About Development Chapter 2. Theory and Research in Development Why Theories of Development Are Important Theories of Child and Adolescent Development Research Methods Ethics in Research With Children and Adolescents Part II: Foundations of Child Development Chapter 3. Nature Through Nurture: Genes and Environment The Study of Genetics and Behavior How Do Genes Work? Genetic Disorders Behavioral Genetics The Interaction of Genes and Environment Chapter 4. Prenatal Development, Birth, and the Newborn Prenatal Development Health and Risks in Pregnancy The Birth Experience The Newborn The Transition to Parenthood Part III: Infancy and Toddlerhood Chapter 5. Physical Development in Infancy and Toddlerhood Brain Development Sensation and Perception Infant Body Growth and Motor Development Health and Nutrition Chapter 6. Cognitive Development in Infancy and Toddlerhood Piaget's Theory of Cognitive Development Theory of Core Knowledge Learning Cognitive Processes Infant Intelligence Language in Infancy Threats to and Supports for Cognitive and Language Development Chapter 7. Social and Emotional Development in Infancy and Toddlerhood Emotions: Universality and Difference The Self in Infants and Toddlers Attachment Contexts of Development Part IV: Early Childhood Chapter 8. Physical Development in Early Childhood Body Growth and Changes Body Awareness, Body Image, and Sexuality Brain Development Health and Nutrition Illnesses and Threats to Health Child Maltreatment Chapter 9. Cognitive Development in Early Childhood Piaget's Theory of Cognitive Development: The Preoperational Stage (2-7 Years) Vygotsky's Sociocultural Theory of Cognitive Development Cognitive Processes Play and Cognitive Development Language Development in Early Childhood Preacademic Skills: Reading, Writing, and Arithmetic Risk Factors and Supports for Cognitive and Language Development in Early Childhood Chapter 10. Social and Emotional Development in Early Childhood Emotional Development in Early Childhood The Self in Preschoolers Development of Gender Identity Moral Development Family Relationships Peer Relationships and the Role of Play Risks, Resources, and Resilience Part V: Middle Childhood Chapter 11. Physical Development in Middle Childhood Body Growth and Changes Brain Development Health and Well-Being in Middle Childhood Physical Activity Children and the Natural World Chapter 12. Cognitive Development in Middle Childhood Piaget's Stage of Concrete Operations (7-12 Years) Cognitive Processes Language Development in Middle Childhood Intelligence Cognitive Deficits and Intellectual Gifts Schools and Academic Achievement Chapter 13. Social and Emotional Development in Middle Childhood The Self and Identity in School-Age Children Emotional Development and Emotional Problems Family Relationships Peer Relationships Media Use Stress, Coping, and Resilience Part VI: Adolescence Chapter 14. Physical Development in Adolescence Brain Development in Adolescence Body Growth and Changes in Adolescence Teens and Sexuality Health and Nutrition During Adolescence Stress and Coping in Adolescence Chapter 15. Cognitive Development in Adolescence Piaget's Stage of Formal Operations (12 Years and Older) Cognitive Processes Moral Judgment The Language of Teenagers Adolescent Cognitive Development in Context Chapter 16. Social and Emotional Development in Adolescence The Self in Adolescence Emotions Family Relationships Peer Relationships Beyond Parents and Peers: Important Nonparental Adults The Daily Lives of Adolescents Emerging Adulthood Glossary References Author Index Subject Index

Additional information

CIN145228881XG
9781452288819
145228881X
Child Development From Infancy to Adolescence: An Active Learning Approach by Laura E. Levine
Laura E. Levine
Used - Good
Paperback
SAGE Publications Inc
20150219
760
N/A
Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
This is a used book - there is no escaping the fact it has been read by someone else and it will show signs of wear and previous use. Overall we expect it to be in good condition, but if you are not entirely satisfied please get in touch with us

Customer Reviews - Child Development From Infancy to Adolescence