Look Inside Look Inside How Children Develop by Robert S. Siegler; Jenny Saffran; Nancy Eisenberg; Elizabeth Gershoff - Sixth Edition, 2020 from Macmillan Student Store
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How Children Develop

Sixth Edition ©2020 Robert S. Siegler; Jenny Saffran; Nancy Eisenberg; Elizabeth Gershoff

How Children Develop has established itself as the topically organized textbook teachers and researchers trust for the most up-to-date perspectives on child and adolescent development. The authors, each a well-known scientist and educator—have earned that trust by introducing core concepts...

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Look Inside Look Inside How Children Develop by Robert S. Siegler; Jenny Saffran; Nancy Eisenberg; Elizabeth Gershoff - Sixth Edition, 2020 from Macmillan Student Store

The standard-setting introduction to child development—from researchers who lead the field.

How Children Develop has established itself as the topically organized textbook teachers and researchers trust for the most up-to-date perspectives on child and adolescent development. The authors, each a well-known scientist and educator—have earned that trust by introducing core concepts and impactful discoveries with an unparalleled integration of theory, cultural research, and applications, all in a style that is authoritative yet immediately understandable and relevant to students.  

The new edition has been rigorously updated and welcomes co-author Elizabeth Gershoff (The University of Texas at Austin), who brings a breadth of research and teaching experience to the discussions of social and emotional development. It is also more interactive than ever before, with richer integration between the book and its interactive study features in LaunchPad.

New media option—Achieve Read & Practice, combining a complete eBook with LearningCurve adaptive quizzing. For more, see New to this Edition.

Features

1. Enduring themes: Unifying set of 7 themes (stated as questions) that are introduced in Chapter 1 and revisited throughout the text. These seven themes provide the core structures of the book.

2. Application/Individual Differences/Closer Look Boxes: Included in each chapter, these boxes explore innovative interventions, special populations, and ground-breaking research.

3. Video callouts: A robust suite of videos accompany this text, with margin callouts to those tied most closely to the chapter content.

New to This Edition

1. Revised topic distributions across Chapters 5 and 7: To eliminate overlap and focus the exposition, some discussion related to learning and cognition have been moved from Chapter 5 to Chapter 7

2. Streamlined exposition: The authors have made judicious changes throughout the text to remove redundant material and refresh the coverage with the goal of streamlining each chapter for more consistency in length across the text. The result is a slightly leaner text that preserves the overall coverage and engaging narrative of previous editions while also adding in coverage of new research without bloating the chapters.

3. In addition to bringing in new research and contemporary topics, the authors have specifically looked for ways to incorporate the current issues most relevant to students and instructors: cultural diversity (especially in the studies cited), our evolving understanding of genetics and epigenetics, developments in neuroscience, and our understanding and treatment of gender identity and research.

Shelia Greenlee/Christopher Newport University (Siegler user): "The authors do a great job of comparing and contrasting the theories throughout [Ch 4]. I often try to get my students to think about how the theories are similar or different. The use of the themes to introduce each of the theories makes this easier for students to understand."

Jeffrey Liew/Texas A & M University (Siegler user): "The writing is clear even though there is a lot of detail. This allows students to engage in surface or deep learning of the material, depending on their interest, motivation, and background knowledge."

Jeffrey Liew/Texas A & M University (Siegler user): "The authors of this textbook are renowned research scholars and experts in the field and each bring unique expertise and perspectives as well as specialization in different domains of development to the writing of this textbook. With the newer editions, there have been additional authors brought on board to add fresh perspective and contribute expertise on emerging ‘hot’ topics in the field."

Helena Girgis/Hartwick College (Keil user): "Wow, cannot say enough about how much I enjoyed reading this. I learned so much and it is by far and away so much better than what my current textbook has for gender identity. Trying to maintain the balance of teaching and doing research and doing each well is difficult. For teaching, it is a matter of searching out multiple and varied sources to find the current theories, terminology, and in depth snapshots of current research. It is such a relief and a joy to find that in this chapter! It is more important than ever in this ever quickly changing field (gender development) to be able to provide up to date information to students. It helps broaden their mind and allows students are struggling to find their identities labels for some of the processes behind them."

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Table of Contents

1.... An Introduction to Child Development

2.... Prenatal Development and the Newborn Period

3.... Biology and Behavior

4.... Theories of Cognitive Development

5.... Perception, Action, and Learning in Infancy

6.... Development of Language and Symbol Use

7.... Conceptual Development

8.... Intelligence and Academic Achievement

9.... Theories of Social Development

10.... Emotional Development

11.... Attachment to Others and Development of Self

12.... The Family

13.... Peer Relationships

14.... Moral Development

15.... Gender Development

16.... Conclusions

Robert S. Siegler

Robert Siegler is the Teresa Heinz Professor of Cognitive Psychology at Carnegie Mellon University. He is author of the cognitive development textbook Children’s Thinking and has written or edited several additional books on child development. His books have been translated into Japanese, Chinese, Korean, German, Spanish, French, Greek, Hebrew, and Portuguese. In the past few years, he has presented keynote addresses at the conventions of the Cognitive Development Society, the International Society for the Study of Behavioral Development, the Japanese Psychological Association, the Eastern Psychological Association, the American Psychological Society, and the Conference on Human Development. He also has served as Associate Editor of the journal Developmental Psychology, co-edited the cognitive development volume of the 2006 Handbook of Child Psychology, and served on the National Mathematics Advisory Panel from 2006 to 2008. Dr. Siegler received the American Psychological Association’s Distinguished Scientific Contribution Award in 2005, was elected to the National Academy of Education in 2010, was named Director of the Siegler Center for Innovative Learning at Beijing Normal University in 2012, and was elected to the Society of Experimental Psychologists in 2016.

Jenny Saffran

Jenny R. Saffran is the College of Letters & Science Distinguished Professor of Psychology at the University of Wisconsin–Madison, and is an investigator at the Waisman Center. Her research is focused on learning in infancy and early childhood, with a particular emphasis on language. Dr. Saffran currently holds a MERIT award from the Eunice Kennedy Shriver National Institute of Child Health and Human Development. She has received numerous awards for her research and teaching, including the Boyd McCandless Award from the American Psychological Association for early career contributions to developmental psychology and the Presidential Early Career Award for Scientists and Engineers from the National Science Foundation. In 2015, she was elected to the American Academy of Arts and Sciences.

Nancy Eisenberg

Nancy Eisenberg is Regents’ Professor of Psychology at Arizona State University. Her research interests include social, emotional, and moral development, as well as so-cialization influences, especially in the areas of self-regulation and adjustment. She has published numerous empirical studies, as well as books and chapters on these topics. She has also been editor of Psychological Bulletin and the Handbook of Child Psychology and was the founding editor of the Society for Research in Child Development journal Child Development Perspectives. Dr. Eisenberg has been a recipient of Research Scientist Development Awards and a Research Scientist Award from the National Institutes of Health (NICHD and NIMH). She has served as President of the Western Psychological Association and of Division 7 of the American Psychological Association and is president-elect of the Association for Psychological Science. She is the 2007 recipient of the Ernest R. Hilgard Award for a Career Contribution to General Psychology, Division 1, American Psychological Association; the 2008 recipient of the International Society for the Study of Behavioral Development Distinguished Scientific Contribution Award; the 2009 re-cipient of the G. Stanley Hall Award for Distinguished Contribution to Developmental Psychology, Division 7, American Psychological Association; and the 2011 William James Fellow Award for Career Contributions in the Basic Science of Psychology from the Association for Psychological Science.

Judy S. DeLoache

Judy DeLoache is the William R. Kenan Jr. Professor of Psychology at the University of Virginia. She has published extensively on aspects of cognitive development in infants and young children. Dr. DeLoache has served as President of  the Developmental Division of the American Psychological Association, as  President of the Cognitive Development Society, and as a member of the executive board of the International Society for the Study of Infancy. She has presented major invited addresses at professional meetings, including the Association for Psychological Science and the Society for Research in Child Development. Dr. DeLoache is the holder of a Scientific MERIT Award from the National Institutes of Health, and her research is also funded by the National Science Foundation. She has been a visiting fellow at the Center for Advanced Study in the Behavioral Sciences in Palo Alto, California, and at the Rockefeller Foundation Study Center in Bellagio, Italy. She is a Fellow of the National Academy of Arts and Sciences.  In 2013, she received the Distinguished Research Contributions Award from the Society for Research in Child Development and the William James Award for Distinguished Contributions to Research from the Association for Psychological Science.

Elizabeth Gershoff

Elizabeth Gershoff is an Associate Professor of Human Development and Family Sciences at the University of Texas at Austin. Her research focuses on how parental and school discipline affect child and youth development and on how parent education and early education programs, such as the federal Head Start program, can improve the lives of at-risk children. She currently serves as Director of the Interdisciplinary Collaborative on Development in Context and as Associate Director for Faculty Development at the Population Research Center, both at the University of Texas at Austin. Dr. Gershoff has been awarded numerous federal grants from the Centers for Disease Control and Prevention, the National Institute for Child Health and Human Development, the National Institute for Mental Health, and the National Science Foundation to support her research. She was lead -author of the volume Societal Contexts of Child Development, which won the 2014 Society for Research on Adolescence Social Policy Award for Best Edited Book. She was an Associate Editor at the journal Developmental Psychology and served on the executive board of the Developmental Psychology -division of the American Psychological Association, the Committee on Policy and Communications at the Society for Research in Child Development, and the convention program committee of the Association for Psychological Science. She is an internationally recognized expert on the effects of physical punishment on children, and her research on the topic has been recognized with a Lifetime Legacy Achievement Award from the Center for the Human Rights of Children at Loyola University Chicago.