How Children Develop

Sixth Edition

Publication Date: February 19, 2020

Hardcover ISBN: 9781319324483

Pages: 768

The topically organized textbook teachers and researchers trust.

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 introduce core concepts and impactful discoveries with an unparalleled integration of...

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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

A strong introduction sets the foundations for students from the beginning, with a unifying set of 7 themes which are revisited throughout the text.
The Application, Individual Differences and Closer Look features explore innovative interventions, special populations, and ground-breaking research supporting students to see how what they are learning applies to their lives.
A dedicated chapter on gender development supporting students to understand this ever quickly changing field.
Comparing and contrasting theories feature throughout supporting students to develop critical thinking skills.

Streamlined exposition by carefully managing the distribution of topics has resulted in a slightly leaner text that preserves the overall breadth of coverage and engaging narrative of previous editions whilst adding in coverage of new research.
The authors have deliberately incorporated 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.
New co-author Elizabeth Gershoff (The University of Texas at Austin), brings a breadth of research and teaching experience to the discussions of social and emotional development.

Robert S. Siegler

Robert Siegler is the Schiff Foundations Professor of Psychology and Education at Teachers College, Columbia University. His research focuses on how children learn mathematics. 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. He has presented keynote addresses at the conventions of the Cognitive Development Society, the Japanese Psychological Association, the German 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 1998 and 2006 editions of the 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 Vilas Distinguished Achievement Professor and 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’s research has been continually funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development for over 20 years. 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 socialization 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 recipient of the G. Stanley Hall Award for Distinguished Contribution to Developmental Psychology, Division 7, American Psychological Association; and the 2011 recipient of the William James Fellow Award for Career Contributions in the Basic Science of Psychology from the Association for Psychological Science.

Elizabeth Gershoff

Elizabeth Gershoff is the Amy Johnson McLaughlin Centennial Professor of Human Development and Family Sciences and Associate Director of the Population Research Center, both 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 childhood education programs, such as the federal Head Start program, can improve the lives of at-risk children. 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, and of a new book, Ending the Physical Punishment of Children: A Guide for Clinicians and Practitioners. She was an Associate Editor at the journal Developmental Psychology and is President-Elect of the Society for Child and Family Policy and Practice, which is Division 37 of the American Psychological Association. 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 and the Nicholas Hobbs Award from Division 37 of the American Psychological Association.

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Clicker Questions (Accessible)

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Developing Lives Faculty Guide

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Instructor's Resource Manual

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Instructor's Resource Manual- Chapter 10

Instructor's Resource Manual- Chapter 11

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