How Children Develop Social Understanding - Carpendale, Jeremy; Lewis, Charlie
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This book critically reviews research on the fascinating problem of how children come to understand the social world, an area often known as children's "theories of mind." It will be of interest to a wide variety of readers because the issue of how children begin their entry into the social world is of such essential importance in child development. The authors take an integrated view of the development of children's social understanding, bringing out the connections between mental state understanding and their understanding of language, social skills, morality and emotions. A focus on…mehr

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Produktbeschreibung
This book critically reviews research on the fascinating problem of how children come to understand the social world, an area often known as children's "theories of mind." It will be of interest to a wide variety of readers because the issue of how children begin their entry into the social world is of such essential importance in child development. The authors take an integrated view of the development of children's social understanding, bringing out the connections between mental state understanding and their understanding of language, social skills, morality and emotions. A focus on language is central to their approach, since they propose that language both reflects understanding and facilitates its further development. At the same time, the authors situate their own arguments and interpretations in a historical and theoretical context, discussing them not only in relation to current research and theory on the development of children's social understanding, but also in relation to more general theories of development by Piaget and Vygotsky and, for example, the philosophical work of Wittgenstein.
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Autorenporträt
Jeremy Carpendale is Associate Professor of Psychology at Simon Fraser University, Canada. Charlie Lewis is Professor of Family and Developmental Psychology at Lancaster University, UK.
Rezensionen
"The best book there is on children's social-cognitive development- full stop." Michael Tomasello, Max Planck Institute forEvolutionary Anthropology and Wolfgang Köhler Primate ResearchCenter

"This extraordinarily comprehensive book provides a lucidaccount of how children develop social understanding. The authorspromise broad inquiry into social development and they consistentlydeliver pushing well beyond a thorough review of the enormous bodyof prior work on theory of mind. This book will awaken interest inkey developmental questions by a new generation of students whobecome acquainted with the book in upper level seminars or graduatecourses where it most certainly should be assigned." NancyBudwig, Professor of Psychology, Clark University, USA

"Carpendale and Lewis provide an exceptionally clear analysis ofthe prominent theoretical explanations of children'sunderstanding of beliefs. This work won't end debate, but itmay fundamentally revise the research agenda so that the stepsalong the way to social understanding are more fully revealed."Professor Hildy Ross, University of Waterloo, Canada

"Professors searching for a theoretically rigorous andempirically accurate text to introduce students to the developmentof children's social cognition will find what they seek inthis text. So too will more advanced scholars and students whodesire a comprehensive and incisive treatment of the increasinglyvast literature on this topic, and the many lively debates itexcites. Hats off to Carpendale and Lewis for a job well done."Jack Martin, Fraser University

"How Children Develop Social Understanding is anappreciable piece of work, and I hope Carpendale and Lewis willcontinue in their successful effort to give us a thoughtful view ofchildren's social-cognitive development. Furthermore, I hope thatthis book will attract new young researchers from all over theworld to the study of a fabulous topic, the development of thechild as a social human being." PsycCRITIQUES Volume 51, Issue43

"This is an important book, and it succeeds on many levels. Mostnotably, the extensive literature on children's theory of mind ismasterfully reviewed and critically assessed in relation to theaccumulated findings, replications of findings, and failures toreplicate." Human Development 2006; Issue 49…mehr