MCCARTNEY KATHLEEN / PHILLIPS A DEBORAH

The Blackwell Handbook of Early Childhood Development

Herausgeber: Mccartney, Kathleen; Phillips, Deborah

• Gebundenes Buch

Produktbeschreibung

This Handbook presents a comprehensive summary of research into child development from age two to seven. Comprising thirty contributions from both established scholars and emerging leaders in the field, it addresses some of the most compelling questions about early experience, such as how important early brain development is, and whether parents matter. The volume covers the full range of research in developmental psychology including: conceptual frameworks; biological and physiological development; cognitive development; language and literacy development; and social, emotional, and regulatory development. It also considers the applications of psychology to the care and education of young children, treating issues such as poverty, family systems, orphanages, media, and the transition to school. The Handbook will be a valuable resource for students and scholars across a range of disciplines, as well as for practitioners working with young children.

Produktdetails

• Verlag: Wiley
• Seitenzahl: 680
• Erscheinungstermin: 1. Januar 2006
• Englisch
• Abmessung: 240mm x 161mm x 41mm
• Gewicht: 1176g
• ISBN-13: 9781405120739
• ISBN-10: 1405120738
• Artikelnr.: 22036666

Autorenporträt

Kathleen McCartney is Gerald S. Lesser Professor of Early Childhood Development at the Harvard Graduate School of Education. Deborah Phillips is Professor of Psychology at Georgetown University.

Inhaltsangabe

List of Contributors.

Preface.

Acknowledgements.

Part I: Conceptual Frameworks.

Nature and Nurture in Early Childhood. (Kirby Deater-Deckard andKatherine Cahill).

Vulnerability and Resilience in Early Child Development. (Ann S.Masten and Abigail H. Gewirtz).

Family Influences on the Development of Young Children'sCompetence. (Michael J. Guralnick).

Intersections Among Domains of Development. (Catherine C. Ayouband Kurt W. Fischer).

Part II: Early Biological and PhysiologicalDevelopment.

Early Brain Development and Plasticity. (Jane W. Couperus andCharles A. Nelson).

Social Regulation of Stress in Early Child Development. (MeganR. Gunnar).

Temperament. (Jennifer N. Martin and Nathan A. Fox).

Part III: Cognitive Development.

Early Conceptual Development. (Susan A. Gelman).

Executive Functions in Developing Children: CurrentConceptualizations and Questions for the Future. (Marilyn C. Welsh,Sarah L. Friedman, and Susan J. Spieker).

Developing Social Understanding in a Social Context. (RachelBarr).

Mathematical Thinking and Learning. (Herbert P. Ginsburg, JoannaCannon, Janet Eisenband, and Sandra Pappas).

Part IV: Language and Communicative Development.

Language Experience and Language Milestones During EarlyChildhood. (Erika Hoff).

How Children Learn Language: A Focus on Resilience. (SusanGoldin-Meadow).

What counts as literacy in early childhood? (Catherine E.Snow).

Part V: Social, Emotional, and Regulatory Development.

Getting Along with Others: Social Competence in Early Childhood.(Richard A. Fabes, Bridget M. Gaertner, and Tiernay K. Popp).

Feeling and Understanding: Early Emotional Development. (Ross A.Thompson and Kristin H. Lagattuta).

Temperament, Attention, and the Development of Self-Regulation.(Mary K. Rothbart, Michael I. Posner, and Jessica Kieras).

Maladjustment in Preschool Children: A DevelopmentalPsychopathology Perspective. (Susan B. Campbell).

Part VI: The Social Ecology of Early Development.

Family Systems. (Marc H. Bornstein and Jeanette Sawyer).

Poverty in Early Childhood. (Eric Dearing, Daniel Berry, andMartha Zaslow).

Orphanages as a Developmental Context for Early Childhood.(Charles H. Zeanah, Anna T. Smyke, and Lisa D. Settles).

Peer Relationships in Early Childhood. (Deborah Lowe Vandell,Lana Nenide, and Sara J. Van Winkle).

Child Care and Early Childhood Education. (Deborah Phillips,Kathleen McCartney, and Amy L. Sussman).

The Social Ecology of the Transition to School: Classrooms,Families, and Children. (Robert C. Pianta and SaraRimm-Kaufman).

Media and Early Development. (Sandra L. Calvert).

Part VII: Policy Issues.

Evaluating Early Childhood Assessments: A Differential Analysis.(Samuel J. Meisels and Sally Atkins-Burnett).

Head Start: What Do We Know About Its Effectiveness? What Do WeNeed to Know? (John M. Love, Louisa Banks Tarullo, Helen Raikes,and Rachel Chazan-Cohen).

Early Childhood Policy: A Comparative Perspective. (JaneWaldfogel).

Promoting Social Competence in Early Childhood: ClassroomCurricula and Social Skills Coaching Programs. (Karen L. Biermanand Stephen A. Erath).

Treatment and Prevention of Conduct Problems: Parent TrainingInterventions for Young Children (2-7 Years Old). (CarolynWebster-Stratton and M. Jamila Reid).

References.

Author Index.

Subject Index

Rezensionen

"The astute editors and leading scholars have produced the bestsingle overview of the exploding field of early childhooddevelopment, covering both old and new pressing issues in thisburgeoning field. Must reading for both basic and applied workers,as well as scholars working at the intersect of knowledge andpolicy construction."
Edward Zigler, The Edward Zigler Center in Child Development andSocial Policy

"This is a comprehensive and authoritative review of the fieldof early childhood research, covering the basic scientific and keypolicy issues, with contributions from the leading researchers. Itwill be an essential reference for anyone interested in theexciting early development of children, with the breadth, depth andclarity of its coverage."
Judy Dunn, Professor of Developmental Psychology, Institute ofPsychiatry, London

"Kathleen McCartney and Deborah Phillips have recruited many ofthe top names in the field of early child development to providetimely and informative reviews of a very fast-moving field. Thishandbook will be obligatory reading for researchers andpractitioners alike. Whether you are looking for a conceptualframework, the latest empirical findings in key domains such as thedevelopment of cognition, language and emotion, or the implicationsfor policy, this book should serve as a first point ofreference."
Paul L. Harris, Harvard University

"This book simply redefines "comprehensive"! It is trulyinteractive in that it constantly elicits the reader's input byraising and/or addressing issues that reach far beyond the printedpage."
Toni Brennan, University of Surrey

"The assembling of a large number of qualified experts towrite short, clear summaries of their areas is an impressiveachievement, and the context and policy sections go beyondexpectations ... making it valuable even to scholars alreadyknowledgeable in the field."
Marie-Pierre M. Gosselin and David R. Foreman, CanadianPsychology