Child and developmental psychology Books
Taylor & Francis Ltd Childhoods Domain
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£114.00
Taylor & Francis Ltd Regressions in Mental Development
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£114.00
Taylor & Francis Ltd Childrens Play
a huge range and FREE tracked UK delivery on ALL orders.
£99.75
John Murray Press Beyond Behaviours: Using Brain Science and
Book SynopsisA PARADIGM SHIFT FOR CAREGIVERS THAT WILL REVOLUTIONIZE THE WAY YOU APPROACH, TREAT OR PARENT A CHILD WITH CHALLENGING OR EXPLOSIVE BEHAVIOURS. When you are confronted with a child who is troubled, disruptive, oppositional, defiant or angry - whether you are a parent or a teacher - it can be difficult to know the best way to support them. Traditional methods of 'shaping' a child's behaviour can often be at best ineffective, at worst distressing, for child and adult alike.Drawing on 30 years of experience, internationally known paediatric psychologist Dr Mona Delahooke describes these troubled behaviours as the 'tip of the iceberg', important signals that point to deeper, individual differences in the child that we need to understand and address before we can resolve behavioural challenges. Using the very latest neuroscientific research Beyond Behaviours makes the case that many children who can't seem to behave simply don't have the developmental capacity to do so - yet. This book uses neuroscientific findings to help you deconstruct behaviour challenges, and to discover their cause and triggers for your child. It will show you how to apply this knowledge across a variety of behaviour spectrums, from children diagnosed with autism or other forms of neurodiversity, to those who might have been exposed to toxic stress or trauma during their early years. There are practical strategies to implement at every stage, backed up by impactful worksheets and charts, with a strong emphasis not on 'managing' behaviour, but instead on helping children and families build positive experiences to counteract the stress and pressure felt by everybody when you're working, or living, with a child who has behavioural challenges. Accessible, practical, warmly supportive and steeped in research and clinical expertise, Beyond Behaviours offers a break-through book which guides us - parents and caregivers alike - to the realisation that the most important tool in our toolkit is always our connection with the child standing in front of us.Trade Review"Beyond Behaviors provides the basis for a paradigm shift in understanding and treating children with disruptive behaviors. this accessible and beautifully written volume, Dr. Delahooke pulls the veil off this myth and replaces it with a neurobiologically-informed treatment model that provides insightful directives leading to effective outcomes." -- Stephen W. Porges, PhD, Distinguished University Scientist, Indiana University, Professor of Psychiatry, University of North Carolina, and author of "The Pocket Guide to the Polyvagal Theory: The Transformative Power of Feeling Safe""As a developmental psychologist, compassion teacher, and autism mum, I can whole-heartedly say this book is brilliant. Traditional methods of 'shaping' children's behaviors typically ignore children's emotional state, at great cost to the child's ability to learn, develop, and form secure relationships. This book provides concrete ways to help understand safety as the foundation for children's learning, working with rather than against natural brain functions to maximize learning potential." -- Kristin Neff, PhD, Associate Professor, Department of Educational Psychology, University of Texas at Austin, and author of "Self-Compassion: The Proven Power of Being Kind to Yourself""I love this book. It will be one I give and recommend over and over. Beyond Behaviors is succinct, accessible, practical, science-based. And it's a game changer. My hope is that not only parents, educators, clinicians, and all helping professionals read it, but that it becomes required reading for professionals in training." -- Tina Payne Bryson, PhD, LCSW, Executive Director of The Center for Connection and co-author of the bestsellers "The Whole-Brain Child" and "No-Drama Discipline""This book will embrace every parent and professional puzzling over behavioral challenges and make you question the assumptions about their meaning and re-evaluate how to help. Beyond Behaviors will help every child and family progress, feel safe, enjoy relationships, and develop to their fullest." -- Serena Wieder, PhD, Clinical Director, Profectum Foundation, co-creator of the DIR Model, and co-author of "The Child with Special Needs" and "Engaging Autism""Dr. Mona Delahooke is a child psychologist with over 30 years of experience working with children who have behavioral challenges. With compassion and insight, she guides us toward creating healing environments of safety and security." -- Marilyn R. Sanders, MD, FAAP, Attending Neonatologist, Connecticut Children's Medical Center and Professor of Pediatrics, University of Connecticut School of Medicine"I love Beyond Behaviors. One of the best features of this book are the practical, empowering, step-by-step ideas for finding the calm self-acceptance necessary for building a healing, supportive relationship with even the most challenging and frightened child." -- Dona Matthews, PhD, Developmental Psychologist and co-author of "Beyond Intelligence: Secrets for Raising Happily Productive Kids""Brilliant! This book is an essential read for all people who care for or interact with children." -- Megan Stilwill, DO FAAP, Paediatrician"This is a wonderful book that takes complicated concepts and new ways of thinking about children and makes them digestible and useable for parents and professionals alike." -- Mim Ochsenbein, MSW, OTR/L, Director of Education, The Star Institute for Sensory Processing Disorder"This book should be required reading for frustrated parents and those of us in a position of diagnosing or creating behavior plans for children. Imagine the amazing outcomes if we followed Mona Delahooke's guide to empower and support children through their big feelings and behaviors, rather than focusing only on the tip of the iceberg." -- Nicole Schwarz, MA, LMFT, Parent CoachEssential reading for parents and professionals alike in supporting children and young people with behavioural challenges. * Dr Christopher Moore *
£17.99
Profile Books Ltd How Toddlers Thrive: What Parents Can Do for
Book Synopsis'This book is really helping us. I recommend it!' Amy Schumer Why do some children thrive and others struggle? Leading toddler expert Dr Tovah P. Klein reveals why age two to five is the most crucial time for a child's brain development and how parents can harness this period to have a lifelong positive effect on their children's lives. Based on extensive research with toddlers, How Toddlers Thrive explains what is happening in children's brains and bodies at this age that makes their behaviour so turbulent, and why your reaction to their behaviour - the way you speak to, speak about and act towards your toddler - holds the key to a successful tomorrow and a happier today. With chapters on everyday routines, tantrums, managing change and avoiding toddler shaming, this smart and useful guide will inspire you to be a better parent.Trade ReviewSecrets from the woman they call the Toddler Whisperer * Good Morning America *This book is really helping us. I recommend it! -- Amy SchumerTovah taught me how to resist the temptation to fix everything, and instead give my children the opportunity to learn how to problem-solve for themselves -- Sarah Jessica ParkerA critical resource for parents -- she combines state-of-the-science research with examples of and practical guidelines for everyday toddler-parent interactions -- Nim Tottenham, Ph.D., developmental neuroscientist at UCLAAccessible and heartwarming ... Will help every parent stand on their own loving ground -- Kim John Payne, author of Simplicity Parenting, Beyond Winning and The Soul of DisciplineA treasure-trove of wise and practical advice ... How Toddlers Thrive will be cherished by parents and professionals alike -- William Crain, author of Reclaiming ChildhoodIt is the wisdom we need to thrive as parents! -- llen Galinsky, author of Mind in the Making and president of the Families and Work InstituteA parenting milestone, unravelling the mysteries of your toddler while helping you create a clear path for his or her future happiness and success -- Harley A. Rotbart, M.D., author of No Regrets ParentingThis smart and useful guide promises to inspire you to be a better parent * Grazia *Filled with fabulous advice, informative anecdotes, and a point of view that teaches you to trust yourself no matter how demanding your little ones may seem to be -- Samuel J. Meisels, Executive Director of the Buffett Early Childhood Institute at the University of NebraskaAn easy-to-read source that explains what toddlers do, why they do it, and whether you have to jump in or not. The good news is: Often the answer is 'not.' -- Lenore Skenazy, founder of the book and the blog Free-Range KidsProvides parents an understanding of child development within the context of family dynamics -- Rosemarie T. Truglio, PhD, SVP of Curriculum and Content for Sesame WorkshopKlein has a keen understanding of what makes toddlers tick * Publishers Weekly *
£10.44
Jessica Kingsley Publishers 10 Minutes to Beat Anxiety and Panic
Book SynopsisWhat can you really do in 10 minutes? You could make a sandwich, take a shower, or maybe dance around to three of your favourite songs, and now, with this book, you can learn to beat anxiety.No matter how busy or stressful your day, with 10-minute steps and quick exercises, you can better understand and manage your experiences of anxiety and panic. It includes sections to read, questions to reflect on, and things to try out in your everyday life. The book covers everything from surviving panic attacks and negative self-talk to dealing with common anxieties, including health anxiety and social anxiety. Using evidence-based therapies such as CBT and ACT, this book will help you take a problem-solving approach to your worries, escape toxic thought spirals, treat yourself kindly, and get the best out of life!
£15.99
Vintage Publishing The Philosophical Baby: What Children's Minds
Book SynopsisFor most of us, having a baby is the most profound, intense, and fascinating experience of our lives. Now scientists and philosophers are starting to appreciate babies, too. The last decade has witnessed a revolution in our understanding of infants and young children. Scientists used to believe that babies were irrational, and that their thinking and experience were limited. Recently, they have discovered that babies learn more, create more, care more, and experience more than we could ever have imagined. And there is good reason to believe that babies are actually cleverer, more thoughtful, and even more conscious than adults.This new science holds answers to some of the deepest and oldest questions about what it means to be human. A new baby's captivated gaze at her mother's face lays the foundations for love and morality. A toddler's unstoppable explorations of his playpen hold the key to scientific discovery. A three-year-old's wild make-believe explains how we can imagine the future, write novels, and invent new technologies. Alison Gopnik - a leading psychologist and philosopher, as well as a mother - explains the groundbreaking new psychological, neuroscientific, and philosophical developments in our understanding of very young children, transforming our understanding of how babies see the world, and in turn promoting a deeper appreciation for the role of parents.Trade ReviewHer pages are packed with provocative observations and cunning insights. I'd highly recommend this fascinating book to any parent of a young child - and, indeed anyone who has ever been a baby -- Josh Lacey * Guardian *The Philosophical Baby has interesting things to tell us. They are clearly expressed and thought-provoking. And they do their work on the reader * Dailiy Mail *An astonishingly interesting book... [It] teaches us a tremendous amount about the human condition and how the mind is made -- Jonah Lehrer, author of How We DecideRichly provocative and endlessly insightful... This book is at once touching, eloquent and masterful in its fascinating revelations about what makes us human -- Frank J. Sulloway, author of Born to Rebel: Birth Order; Family Dynamics, and Creative LivesAbsorbing, smart and enjoyable... Parents and scientists will enjoy the insights but so will anyone who has thought about the question of what it means to be human -- Lisa Randall, author of Warped Passages: Unravelling the Mysteries of the Universe's Hidden Dimensions
£14.24
Springer Nature Switzerland AG Well-Being Over the Life Course: Incorporating Human–Animal Interaction
Book SynopsisThis book provides a multidisciplinary overview of the impact of human–animal interaction on well-being from childhood to later life. It presents a life course perspective to the study of human–animal interaction, addressing concepts of family and the role of pets therein, as well as the impact of companion animals on child development and successful aging. This book fills a gap in the existing literature by framing the study of human–animal interaction, including the role of animal-assisted interventions on well-being, in a broader social and behavioral context.Table of Contents1. Introduction.- 2. Family Life Cycle and the Role of Pets.- 3. Aging Pets and Well-Being.-4. Health over the Life Course and HAI.- 5. Child Health and Development.- 6. Successful Aging and HAI.- 7. Animal-Assisted Interventions and Well-Being over the Life Course.- 8. Conclusion.
£54.99
Palgrave Macmillan The Psychology of Music and Autism
Book SynopsisChapter 1: Introduction to Autism and Music.- Chapter 2: Conceptualising Musicality as a Complex Human Trait.- Chapter 3: Evolving Concepts of Autism.- Chapter 4: Music and autism; Time for a reappraisal?.- Chapter 5: First Person Accounts of Musical talent in Autistic Adults.- Chapter 6: Musical Journeys 1: Monotropism, Flow and Musicality.- Chapter 7 ; Musical Journeys 2: Heightened Perceptual Experience and Musical Creativity.- Chapter 8: Conclusions: Retrospective and Prospective.
£999.99
Tarcher/Putnam,US Born to Be Wild Why Teens Take Risks and How We
Book SynopsisA groundbreaking, research-based guide that sheds new light on why young people make dangerous choices--and offers solutions that workTexting while driving. Binge-drinking. Unprotected sex. There are plenty of reasons for parents to worry about getting a late-night call about their teen. But most of the advice parents and educators hear about teens is outdated and unscientific--and simply doesn't work.Acclaimed adolescent psychiatrist and educator Jess Shatkin brings more than two decades' worth of research and clinical experience to the subject, along with cutting-edge findings from brain science, evolutionary psychology, game theory, and other disciplines -- plus a widely curious mind and the perspective of a concerned dad himself. Using science and stories, fresh analogies, clinical anecdotes, and research-based observations, Shatkin explains:* Why scared straight, adult logic, and draconian punishment don't work * Why the tee
£20.90
MIT Press Ltd Constructing Science Connecting Casual Reasoning
Book SynopsisAn examination of children’s causal reasoning capacities and how those capacities serve as the foundation of their scientific thinking.Young children have remarkable capacities for causal reasoning, which are part of the foundation of their scientific thinking abilities. In Constructing Science, Deena Weisberg and David Sobel trace the ways that young children’s sophisticated causal reasoning abilities combine with other cognitive, metacognitive, and social factors to develop into a more mature set of scientific thinking abilities. Conceptualizing scientific thinking as the suite of skills that allows people to generate hypotheses, solve problems, and explain aspects of the world, Weisberg and Sobel argue that understanding how this capacity develops can offer insights into how we can become a more scientifically literate society.Investigating the development of causal reasoning and how it sets the stage for scientific thinking in the elementar
£49.40
Pearson Education Limited Psychology Express Developmental Psychology
Book SynopsisPsychology Express revise effectively, approach your exams with confidence and make yourself stand out.Table of ContentsAcknowledgements Introduction Guided tour Guided tour of the companion website Chapter 1 Themes, theories and key figures in developmental psychology Chapter 2 Prenatal development Chapter 3 Motor, sensory and perceptual development Chapter 4 Attachment and relationship formation Chapter 5 Language development Chapter 6 Play Chapter 7 Cognitive development Chapter 8 Moral development Chapter 9 The self, gender and identity developmentChapter 10 AdulthoodChapter 11 Death, dying and bereavement And finally, before the exam… GlossaryReferencesIndex
£12.34
Open University Press CHILDRENS IDEAS IN SCIENCE
Book SynopsisChildren arrive in their science classrooms with their own ideas and interpretations of the phenomena they are to study even when they have received no systematic instruction in these subjects whatsoever. These ideas and interpretations are a natural result of everyday experience - of practical physical activities, of talking with other people, and of the media.This book documents and explores the ideas of school students (aged 10-16) about a range of natural phenomena such as light, heat, force and motion, the structure of matter and electricity. It also examines how students' conceptions change and develop with teaching.The editors have brought together science educators who come from different parts of the work but whose work is focused on the same determination to bring insight into the conceptual world of children in science classrooms - insight which will be helpful in making science teaching and learning more rewarding for teachers and children alike.Table of ContentsChildren's ideas and the learning of science; light; electricity in simple circuits; heat and temperature; force and motion; the gaseous state; beyond appearances - the conservation of matter under physical and chemical transformations; the Earth as a cosmic body; some main features in children's ideas and implications for teaching.
£28.49
Open University Press AZ of Play in Early Childhood
Book SynopsisThis indispensible guide uses a unique glossary format to explore some of the key themes in play in early childhood, many of which regularly arise for students, tutors, parents and practitioners. As well as covering key concepts, theories and influential figures in the field, the book considers important aspects of each construct and highlights the complexity of play in early childhood. Each section of the book: Outlines key aspects of a construct in relation to play Includes a wide range of references Summarizes research from an international perspective Offers insights from other well known figures with expertise in play This book takes the stance that play is vital to childrenâs holistic development, self-efficacy and well-being and that play, and playful learning and teaching, is the essential ingredient in order for children to develop enthusiastic dispositions to learning. This positive view of play draws on the authorâs extensive experieTable of ContentsIntroductionA: Active learning through play; Adult-initiated/guided play; Adult play; Assessment and play; Autotelic play; B: Baby play; Behaviours and play; Brain studies/neuroscience and play; C: Child-initiated play; Cognitive play and learning and metacognition; Consumerism/commercialism and play; Creativity and play; Culture and play; Curriculum and play; D: Decision-making and play; Deep-level learning and play; Dispositions to play and learning; E: Emotional development and play; Environments for play; Exploratory/epistemic play; F: First-hand experience; Flow/free-flow play; Forest School and play; Fun; G: Games play; Gender and play; H: Health and play; Heuristic play; Humour and play; I: Iconic and symbolic learning and play; Imaginative play/imaginary friends; Inclusion, equality and play; Independence and self-regulation in play; J: Jargon of play; Junk (found/recycled materials) and play; K: Key Persons and play; Kinaesthetic play; L: Language and communication play; Listening to children at play; Ludic play; M: Mastery play; Messy play; Moral development and play; Motivation and play; N: Narrative play and story; Natural world play; Negotiation skills and play; O: Object play; Outdoor play; Ownership; P: Parents and play; Photography and play; Physical play; Planning for play/playfulness; Q: Quality play; Questioning; Quiet play; R: Recapitulative play; Reflecting on play; Risk/risky play; Role-play/pretend play/fantasy play; Rough and tumble play; S: Schemas and play; Social development and play; Socio-dramatic play; Superhero play; Symbolic play; T: Technology and play; Therapeutic (cathartic) play; Transformational play; Types of play; U: United Nations Convention on the Rights of the Child – right to play; Universality of play; V: Values in play and playfulness; Voice – children’s voices in play; W: Wii play; Work/play dimensions; X Y Z: Xbox; Young children; Youth play; Zero-in on play; Zigler;
£24.69
Open University Press Understanding Early Childhood Issues and
Book SynopsisUnderstanding Early Childhood is a comprehensive textbook which offers broad and insightful perspectives across a range of themes on the ways in which we understand and study young children. Engaging and clear, it provides students with a user-friendly introduction to a number of difficult concepts and theories in early childhood education, drawing on research evidence from various countries and taking an interdisciplinary approach.Revised and updated throughout, the third edition brings contemporary theories and debates bang up-to-date in a concise, accessible and yet reflective style. Unique features include: A substantial and critically informed discussion of child development An updated overview of theoretical approaches and research methodologies Considerable revisions on neuroscience and genetic research in light of recent developments Extended coverage of ethics The challenges and problematic nature of interdisciplinary woTable of ContentsPrefaceRemembering childhoodResearching realityNot Piaget againGenes, neurons and ancestorsOn the other side of the worldPast, present and futureChildren's rights and the ethics of childhoodWhat it costs and what it's worth: the economics of early childhoodPractice makes no differenceAn interdisciplinary approach? ReferencesIndex
£29.44
Open University Press The Mental Health Needs of Children Young People
Book Synopsis This book is an accessible and practical guide to all of the key issues and practices in mental health care for children and young people, aimed at all health and social care professionals working with this age group and partner agencies who work alongside child and adolescent mental health services. Written by an expert in the field, the book brings clarity to practice by exploring and explaining the context, role and processes involving child and adolescent mental health services. It also sets out the specific mental health difficulties young people and their families present to services as well as how to make good health assessments, plans and interventions used in the treatment of children and young people â including managing risk and safeguarding. Features of the book include:â Questions to encourage your reflection on different key issues in your own practiceâ Up to date information on current policyâ Key points summaries and suTable of ContentsAbout the authorPreface1. Introduction2. The strategic context3. The agency context4. The context for the child, young person and family5. Child and adolescent mental health services6. CAMHS processes7. Assessment in CAMHS8. Specific mental health difficulties, part one9. Specific mental health difficulties, part two10. Risk11. Interventions 12. ConclusionAbbreviationsReferences
£30.39
Cambridge University Press AfterSchool Centers and Youth Development
a huge range and FREE tracked UK delivery on ALL orders.
£999.99
Cambridge University Press Adolescent Vulnerabilities and Opportunities Developmental and Constructivist Perspectives 38 Interdisciplinary Approaches to Knowledge and Development Series Number 38
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£86.56
Cambridge University Press Lifespan Development and the Brain
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£999.99
New York University Press Latina Girls Voices of Adolescent Strength in
Book SynopsisOffers data and suggestions for practical intervention for those who study and work to support Latinas. This book highlights the challenges these young women face, as well as the ways in which they successfully negotiate those challenges. It is of interest to those who study and work with Latina youth.Trade Review"A groundbreaking volume of social science research that provides us with the missing presence of adolescent Latina girls in research on the family, institutional barriers, and support. A must read in Latina/o Studies!" -- Mary Romero,author of Maid in the USA"Denner and Guzman create a text that is meant to challenge the social sciences and to create new avenues of study that are essentially, girls studiesfocused on Latina girls." * Feminist Collections: A Quarterly of Womens Studies Resources *"Denner and Guzman bring together research that counters with data revealing that young Latinas are successfully negotiating challenges they encounter." * Hispanic Link Weekly Report *"Denner and Guzman offer a compilation that provides a wealth of practical examples for academics, researchers, and community members, breaking down dysfunctional stereotypes and opening doors to new visions." * Analyses of Social Issues and Public Policy *Table of Contents1 Introduction: Latina Girls Transforming Cultures, Contexts, and Selves Jill Denner and Bianca L. GuzmanPart 1: Negotiating Family Relationships2 Los Papas, La Familia y La Sexualidad 3 Con?anza, Consejos, and Contradictions4 La Casa: Negotiating Family Cultural Practices, Constructing Identities 5 Promoting Values of Education in Latino Mother-Adolescent Discussions about Con?ict and SexualityPart 2 : Overcoming Institutional Barriers6 Resistance to Race and Gender Oppression: Dominican High School Girls in New York City 7 La Escuela8 Latina Adolescents' Career Goals: Resources for Overcoming Obstacles 9 Career Expectations and Goals of Latina AdolescentsPart 3: Accessing Institutional Support10 Latina Adolescents' Sexual Health11 "Cien Porciento Puertorriquena" (Puerto Rican,100 Percent) 12 Getting Connected: The Expanding Use of Technology among Latina GirlsPart 4 : Developing Initiative13 La Felicidad: Predictors of Life Satisfaction and Well-Being among Latina Girls14 La Salud: Latina Adolescents Constructing Identities, Negotiating Health Decisions15 Latina Adolescent Motherhood: A Turning Point? 16 Conclusion: Latina Girls, Social Science, and TransformationAbout the Contributors Index
£21.59
New York University Press Pride in the Projects Teens Building Identities
Book SynopsisDrawing on research in psychology, sociology, education, and race and gender studies, this volume highlights the inadequacies in current identity development theories, expanding our understanding of the lives of urban teens and the ways in which interpersonal connections serve as powerful contexts for self-construction.Trade ReviewThis is the most powerful and original book on adolescent development I have read in recent years. Pride in the Projects is beautifully written, rigorously researched, and passionately argued. -- Greg Dimitriadis,author of Friendship, Cliques, and Gangs: Young Black Men Coming of Age in Urban AmericaThe most powerful and original book on adolescent development read in recent years. . .beautifully written, rigorously researched and passionately argued. * University of Virginia *Recommended for professionals in every field who work with urban youth as it offers valuable insight into teens’ formation of identity and the factors that can influence that development. * VOYA *Pride in the Projects will be a valuable resource for those interested in engaging a holistic view of the everyday lives of youth and serves as a powerful reminder of the knowledge gained when we privilege the voices of those we are striving to understand. * The Journal of Youth and Adolescence *This book offers fresh perspectives on a range of issues. * Choice *Table of ContentsAcknowledgments * 1 "There Are Birds in the Projects": The Ecology of Adolescent Development in Urban America * 2 "I Give People a Lot of Respect": The Self in Interpersonal Relationships * 3 "I Never Thought Kids Would Look Up to Someone Like Me": Lorenzo's Story * 4 "I Can't Act Ghetto in the Ghetto No More": Self, Society, and Social Categories * 5 "I've Never Seen Any Dark-Skinned Girls in Videos": Nicole's Story * 6 "I Can't Lose to No Girl, Man": The Gendered Self * 7 "Manly, Take Charge, the Head Man, the King": John's Story * 8 "If I Never Came Here I'd Be Irresponsible, Like a Little Kid": After-School Programs as Sites of Development and Identity Construction Appendix A: Methods Appendix B: The Contextual Identity Interview: Protocol for Interview 1 Appendix C: The Contextual Identity Interview: Protocol for Interview 2 Appendix D: Photography Project Appendix E: Coding Guidelines for Individuated versus Connected Self-Descriptors Notes References Index About the Author
£21.59
New York University Press Corridor Cultures
Book SynopsisExamines the ways in which school spaces are culturally produced, offering insight into how urban students engage their schoolingTrade ReviewDickar’s analysis is sophisticated without resorting to jargon-laden prose, and should be relevant to and consumable by students, teachers, administrators, policy makers and academics interested in urban education reform, critical analyzes of race, class and gender, and domination and resistance. Above all, this work has important implications for understanding the processes by which urban youth and their schools negotiate their relationship. * Journal of Youth and Adolescence *Provides an insightful analysis of the ways in which space and social relationships interact to produce school cultures. Dickar's detailed analysis of this urban high school contains important lessons about the limits and possibilities of school reform. This potent study is valuable reading for policy makers and educators searching for ways to promote meaningful and lasting reform in our nation's urban schools. -- Pedro A. Noguera,author of The Trouble with Black Boys: And Other Reflections on Race, Equity, and the Future of Public EducationThe rich evidence and introduction of new analytic tools make Dickar’s work an intriguing contribution to educational research. * Book Notes *A unique perspective on the problems facing schools in urban centers. * Choice *Table of ContentsAcknowledgments Introduction: Student Resistance and the Cultural Production of Space 1 "The Covenant Made Visible": The Hidden Curriculum of Space 2 "In a way it protects us and in a way ... it keeps us back": Scanning, School Space, and Student Identity 3 "It's just all about being popular": Hallways as Thirdspace 4 "If I can't be myself, what's the point of being here?" Language and Contested Classroom Space 5 "You have to change your whole attitude toward everything": Threshold Struggles and Infrapolitical Resistance 6 "You know the real deal, but this is just saying you got their deal": Public and Hidden Transcripts 7 A Eulogy for Renaissance: Looking Forward Notes Bibliography Index About the Author
£70.30
Acadian House Publishing Growing With ELI
Book Synopsis
£17.09
Cambridge University Press Child Development
a huge range and FREE tracked UK delivery on ALL orders.
£104.50
Headline Publishing Group The 5 Principles of Parenting
Book SynopsisLet go of perfect and become a transformative, positive influence in a child''s life while creating your own definition of success from developmental psychologist and podcaster Dr Aliza Pressman.''My go-to for how we all, including ourselves, raise good humans!'' Drew BarrymoreIn the age of high-pressure parenting, when so many of us we feel like we''ve got to get everything exactly right the first time, Dr Aliza Pressman is the compassionate, reassuring expert we all need-and the one whose advice we can all use. Already beloved by listeners of hit podcast, Raising Good Humans, Dr Pressman distills it all with a handful of strategies every parent can use to get things right often enough: Relationship, Reflection, Regulation, Rules, and Repair.The 5 Principles of Parenting doesn''t presume to tell you how to parent with my way is right advice because the science is clear: There''s no one right way to raise good humans. No matter how you were raised, how
£999.99
Cambridge University Press Cultural and Contextual Perspectives on Developmental Risk and WellBeing
Book SynopsisThe contributors to this volume provide insight into developmental well-being by examining the ways that culture and context affect outcomes associated with various types of risk, such as those related to oppression, academic performance, family background, life histories, physical health, and psychiatric conditions.Table of ContentsSeries editor's preface; 1. Introductory remarks: cultural and contextual perspectives on developmental risk and well-being Jacob A. Burack and Louis A. Schmidt; Part I. Cultural Perspectives on Developmental Risk and Well-Being: 2. Using multicultural research to expand the scope of developmental psychopathology Thomas M. Achenbach; 3. Cultural perspectives on shyness-inhibition Xinyin Chen, Siman Zhao and Fan Yang; 4. A sociocultural analysis of high-risk Native American children in schools Stephanie A. Fryberg and Peter A. Leavitt; 5. Developmental perspectives on the role of cultural identity in well-being: evidence from aboriginal communities in Canada Jacob A. Burack, Amy Bombay, Heidi Flores, Jillian Stewart and Vladimir Ponizovsky; Part II. Contextual Perspectives on Developmental Risk and Well-Being: 6. Peer victimization: understanding the developmental correlates of at-risk children and youth Jennifer M. Knack, Tracy Vaillancourt, Amanda Krygsman, Steven Arnocky, Irene Vitoroulis, Jennifer Hepditch and Christine Blain-Arcaro; 7. The potential risks and adaptive contributions of elite social status to youth development Wendy Troop-Gordon; 8. Culture and context modify neural correlates of adolescent risk-taking behavior Christine L. Lackner and Sidney J. Segalowitz; Part III. Contextual Perspectives on Atypicality: 9. Prematurity as a context of development at risk Lauren Drvaric, Jordana Waxman, Ryan J. Van Lieshout and Louis A. Schmidt; 10. Maternal depression and children's behavioral and emotional outcomes: a review of contextual and individual level moderators and mediators Matilda Nowakowski, Louis A. Schmidt and Tracy Vaillancourt; 11. Fragile X-associated disorders: how the family environment and genotype interact Marsha Mailick, Jan S. Greenberg, Leann E. Smith, Audra Sterling, Nancy Brady, Steven F. Warren and Jinkuk Hong; 12. Developmental approaches to understanding and treating autism Tony Charman.
£95.00
Cambridge University Press The Neuroscience of Adolescence
Book SynopsisAs scientific inquiry and public interest in the adolescent brain grows, so too does the need for an accessible textbook that communicates the growing research on this topic. The Neuroscience of Adolescence is a comprehensive educational tool for developmental cognitive neuroscience students at all levels as it details the varying elements that shape the adolescent brain. Historical notions of adolescence have focused on the significant hormonal changes that occur as one transitions from childhood to adolescence, but new research has revealed a more nuanced picture that helps inform our understanding of how the brain functions across the lifespan. By emphasizing the biological and neurobiological changes that occur during adolescence, this book gives students a holistic understanding of this developmental window and uniquely discusses the policy implications of neuroscience research on the lives of young people today.Table of Contents1. What is adolescence?; 2. Puberty; 3. Cognitive neuroscience methods to study the adolescent brain; 4. Brain plasticity; 5. Neurocognitive development; 6. Motivational systems; 7. The social brain; 8. The implications of adolescent neuroscience on policy.
£88.35
Cambridge University Press Nurturing Creativity in the Classroom
Book SynopsisAs interest in creativity explodes, it has become more complicated to decide how to best nurture creativity in our schools. There are the controversial Common Core Standards in many states. Meanwhile, the classroom has become increasingly digital; it is easier to access information, communicate ideas, and learn from people across the world. Many countries now include cultivating creativity as a national educational policy recommendation, yet there is still debate over best practices. Indeed, many well-intentioned educators may institute programs that may not reach the desired outcome. The notion that schools ''kill creativity'' has become a widespread social meme. We view such beliefs as both hyperbolic and problematic: they allow us to recognize there is a problem but not solve it. In this book, a wide array of international experts addresses these issues, discussing theories and research that focus on how to nurture creativity in K-12 and college-level classrooms.Trade Review'As a second edition, Nurturing Creativity in the Classroom lays out an appealing update to the possibilities for enhancing creativity in education today by translating research findings into convincing tools for all educators … The book wrestles creativity away from its purely artistic connotation by providing expanded definitions and easily transferable skill sets for educators to embrace … The message relayed is that creativity is no longer shrouded in mystery; instead, it is available to and expected of all.' Nadine M. Kalin and Kate Wurtzel, Teachers College RecordTable of ContentsPreface Ronald A. Beghetto and James C. Kaufman; Part I. Voices from the Field: 1. Changing the subject Larry Rosenstock; 2. Creativity and the invention Jake Mendelssohn; 3. Creativity and shifting roles of an educational leader: a reflection of what creativity used to mean to me what it now means Larry Audet; 4. What I used to think about creativity in schools Tim Patston; Part II. Voices from the Research: 5. Developing creativity across all areas of the curriculum Joseph Renzulli; 6. Accountability, the Common Core, and creativity John Baer and Tracey Garrett; 7. Ever-broadening conceptions of creativity in the classroom Ronald A. Beghetto and James C. Kaufman; 8. Creativity in mathematics teaching: a Chinese perspective (an update) Weihua Niu and Zheng Zhou; 9. Roads not taken, new roads to take Thomas Skiba, Mei Tan, Robert J. Sternberg and Elena L. Grigorenko; 10. The five core attitudes and seven I's of the creative process Jane Piirto; 11. Please teacher, don't kill my kid's creativity: creativity embedded into K-12 teacher preparation and beyond Fredricka K. Reisman; 12. Attitude change as the precursor to creativity enhancement Jonathan A. Plucker and Gayle T. Dow; 13. Nurturing creativity in the engineering classroom David H. Cropley; 14. Intrinsic motivation and creativity in the classroom: have we come full circle? Beth A. Hennessey; 15. Learning for creativity R. Keith Sawyer; 16. Creativity and prosocial values: nurturing cooperation within the classroom Vlad Petre Glăveanu; 17. How social-emotional imagination facilitates deep learning and creativity in the classroom Rebecca Gotlieb, Erik Jahner, Mary Helen Immordino-Yang and Scott Barry Kaufman; 18. Four faces of creativity at school Maciej Karwowski and Dorota M. Jankowska; 19. Teaching for creativity Robert J. Sternberg.
£78.84
Cambridge University Press A World of Babies
Book SynopsisShould babies sleep alone in cribs, or in bed with parents? Is talking to babies useful, or a waste of time? A World of Babies provides different answers to these and countless other childrearing questions, precisely because diverse communities around the world hold drastically different beliefs about parenting. While celebrating that diversity, the book also explores the challenges that poverty, globalization and violence pose for parents. Fully updated for the twenty-first century, this edition features a new introduction and eight new or revised case studies that directly address contemporary parenting challenges, from China and Peru to Israel and the West Bank. Written as imagined advice manuals to parents, the creative format of this book brings alive a rich body of knowledge that highlights many models of baby-rearing - each shaped by deeply held values and widely varying cultural contexts. Parenthood may never again seem a matter of ''common sense''.Trade Review'Gottlieb and DeLoache's first edition of A World of Babies earned the right to be called a classic of anthropology. Although one might expect the second volume … to be a simple update of the same studies, Gottlieb and DeLoache have instead done the unexpected - they present an entirely new volume with seven new studies of parenting practices. Taken together, these books set the example of how anthropology, when done well, can open minds to the possibility that there is more than one way to do just about anything, including parenting. I can think of no better way to become a more thoughtful, insightful, and therefore better parent than reading both editions of A World of Babies.' Meredith F. Small, Cornell University, and author of Our Babies, Ourselves'I cannot effuse enough about the second, fully revised edition of A World of Babies! The first edition has been a mainstay in my classroom for over a decade, and I have frequently given it as a gift to new parents. The creative, innovative, quasi-fictional design of both editions - 'imagined childcare guides' authored by ethnographers studying in a broad range of cultures, writing as if they are imparting knowledge to new parents as a childcare expert, such as a grandmother, midwife, or diviner - makes A World of Babies an enjoyable and impactful read for students and new parents alike. At a time when it may seem like there is no 'right' way to raise a child … it is refreshing to read a book which concludes that, in fact, there are many 'right' ways to raise children.' Christa Craven, College of Wooster, and author of Pushing for Midwives: Homebirth Mothers and the Reproductive Rights Movement'This is a fantastic book! I am going to use it right away with both my large undergraduate class and advanced graduate seminar … It [has] an impressive array of authors, each with deep knowledge of the culture for which they are preparing their 'advice'.' Patricia Greenfield, University of California, Los Angeles, and author of Mind and Media: The Effects of Television, Video Games, and Computers'A World of Babies provides terrific and vivid personal examples reminding us of the importance of family, culture, history and context in children's lives in today's globalizing world.' Thomas S. Weisner, University of California, Los Angeles, and co-author of Higher Ground: New Hope for the Working Poor and Their Children'This very accessible yet soundly scholarly book reads like a novel describing the same event from different perspectives, thereby shedding light on the socio-culturally constructed nature of what we might think of as 'objective' and self-evident 'truths' about early child development. A 'must-read' for students and researchers in the area of developmental psychology as well as a great read for anyone interested in the world of babies.' Alexandra M. Freund, University of Zurich, and co-editor of The Handbook of Life-Span Development: Social and Emotional Development'Starting with a most captivating and comprehensive overview of the worldwide challenges facing twenty-first-century parenting, alongside their seven, fictitious, 'composite person' community authors, who could (if real persons) appropriately dispense 'how to' infant care advice, yet again, Professors Gottlieb and DeLoache manage to spin their baby-care magic for both students and professionals alike … the seven new (and one updated) chapters provide, as did the first edition, a sparkling set of 'manuals' but with an even greater degree of wit, clarity, and intimate cultural knowledge, spreading cross-cultural insights that at times shock, amuse, and entertain, but always shed further light on the diverse … ways both biology and culture find expression in how we care for our babies.' James J. McKenna, University of Notre Dame, and author of Sleeping with Your Baby'[A] clever, refreshing, indeed witty way to engage readers … not only in the study of children, childhoods and socialization, but also in the conduct of ethnographic field research and the ways in which we present our work.' Myra Bluebond-Langner, University College London, and author of The Private Worlds of Dying Children'The editors, in the second edition of A World of Babies, have made a great book out of a very good one. The work is unique in combining perspectives not normally found in a single case study … we learn much about the enormous diversity in cultural practices vis-à-vis babies and about the contemporary forces that provoke change and resistance to change.' David F. Lancy, Utah State University, and author of The Anthropology of Childhood'This lively, well-written book is authoritative, but not in the usual way. It's not going to tell you how to give birth or raise your child. Instead, it will tell you many ways to do it, each blending a deep cultural tradition with the modern world. It's the perfect antidote to the worst parenting myth: 'there is one right way, and if I don't find it my child will suffer'. Treat yourself instead to A World of Babies, and encounter a wide world of ways.' Melvin Konner, Emory University, and author of The Evolution of Childhood'They had me at page 1: encountering a few of the differences in beliefs held around the world about raising babies made me eagerly read for more. Students of child development at all levels of education need this book to help them gain perspective on their own culture's child-rearing practices. Practices that appear 'natural' and unquestionable are in fact deeply rooted in physical, cultural and economic realities … The book is brilliant. I can see this book generating extensive discussion and provoking endless consideration of the role of nature and nurture in child development.' Roberta Michnick Golinkoff, University of Delaware, and author of How Babies Talk'This thoughtful and engaging book should be read not only by anthropologists and psychologists but by all expectant mothers. It makes American child-rearing seem distinctly exotic. At the same time, it shows how much all mothers share. The effect is both liberating and moving.' Tanya Luhrmann, Stanford University, and author of When God Talks BackReview of previous edition: 'If you ever find yourself assuming that there's just one right way - your way - to bring up babies, read this book. It's highly enjoyable and such a good idea that I only wish I'd thought of it myself.' Penelope Leach, author of Your Baby and Child, From Birth to Age FiveReview of previous edition: 'Every American parent should reflect on these cultural essays.' Jerome Kagan, Harvard University, and author of The Nature of the ChildReview of previous edition: 'Having a baby is a life-enhancing and mind-extending trip into new lands, much like the marvelous anthropology of child-rearing in this book. Take its expedition and it may help clarify the values and contexts of your own parenting, and bring the world's children into the clearer focus of our knowledge and concern.' Catherine Lutz, Brown University, and author of Schooled: Ordinary, Extraordinary Teaching in an Age of ChangeReview of previous edition: 'Read these pages. This is a very moving book, and a revealing one.' Jerome Bruner, New York University, and author of Child's TalkTable of Contents1. Introduction: raising a world of babies, parenting in the twenty-first century Alma Gottlieb and Judy S. DeLoache; 2. Never forget where you're from: raising Guinean Muslim babies in Portugal Michelle Johnson; 3. From cultural revolution to childcare revolution: conflicting advice on childrearing in contemporary China Erin Raffety; 4. A baby to tie you to place: childrearing advice from a Palestinian mother living under occupation Bree Akesson; 5. Childrearing in the New Country: advice for immigrant mothers in Israel Deborah Golden; 6. Luring your child into this life of troubled times: a Beng path for infant care in post-civil war Côte d'Ivoire Alma Gottlieb; 7. From Mogadishu to Minneapolis: raising Somali children in an age of displacement Sirad Shirdon; 8. Quechua or Spanish? Farm or school? New paths for Andean children in post-civil war Peru Kate Grim-Feinberg; 9. 'Equal children play best': raising independent children in a Nordic welfare state Mariah Schug.
£52.25
Cambridge University Press The Cambridge Handbook of Instructional Feedback
Book SynopsisThis book brings together leading scholars from around the world to provide their most influential thinking on instructional feedback. The chapters range from academic, in-depth reviews of the research on instructional feedback to a case study on how feedback altered the life-course of one author. Furthermore, it features critical subject areas - including mathematics, science, music, and even animal training - and focuses on working at various developmental levels of learners. The affective, non-cognitive aspects of feedback are also targeted; such as how learners react emotionally to receiving feedback. The exploration of the theoretical underpinnings of how feedback changes the course of instruction leads to practical advice on how to give such feedback effectively in a variety of diverse contexts. Anyone interested in researching instructional feedback, or providing it in their class or course, will discover why, when, and where instructional feedback is effective and how best to pTrade Review'Feedback is powerful but variable: this book addresses both themes in a manner that will set the scene for the next decade of research and practice on feedback. The balance of topics, the richness of interpretation of the research, and the directions as to 'where to next' makes this the go-to book on feedback research.' John Hattie, Laureate Professor, University of Melbourne, Australia and Chair of the Board of the Australian Institute for Teaching and School Leadership'Authoritative, comprehensive, and wide ranging. This is the go-to-guide on instructional feedback. Required reading for anyone interested in developing a deeper understanding of the who, what, when, why, and how of instructional feedback.' Ronold A. Beghetto, University of Connecticut'This is a remarkable collection and an essential addition to the libraries of researchers and practitioners alike. The chapters provide analyses of instructional feedback that are both wide-ranging and deeply examined. No matter what age group, subject, or context is your focus, you will find a wealth of critical information and creative ideas in this handbook.' Anita Woolfolk Hoy, Professor Emerita, The Ohio State University'This handbook is an outstanding and thorough review of research on instructional feedback from editors Lipnevich (Queens College and the Graduate Center, CUNY) and Smith (Univ. of Otago, New Zealand), with contributions from academic researchers spanning the globe.' S. W. French, ChoiceTable of ContentsForeword Valerie Shute; Preface Anastasiya A. Lipnevich and Jeffrey K. Smith; Part I. Theoretical Foundations: Methods and Concepts: 1. Feedback: at the heart of – but definitely not all of – formative assessment Dylan Wiliam; 2. Becoming proficient: an alternative perspective on the role of feedback Gordon Stobart; 3. Summative and formative feedback Susan M. Brookhart; 4. Toward a taxonomy of written feedback messages Jacqui Murray, N. Ruth Gasson and Jeffrey K. Smith; 5. Methods in feedback research Gavin T. L. Brown and Lois R. Harris; Part II. Domain-Specific Feedback: 6. Assessment feedback in primary schools in Singapore and beyond Kelvin H. K. Tan and Hwei Ming Wong; 7. Instructional feedback in writing Steve Graham; 8. Instructional feedback in mathematics Marian Small and Amy Lin; 9. Looking closely at mathematics and science classroom feedback practices: examining artifacts, students' products and teachers' communications Maria Araceli Ruiz-Primo and Heidi Kroog; 10. Instructional feedback in music Kelly A. Parkes; 11. Feedback and noncognitive skills: from working hypotheses to theory-driven recommendations for practice Dana Murano, Jonathan E. Martin, Jeremy Burrus and Richard D. Roberts; 12. Feedback in tertiary education: challenges and opportunities for enhancing current practices Jacques van der Meer and Phillip Dawson; 13. Instructional feedback in medical education Joan Sargeant and Christopher Watling; 14. The 360-degree feedback at workplace: a transformative learning perspective Vidya S. Athota and Ashish Malik; Part III. Contexts and Sources of Feedback: 15. Technology-enhanced feedback Cassim Munshi and Christopher C. Deneen; 16. Feedback and game design Bruce D. Homer, Teresa M. Ober and Jan L. Plass; 17. Feedback in the context of self-assessment Heidi L. Andrade; 18. Providing formative peer feedback: what do we know? Ernesto Panadero, Anders Jonsson and Maryam Alqassab; 19. Feedback, correctives, and the use of pre-assessments Thomas R. Guskey; 20. Teacher expectations and feedback practices in South African schools Anil Kanjee; 21. Interactive assessment: cultural perspectives and practices in the nexus of 'heart or mind' Masahiro Arimoto and Ian Clark; 22. Instructional feedback in animals Allison B. Kaufman and Michele M. Pagel; Part IV. Student Responses to Feedback: 23. The emotional dynamics of feedback from the student's point of view Rick Stiggins; 24. Facilitating students' active engagement with feedback Anders Jönsson and Ernesto Panadero; 25. Performance feedback and emotions Thomas Goetz, Anastasiya A. Lipnevich, Maike Krannich and Katarzyna Gogol; 26. The relationship between creativity and feedback Molly Holinger and James C. Kaufman; Part V. Concluding Remarks: 27. Instructional feedback: analysis, synthesis, and extrapolation Jeffrey K. Smith and Anastasiya A. Lipnevich.
£173.85
Cambridge University Press The Cambridge Handbook of Sexual Development
Book SynopsisThe Cambridge Handbook of Sexual Development is a carefully curated conversation that brings together the top researchers in child and adolescent sexual development to redefine the issues, conflicts, and debates in the field. The Handbook is organized around three foundational questions: first, what is sexual development? Second, how do we study sexual development? And third, what roles might adults - including the institutions of the media, family, and education - play in the sexual development of children and adolescents? As the first of its kind, this collection integrates work from sociology, psychology, anthropology, history, education, cultural studies, and allied fields. Writing from different disciplinary traditions and about a range of international contexts, the contributors explore the role of sexuality in children''s and adolescents'' everyday experiences of identity, family, school, neighborhood, religion, and popular media.Trade Review'Too often, views of sexuality in childhood and adolescence are negative, presenting children and young people as 'innocent', 'reckless' or 'victims'. At last, we have a book that redresses the balance. Focusing on topics as diverse as the media, family and education, and examining sexuality from the early years to young adulthood, this outstanding book offers a beacon of hope in dark times.' Peter Aggleton, University of New South Wales and Australian National University'The Cambridge Handbook of Sexual Development is a timely, much-needed resource for those who crave context and depth. This book tackles the landscape of sexual development with well-written, engaging, thought-provoking interdisciplinary contributions. Readers at every level will find theories, methods, and data to mull over, learn from, and explore.' Rebecca Plante, Ithaca College, New York'This comprehensive and innovative Handbook will rapidly become the standard reference in the field, as it smoothly engages the complexities of interdisciplinary academia along with rapidly changing cultural contexts. The editors gave their contributors the freedom to define 'sexual development' from their own point of view, which has produced a uniquely rich and readable tapestry of topics and perspectives.' Leonore Tiefer, Founder, New View CampaignTable of ContentsIntroduction: interdisciplinary approaches to sexual development in childhood and adolescence Jen Gilbert and Sharon Lamb; Part I. What is Sexual Development?: Section 1. Children: 1. Are children sexual? Who, what, where, when and how? Sharon Lamb, Lindsay White and Aleksandra Plocha; 2. Towards a central theory of childhood sexuality: a relational approach Allison Moore; 3. A sociological exploration of childhood sexuality: a discursive analysis of parents' and children's perspectives Kerry H. Robinson and Cristyn Davies; 4. Not innocent, but vulnerable: an approach to childhood innocence Lucie Jarkovská and Sharon Lamb; 5. The dynamic expression of sexual-minority and gender-minority experience during childhood and adolescence Lisa M. Diamond; 6. Sexual embodiment in girlhood and beyond: young migrant and refugee women's discourse of silence, secrecy and shame Jane Ussher, Alex Hawkey and Janette Perz; Section 2. Adolescence: 7. The diversity of adolescent male sexuality John DeLamater; 8. Developmental trajectories and milestones of sexual-minority youth Ritch C. Savin-Williams; 9. Bad choices: how neoliberal ideology disguises social injustice in the sexual lives of youth Laina Y. Bay-Cheng; 10. From tightrope to minefield: how the sexual double standard 'lives' in adolescent girls' and young women's lives Deborah L. Tolman and Jennifer F. Chmielewski; 11. Gender, class, and campus sexual cultures: white first-generation college students and the transition to college Amy C. Wilkins and Aubrey Limburg; 12. Yellow fever and yellow impotence: the polarity of Asian American sexuality Rosalind Chou and Brittany Taylor; 13. Conceptualizing sexuality in research about trans youth Julia Sinclair-Palm; Part II. How Do We Study Sexual Development?: 14. Critical methods for studying adolescent sexuality Sarah I. McClelland; 15. Loving possibilities in studies of sexuality education and youth Jessica Fields and Lorena Garcia; 16. Difficulties in the study, research, and pedagogy of sexuality Deborah P. Britzman; 17. Numbers and stories: bridging methods to advance social change Stephen T. Russell; 18. Doing it: participatory visual methodologies and youth sexuality research Katie MacEntee and Sarah Flicker; 19. Research under surveillance: sexuality and gender-based research with children in South Africa Deevia Bhana; Part III. Media, Family, Education: What Roles Might Adults Play?: Section 1. Media: 20. Entertainment media's role in the sexual socialization of Western youth: a review of research from 2000–17 L. Monique Ward, Jessica Moorman and Petal Grower; 21. Adventure, intimacy, identity and knowledge: exploring how social media are shaping and transforming youth sexuality Marijke Naezer and Jessica Ringrose; 22. A sociological/psychological model for understanding pornography and adolescent sexual behavior Jennifer A. Johnson and Ana J. Bridges; 23. Young people, pornography and gendered sexual practices Maddy Coy and Miranda A. H. Horvath; Section 2. Family: 24. Puberty as bio-psycho-social enfolding: mothers' accounts of their early-developing daughters Celia Roberts; 25. Stolen childhood: understanding sexualisation of young girls through 'child marriage' in Zimbabwe Sandra Bhatasara, Manase K. Chiweshe and Nelson Muparamoto; Section 3. Education: 26. The fertile, thorny and enduring role of desire and pleasure in sexuality education Sarah Garland-Levett and Louisa Allen; 27. Norm-critical sex education in Sweden: tensions within a progressive approach Anna Bredström, Eva Bolander and Jenny Bengtsson; 28. Robot babies, young people and pregnancy prevention: alternative imaginings of sexual futures Mary Lou Rasmussen and Aoife Neary.
£173.85
Cambridge University Press Childrens Rights and Sustainable Development
Book SynopsisChildren often fare the worst when communities face social and environmental changes. The quality of food, water, affection and education that children receive can have major impacts on their subsequent lives and their potential to become engaged and productive citizens. At the same time, children often lack both a private and public voice, and are powerless against government and private decision-making. In taking a child rights-based approach to sustainable development, this volume defines and identifies children as the subjects of development, and explores how their rights can be respected, protected and promoted while also ensuring the economic, social and environmental sustainability of our planet.Trade Review'Dr Claire Fenton-Glynn's brilliant edited collection links children's rights to the world's crucial Sustainable Development Goals (SDGs) through rigorous analysis, led by inspiring vision. This volume offers lawyers, legal scholars and policy leaders a coherent and carefully researched series of outstanding expert perspectives from rapidly advancing law and policy on sustainable development, while the pressing challenges and insights for the protection of the most vulnerable, our children and our future, secure its worth for all our libraries.' Marie-Claire Cordonier Segger, University of Waterloo and University of CambridgeTable of ContentsPart I. A Children's Rights Approach to Sustainable Development: 1. Introduction Claire Fenton-Glynn; 2. Children's rights and sustainable development from a 'law and development' perspective Wouter Vandenhole; Part II. Fundamental Rights: 3. Rethinking children's rights through a sustainability lens: implications for education Julie M. Davis; 4. The right to participate in domestic law and policy development Holly Doel-Mackaway; 5. What course without evils? Rare diseases, children's right to health and sustainable development goals Octavio Luiz Motta Ferraz; 6. Gender equality, children's rights and sustainable development Amanda Kron; 7. Children with disabilities, human rights and sustainable development Paul Harpur and Michael A. Stein; Part III. Children and the Environment: 8. Inter-generational equity and children's rights: the role of sustainable development and justice Sumudu Atapattu; 9. Children's rights and the environmental dimension of sustainable development Ellen Desmet; 10. Children's rights and climate change Karin Arts; 11. Inclusion of indigenous children's rights: informing water management in Canada Carissa Wong; Part IV. Children's Rights in a Gloablised World: 12. Children's rights, international trade law, and economic globalisation Sebastien Jodoin and Candice Pollock; 13. Present needs and future prospects: exploring the policy conundrum of working children in developing nations Jenny Driscoll; 14. Advancing the right to play in international development Tara M. Collins and Laura Wright; 15. Rapid development and the child's future right to the city Liam Magee, Amanda Third and David Sweeting; 16. Healthy diet as a global sustainable development issue: reasons, relationships and a recommendation Lucia A. Reisch and Wencke Gwozdz; Part V. Concluding Remarks: 17. The future research agenda: where to from here? Claire Fenton-Glynn; Index.
£105.45
Cambridge University Press New Perspectives on Human Development
Book SynopsisThis book provides upper level undergraduates, graduate students, and faculty with a valuable resource that addresses fundamental questions of cognitive, social, and language development, applying original empirical data to old questions and providing a new direction for future research in the field.Table of ContentsList of contributors; Preface; 1. Developmental processes, levels of analysis, and ways of knowing: new perspectives on human development Nancy Budwig, Elliot Turiel and Philip David Zelazo; Part I. Cognitive Development: 2. Constructive artificial neural-network models for cognitive development Thomas R. Shultz; 3. Rethinking the emergence and development of racial bias: a perceptual to social hypothesis Kang Lee, Paul C. Quinn and Gail Heyman; 4. The differentiation of executive function over development: insights from developmental cognitive neuroscience Nicole Bardikoff and Mark Sabbagh; 5. Organismic causal models 'from within' clarify developmental change and stages Juan Pascual-Leone and Janice Johnson; 6. Developmental evolution: rethinking stability and variation in biological systems Robert Lickliter; 7. NOC NOC, who's there? A new ontological category (NOC) for social robots Peter H. Kahn, Jr and Solace Shen; 8. Understanding the ecologies of human learning and the challenge for education science Carol D. Lee; Part II. Social Development: 9. Privilege and critical race perspectives' intersectional contributions to a systems theory of human development Margaret Beale Spencer; 10. Cultural neuroscience of the developing brain in adolescence Joan Chiao; 11. A domains-of-socialization perspective on children's social development Joan Grusec; 12. Gender development: a constructivist-ecological perspective Lynn S. Liben; 13. Racialized learning ecologies: understanding race as a key feature of learning and developmental processes in school Maxine McKinney de Royston and Na'ilah Nasir; 14. Social intelligence in a multicultural world: what is it? Who needs it? How does it develop? Richard Shweder; 15. Development in the moral domain: coordination and the need to consider other domains of social reasoning Elliot Turiel and Matthew Gingo; 16. Resistance to dehumanization: a developmental process Niobe Way and Leoandra Onnie Rogers; 17. Mother-child conversations about children's moral wrongdoing: a constructivist perspective on moral socialization Cecilia Wainryb and Holly Recchia; Part III. Language and Communicative Development: 18. The evolution of linguistic communication: Piagetian insights Eva Jablonka; 19. Scaffolding cognitive novelties in early childhood: intuitive psychology as mind designer Radu Bogdan; 20. Embrace complexity! Multiple factors contributing to cognitive, social and communicative development Annette Karmiloff-Smith; 21. The cultural basis of language and thought in development Katherine Nelson; 22. Children's co-construction of sentence and discourse structures in early childhood: implications for development Amy Kyratzis; 23. Developing with diversity into the third decade of life and beyond Colette Daiute.
£35.14
Cambridge University Press Mind Brain and Education in Reading Disorders 11 Cambridge Studies in Cognitive and Perceptual Development Series Number 11
Book SynopsisOne of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and finally, what the future holds for relating mind, brain and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate studentsTable of ContentsPart I. What Is Reading, and What Are Reading Disorders? Looking to Neuroscience, Evolution and Genetics: 1. Towards a grounded synthesis of mind, brain and education for reading disorders: an introduction to the field and this book Kurt W. Fischer, Mary Helen Immordino-Yang and Deborah Waber; 2. An evolutionary perspective on reading and reading disorders Mary Helen Immordino-Yang and Terrence W. Deacon; Essay: brain volume and the acquisition of adaptive capacities Verne S. Caviness; 3. The genetics of dyslexia: what is the phenotype? Albert M. Galaburda and Gordon F. Sherman; Part II. Reading and the Growing Brain: Methodology and History: 4. A brief history of time, phonology, and other explanations of developmental dyslexia Maryanne Wolf and Jane Ashby; 5. Approaches to behavioural and neurological research on learning disabilities: in search of a deeper synthesis Robbie Case; 6. Growth cycles of mind and brain: analyzing developmental pathways of learning disorders Kurt W. Fischer, L. Todd Rose and Samuel P. Rose; Essay: cycles and gradients in development of the cortex Robert W. Thatcher; 7. Brain bases of reading disabilities Francine Benes and Juliana Paré-Blagoev; 8. The neural correlates of reading disorder: functional magnetic resonance imaging Juliana Paré-Blagoev; 9. Patterns of cortical connection in children with learning problems Frank H. Duffy; Essay: the role of experience in brain development: adverse effects of childhood maltreatment Martin H. Teicher; Part III. Watching Children Read: 10. Finding common ground to promote dialogue and collaboration: using case material to jointly observe children's behaviour Jane Holmes Bernstein; 11. Analyzing the reading abilities of four boys: educational implications Susan Brady; 12. First impressions: what four readers can teach us Benita A. Blachman; 13. Analysis of reading disorders from a neuropsychological perspective H. Gerry Taylor; 14. An education/psychological perspective on the behaviors of three children with reading disabilities Joseph K. Torgesen; Part IV. Reading Skills in the Long Term: 15. The importance of comprehension in reading problems and instruction Joseph C. Campione; Essay: bringing reading research to the trenches Sandra Priest Rose; 16. What successful adults with dyslexia teach educators about children Rosalie Fink; 17. Is a synthesis possible? Making doubly sure in research and application David Rose.
£36.87
Cambridge University Press Children in Changing Worlds
Book SynopsisChildren live in rapidly changing times that require them to constantly adapt to new economic, social, and cultural conditions. In this book, a distinguished, interdisciplinary group of scholars explores the issues faced by children in contemporary societies, such as discrimination in school and neighborhoods, the emergence of new family forms, the availability of new communication technologies, and economic hardship, as well as the stresses associated with immigration, war, and famine. The book applies a historical, cultural, and life-course developmental framework for understanding the factors that affect how children adjust to these challenges, and offers a new perspective on how changing historical circumstances alter children''s developmental outcomes. It is ideal for researchers and graduate students in developmental and educational psychology or the sociology and anthropology of childhood.Trade Review'This volume marks another milestone in the maturation of developmental psychology. The chapters illustrate how human development can only be understood in the context of social, cultural, and historical circumstances and changes. Under the tutelage of Ross D. Parke and Glen H. Elder, Jr, developmental science is slowly coming of age.' Michael Lamb, University of Cambridge'Children's lives are being transformed by unprecedented challenges. This volume presents new knowledge and research models essential to every scholar and student who cares about how and why child behavior and well-being are changing, and thus about ways to redesign public policies and social institutions for coming generations of children worldwide.' Donald J. Hernandez, Hunter College and the Graduate Center, City University of New York“This volume comprises a collection of excellent chapters that capture the effects of demographic, technological, economic, and sociocultural value changes on children's development. By using an interdisciplinary approach, each chapter locates development within a sociohistorical and cultural context, and thereby enriches our understanding of children's lives.' Ulrich Mueller, University of Victoria, Canada'Children in Changing Worlds is an extraordinary body of work. Edited by renowned scholars Parke (Univ. of California, Riverside) and Elder (Univ. of North Carolina, Chapel Hill), this collection helps readers understand child development in an ever-changing, fast-paced world. Focusing on children in urban environments, migrant children, and children of means, Parke and Elder have brought together world-class experts on child development and behavior. They delve into historical and life course transitions, facilitating in particular readers' understanding of the impact of education, developmental risks, and resilience. The book also immerses readers in the discourse on family and how it influences child development before concluding with an interdisciplinary dialogue from developmental and sociological perspectives. This is an essential read for anyone studying child development.' D. E. Kelly, ChoiceTable of ContentsPart I. Theoretical and Methodological Approaches: A Cross-Disciplinary Challenge: 1. Theoretical orientation, methodological advances and a guide to the volume Ross D. Parke and Glen H. Elder, Jr; Part II. Historical and Life Course Transitions: Economic and Demographic Change: 2. When societal events occur in lives: developmental linkages and turning points Glen H. Elder, Jr and Martha J. Cox; 3. Entering adulthood in the Great Recession: a tale of three countries Ingrid Schoon and John Bynner; 4. Developmental risk and resilience in the context of devastation and forced migration Ann S. Masten, Frosso Motti-Stefanidi and Hayley A. Rahl; 5. Children's migratory paths between cultures: the effects of migration experiences on the adjustment of children and families Amy K. Marks, G. Alice Woolverton and Cynthia García Coll; 6. Education in historical and cultural perspective Robert Crosnoe; Part III. Social, Legal and Technological Change: Impact on Children: 7. The urban world of minority and majority children Tama Leventhal, Julius Anastasio and Veronique Dupéré; 8. Changing family forms: the implications for children's development Ross D. Parke; 9. Communication technologies and social transformation: their impact on human development Patricia M. Greenfield; Part IV. Views of the Interdisciplinary Dialogue: From Developmental Psychology and Sociology: 10. A developmentalist's viewpoint: 'It's about time!' Ecological systems, transaction, and specificity as key developmental principles in children's changing worlds Marc H. Bornstein; 11. A sociologist's perspective Jeylan T. Mortimer.
£29.44
Cambridge University Press Innovations in CBT for Childhood Anxiety OCD and PTSD
Book SynopsisChildhood anxiety, obsessive-compulsive disorder (OCD) and post-traumatic stress disorder (PTSD) represent some of the most common mental health disorders affecting young people, often leading to major life impairments. This book brings together the world''s leaders in treatment science to provide evidence-based psychosocial interventions for these disorders. It supplies practitioners and researchers with innovations in clinical science, highlighting advances in technology and neuroscientific discovery which have informed the development of these novel treatment advances. The authors tackle the two main challenges facing the field of childhood psychopathology: improving access to evidence-based cognitive behavioural therapy (CBT) through innovations in treatment delivery, and increasing the positive outcomes for youth through unique therapies. Any reader who wants to be informed on the latest approaches to cognitive and behavioural interventions and how to apply them will benefit from Trade Review'CBT is a well-established intervention for childhood anxiety, obsessive-compulsive, and traumatic conditions. Clinicians must be familiar with a wide range of developments, which this text provides, through coverage of family and parent interventions, web-based programs of therapy, and pharmacotherapy, to name just a few. Comprehensive in scope and bringing together all the leaders in the field, this book is required reading for early-career clinicians all the way through the most seasoned therapists.' Dean McKay, Fordham University, New York'This important, well-organized, and timely book brings together international expert commentaries on the latest exciting innovations in the practice of CBT for children and adolescents with anxiety disorders, OCD and PTSD. No doubt, these innovations will help improve the care and further dissemination of CBT for emotionally distressed children and adolescents.' Pier J. M. Prins, Professor Emeritus of Clinical Child and Adolescent Psychology, University of Amsterdam, the Netherlands'Written by leading international experts, this book provides a timely update on the empirical evidence focusing on CBT for childhood anxiety, OCD, and PTSD. The clinical context is emphasised in the chapters, making this an essential text for researchers and clinicians alike. Highly recommended.' Alice Gregory, Goldsmiths, University of London and author of Nodding Off: the Science of Sleep from Cradle to Grave'It is a must-read to learn about the latest theoretical and research advances being made and the ground-breaking applications of CBT in clinical and community settings. Kudos to the editors for bringing together world-class international experts - this is truly a book that will be 'heard around the world'.' Wendy K. Silverman, Alfred A. Messer Professor of Child Psychiatry and Director of the Anxiety and Mood Disorders Program, Yale University, Connecticut'This book is a must for any clinician, student, or scientist working in the field of child anxiety. The editors have recruited a world-class group authors to provide a truly comprehensive and empirically-informed practical guide to anxiety, OCD, and PTSD in youth. It will occupy a prominent place on my bookshelf!' Jonathan S. Abramowitz, University of North Carolina, Chapel Hill'This book has brought together international experts in research and practice to address the two major challenges we currently face in the field of childhood anxiety and related disorders. One: how we improve outcomes so more children benefit. Two: how we make sure treatments that work are accessible to those who could benefit from them. This will be an invaluable resource for researchers and practitioners.' Cathy Creswell, University of Reading'This book offers valuable insights into the range of current treatment packages and innovations relevant to child and adolescent anxiety and related problems. It is accessible and systematic. A particular strength of this book is the use of case studies and practice points to illustrate these theory driven treatments in real-life contexts.' Jennifer Lau, King's College LondonTable of ContentsPart I. Anxiety Disorders: 1. Phenomenology and standard evidence-based care of anxiety disorders in children and adolescents; 2. Evidence-based assessment; 3. Self-help treatment of childhood anxiety disorders; 4. New technologies to deliver CBT: computer and web-based programs, mobile applications and virtual reality; 5. Cognitive bias modification strategies for anxious children: attention and interpretation bias retraining; 6. Brief intensive treatments; 7. Pharmacologic-enhanced approaches for the anxiety disorders; 8. Enhanced family approaches for the anxiety disorders; 9. Treatment of comorbid sleep problems in anxious children; 10. Transdiagnostic approaches to the treatment of anxiety disorders in children and adolescents; 11. Dissemination and implementation of evidence-based programs for the prevention and treatment of childhood anxiety; 12. Innovations in the treatment of childhood anxiety disorders: mindfulness and self-compassion approaches; Part II. Obsessive-Compulsive Disorder: 13. Phenomenology and standard care of OCD in children and adolescents; 14. Evidence-based assessment of child obsessive compulsive disorder (OCD): recommendations for clinical practice and treatment research; 15. Self-help treatments for childhood obsessive-compulsive disorder including bibliotherapy; 16. New technologies to deliver CBT for young children with obsessive-compulsive disorder; 17. Interpretation and attentional bias training; 18. Innovations in treating OCD: brief, intensive treatments; 19. Pharmacologic-augmented treatments; 20. Enhanced family approaches in childhood OCD; 21. Treatments for obsessive-compulsive disorder and comorbid disorders; 22. Transdiagnostic approaches; 23. Pediatric OCD: dissemination and implementation; 24. New wave therapies for pediatric OCD; Part III. Post-Traumatic Stress Disorder: 25. Trauma-focused cognitive behavioral therapy: an evidence-based approach for helping children overcome the impact of child abuse and trauma; 26. Advances in the assessment of PTSD in children and young people; 27. New technologies to deliver CBT (including web-based CBT, mobile apps, and virtual reality); 28. Eye movement desensitisation and reprocessing (EMDR); 29. Innovation in early trauma treatment: the child and family traumatic stress intervention (CFTSI); 30. Pediatric post-traumatic stress disorder: pharmacological augmented treatments; 31. Enhanced family-based interventions for children who have been traumatized by physical abuse and neglect; 32. Treatment of PTSD and comorbid disorders; 33. Transdiagnostic treatment for youth with traumatic stress; 34. Dissemination and implementation of evidence-based treatments for childhood PTSD; 35. New wave therapies for post-traumatic stress disorder in youth.
£99.75
Cambridge University Press The Cambridge Handbook of Infant Development
Book SynopsisThis multidisciplinary volume features many of the world''s leading experts of infant development, who synthesize their research on infant learning and behaviour, while integrating perspectives across neuroscience, socio-cultural context, and policy. It offers an unparalleled overview of infant development across foundational areas such as prenatal development, brain development, epigenetics, physical growth, nutrition, cognition, language, attachment, and risk. The chapters present theoretical and empirical depth and rigor across specific domains of development, while highlighting reciprocal connections among brain, behavior, and social-cultural context. The handbook simultaneously educates, enriches, and encourages. It educates through detailed reviews of innovative methods and empirical foundations and enriches by considering the contexts of brain, culture, and policy. This cutting-edge volume establishes an agenda for future research and policy, and highlights research findings andTrade Review'This Handbook provides a remarkably comprehensive overview of the rapidly expanding field of infant development. In my view, it fully succeeds in educating and enriching readers and encouraging them to move beyond simplistic nature versus nurture questions and to see infant development as being both embodied and also embedded within a culture.' Mark Johnson, Professor of Experimental Psychology and Head of the Department of Psychology, University of Cambridge'This book brings together essays that reach across many rich and varied disciplines to capture infancy research today. Perhaps most impressive, this well-curated volume is more than a summary - it presents a foundation for strengthening cross-disciplinary research to support positive developmental outcomes for all infants.' Sandra R. Waxman, Louis W. Menk Professor of Psychology, Northwestern University'The editors offer researchers, policymakers, and practitioners theoretically rigorous and empirically innovative chapters on infancy and human development from the best minds in the field, spanning disciplines and perspectives from across the world. The result is a cutting-edge guide to the research and theory on the subject.' Natasha Cabrera, Professor of Human Development and Quantitative Methodology, University of Maryland'Written and edited by the foremost experts in the world on early human development, this is a comprehensive compilation focused on all aspects of infant development. It is sure to be a valuable resource for years to come for scientists, policymakers, and practitioners.' Kimberly Noble, Professor of Neuroscience and Education, Columbia University'This is an outstanding volume on development across infancy and the wide-ranging mechanisms associated with patterns of developmental change. Each section contains the scaffolding for numerous specialized courses on early development. The quality of the Handbook means that it will influence programs of research across the globe.' Martha Ann Bell, Professor of Psychology, Virginia TechTable of ContentsPreface; Part I. Foundations: 1. Embodied Brain Model for Understanding Functional Neural Development of Foetuses and Infants – NOT YET FINAL Yasunori Yamada, Hoshinori Kanazawa, and Yasuo Kuniyoshi; 2. Infant Physical Growth Michelle Lampl; 3. Dynamic Epigenetic Impact of the Environment on the Developing Brain Frances A. Champagne; 4. Brain Development in Infants: Structure and Experience John E. Richards and Stefania Conte; 5. Development during Infancy in Children Later Diagnosed with Autism Spectrum Disorder Terje Falck-Ytter and Emily Jones; Part II. Perceptual Development: 6. Visual Development Daphne Maurer; 7. Infant Visual Attention Dima Amso and Kristen Tummeltshammer; 8. Infants' Perception of Auditory Patterns Laura K. Cirelli and Sandra E. Trehub; 9. The Development of Touch Perception and Body Representation Andrew J. Bremner; 10. Development of Infant Feeding Julie A. Mennella, Catherine A. Forestell, Alison K. Ventura, and Jennifer Orlet Fisher; 11. The Development of Multisensory Attention Skills: Individual Differences, Developmental Outcomes, and Applications Lorraine E. Bahrick, Robert Lickliter, and James T. Todd; Part III. Cognitive Development: 12. Infant Memory Harlene Hayne and Jane S. Herbert; 13. Infant Physical Knowledge Susan J. Hespos and Erin M. Anderson; 14. Infant Categorization Lisa M. Oakes; 15. Early Knowledge about Space and Quantity Nora S. Newcombe; 16. Infant Learning in the Digital Age Sylvia N. Rusnak and Rachel Barr; Part IV. Action: 17. Action in Development: Plasticity, Variability, and Flexibility Jaya Rachwani, Justine Hoch, and Karen E. Adolp; 18. The Mirror Neuron System and Social Cognition Nathan A. Fox, Virginia C. Salo, Ranjan Debnath, Santiago Morales, and Elizabeth G. Smith; 19. Infant Object Manipulation and Play Catherine S. Tamis-LeMonda and Jeffrey J. Lockman; 20. The Infant's Visual World: The Everyday Statistics for Visual Learning Swapnaa Jayaraman and Linda B. Smith; Part V. Language: 21. Infant Speech Perception Rebecca K. Reh and Janet F. Werker; 22. Infant Vocal Learning and Speech Production Anne S. Warlaumont; 23. Infant Word Learning and Emerging Syntax Dani Levine, Kathy Hirsh-Pasek, and Roberta Michnick Golinkoff; 24. Dual Language Exposure and Early Learning Natalie H. Brito; Part VI. Emotional and Social Development: 25. Infant Attachment (to Mother and Father) and its Place in Human Development: Five Decades of Promising Research (and an Unsettled Issue) Or Dagan and Abraham Sagi-Schwartz; 26. Infant Emotion Development and Temperament Evin Aktar and Koraly Pérez-Edgar; 27. Infant Emotional Development Samantha Mitsven, Daniel S. Messinger, Jacquelyn Moffitt, and Yeojin Amy Ahn; 28. Understanding and Evaluating the Moral World in Infancy J. Kiley Hamlin and Miranda Sitch; 29. Cross-Cultural Perspectives on Parent-Infant Interactions Marc H. Bornstein and Gianluca Esposito; Index.
£173.85
Cambridge University Press The Cambridge Handbook of Cognitive Aging
Book SynopsisDecades of research have demonstrated that normal aging is accompanied by cognitive change. Much of this change has been conceptualized as a decline in function. However, age-related changes are not universal, and decrements in older adult performance may be moderated by experience, genetics, and environmental factors. Cognitive aging research to date has also largely emphasized biological changes in the brain, with less evaluation of the range of external contributors to behavioral manifestations of age-related decrements in performance. This handbook provides a comprehensive overview of cutting-edge cognitive aging research through the lens of a life course perspective that takes into account both behavioral and neural changes. Focusing on the fundamental principles that characterize a life course approach - genetics, early life experiences, motivation, emotion, social contexts, and lifestyle interventions - this handbook is an essential resource for researchers in cognition, aging, Trade Review'A go-to resource for both novice and expert researchers, this timely handbook takes a life course perspective on cognitive aging - from biology to culture. Expert chapters synthesize new evidence in core cognitive domains, review novel approaches to interventions and lifespan trajectories, and offer fresh perspectives on emotional, social, and lifestyle influences on the aging mind.' Patricia A. Reuter-Lorenz'The Cambridge Handbook of Cognitive Aging is a comprehensive compendium of cutting-edge perspectives by a veritable who's who of experts in the field. This informative and innovative volume will be an invaluable resource for years to come.' Margie E. Lachman, Minnie and Harold Fierman Professor of Psychology, Brandeis University'This handbook, which provides a comprehensive review by leading researchers of age-related changes in cognitive functioning, is unique in assessing the emerging role of experiential, environmental, social, emotional, and other life-course factors in cognitive aging. I highly recommend it to anyone interested in human aging.' Moshe Naveh-Benjamin, University of Missouri'This comprehensive international handbook of theories and mechanisms of cognitive aging adopts a life course perspective and provides detailed coverage of domain-specific models, social and emotional contexts, early-life influences and biological predispositions, and later-life interventions. This extensive overview will appeal most to graduate students and researchers ...' E. R. Paterson, ChoiceTable of ContentsPart I. Overview of Models of Cognitive Aging: 1. Introduction and overview; 2. Cognitive reserve; 3. How age-related changes in the brain affect cognition; 4. Neuroadaptive trajectories of healthy mindspan: from genes to neural networks; 5. Cognitive aging: role of neurotransmitter systems; 6. How arousal-related neurotransmitter systems compensate for age-related decline; Part I summary; Part II. Overview of Models of Cognitive Aging: 7. Aging effects on brain and cognition: what do we learn from a strategy perspective?; 8. Inhibitory theory: assumptions, findings, and relevance to interventions; 9. From perception to action: bottom-up and top-down influences on age differences in attention; 10. Age-related sensory deficits and their consequences; 11. Episodic memory decline in aging; 12. Age differences in decision making; 13. Emotion and memory; 14. Time perception from seconds to lifetimes: how perceived time affects adult development; Part II summary; Part III. Aging in a Social Context: 15. Memory and aging in social contexts; 16. Emotion regulation in adulthood and old age: a cognitive aging perspective on strategy use and effectiveness; 17. Changes in social and emotional well-being over the life span; 18. Aging and cognitive functioning: the impact of goals and motivation; 19. Social relationships and cognitive development in adulthood; 20. Emotion recognition and aging of the social brain; 21. Narrative and identity: the importance of our personal past in later life; 22. Stereotype threat and the cognitive performance of older adults; Part III summary; Part IV. Early Life and Biological Factors: 23. Prenatal influences on cognitive aging; 24. Associations between activity participation across the life course and cognitive aging; 25. Cognitive aging and culture: older brain predictions about different environments; 26. Current perspectives on aging and bilingualism across the life span; 27. Grit and successful aging; 28. Control and cognition: contextual and individual differences in cognitive aging; 29. Cognition and well-being across adulthood and old age; 30. The genetics of cognitive abilities; 31. Blood biomarkers of cognitive health and neurodegenerative disease; Part IV summary; Part V. Later Life and Interventions: 32. Cerebrovascular disease, aging, and depression: clinical features, pathophysiology, and treatment; 33. The role of nutrition in cognitive decline; 34. Sleep's role in cognitive aging; 35. Examination of the relationship between accelerometer-derived metrics of physical activity and cognition among older adults; 36. Far transfer and cognitive training: examination of two hypotheses on mechanisms; 37. Maximizing the impact of cognitive engagement interventions for older adults; 38. Mobility and cognitive decline in older adults with cognitive impairment; 39. Current and emerging technologies for supporting successful aging; Part V summary.
£173.85
Cambridge University Press The Questioning Child
Book SynopsisQuestioning others is one of the most powerful methods that children use to learn about the world. How does questioning develop? How is it socialized? And how can questioning be leveraged to support learning and education? In this volume, some of the world''s leading experts are brought together to explore critical issues in the development of questioning. By collecting interdisciplinary and international perspectives from psychology and education, The Questioning Child presents research from a variety of distinct methodological and theoretical backgrounds. It synthesizes current knowledge on the role of question-asking in cognitive development and charts a path forward for researchers and educators to understand the pivotal function that questioning plays in child development and education.Trade Review'… The collaborative spirit of the book is demonstrated through an integrative approach, as the editors deftly point out connecting themes and responses to these questions across the contributed articles. Drawing from diverse research traditions in contemporary psychology, the volume foregrounds, among other aspects of learning and teaching, the differences between questions as posed by the teacher and by children. The collection concludes with a summary of areas expected to be fruitful for further psychological research.' T. R. Glander, ChoiceTable of Contents1. Questions about questions: framing the key issues Lucas Payne Butler, Samuel Ronfard and Kathleen H. Corriveau; 2. Questions in development Peter Carruthers; 3. The point, the shrug, and the question of clarification Paul L. Harris; 4. The quest for comprehension and learning: children's questions drive both Henry M. Wellman; 5. Children's question-asking across cultural communities Maureen Callanan, Graciela Solis, Claudia Castañeda and Jennifer Jipson; 6. The development of information-requesting gestures in infancy and their role in shaping learning outcomes Kelsey Lucca; 7. Developmental changes in question asking Angela Jones, Nora Swaboda and Azzurra Ruggeri; 8. Understanding developmental and individual differences in the process of inquiry during the preschool years Candice M. Mills and Kaitlin R. Sands; 9. 'Why are there big squares and little squares?' How questions reveal children's understanding of a domain Dave Neale, Caroline Morano, Brian N. Verdine, Roberta Michnick Golinkoff and Kathy Hirsh-Pasek; 10. Children's questions in social and cultural perspective Mary Gauvain and Robert L. Munroe; 11. Mothers' use of questions and children's learning and language development Imac Maria Zambrana, Tone Kristine Hermansen and Meredith L. Rowe; 12. Teaching and learning by questioning Deanna Kuhn, Anahid S. Modrek and William A. Sandoval; 13. Asking 'why?' and 'what if?' The influence of questions on children's inferences Caren M. Walker and Angela Nyhout; 14. What makes a good question? Towards an epistemic classification Jonathan Osborne and Emily Reigh; 15. The questioning child: a path forward Samuel Ronfard, Lucas Payne Butler and Kathleen H. Corriveau.
£95.00
Cambridge University Press The Science of Learning and Development in
Book SynopsisAll teachers need to know how children and adolescents learn and develop. Traditionally, this knowledge had been informed by a mix of speculative and scientific theory. However, in the past three decades there has been substantial growth in new scientific knowledge about how we learn. The Science of Learning and Development in Education provides an exciting and comprehensive introduction to this field. This innovative text introduces readers to brain science and the science of complex systems as it applies to human development. Section 1 examines the science of learning and development in the 21st century; Section 2 explores the emotional, cultural, moral and empathetic brain; and Section 3 focuses on learning, wellbeing and the ecology of learning environments. Written in an engaging style by leading experts and generously illustrated with colour photographs and diagrams, The Science of Learning and Development in Education is an essential resource for pre-service teachers.Table of ContentsPart I. The Science of Learning and Development in the Twenty-First Century: 1. Introducing the science of learning and development in education; 2. Hebb's Postulate and the learning brain; 3. The dynamics of learning and development; 4. The active learner: working memory, metacognition and brain research; 5. The dynamics of literacy and numeracy learning and development; Part II. The Emotional, Cultural, Moral and Empathic Brain: 6. The emotional brain, learning and development; 7. The social and cultural brain, learning and development; 8. The dynamic, moral, empathetic brain; Part III. Learning, Wellbeing and the Ecology of Learning Environments: 9. The learner, embodied cognition and the affordance of learning environments; 10. Science of Learning, assessment and feedback; 11. Student wellbeing and the science of learning and development.
£66.49
Cambridge University Press The Cambridge Handbook of Instructional Feedback
Book SynopsisThis book brings together leading scholars from around the world to provide their most influential thinking on instructional feedback. The chapters range from academic, in-depth reviews of the research on instructional feedback to a case study on how feedback altered the life-course of one author. Furthermore, it features critical subject areas - including mathematics, science, music, and even animal training - and focuses on working at various developmental levels of learners. The affective, non-cognitive aspects of feedback are also targeted; such as how learners react emotionally to receiving feedback. The exploration of the theoretical underpinnings of how feedback changes the course of instruction leads to practical advice on how to give such feedback effectively in a variety of diverse contexts. Anyone interested in researching instructional feedback, or providing it in their class or course, will discover why, when, and where instructional feedback is effective and how best to pTrade Review'Feedback is powerful but variable: this book addresses both themes in a manner that will set the scene for the next decade of research and practice on feedback. The balance of topics, the richness of interpretation of the research, and the directions as to 'where to next' makes this the go-to book on feedback research.' John Hattie, Laureate Professor, University of Melbourne, Australia and Chair of the Board of the Australian Institute for Teaching and School Leadership'Authoritative, comprehensive, and wide ranging. This is the go-to-guide on instructional feedback. Required reading for anyone interested in developing a deeper understanding of the who, what, when, why, and how of instructional feedback.' Ronold A. Beghetto, University of Connecticut'This is a remarkable collection and an essential addition to the libraries of researchers and practitioners alike. The chapters provide analyses of instructional feedback that are both wide-ranging and deeply examined. No matter what age group, subject, or context is your focus, you will find a wealth of critical information and creative ideas in this handbook.' Anita Woolfolk Hoy, Professor Emerita, The Ohio State University'This handbook is an outstanding and thorough review of research on instructional feedback from editors Lipnevich (Queens College and the Graduate Center, CUNY) and Smith (Univ. of Otago, New Zealand), with contributions from academic researchers spanning the globe.' S. W. French, ChoiceTable of ContentsForeword Valerie Shute; Preface Anastasiya A. Lipnevich and Jeffrey K. Smith; Part I. Theoretical Foundations: Methods and Concepts: 1. Feedback: at the heart of – but definitely not all of – formative assessment Dylan Wiliam; 2. Becoming proficient: an alternative perspective on the role of feedback Gordon Stobart; 3. Summative and formative feedback Susan M. Brookhart; 4. Toward a taxonomy of written feedback messages Jacqui Murray, N. Ruth Gasson and Jeffrey K. Smith; 5. Methods in feedback research Gavin T. L. Brown and Lois R. Harris; Part II. Domain-Specific Feedback: 6. Assessment feedback in primary schools in Singapore and beyond Kelvin H. K. Tan and Hwei Ming Wong; 7. Instructional feedback in writing Steve Graham; 8. Instructional feedback in mathematics Marian Small and Amy Lin; 9. Looking closely at mathematics and science classroom feedback practices: examining artifacts, students' products and teachers' communications Maria Araceli Ruiz-Primo and Heidi Kroog; 10. Instructional feedback in music Kelly A. Parkes; 11. Feedback and noncognitive skills: from working hypotheses to theory-driven recommendations for practice Dana Murano, Jonathan E. Martin, Jeremy Burrus and Richard D. Roberts; 12. Feedback in tertiary education: challenges and opportunities for enhancing current practices Jacques van der Meer and Phillip Dawson; 13. Instructional feedback in medical education Joan Sargeant and Christopher Watling; 14. The 360-degree feedback at workplace: a transformative learning perspective Vidya S. Athota and Ashish Malik; Part III. Contexts and Sources of Feedback: 15. Technology-enhanced feedback Cassim Munshi and Christopher C. Deneen; 16. Feedback and game design Bruce D. Homer, Teresa M. Ober and Jan L. Plass; 17. Feedback in the context of self-assessment Heidi L. Andrade; 18. Providing formative peer feedback: what do we know? Ernesto Panadero, Anders Jonsson and Maryam Alqassab; 19. Feedback, correctives, and the use of pre-assessments Thomas R. Guskey; 20. Teacher expectations and feedback practices in South African schools Anil Kanjee; 21. Interactive assessment: cultural perspectives and practices in the nexus of 'heart or mind' Masahiro Arimoto and Ian Clark; 22. Instructional feedback in animals Allison B. Kaufman and Michele M. Pagel; Part IV. Student Responses to Feedback: 23. The emotional dynamics of feedback from the student's point of view Rick Stiggins; 24. Facilitating students' active engagement with feedback Anders Jönsson and Ernesto Panadero; 25. Performance feedback and emotions Thomas Goetz, Anastasiya A. Lipnevich, Maike Krannich and Katarzyna Gogol; 26. The relationship between creativity and feedback Molly Holinger and James C. Kaufman; Part V. Concluding Remarks: 27. Instructional feedback: analysis, synthesis, and extrapolation Jeffrey K. Smith and Anastasiya A. Lipnevich.
£999.99
Cambridge University Press Child Development in Educational Settings
Book SynopsisChild Development in Educational Settings provides a comprehensive introduction to traditional and contemporary theories of development and learning in the contexts of early childhood and primary education. Drawing upon the experiences and perspectives of children, families, educators and Aboriginal and Torres Strait Islander scholars, Marilyn Fleer provides insights into significant theories and approaches, including cultural-historical, constructivist, social constructivist, maturational and ecological systems. The book features four major case studies, which are revisited throughout, to examine how learning and development can be re-imagined within socially, culturally and linguistically diverse communities. This approach enables readers to use theories to analyse and measure learning and development in planning and curriculum, and to feel empowered to enact change in their educational settings. Written in an engaging and accessible style, Child Development in Educational Settings iTable of ContentsPart I. The Need for Theory: Understanding the Different Contexts of Child Development: 1. Introduction: starting your journey; 2. Understanding and using theory in educational settings; 3. Observing children and using theory to analyse learning and development; Part II. Using Child Development Theory: What Does Theory Allow Us to See?: 4. Using constructivist theory for analysing learning and development; 5. Using a bioecological model for analysing learning and development; 6. Using cultural-historical theory for analysing learning and development; 7. Children and families in Australia as agents of their own development; 8. Ways of knowing, ways of being and ways of doing; Part III. Critiquing Theory: Thinking Critically about Child Development: 9. How do theories position children, families and communities?; 10. Future directions: how theories support ongoing change.
£53.19
Cambridge University Press The Cambridge Handbook of Evolutionary Perspectives on Human Behavior
Book SynopsisThe transformative wave of Darwinian insight continues to expand throughout the human sciences. While still centered on evolution-focused fields such as evolutionary psychology, ethology, and human behavioral ecology, this insight has also influenced cognitive science, neuroscience, feminist discourse, sociocultural anthropology, media studies, and clinical psychology. This handbook''s goal is to amplify the wave by bringing together world-leading experts to provide a comprehensive and up-to-date overview of evolution-oriented and influenced fields. While evolutionary psychology remains at the core of the collection, it also covers the history, current standing, debates, and future directions of the panoply of fields entering the Darwinian fold. As such, The Cambridge Handbook of Evolutionary Perspectives on Human Behavior is a valuable reference not just for evolutionary psychologists but also for scholars and students from many fields who wish to see how the evolutionary perspective Trade Review'This book is a state-of-the-art compendium for understanding human nature. Chapters range from traditional Darwinian concerns about topics like mating and morality through to contemporary issues such as psychopathology and the impacts of social media. This handbook is as appealing for students as it is for professional scholars.' Richard Wrangham, Ruth B. Moore Professor of Biological Anthropology, Harvard University, and author of Catching Fire: How Cooking Made Us HumanTable of ContentsIntroduction; Part I. The Comparative Approach: 1. Human-grey parrot comparisons in cognitive performance; 2. Cognitive abilities in elephants; 3. Culture and communication among cetaceans; Part II. Sociocultural Anthropology and Evolution: 4. Eusociality in humans; 5. The nature and psychological foundation of social universals; 6. The study of culture and evolution across disciplines; Part III. Evolution and Neuroscience: 7. Are evolutionary psychology and the neuroscience of motivation compatible?; 8. Are we designed to be happy? The neuroscience of making sense of pleasure; 9. Environmental pressures on transgenerational epigenetic inheritance: an evolutionary development mechanism influencing atypical neurodevelopment in autism?; Part IV. Group Living – The Evolution of Social and Moral Behavior: 10. The problem of altruism and future directions; 11. Can evolutionary processes explain the origins of morality?; 12. The evolution and function of third-party moral judgment; 13. Evolution of the human family; 14. The parasite-stress theory of cultural values and sociality; 15. The evolution of pride and shame; 16. Thinking outside the head: cognitive ecologies and evolutionary psychology; Part V. Evolution and Cognition: 17. Runaway processes in modern human culture: an evolutionary approach to exaggerated communication in present human societies; 18. Ontogeny of tactical deception; 19. The evolution of language: a Darwinian approach; 20. The adaptive problem of exploiting resources: human foraging behavior in patchy environments; Part VI. Evolution and Development: 21. Evolutionary developmental psychology: developing adaptations in infancy and childhood; 22. The ontogeny and evolution of cooperation; 23. Genomic imprinting is critical for understanding the development and adaptive design of psychological mechanisms in humans and other animals; 24. Evolutionary explanations for bullying behavior; 25. Birth order and evolutionary psychology; Part VII. Sexual Selection and Human Sex Differences: 26. Survival, selection, and sex differences in fear; 27. The enigmatic urge: how sexual desire works; 28. Are humans peacocks or robins?; 29. Human mate selection: a multidimensional approach; 30. Kin selection and the evolution of male androphilia; 31. Evolutionary psychology: thoughts on integrating feminist perspectives; Part VIII. Abnormal Behavior and Evolutionary Psychopathology: 32. Psychopathology from an evolutionary perspective; 33. Are we on the verge of Darwinian psychiatry?; 34. The evolution of prosocial behavior: from caring to compassion; 35. Disordered social cognition: alexithymia and interoception; Part IX. Applying Evolutionary Principles: 36. A bridge too far? Evolutionary psychology and the solutions of social problems; 37. The evolution of personality; 38. Applying evolutionary principles to criminality; 39. Substitute parenting; 40. Historians and the evolutionary approach to human behavior; 41. The psychology of extraterrestrials: the new frontier?; Part X. Evolution and the Media: 42. Daily talk shows as virtual gossip communities; 43. Supernormal stimuli in the media; 44. An evolutionary approach to horror media; 45. The internet is for porn: evolutionary perspectives on online pornography; Index.
£173.85
Nova Science Publishers Inc Positive Youth Development: Long Term Effects in
Book SynopsisAdolescent developmental issues are growing globally; studies show that the percentage of adolescent mental health issues such as depression and suicide continues to escalate. Adolescent addiction problems such as substance abuse, pathological gambling and Internet addiction are intensifying. Furthermore, interpersonal problems such as violence and bullying have grown in different forms, particularly in view of the growing development of social media such as Facebook. In many studies, it was estimated that around one-fifth of adolescents may require professional help because of their psychosocial problems. In this book, the authors present the first known scientific study on the psychosocial development in Chinese adolescents in Hong Kong. A large sample was used and validated measures of positive youth development, family functioning, parent-child relational processes and adolescent risk behaviour were included in the study.
£195.19
Nova Science Publishers Inc Psychological Aspects of Student Performance:
Book SynopsisThe rise in global competition demands an increase in education quality. Education institutions are thus required to think more about how they can improve their student performances. One factor that has been found to play a vital role in increasing performance is psychological factors. While previous literature has extensively discussed this issue in Western contexts and some countries in Asia (e.g., Singapore and China), few extant works of literature attempt to understand it in Indonesian contexts. This book will attempt to fill the gap by discussing empirical evidence of the role of parent and peer supports, academic self-efficacy, performance goal orientation, college adjustment, cognitive process, self-control, psychological distress, differential feedback, and involvement in college organizations. Student performances are discussed in the various levels of educations, from primary schools to higher education.Table of ContentsPreface; The Importance of Basic Psychological Needs Satisfaction of Peer Support for Meaningful Learning and College Student Engagement; Elementary Students Mathematic Anxiety and Metacognitive Strategy for the Completion of Mathematics Word Problems; Effect of Parental Support on Learning and Engagement in College Students; Personality as a Moderator in the Relationship between Performance Goal Orientation and Self-Regulated Learning in the Students of High Schools Implementing Kurikulum 2013; The Development of a Task Commitment Scale for Junior High School Students; The Effect of Elaboration Type and Repeated Elaboration on False Memory; Disadvantaged Childrens Cognition and Metacognition: The Relationship between Reading Self-Efficacy, Motivation, and Parental Involvement; Effectiveness of Using Instructional Media for Learning Letters in Three and Four-Year-Old Children in West and South Jakarta; Participation in College Organizations Enhances Self-Esteem: A Group Value Model Perspective; Effect of Differential Feedback and Social Comparison on a Students Academic Performance; The Contribution of Perceived Social Support from Family and Peer to School-Related Stress Coping Styles among 12th Grade Students; Self-Regulation as a Mediator in the Relationship between Mindfulness and Cognitive Test Anxiety among University Students; Index.
£72.24
Nova Science Publishers Inc Child Interaction: Perspectives, Activities and
Book SynopsisToday there is growing scientific and research interest in the study of child interactions and their importance in development, learning and well-being. Research interest in this field is fuelled by timeless documentation that children who come to kindergarten with a developed ability to interact with their peers, have more positive attitudes towards school, gain higher performance in cognitive subjects and adapt more quickly to new experiences. In fact, modern research shows that participation in high-quality education and training programs during childhood has a positive impact on academic achievements in school, reduces the risk of school repetition and reduces the need for intervention for social or special educational reasons. Child interaction and the acquisition of basic social skills begins early, from early childhood and is shaped over time, provided that children are given the opportunity to acquire them. The authors of this collective volume, with many years of personal experience, document with scientific validity the importance of interaction in childhood, through perspectives, activities and outcomes, many of which seem simpler than they are, yet practice much greater impact on children's lives than it may initially seem. In this book, the authors offer teachers new visions and perspectives to upgrade and improve his/her practices, in order to contribute decisively to the development and learning of children. However, as the pages of this book have shown, these new perspectives are created when we are able to listen to and respect children as capable participants in the pedagogical process and when their views are dealt with responsibly and fairly.Table of ContentsPreface; Childrens Interaction: Theoretical Considerations, Research Issues, Challenges and Perspectives; Contribution of Play in the Interaction among Pre-School Age Children: An Example in a Greek Kindergarten; Degrees of Freedom in Collective Play: How Different Institutions Create Diverse Conditions for Young Childrens Interactions; Social Interactions for Children on the Autism Spectrum: An Exploration of Parent, Sibling, and Peer Relationships; Enhancing Interaction through the Implementation of Differentiated Instruction in Pre-School and School Age: A Case Study; Educational Cultural Workshops for Children Aged 35 from Diverse Cultural Backgrounds at Early Childhood Education and Care (ECEC) Facilities: A Framework of Practice of the Erasmus+ 2018 Strategic Partnership Project EDUCLAB (Education and Digital Cultural Laboratory); The Anatomy of Teacher Students Questioning and Feedback Image in Greek Kindergarten Classrooms and the Effect of Applied Teaching Approach; The Contribution of Primary School Students Interaction with Visual Representations in Additive Problem Solving; Interaction and Social Relationships during the Transition from Kindergarten to Elementary School: A Case Study in Greece; Grandparenting Children with and without Special Educational Needs: The Role of Familial Interactions; Using the Dynamic Model of Educational Effectiveness to Identify Stages of Effective Teaching and Assessment; Diversity and Child Interactions in the Early Childhood Curriculum of Ireland; Beliefs and Intentions of Greek Educators on the Role of Play Regarding Interaction within Pre-School and School Environments; Index.
£163.19
Nova Science Publishers Inc Attention-Deficit/Hyperactivity Disorder & the
Book Synopsis
£139.49
Nova Science Publishers Inc Dyslexia in Children: New Research
Book SynopsisDyslexia is a brain-based type of learning disability that specifically impairs a person''s ability to read. Although the disorder varies from person to person, common characteristics among people with dyslexia are difficulty with phonological processing (the manipulation of sounds) and/or rapid visual-verbal responding. The syndrome of dyslexia does not imply low intelligence or poor educational potential, and is independent of race and social background. Although dyslexia seems to be more prevalent among males than females, the exact ratio is unknown: the most commonly quoted figures are between 3:1 and 5:1. The evidence suggests that in at least two-thirds of cases, dyslexia has a genetic cause, but in some cases birth difficulties may play a role. Dyslexia may overlap with related conditions such as dyspraxia, attention deficit disorder (with or without hyperactivity) and dysphasia. In childhood, its effects can be misattributed to emotional or behavioural disorders. By adulthood, many dyslexics will have developed sophisticated compensating strategies that may mask their difficulties. This new book presents state-of-the-art research in this dynamic field.
£139.49
