{"product_id":"introducing-child-psychology-9780631216285","title":"Introducing Child Psychology","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWritten at a level that assumes no previous knowledge, this text is designed for students in schools and universities embarking on courses in psychology, and for those training to work with children on professional courses such as teachers and social workers.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"This is a splendid book – written with great clarity, it presents the core issues, ideas and evidence on the development of children, and captures the excitement of recent research. It raises the key questions that make the study of children so exciting, and is always judicious in its weighing of the evidence to answer them. A wonderful book – accessible, enjoyable, and \u003ci\u003ewise\u003c\/i\u003e – to be recommended for students at all levels and for teachers.\" \u003ci\u003eJudy Dunn, Institute of Psychiatry, London\u003c\/i\u003e \u003cbr\u003e \u003cp\u003e\"This book provides an engaging, detailed and informative introduction to child psychology. Whilst obviously scholarly, the book is eminently accessible and readers should have no trouble in appreciating the different approaches to child psychology or in getting to grips with some of the more difficult concepts. The author himself states that children are fascinating and important and this is obvious throughout the text. Each chapter explores a specific area allowing the reader to develop real insight into the world of children. The judicious use of text boxes and insets helps clarify specific issues and points. This comprehensive book should prove to be indispensable to all readers who want to work with and understand children.\" \u003ci\u003eBernie Carter,\u003c\/i\u003e \u003ci\u003eProfessor of Children's Nursing, University of Central Lancashire\u003c\/i\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"This is an excellent introduction to the methods, theories and main concepts used by psychologists to describe our current systematic understanding of children and their development from conception to early adulthood. The treatment is comprehensive and crystal clear reflecting the author's vast experience and authority in the field. Schaffer's scientific rigour is matched with his fascination with and delight in children which illuminate every chapter. His measured conclusions will be invaluable to a wide range of professionals who work with and promote our understanding of children.\" \u003ci\u003eProfessor Charles Desforges,\u003c\/i\u003e \u003ci\u003eSchool of Education,\u003c\/i\u003e \u003ci\u003eUniversity of Exeter\u003c\/i\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"Schaffer has written an accessible book which succinctly describes and evaluates concepts, perspectives, and research findings in child psychology and relates them to matters of practical importance in the care of children. It provides an excellent introduction for students new to the subject and to those embarking on university courses.\" \u003ci\u003ePamela Calder, Senior Lecturer in Psychology, South Bank University\u003c\/i\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"The book assumes no previous knowledge, but at the same time is rich and penetrating: its style is engaging, and research findings are reported clearly ... as well as communicating the excitement of the field as a whole ... The book is beautifully presented, and is a pleasure to use ... \u003ci\u003eIntroducing Child Psychology\u003c\/i\u003e is a book to enjoy, and to recommend both to trainees and to experienced psychologists.\" \u003ci\u003ePeter Appleton, Clinical Psychology\u003c\/i\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Boxes. \u003cp\u003eList of Figures.\u003c\/p\u003e \u003cp\u003eList of Tables.\u003c\/p\u003e \u003cp\u003eAbout The Author.\u003c\/p\u003e \u003cp\u003ePreface.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1. Finding Out About Children:\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eWhat Is Child Psychology?.\u003c\/p\u003e \u003cp\u003eNature And Aims.\u003c\/p\u003e \u003cp\u003eMethods.\u003c\/p\u003e \u003cp\u003eCross-Sectional And Longitudinal Approaches.\u003c\/p\u003e \u003cp\u003eWhy Do We Need Child Psychology?.\u003c\/p\u003e \u003cp\u003eAnswering Questions: The Subjective Way.\u003c\/p\u003e \u003cp\u003eAnswering Questions: The Objective Way.\u003c\/p\u003e \u003cp\u003eThe Role Of Theory.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eFurther Reading.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2. The Nature of Childhood:\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eHistorical Perspective.\u003c\/p\u003e \u003cp\u003eThe Child As Miniature Adult.\u003c\/p\u003e \u003cp\u003eThe Child As Victim.\u003c\/p\u003e \u003cp\u003eToday’s Child.\u003c\/p\u003e \u003cp\u003eCultural Perspective.\u003c\/p\u003e \u003cp\u003eVariations In Child Rearing Practices.\u003c\/p\u003e \u003cp\u003eIndividualistic And Collectivistic Orientations.\u003c\/p\u003e \u003cp\u003ePersonality Development Viewed Cross-Culturally.\u003c\/p\u003e \u003cp\u003eAdults Thinking About Children.\u003c\/p\u003e \u003cp\u003eThe Nature Of Belief Systems.\u003c\/p\u003e \u003cp\u003eLinks To Child Development.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eFurther Reading.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3. Beginning Life:\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eOur Inheritance.\u003c\/p\u003e \u003cp\u003eGenetic Transmission.\u003c\/p\u003e \u003cp\u003eGenetic Disorders.\u003c\/p\u003e \u003cp\u003eNature \u003ci\u003eAnd\u003c\/i\u003e Nurture.\u003c\/p\u003e \u003cp\u003eFact And Fiction Concerning Genes.\u003c\/p\u003e \u003cp\u003eFrom Conception To Birth.\u003c\/p\u003e \u003cp\u003eStages Of Prenatal Development.\u003c\/p\u003e \u003cp\u003eEnvironmental Influences On Prenatal Development.\u003c\/p\u003e \u003cp\u003eThe Newborn’s Adjustment To The World.\u003c\/p\u003e \u003cp\u003eChildbirth And Its Psychological Consequences.\u003c\/p\u003e \u003cp\u003ePrematurely Born Children.\u003c\/p\u003e \u003cp\u003eHow The World Looks To Newborns.\u003c\/p\u003e \u003cp\u003eAction Patterns And The Brain.\u003c\/p\u003e \u003cp\u003eParental Adjustment.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eFurther Reading.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4. Forming Relationships:\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eThe Nature Of Relationships.\u003c\/p\u003e \u003cp\u003eFamilies.\u003c\/p\u003e \u003cp\u003eFamilies As Systems.\u003c\/p\u003e \u003cp\u003eFamily Variety And Child Development.\u003c\/p\u003e \u003cp\u003eDivorce And Its Consequences.\u003c\/p\u003e \u003cp\u003eDeveloping Attachments.\u003c\/p\u003e \u003cp\u003eThe Nature And Functions Of Attachments.\u003c\/p\u003e \u003cp\u003eDevelopmental Course.\u003c\/p\u003e \u003cp\u003eSecurity-Insecurity.\u003c\/p\u003e \u003cp\u003eInternal Working Models.\u003c\/p\u003e \u003cp\u003eRelationships Among Peers.\u003c\/p\u003e \u003cp\u003eHorizontal And Vertical Relationships.\u003c\/p\u003e \u003cp\u003eContribution Of Peer Relationships To Development.\u003c\/p\u003e \u003cp\u003eStatus Within Peer Groups.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eFurther Reading.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5. Emotional Development:\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eWhat Are Emotions?.\u003c\/p\u003e \u003cp\u003eNature And Functions.\u003c\/p\u003e \u003cp\u003eBiological Basis.\u003c\/p\u003e \u003cp\u003eDevelopmental Course.\u003c\/p\u003e \u003cp\u003eChildren’s Conception Of Emotion.\u003c\/p\u003e \u003cp\u003eThe Emergence Of Emotion Language.\u003c\/p\u003e \u003cp\u003eConversations About Emotions.\u003c\/p\u003e \u003cp\u003eThinking About Emotions.\u003c\/p\u003e \u003cp\u003eSocialization Of Emotions.\u003c\/p\u003e \u003cp\u003eAcquiring Display Rules.\u003c\/p\u003e \u003cp\u003eParental Influences.\u003c\/p\u003e \u003cp\u003eEmotional Competence.\u003c\/p\u003e \u003cp\u003eWhat Is Emotional Competence?.\u003c\/p\u003e \u003cp\u003eFrom Other-Control To Self-Control.\u003c\/p\u003e \u003cp\u003eWhy Do Children Differ In Emotional Competence?.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eFurther Reading.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6. The Child As Scientist: Piaget’s Theory of Cognitive Development:\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eOverview.\u003c\/p\u003e \u003cp\u003eAims And Methods.\u003c\/p\u003e \u003cp\u003eBasic Features Of Theory.\u003c\/p\u003e \u003cp\u003eStages Of Cognitive Development.\u003c\/p\u003e \u003cp\u003eSensori-Motor Stage.\u003c\/p\u003e \u003cp\u003ePreoperational Stage.\u003c\/p\u003e \u003cp\u003eConcrete Operational Stage.\u003c\/p\u003e \u003cp\u003eFormal Operational Stage.\u003c\/p\u003e \u003cp\u003ePros And Cons Of Piagetian Theory.\u003c\/p\u003e \u003cp\u003eContributions.\u003c\/p\u003e \u003cp\u003eShortcomings.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eFurther Reading.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7. The Child As Apprentice: Vygotsky’s Theory of Socio-Cognitive Development:\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eOverview.\u003c\/p\u003e \u003cp\u003eThe Man.\u003c\/p\u003e \u003cp\u003eThe Theory.\u003c\/p\u003e \u003cp\u003eFrom Other-Assistance To Self-Assistance.\u003c\/p\u003e \u003cp\u003eWhat Goes On In The Zone Of Proximal Development?.\u003c\/p\u003e \u003cp\u003eHow Do Adults Assist Children’s Problem Solving?.\u003c\/p\u003e \u003cp\u003eWhat Makes For Effective Assistance?.\u003c\/p\u003e \u003cp\u003eCan Peers Act As Tutors?.\u003c\/p\u003e \u003cp\u003eWhat Role Do Cultural Factors Play In Adult-Child Tutoring?.\u003c\/p\u003e \u003cp\u003eIs Joint Problem Solving Superior To Working Alone?.\u003c\/p\u003e \u003cp\u003eEvaluation.\u003c\/p\u003e \u003cp\u003eContributions.\u003c\/p\u003e \u003cp\u003eShortcomings.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eFurther Reading.\u003cb\u003e.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8. Children As Information Processors:\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eModelling Mental Activities.\u003c\/p\u003e \u003cp\u003eIs The Mind A Computer?.\u003c\/p\u003e \u003cp\u003eThe Nature Of Thought.\u003c\/p\u003e \u003cp\u003eThe Problem Of Access.\u003c\/p\u003e \u003cp\u003eSymbolic Representation: Language, Play, Drawing.\u003c\/p\u003e \u003cp\u003eOrganising The Mind.\u003c\/p\u003e \u003cp\u003eForming Concepts.\u003c\/p\u003e \u003cp\u003eConstructing Scripts.\u003c\/p\u003e \u003cp\u003eMemorising.\u003c\/p\u003e \u003cp\u003eThe Nature Of Memory.\u003c\/p\u003e \u003cp\u003eThe Development Of Memory.\u003c\/p\u003e \u003cp\u003eAutobiographical Memory.\u003c\/p\u003e \u003cp\u003eChildren As Eyewitnesses.\u003c\/p\u003e \u003cp\u003eThinking About People.\u003c\/p\u003e \u003cp\u003eDescribing Others.\u003c\/p\u003e \u003cp\u003eUnderstanding Others.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eFurther Reading.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9. Using Language:\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eWhat Is Language?.\u003c\/p\u003e \u003cp\u003eNature And Functions: Communication, Thinking, Self-Regulation.\u003c\/p\u003e \u003cp\u003eA Uniquely Human Ability?.\u003c\/p\u003e \u003cp\u003eThe Developmental Course Of Language.\u003c\/p\u003e \u003cp\u003eFirst Words.\u003c\/p\u003e \u003cp\u003eForming Sentences.\u003c\/p\u003e \u003cp\u003eAre There Critical Periods In Language Acquisition?.\u003c\/p\u003e \u003cp\u003eCommunicative Competence.\u003c\/p\u003e \u003cp\u003eA Note On Literacy.\u003c\/p\u003e \u003cp\u003eExplaining Language Acquisition.\u003c\/p\u003e \u003cp\u003eBehavioural Approaches.\u003c\/p\u003e \u003cp\u003eNativist Approaches.\u003c\/p\u003e \u003cp\u003eSocial Interaction Approaches.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eFurther Reading.\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10. Towards Adulthood:\u003c\/b\u003e.\u003c\/p\u003e \u003cp\u003eBecoming A Person.\u003c\/p\u003e \u003cp\u003eBiological Underpinnings Of Individuality.\u003c\/p\u003e \u003cp\u003eConstructing A Self.\u003c\/p\u003e \u003cp\u003eSelf-Esteem: Its Nature And Development.\u003c\/p\u003e \u003cp\u003eThe Self In Adolescence.\u003c\/p\u003e \u003cp\u003eInfluences On Self-Development.\u003c\/p\u003e \u003cp\u003eAcquiring A Sense Of Gender.\u003c\/p\u003e \u003cp\u003eContinuity And Change.\u003c\/p\u003e \u003cp\u003eInvestigating Continuity.\u003c\/p\u003e \u003cp\u003ePredicting From Early Behaviour.\u003c\/p\u003e \u003cp\u003ePredicting From Early Experience.\u003c\/p\u003e \u003cp\u003eTracing Developmental Pathways.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eFurther Reading.\u003c\/p\u003e \u003cp\u003eGlossary.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003eName Index.\u003c\/p\u003e \u003cp\u003eSubject Index.\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49403428634967,"sku":"9780631216285","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780631216285.jpg?v=1730483445","url":"https:\/\/bookcurl.com\/products\/introducing-child-psychology-9780631216285","provider":"Book Curl","version":"1.0","type":"link"}