Child and adolescent development in your classroom:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Belmont, CA
Wadsworth, Cengage Learning
2012
|
| Ausgabe: | Internat. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (S. 597-661) and indexes |
| Beschreibung: | XXVIII, 676 S. Ill., graph. Darst. 28 cm |
| ISBN: | 9781111344788 |
Internformat
MARC
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| 020 | |z 1111344787 (pbk.) |9 1-11-134478-7 (pbk.) | ||
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| 100 | 1 | |a Bergin, Christi Crosby |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Child and adolescent development in your classroom |c Christi Crosby Bergin, David Allen Bergin |
| 250 | |a Internat. ed. | ||
| 264 | 1 | |a Belmont, CA |b Wadsworth, Cengage Learning |c 2012 | |
| 300 | |a XXVIII, 676 S. |b Ill., graph. Darst. |c 28 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references (S. 597-661) and indexes | ||
| 650 | 4 | |a Child development | |
| 650 | 4 | |a School children / Psychology | |
| 650 | 4 | |a Adolescence | |
| 650 | 0 | 7 | |a Schüler |0 (DE-588)4053369-4 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Entwicklungspsychologie |0 (DE-588)4014963-8 |2 gnd |9 rswk-swf |
| 689 | 0 | 0 | |a Schüler |0 (DE-588)4053369-4 |D s |
| 689 | 0 | 1 | |a Entwicklungspsychologie |0 (DE-588)4014963-8 |D s |
| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Bergin, David Allen |e Verfasser |4 aut | |
| 856 | 4 | 2 | |m SWB Datenaustausch |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024387389&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-024387389 | ||
Datensatz im Suchindex
| _version_ | 1804148348997861376 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
SECTION I FOUNDATIONS OF CHILD DEVELOPMENT 1
1 WAYS OF THINKING ABOUT CHILDREN 3 THE SCIENCE OF CHILD DEVELOPMENT 4
CHILD DEVELOPMENT THEORIES: A BRIEF OVERVIEW 4 RESEARCH METHODS 6
EXPERIMENTAL DESIGNS 7 * NONEXPERIMENTAL CORRELATIONAL DESIGNS 7 *
QUALITATIVE DESIGNS 9 * STUDIES OF CHANGE OVERTIME 9
* CAUSALITY 9 * MEASUREMENT 10 * GENERALIZABILITY 11 * EFFECT SIZE 11
NATURE AND NURTURE 12
BOX 1.1 THEORIES AND THEORISTS: THE BIOECOLOGICAL MODEL 13 NATURE: THE
ROLE OF GENES IN INDIVIDUAL DIVERSITY 14 GENES AND HERITABILITY 14 *
SHARED (SE) AND NONSHARED ENVIRONMENT (NSE) 14 * IS THE FAMILY A SHARED
OR NONSHARED ENVIRONMENT? 15 * PROBLEMS
WITH ESTIMATING HERITABILITY 15 * HOW CAN GENES INFLUENCE BEHAVIOR? 16
NURTURE: THE ROLE OF CULTURE IN GROUP DIVERSITY 17
WHAT IS CULTURE? 17 * ETHNICITY 18 * CULTURAL CAPITAL 18 * CULTURAL
MISMATCH 20 * INVOLUNTARY MINORITY 20 * CLASSROOM IMPLICATIONS OF
CULTURE 21
RECONCILING THE ROLE OF GENES AND CULTURE 22
RISK AND RESILIENCE 23
PROTECTIVE FACTORS 24 ACCUMULATION OF RISK 25
STABILITY IN DEVELOPMENT 26
STABILITY OF RISK ACROSS CHILDHOOD 27 * THE IMPORTANCE OF EARLY
EXPERIENCE 27
MATERNAL DEPRESSION AS A RISK FACTOR 28
IMAGE 2
CONTENTS
POVERTY AS A RISK FACTOR 29 HOW DOES POVERTY HAVE THESE EFFECTS? 30 *
ETHNICITY AND POVERTY 31 * CLASSROOM IMPLICATIONS OF POVERTY 31
CLASSROOM IMPLICATIONS: THE CASE OF SCHOOL READINESS AND PRESCHOOL 32
SCHOOL READINESS 33 MEASURING SCHOOL READINESS 33 * WHAT SHOULD BE DONE
FOR CHILDREN WHO ARE NOT READY FOR SCHOOL? 34
WHAT DOES THE RESEARCH ON COMPENSATORY PRESCHOOLS SAY? 34
HEAD START 34 * PRE-KINDERGARTEN 35
REFLECTIONS ON PRACTICE: CHECKLIST FOR TEACHERS 37
CHAPTER SUMMARY 38
ACCOMPANYING EDUCATION COURSEMATE WEBSITE RESOURCES 39
2 PHYSICAL DEVELOPMENT AND HEALTH 40
THE BRAIN 41 STRUCTURE AND FUNCTION OF THE BRAIN 41 BOX 2.1 THEORIES AND
THEORISTS: MASLOW S HIERARCHY OF NEEDS 42 AGE TRENDS IN BRAIN
DEVELOPMENT 44
EARLY CHILDHOOD (PRENATAL TO 5 YEARS) 45 * MIDDLE CHILDHOOD (6 TO 12
YEARS) 45 * ADOLESCENCE (13 TO 19 YEARS) 46
INDIVIDUAL DIVERSITY IN BRAIN DEVELOPMENT 46
WHAT DO INDIVIDUAL DIFFERENCES IN THE BRAIN PREDICT? 47 * WHAT PREDICTS
INDIVIDUAL DIFFERENCES IN BRAIN DEVELOPMENT? 47
CLASSROOM IMPLICATIONS OF BRAIN DEVELOPMENT 49
GROWTH AND MOTOR DEVELOPMENT 51 AGE TRENDS IN GROWTH AND MOTOR
DEVELOPMENT 51 EARLY CHILDHOOD (PRENATAL TO 5 YEARS) 51 * MIDDLE
CHILDHOOD (6 TO 12 YEARS) 51 * ADOLESCENCE (13 TO 19 YEARS) 55 * PUBERTY
55
INDIVIDUAL DIVERSITY IN GROWTH AND MOTOR SKILLS 56
WHAT DO INDIVIDUAL DIFFERENCES IN GROWTH AND MOTOR SKILLS PREDICT? 56
BOX 2.2 CHALLENGES IN DEVELOPMENT: LOW BIRTH WEIGHT 57
WHAT PREDICTS INDIVIDUAL DIFFERENCES IN GROWTH AND MOTOR SKILLS? 58
GROUP DIVERSITY IN GROWTH AND MOTOR DEVELOPMENT 63
GENDER 63 * SOCIOECONOMIC STATUS 63 * ETHNICITY 64
CLASSROOM IMPLICATIONS OF GROWTH AND MOTOR DEVELOPMENT 64 IN-SCHOOL
NUTRITION 65 * PHYSICAL ACTIVITY AT SCHOOL 65 * MOTOR SKILLS IN THE
CLASSROOM 67
CONTEMPORARY HEALTH CHALLENGES 67
SLEEP DEPRIVATION 67 AGE TRENDS IN SLEEP PATTERNS 68 * SLEEP DISORDERS
69 * CLASSROOM IMPLICATIONS OF SLEEP DEPRIVATION 69 * IMPROVING SLEEP 70
IMAGE 3
CONTENTS
OBESITY AND OTHER EATING DISORDERS 71 AGE TRENDS IN OBESITY 71 * WHAT
DOES OBESITY PREDICT? 71 * WHAT PREDICTS OBESITY? 72 * GROUP DIVERSITY
IN OBESITY 73 * CLASSROOM IMPLICATIONS OF
OBESITY 73 * OTHER EATING DISORDERS 74
DRUG USE 75
AGETRENDSINDRUG USE 75 * WHAT DOES DRUG USE PREDICT? 75 * WHAT PREDICTS
DRUG USE? 76 * GROUP DIVERSITY IN DRUG USE 77 * CLASSROOM IMPLICATIONS
OF
DRUG USE 77 * PRENATAL DRUG EXPOSURE-BEHAVIORAL TERATOGENS 78
REFLECTIONS ON PRACTICE: CHECKLIST FOR TEACHERS 80
SUMMARY OF AGE TRENDS IN PHYSICAL DEVELOPMENT 81 CHAPTER SUMMARY 82
ACCOMPANYING EDUCATION COURSEMATE WEBSITE RESOURCES 83
SECTION 2 THE COGNITIVE CHILD 84
CLASSIC THEORIES OF LEARNING AND COGNITION 86 BEHAVIORISM 87 CLASSICAL
CONDITIONING 88 OPERANT CONDITIONING 89
REINFORCEMENT AND PUNISHMENT 89
BOX 3.1 THEORIES AND THEORISTS: 6. F. SKINNER 90
SHAPING 91 * STABILITY AND EXTINCTION 92
CLASSROOM IMPLICATIONS OF BEHAVIORISM 92 OPERANT CONDITIONING 92 *
DIRECT INSTRUCTION 94
PIAGET S THEORY OF COGNITIVE DEVELOPMENT 96
AGE TRENDS IN PIAGET S COGNITIVE DEVELOPMENTAL THEORY 97 THE
SENSORIMOTOR STAGE (BIRTH TO 2 YEARS) 98 * THE PREOPERATIONAL STAGE
(ABOUT AGES 2 THROUGH 7) 98 * THE CONCRETE OPERATIONAL STAGE (ABOUT AGES
7 THROUGH
11) 102 * THE FORMAL OPERATIONAL STAGE (ABOUT AGE 12 AND OLDER) 103
EVIDENCE THAT CONTRADICTS PIAGET S STAGES 105
UNDERESTIMATION AND OVERESTIMATION OF ABILITIES 105 * PRIMACY OF
LANGUAGE 107
DIVERSITY IN COGNITIVE DEVELOPMENTAL THEORY 108
CLASSROOM IMPLICATIONS OF COGNITIVE DEVELOPMENTAL THEORY 109
DEVELOPMENTALLY APPROPRIATE PRACTICE 109 * CONSTRUCTIVIST TEACHING 109
VYGOTSKY S SOCIOCULTURAL THEORY 112
THE ROLE OF SOCIAL INTERACTION 112 ZONE OF PROXIMAL DEVELOPMENT 113
SCAFFOLDING 113 LANGUAGE AND PRIVATE SPEECH 114
IMAGE 4
V I II CONTENTS
AGE TRENDS IN SOCIOCULTURAL THEORY 114 DIVERSITY IN SOCIOCULTURAL THEORY
115 CLASSROOM IMPLICATIONS OF SOCIOCULTURAL THEORY 116 SOCIAL
CONSTRUCTIVISM 116 * A NOTE OF CAUTION ABOUT CONSTRUCTIVIST
TEACHING 120
COMPARING THEORIES OF LEARNING AND COGNITION 120
BOX 3.2 THEORIES AND THEORISTS: SOCIAL COGNITIVE THEORY 121 REFLECTIONS
ON PRACTICE: CHECKLIST FOR TEACHERS 123 SUMMARY OF AGE TRENDS IN
COGNITION 124 CHAPTER SUMMARY 125 ACCOMPANYING EDUCATION COURSEMATE
WEBSITE RESOURCES 126 TEACHSOURCE VIDEO CASES 126
INFORMATION PROCESSING, MEMORY, AND PROBLEM
SOLVING 127 INFORMATION PROCESSING 128 COMPONENTS OF THE INFORMATION
PROCESSING MODEL 128 SENSORY REGISTER 128 * ATTENTION 128 * WORKING
MEMORY 129 * EXECUTIVE
FUNCTIONS 130 * METACOGNITION 130 * LONG-TERM MEMORY 131
AGE TRENDS IN INFORMATION PROCESSING 131
EARLY CHILDHOOD (BIRTH TO 5 YEARS) 131 * MIDDLE CHILDHOOD (6 TO 12
YEARS) 132 * ADOLESCENCE (13 TO 19 YEARS) 133
INDIVIDUAL DIVERSITY IN INFORMATION PROCESSING 134
BOX 4.1 CHALLENGES IN DEVELOPMENT: ADHD 135 CLASSROOM IMPLICATIONS OF
INFORMATION PROCESSING 136 REDUCE WORKING MEMORY AND EXECUTIVE LOAD 136
* FOCUS ATTENTION 137 * STRENGTHEN EXECUTIVE FUNCTIONS 137
MEMORY 138
REMEMBER? MAYBE, MAYBE NOT 138 MEMORY ERRORS 139 * CONTEXT AND MEMORY
140 * MEMORY STRATEGIES 140
AGE TRENDS IN MEMORY 141
EARLY CHILDHOOD (PRENATAL TO 5 YEARS) 141 * MIDDLE CHILDHOOD (6 TO 12
YEARS) 142 * ADOLESCENCE (13 TO 19 YEARS) 143
INDIVIDUAL DIVERSITY IN MEMORY 143
WHAT DO INDIVIDUAL DIFFERENCES IN MEMORY PREDICT? 143 * WHAT PREDICTS
INDIVIDUAL DIFFERENCES IN MEMORY? 143
CLASSROOM IMPLICATIONS OF MEMORY 144
CONNECT KNOWLEDGE 145 * FACILITATE MEMORY STRATEGIES 146 * INCREASE
EXPOSURE TO MATERIAL TO BE LEARNED 147 * SPACE PRACTICE 147 * TEST
STUDENTS 148
IMAGE 5
CONTENTS
REASONING AND PROBLEM SOLVING 148 AGE TRENDS IN REASONING AND PROBLEM
SOLVING 150 EARLY CHILDHOOD (BIRTH TO 5 YEARS) 150 * MIDDLE CHILDHOOD (6
TO 12 YEARS) 152 * ADOLESCENCE (13 TO 19 YEARS) 152
INDIVIDUAL DIVERSITY IN REASONING AND PROBLEM SOLVING 153
WHAT DO INDIVIDUAL DIFFERENCES IN REASONING PREDICT? 153 * WHAT PREDICTS
INDIVIDUAL DIFFERENCES IN REASONING? 153
CLASSROOM IMPLICATIONS OF REASONING AND PROBLEM SOLVING 154
IDENTIFY STUDENTS STRATEGIES 154 * TEACH EFFECTIVE STRATEGIES 155 * HELP
STUDENTS UNDERSTAND THE PROBLEM 155 * FOSTER ARGUMENT 156 * USE INQUIRY-
BASED EXPERIMENTS 156 * DIRECTLY TRAIN REASONING 157
PUTTING THE THEORIES TO WORK: THE CASE OF MATHEMATICS 158
AGE TRENDS IN MATHEMATICS 159 INFORMAL MATH 159 * SCHOOL-AGE MATH 160
IMPLICATIONS FOR TEACHERS FROM DIFFERENT THEORIES 161
BEHAVIORISM AND MATH 161 * PIAGET S THEORY OF COGNITIVE DEVELOPMENT AND
MATH 162 * VYGOTSKY SSOCIOCULTURAL THEORY AND MATH 163 * THE INFORMATION
PROCESSING MODEL AND MATH 163
REFLECTIONS ON PRACTICE: CHECKLIST FOR TEACHERS 165
SUMMARY OF AGE TRENDS IN INFORMATION PROCESSING 166 CHAPTER SUMMARY 167
ACCOMPANYING EDUCATION COURSEMATE WEBSITE RESOURCES 168 TEACHSOURCE
VIDEO CASE 168
COGNITIVE ABILITY: INTELLIGENCE, TALENT, AND
ACHIEVEMENT 169 INTELLIGENCE 170 INTELLIGENCE AS G 171 THEORY OF
SUCCESSFUL INTELLIGENCE 172
MULTIPLE INTELLIGENCES 173 MEASUREMENT OF INTELLIGENCE 174 INDIVIDUAL
DIVERSITY IN INTELLIGENCE 175
STABILITY OF INTELLIGENCE 175
BOX 5.1 THEORIES & THEORISTS: HABITUATION AND CORE KNOWLEDGE 176
WHAT DO INDIVIDUAL DIFFERENCES IN INTELLIGENCE PREDICT? 176 * WHAT
PREDICTS INDIVIDUAL DIFFERENCES IN INTELLIGENCE? 178
GROUP DIVERSITY IN INTELLIGENCE 179
GENDER 179 * SOCIOECONOMIC STATUS 180 * ETHNICITY 180 * CROSS-NATIONAL
COMPARISONS 181 * TEST BIAS 181 * RISING INTELLIGENCE 182
IMAGE 6
CONTENTS
CLASSROOM IMPLICATIONS OF INTELLIGENCE 183 MULTIPLE INTELLIGENCES IN THE
CLASSROOM 184 * INTELLIGENCE TESTS AND THE CLASSROOM 185
TALENT AND EXPERTISE 185
BOX 5.2 CHALLENGES IN DEVELOPMENT: LEARNING DISABILITIES 186 AGE TRENDS
IN TALENT AND EXPERTISE 187 INDIVIDUAL DIVERSITY IN TALENT AND EXPERTISE
187 WHAT DO INDIVIDUAL DIFFERENCES IN EXPERTISE PREDICT? 187 * WHAT
PREDICTS
INDIVIDUAL DIFFERENCES IN EXPERTISE? 188
GROUP DIVERSITY IN TALENT AND EXPERTISE 190
CLASSROOM IMPLICATIONS OF TALENT AND EXPERTISE 191
ACHIEVEMENT 192 AGE TRENDS IN ACHIEVEMENT 192 INDIVIDUAL DIVERSITY IN
ACHIEVEMENT 193 STABILITY OF INDIVIDUAL DIFFERENCES IN ACHIEVEMENT 193 *
WHAT DO INDIVIDUAL
DIFFERENCES IN ACHIEVEMENT PREDICT? 193 * WHAT PREDICTS INDIVIDUAL
DIFFERENCES
IN ACHIEVEMENT? 194
GROUP DIVERSITY IN ACHIEVEMENT 194
GENDER 194 * SOCIOECONOMIC STATUS 195 * ETHNICITY 196 * CROSS-NATIONAL
COMPARISONS 197
CLASSROOM IMPLICATIONS OF RESEARCH ON ACHIEVEMENT 199
STUDY SKILLS 200 * ACHIEVEMENT PRESS 200 * TIME-ON- TASK 200 * HOMEWORK
201 * TIME SPENT IN SCHOOL 201 * RETENTION IN
GRADE 202 * CLASS SIZE 203 * HIGH-STAKES TESTS 203
REFLECTIONS ON PRACTICE: CHECKLIST FOR TEACHERS 205
SUMMARY OF AGE TRENDS IN COGNITIVE ABILITY 206 CHAPTER SUMMARY 207
ACCOMPANYING EDUCATION COURSEMATE WEBSITE RESOURCES 208 TEACHSOURCE
VIDEO CASE 208
SECTION 3 THE EMOTIONAL CHILD 209
6 ATTACHMENT AND PERSONALITY 211 A T T A C H M E NT 212 BOX 6.1 THEORIES
& THEORISTS: JOHN BOWLBY AND MARY AINSWORTH 213 BOX 6.2 THEORIES &
THEORISTS: ETHOLOGY AND CRITICAL PERIODS 214 AGE TRENDS IN ATTACHMENT
214
EARLY CHILDHOOD (BIRTH TO 5 YEARS) 215 * MIDDLE CHILDHOOD (6 TO 12
YEARS) 215 * ADOLESCENCE (13 TO 19 YEARS) 215
IMAGE 7
CONTENTS
INDIVIDUAL DIVERSITY IN ATTACHMENT 216 SECURE ATTACHMENT 217 * INSECURE
AVOIDANT ATTACHMENT 217 * INSECURE- RESISTANT ATTACHMENT 218 *
DISORGANIZED ATTACHMENT 218 * HOW
STABLE IS ATTACHMENT? 219 * ATTACHMENT IN ADULT ROMANTIC
RELATIONSHIPS 219 * WHAT DO INDIVIDUAL DIFFERENCES IN
ATTACHMENT PREDICT? 220 * WHAT PREDICTS INDIVIDUAL DIFFERENCES IN
ATTACHMENT? 221 * ATTACHMENT TO FATHER 223 * HOW DOES ATTACHMENT HAVE
SUCH FAR-REACHING CONSEQUENCES? 223
GROUP DIVERSITY IN ATTACHMENT 224
SOCIOECONOMIC STATUS 224 * CROSS-NATIONAL COMPARISONS 224
CLASSROOM IMPLICATIONS OF ATTACHMENT 225
TEACHER-STUDENT RELATIONSHIPS 225 * SCHOOL BONDING 227
TEMPERAMENT 229
INDIVIDUAL DIVERSITY IN TEMPERAMENT 230 HOW STABLE IS TEMPERAMENT? 231 *
WHAT DOES TEMPERAMENT PREDICT? 231 * GOODNESS OF FIT 232 * WHAT PREDICTS
TEMPERAMENT? 233
BOX 6.3 THEORIES & THEORISTS: REVISITING NATURE AND NURTURE 235
GROUP DIVERSITY IN TEMPERAMENT 236 CLASSROOM IMPLICATIONS OF TEMPERAMENT
237
PERSONALITY 239 INDIVIDUAL DIVERSITY IN PERSONALITY 241 HOW STABLE IS
PERSONALITY ACROSS TIME? 241 * HOW STABLE IS PERSONALITY ACROSS
SITUATIONS? 242 * WHAT DOES PERSONALITY PREDICT? 243 * WHAT PREDICTS
PERSONALITY? 244
GROUP DIVERSITY IN PERSONALITY 244
COHORT EFFECT 244 * CROSS-NATIONAL COMPARISONS 245 CLASSROOM
IMPLICATIONS OF PERSONALITY 245
REFLECTIONS ON PRACTICE: CHECKLIST FOR TEACHERS 247 SUMMARY OF AGE
TRENDS IN ATTACHMENT AND PERSONALITY 248 CHAPTER SUMMARY 249
ACCOMPANYING EDUCATION COURSEMATE WEBSITE RESOURCES 250
SELF-CONTROL AND DISCIPLINE 251
SELF-CONTROL 252 AGE TRENDS IN SELF-CONTROL 252 EARLY CHILDHOOD (BIRTH
TO 5 YEARS) 252 * MIDDLE CHILDHOOD (6 TO 12 YEARS) 253 * ADOLESCENCE (13
TO 19 YEARS) 253
INDIVIDUAL DIVERSITY IN SERF-CONTROL 254
STABILITY ACROSS CHILDHOOD 254 * STABILITY ACROSS SITUATIONS 254 * WHAT
DO INDIVIDUAL DIFFERENCES IN SELF-CONTROL PREDICT? 255 * WHAT PREDICTS
INDIVIDUAL
DIFFERENCES IN SELF-CONTROL? 256
IMAGE 8
CONTENTS
GROUP DIVERSITY IN SELF-CONTROL 258 BOX 7.1 THEORIES & THEORISTS:
COLLECTIVISM AND INDIVIDUALISM 259 CLASSROOM IMPLICATIONS OF
SELF-CONTROL 259
EFFECTIVE DISCIPLINE 260 THE GOAL OF DISCIPLINE 261 TYPES OF DISCIPLINE
262
INDUCTION 262 * LOVE-WITHDRAWAL 263 * POWER ASSERTION 264
PRINCIPLES OF EFFECTIVE DISCIPLINE 265
BOX 7.2 CHALLENGES IN DEVELOPMENT: CHILD ABUSE 266 APPLYING THE
PRINCIPLES OF EFFECTIVE DISCIPLINE: PERSISTENT PERSUASION 268 * WHY
PERSISTENT PERSUASION SHOULD WORK 270
GROUP DIVERSITY IN DISCIPLINE 271
SOCIOECONOMIC STATUS 271 * ETHNICITY 271 * CROSS-NATIONAL COMPARISONS
272
CLASSROOM IMPLICATIONS OF DISCIPLINE 272
REVISITING BEHAVIOR MODIFICATION 274 * INCLUDING PARENTS IN CLASSROOM
DISCIPLINE 276 * CLASSROOM MANAGEMENT 277 * CULTURALLY RESPONSIVE
CLASSROOM MANAGEMENT 278
TEACHING SELF-CONTROL: WHAT PARENTING STYLES TELL US 279
FOUR STYLES OF PARENTING 280 INDIFFERENT STYLE 280 * INDULGENT STYLE 281
* AUTHORITARIAN STYLE 281 * AUTHORITATIVE STYLE 281 * THE ADOLESCENT
CHALLENGE 282
GROUP DIVERSITY IN PARENTING STYLE 283
ETHNICITY 283 * CROSS-NATIONAL COMPARISONS 284 CLASSROOM IMPLICATIONS OF
PARENTING STYLE 285
REFLECTIONS ON PRACTICE: CHECKLIST FOR TEACHERS 287 SUMMARY OF AGE
TRENDS IN SELF-CONTROL AND DISCIPLINE 288 CHAPTER SUMMARY 289
ACCOMPANYING EDUCATION COURSEMATE WEBSITE RESOURCES 290 TEACHSOURCE
VIDEO CASES 290
8 EMOTIONAL DEVELOPMENT 291
WHY DO CHILDREN HAVE EMOTIONS? 293 WHAT EMOTIONS DO CHILDREN HAVE? 293
BOX 8.1 THEORIES & THEORISTS: CHARLES DARWIN 294 EARLY BASIC EMOTIONS
294 * COMPLEX SOCIAL EMOTIONS 295
REGULATING ONE S OWN EMOTIONS 297
STRATEGIES CHILDREN USE TO REGULATE EMOTION 297 EMOTIONAL
DISSEMBLANCE-FAKING IT 298
IMAGE 9
CONTENTS
AGE TRENDS IN EMOTION REGULATION 299 EARLY CHILDHOOD (BIRTH TO 5 YEARS)
299 * MIDDLE CHILDHOOD (6 TO 12 YEARS) 300 * ADOLESCENCE (13 TO 19
YEARS) 300
INDIVIDUAL DIVERSITY IN EMOTION REGULATION 301
WHAT DOES EMOTION REGULATION PREDICT? 301 * WHAT PREDICTS EMOTION
REGULATION? 303
DEPRESSION: EMOTION REGULATION GONE AWRY 306
PREVALENCE OF DEPRESSION 306 * ANTECEDENTS AND CONSEQUENCES OF
DEPRESSION 307
GROUP DIVERSITY IN EMOTION REGULATION 308
GENDER 308 * SOCIOECONOMIC STATUS 308 * ETHNICITY 308 * CROSS-NATIONAL
COMPARISONS 309
CLASSROOM IMPLICATIONS OF EMOTION REGULATION 310
BE SENSITIVE TO CHILDREN S EMOTIONS 310 * DIRECTLY TEACH EMOTION
REGULATION 311 * CREATE A POSITIVE ATMOSPHERE 311 * INTERVENTIONS FOR
DEPRESSION 312
UNDERSTANDING OTHERS EMOTIONS 313
AGE TRENDS IN UNDERSTANDING OTHERS EMOTIONS 314 EARLY CHILDHOOD (BIRTH
TO 5 YEARS) 314 * MIDDLE CHILDHOOD (6 TO 12 YEARS) 316 * ADOLESCENCE (13
TO 19 YEARS) 317
INDIVIDUAL DIVERSITY IN UNDERSTANDING OTHERS EMOTIONS 318
WHAT DOES UNDERSTANDING OTHERS EMOTIONS PREDICT? 318 * WHAT PREDICTS
UNDERSTANDING OTHERS EMOTIONS? 318
GROUP DIVERSITY IN UNDERSTANDING OTHERS EMOTIONS 320
GENDER 320 * CULTURE 320
CLASSROOM IMPLICATIONS OF UNDERSTANDING OTHERS EMOTIONS 321
EMOTIONS AND THOUGHT 323
POSITIVE EMOTIONS 324 NEGATIVE EMOTIONS 324
OPTIMAL AROUSAL 324 * ANXIETY 325 BOX 8.2 CHALLENGES IN DEVELOPMENT:
TEST ANXIETY 326
CLASSROOM IMPLICATIONS OF EMOTIONS AND THOUGHT 326 REFLECTIONS ON
PRACTICE: CHECKLIST FOR TEACHERS 329 SUMMARY OF AGE TRENDS IN EMOTIONAL
COMPETENCE 330 CHAPTER SUMMARY 331 ACCOMPANYING EDUCATION COURSEMATE
WEBSITE RESOURCES 332
IMAGE 10
XIV CONTENTS
SECTION 4 THE SOCIAL CHILD 333
9 SOCIAL COGNITION 335 THEORY OF MIND 336 BOX 9.1 CHALLENGES IN
DEVELOPMENT: AUTISM 337 WHERE DOES THEORY OF MIND COME FROM? 339 AGE
TRENDS IN THEORY OF MIND 339
EARLY CHILDHOOD (BIRTH TO 5 YEARS) 339 * MIDDLE CHILDHOOD (6 TO 12
YEARS) 340 * ADOLESCENCE (13 TO 19 YEARS) 340
INDIVIDUAL DIVERSITY IN THEORY OF MIND 341
WHAT DO INDIVIDUAL DIFFERENCES IN THEORY OF MIND PREDICT? 341 * WHAT
PREDICTS INDIVIDUAL DIFFERENCES IN THEORY OF MIND? 342
GROUP DIVERSITY IN THEORY OF MIND 344
CLASSROOM IMPLICATIONS OF THEORY OF MIND 344
HYMOR 345 CAUSES AND FUNCTIONS OF HUMOR 346 PLAYFUL TEASING 346
BOX 9.2 THEORIES & THEORISTS: SIGMUND FREUD 347 AGE TRENDS IN HUMOR 347
EARLY CHILDHOOD (BIRTH TO 5 YEARS) 348 * MIDDLE CHILDHOOD (6 TO 12
YEARS) 349 * ADOLESCENCE (13 TO 19 YEARS) 349
INDIVIDUAL DIVERSITY IN HUMOR 349
WHAT DO INDIVIDUAL DIFFERENCES IN HUMOR PREDICT? 350 * WHAT PREDICTS
INDIVIDUAL DIFFERENCES IN HUMOR? 350
GROUP DIVERSITY IN HUMOR 351
CLASSROOM IMPLICATIONS OF HUMOR 352 BE HUMOROUS YOURSELF 352 * ACCEPT
CHILDREN S HUMOR (WHEN APPROPRIATE) 353
MORA! JYDGMENT 353
DIFFERENT VIEWS OF MORAL JUDGMENT 354 PIAGET SVIEW 354 * KOHL BERG S
VIEW 354 * PROSOCIAL REASONING 356 LYING 356
BOX 9.3 CHALLENGES IN DEVELOPMENT: ACADEMIC DISHONESTY 357
AGE TRENDS IN MORAL JUDGMENT 358 EARLY CHILDHOOD (BIRTH TO 5 YEARS) 358
* MIDDLE CHILDHOOD (6 TO 12 YEARS) 360 * ADOLESCENCE (13 TO 19 YEARS)
360
INDIVIDUAL DIVERSITY IN MORAL JUDGMENT 361
WHAT DO INDIVIDUAL DIFFERENCES IN MORAL JUDGMENT PREDICT? 362 * WHAT
PREDICTS INDIVIDUAL DIFFERENCES IN MORAL JUDGMENT AND BEHAVIOR? 362
IMAGE 11
CONTENTS XV
GROUP DIVERSITY IN MORAL JUDGMENT 364
GENDER 365 * SOCIOECONOMIC STATUS 365 * CROSS-NATIONAL COMPARISONS 365
CLASSROOM IMPLICATIONS OF MORAL JUDGMENT 366
MORAL EDUCATION (CONSTRUCTING MORALITY) 366 * CHARACTER EDUCATION
(HANDING DOWN MORALITY) 368 * DOES MORAL OR CHARACTER EDUCATION WORK?
369 * TEACH
MORALITY THROUGH EVERYDAY INTERACTIONS 369
REFLECTIONS ON PRACTICE: CHECKLIST FOR TEACHERS 371
SUMMARY OF AGE TRENDS IN SOCIAL COGNITION 372 CHAPTER SUMMARY 374
ACCOMPANYING EDUCATION COURSEMATE WEBSITE RESOURCES 375
10 SOCIAL BEHAVIOR 376
PROSOCSAL BEHAVIOR 377 AGE TRENDS IN PROSOCIAL BEHAVIOR 378 EARLY
CHILDHOOD (BIRTH TO 5 YEARS) 378 * MIDDLE CHILDHOOD (6 TO 12 YEARS) 379
* ADOLESCENCE (13 TO 19 YEARS) 379
INDIVIDUAL DIVERSITY IN PROSOCIAL BEHAVIOR 380
WHAT DO INDIVIDUAL DIFFERENCES IN PROSOCIAL BEHAVIOR PREDICT? 380 * WHAT
PREDICTS INDIVIDUAL DIFFERENCES IN PROSOCIAL BEHAVIOR? 381
GENDER DIVERSITY IN PROSOCIAL BEHAVIOR 383
CLASSROOM IMPLICATIONS OF PROSOCIAL BEHAVIOR 383 HELP STUDENTS FEEL
RESPONSIBLE FOR OTHERS 385 * PROVIDE OPPORTUNITIES TO PRACTICE PROSOCIAL
BEHAVIOR 385 * SCHOOLWIDE INTERVENTION: THE CARING SCHOOL
COMMUNITY 386
ANTISOCIAL BEHAVIOR AND AGGRESSION 387
BOX 10.1 CHALLENGES IN DEVELOPMENT: CONDUCT DISORDER 388 TYPES OF
AGGRESSION 388 PHYSICAL, VERBAL, AND SOCIAL AGGRESSION 389 * REACTIVE
AGGRESSION AND BULLYING 389
AGE TRENDS IN ANTISOCIAL BEHAVIOR 390
BOX 10.2 CHALLENGES IN DEVELOPMENT: VICTIMS 391 EARLY CHILDHOOD (BIRTH
TO 5 YEARS) 392 * MIDDLE CHILDHOOD (6 TO 12 YEARS) 392 * ADOLESCENCE (13
TO 19 YEARS) 393
INDIVIDUAL DIVERSITY IN ANTISOCIAL BEHAVIOR 393
WHAT DO INDIVIDUAL DIFFERENCES IN ANTISOCIAL BEHAVIOR PREDICT? 394 *
WHAT PREDICTS INDIVIDUAL DIFFERENCES IN ANTISOCIAL BEHAVIOR? 396
GROUP DIVERSITY IN ANTISOCIAL BEHAVIOR 399
GENDER 399
BOX 10.3 THEORIES & THEORISTS: THE SOCIAL INFORMATION PROCESSING MODEL
400
SOCIOECONOMIC STATUS 402 * ETHNICITY 402
IMAGE 12
X VI CONTENTS
CLASSROOM IMPLICATIONS OF ANTISOCIAL BEHAVIOR 403 REDUCING BULLYING AND
AGGRESSION 403 * SCHOOL-BASED COUNSELING INTERVENTIONS 405
CONFLICT RESOLUTION 406
HOW SHOULD CONFLICT BE RESOLVED? 406 AGE TRENDS IN CONFLICT RESOLUTION
407 EARLY CHILDHOOD (BIRTH TO 5 YEARS) 407 * MIDDLE CHILDHOOD AND
ADOLESCENCE (6 TO 19 YEARS) 407
INDIVIDUAL DIVERSITY IN CONFLICT RESOLUTION 407
WHAT DO CONFLICT RESOLUTION SKILLS PREDICT? 407 * WHAT PREDICTS CONFLICT
RESOLUTION SKILLS? 408
GROUP DIVERSITY IN CONFLICT RESOLUTION 409
GENDER 409 * ETHNICITY 409 * CROSS-NATIONAL COMPARISONS 409
CLASSROOM IMPLICATIONS OF CONFLICT RESOLUTION 410
PROMOTING CONFLICT RESOLUTION SKILLS 410 * CONFLICT RESOLUTION EDUCATION
411
REFLECTIONS ON PRACTICE: CHECKLIST FOR TEACHERS 414
SUMMARY OF AGE TRENDS IN SOCIAL BEHAVIOR 415
CHAPTER SUMMARY 416
ACCOMPANYING EDUCATION COURSEMATE WEBSITE RESOURCES 417
11 PEERS, FRIENDS, AND PLAY 418
PEER STATUS 419 INDIVIDUAL DIVERSITY IN PEER STATUS 420 WHAT DOES PEER
REJECTION PREDICT? 421 * WHAT PREDICTS PEER STATUS? 422
GROUP DIVERSITY IN PEER STATUS 425
GENDER 425 * SOCIOECONOMIC STATUS 425 * ETHNICITY 425 * CROSS-NATIONAL
COMPARISONS 426
CLASSROOM IMPLICATIONS OF PEER STATUS 426
IMPROVE STUDENTS BEHAVIOR 426 * INFLUENCE STUDENTS REPUTATION 428 *
PROVIDE OPPORTUNITY FOR PEER INTERACTION AT SCHOOL-COOPERATIVE
LEARNING 428
FRIENDSHIP AND PEER NETWORKS 430
BIRDS OF A FEATHER FLOCK TOGETHER 431 PEER PRESSURE: IS IT GOOD OR BAD?
431 AGE TRENDS IN FRIENDSHIP AND PEER NETWORKS 432 EARLY CHILDHOOD
(BIRTH TO 5 YEARS) 432 * MIDDLE CHILDHOOD (6 TO 12
YEARS) 432 * ADOLESCENCE (13 TO 19 YEARS) 434
BOX 11.1 CHALLENGES IN DEVELOPMENT: STIS AND HIV/AIDS 437
INDIVIDUAL DIVERSITY IN FRIENDSHIP AND PEER NETWORKS 438 WHAT DO
INDIVIDUAL DIFFERENCES IN FRIENDSHIP PREDICT? 439 * WHAT PREDICTS
QUANTITY AND QUALITY OF FRIENDSHIPS? 440
IMAGE 13
CONTENTS X V II
GROUP DIVERSITY IN FRIENDSHIP AND PEER NETWORKS 441
GENDER 442 * ETHNICITY 442 * CROSS-NATIONAL COMPARISONS 443
CLASSROOM IMPLICATIONS OF FRIENDSHIP AND PEER NETWORKS 443
PLAY 444
TYPES OF PLAY 444 AGE TRENDS IN PLAY 444
EARLY CHILDHOOD (BIRTH TO 5 YEARS) 445 * MIDDLE CHILDHOOD (6 TO 12
YEARS) 446 * ADOLESCENCE (13 TO 19 YEARS) 447
INDIVIDUAL DIVERSITY IN PLAY 447
WHAT DO INDIVIDUAL DIFFERENCES IN PLAY PREDICT? 447 * WHAT PREDICTS
INDIVIDUAL DIFFERENCES IN PLAY? 449 * A CAUTIONARY NOTE ABOUT SOLITARY
PLAY 449 * ARE
SPORTS LIKE PLAY? 449
GROUP DIVERSITY IN PLAY 450
GENDER 450 * SOCIOECONOMIC STATUS 451 * CULTURE 451
CLASSROOM IMPLICATIONS OF PLAY 452
USE PLAY TO SUPPORT LEARNING 452 * PROMOTE RECESS 453
REFLECTIONS ON PRACTICE: CHECKLIST FOR TEACHERS 455
SUMMARY OF AGE TRENDS IN PEER STATUS, FRIENDSHIP, AND PLAY 456
CHAPTER SUMMARY 457
ACCOMPANYING EDUCATION COURSEMATE WEBSITE RESOURCES 458
SECTION 5 THE WHOLE CHILD 459
12 LANGUAGE AND LITERACY 461 LANGUAGE DEVELOPMENT 462 TYPES OF LANGUAGE:
NONVERBAL AND VERBAL 462 AGE TRENDS IN LANGUAGE 463
EARLY CHILDHOOD (BIRTH TO 5 YEARS) 463 * MIDDLE CHILDHOOD (6 TO 12
YEARS) 465 * ADOLESCENCE (13 TO 19 YEARS) 465 * LANGUAGE LEARNING IS
REMARKABLE 466
BOX 12.1 THEORIES & THEORISTS: LANGUAGE AS CORE KNOWLEDGE-THE GREAT
DEBATE 467 INDIVIDUAL DIVERSITY IN LANGUAGE ABILITY 468 WHAT DO
INDIVIDUAL DIFFERENCES IN LANGUAGE ABILITY PREDICT? 468 * WHAT PREDICTS
INDIVIDUAL DIFFERENCES IN LANGUAGE ABILITY? 469
GROUP DIVERSITY IN LANGUAGE 471
GENDER 471 * SOCIOECONOMIC STATUS 472 * AFRICAN AMERICAN VERNACULAR
ENGLISH 472 * IMMIGRANT STUDENTS AND BILINGUALISM 473
CLASSROOM IMPLICATIONS OF LANGUAGE DEVELOPMENT 474
NONVERBAL LANGUAGE IN THE CLASSROOM 475 * BILINGUAL EDUCATION 477
IMAGE 14
XVIII CONTENTS
LITERACY 479
AGE TRENDS IN LITERACY 480 EARLY CHILDHOOD (BIRTH TO 5 YEARS) 480 *
MIDDLE CHILDHOOD (6 TO 12 YEARS) 481 * ADOLESCENCE (13 TO 19 YEARS) 483
INDIVIDUAL DIVERSITY IN LITERACY 485
STABILITY OF INDIVIDUAL DIFFERENCES IN LITERACY 485 * WHAT DO INDIVIDUAL
DIFFERENCES IN LITERACY PREDICT? 485 * WHAT PREDICTS INDIVIDUAL
DIFFERENCES IN
LITERACY? 485
BOX 12.2 CHALLENGES IN DEVELOPMENT: SPECIFIC READING DISABILITY 487
GROUP DIVERSITY IN LITERACY 489 GENDER 489 * SOCIOECONOMIC STATUS 489 *
ETHNICITY 490 * CROSS-NATIONAL COMPARISONS 491
CLASSROOM IMPLICATIONS OF LITERACY DEVELOPMENT 491
PROMOTING PHONOLOGICAL AWARENESS AND DECODING SKILLS 492 * PROMOTING
FLUENCY 493 * PROMOTING VOCABULARY AND COMPREHENSION 493 * PROMOTING
WRITING SKILLS 494 * CROSSING CULTURAL BORDERS 495 * TEACHING BILINGUAL
AND
BILITERATE STUDENTS 496
PUTTING THE THEORIES TO WORK; THE CASE OF LITERACY 497
IMPLICATIONS FOR TEACHERS FROM DIFFERENT THEORIES 497 BEHAVIORISM AND
LITERACY 497 * PIAGET S THEORY OF COGNITIVE DEVELOPMENT AND LITERACY 498
* VYGOTSKY S SOCIOCULTURAL THEORY AND LITERACY 498 * THE
INFORMATION PROCESSING MODEL AND LITERACY 499
COMPARING THE THEORIES 500
REFLECTIONS ON PRACTICE: CHECKLIST FOR TEACHERS 501 SUMMARY OF AGE
TRENDS IN LANGUAGE AND LITERACY 502 CHAPTER SUMMARY 503 ACCOMPANYING
EDUCATION COURSEMATE WEBSITE RESOURCES 504 TEACHSOURCE VIDEO CASES 504
13 THE SELF-SYSTEM AND MOTIVATION 505
THE SEIF-SYSTEM 506 SELF-ESTEEM, SELF-CONCEPT, AND SELF-EFFICACY 506 BOX
13.1 THEORIES & THEORISTS: ERIKSON S PSYCHOSOCIAL THEORY 507 AGE TRENDS
IN THE SELF 508
EARLY CHILDHOOD (BIRTH TO 5 YEARS) 508 * MIDDLE CHILDHOOD (6 TO 12
YEARS) 509 * ADOLESCENCE (13 TO 19 YEARS) 509
INDIVIDUAL DIFFERENCES IN THE SELF 509
WHAT DO VIEWS OF THE SELF PREDICT? 510 * WHAT PREDICTS VIEWS OF THE
SELF? 511
GROUP DIVERSITY IN THE SELF 513
GENDER 513 * ETHNICITY 513
IMAGE 15
CONTENTS
CLASSROOM IMPLICATIONS OF THE SELF 514
SOCIAL IDENTITY: GENDER AND ETHNICITY 515 GENDER IDENTITY 515 EARLY
CHILDHOOD (BIRTH TO 5 YEARS) 515 * MIDDLE CHILDHOOD (6 TO 12 YEARS) 516
* ADOLESCENCE (13 TO 19 YEARS) 517
ETHNIC IDENTITY 517
AGE TRENDS IN ETHNIC IDENTITY 518 * INDIVIDUAL DIFFERENCES IN ETHNIC
IDENTITY 519
SEXISM AND RACISM 519
CLASSROOM IMPLICATIONS OF GENDER AND ETHNIC IDENTITY 521
STEREOTYPE THREAT 521 * FEAR OF ACTING WHITE 523
BOX 13.2 THEORIES AND THEORISTS: KENNETH AND MAMIE CLARK 524
PROMOTE POSITIVE SOCIAL IDENTITY 525 * REDUCE PREJUDICE 525
MOTIVATION 527
AGE TRENDS IN MOTIVATION 527 CAN I DO THIS? 528 SELF-EFFICACY 528 *
VIEWS OF ABILITY 529 * ATTRIBUTIONS 530 CLASSROOM IMPLICATIONS OF CAN I
DO THIS? 530
DO I WANT TO DO THIS? 532
GOALS 532 * SELF-DETERMINATION 534 * EMOTIONS-INTEREST 534 CLASSROOM
IMPLICATIONS OF DO I WANT TO DO THIS? 535
REFLECTIONS ON PRACTICE: CHECKLIST FOR TEACHERS 540 SUMMARY OF AGE
TRENDS IN THE SELF-SYSTEM AND MOTIVATION 541 CHAPTER SUMMARY 542
ACCOMPANYING EDUCATION COURSEMATE WEBSITE RESOURCES 543 TEACHSOURCE
VIDEO CASES 543
14 THE CHILD IN CONTEXT: FAMILY STRUCTURE,
CHILD CARE, AND MEDIA 544 FAMILY STRUCTURE 545 WHAT DOES FAMILY
STRUCTURE PREDICT? 546 DIVORCE 546 * SINGLE-PARENT AND STEPFAMILIES 547
* TEENAGE
MOTHERS 547 * GAY AND LESBIAN FAMILIES 548 * COHABITING FAMILIES 548
HOW MIGHT FAMILY STRUCTURE INFLUENCE CHILDREN? 548
FATHER PRESENCE 549 * PARENTS CONFLICT 549 * QUALITY OF PARENTING 550 *
REVISITING RISK AND RESILIENCE 551
GROUP DIVERSITY IN FAMILY STRUCTURE 551
GENDER 551 * SOCIOECONOMIC STATUS 552 BOX 14.1 CHALLENGES IN
DEVELOPMENT: ORPHANAGES, FOSTER CARE, AND ADOPTION 552
ETHNICITY 553
IMAGE 16
CONTENTS
CLASSROOM IMPLICATIONS OF FAMILY STRUCTURE AND PARENT INVOLVEMENT 554
INVOLVING PARENTS IN EDUCATION 555
MATERNAL EMPLOYMENT AND CHILD CARE 558
MATERNAL EMPLOYMENT 558 CHILD CARE 560 AGE TRENDS IN CHILD CARE 561
EARLY CHILDHOOD (BIRTH TO 5 YEARS) 561 * MIDDLE CHILDHOOD AND
ADOLESCENCE
(6 TO 19 YEARS) 561
WHAT DOES CHILD CARE PREDICT? 562
LANGUAGE AND COGNITIVE DEVELOPMENT 562 * ATTACHMENT 563 STRESS 563 *
SOCIAL COMPETENCE 564 * PLAY 565 * DOES PARENTING OR CHILD
CARE HAVE A LARGER EFFECT? 566
GROUP DIVERSITY IN CHILD CARE 567
GENDER 567 * SOCIOECONOMIC STATUS 567 * CROSS-NATIONAL COMPARISONS 568
CLASSROOM IMPLICATIONS OF MATERNAL EMPLOYMENT AND CHILD CARE 568
TELEVISION AND OTHER MEDIA 569
THE ISSUE OF TIME 570 THE ISSUE OF CONTENT 570
AGE TRENDS IN MEDIA USE 571
EARLY CHILDHOOD (BIRTH TO 5 YEARS) 571 * MIDDLE CHILDHOOD (6 TO 12
YEARS) 571 * ADOLESCENCE (13 TO 19 YEARS) 571
INDIVIDUAL DIVERSITY IN MEDIA USE 572
WHAT DO DIFFERENCES IN MEDIA USE PREDICT? 572 * THINKING LIKE A
SCIENTIST 575 * WHAT PREDICTS INDIVIDUAL DIFFERENCES IN MEDIA USE 576
GROUP DIVERSITY IN MEDIA USE 576
GENDER 576 * SOCIOECONOMIC STATUS 577 * ETHNICITY 578
CLASSROOM IMPLICATIONS OF MEDIA USE 578
REDUCING THE NEGATIVE EFFECTS OF MEDIA 578 * COMPUTERS IN THE CLASSROOM
579
BOX 14.2 THEORIES & THEORISTS: THE BIOECOLOGICAL MODEL REVISITED 580
FAREWELL 580
REFLECTIONS ON PRACTICE: CHECKLIST FOR TEACHERS 581 SUMMARY OF AGE
TRENDS OF THE CHILD IN CONTEXT 582 CHAPTER SUMMARY 583 ACCOMPANYING
EDUCATION COURSEMATE WEBSITE RESOURCES 584 TEACHSOURCE VIDEO CASE 585
GLOSSARY 587
REFERENCES 597
NAME INDEX 662
SUBJECT INDEX 663
|
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| author | Bergin, Christi Crosby Bergin, David Allen |
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| edition | Internat. ed. |
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| id | DE-604.BV039535191 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:05:43Z |
| institution | BVB |
| isbn | 9781111344788 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024387389 |
| oclc_num | 651910241 |
| open_access_boolean | |
| owner | DE-29 DE-19 DE-BY-UBM |
| owner_facet | DE-29 DE-19 DE-BY-UBM |
| physical | XXVIII, 676 S. Ill., graph. Darst. 28 cm |
| publishDate | 2012 |
| publishDateSearch | 2012 |
| publishDateSort | 2012 |
| publisher | Wadsworth, Cengage Learning |
| record_format | marc |
| spelling | Bergin, Christi Crosby Verfasser aut Child and adolescent development in your classroom Christi Crosby Bergin, David Allen Bergin Internat. ed. Belmont, CA Wadsworth, Cengage Learning 2012 XXVIII, 676 S. Ill., graph. Darst. 28 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (S. 597-661) and indexes Child development School children / Psychology Adolescence Schüler (DE-588)4053369-4 gnd rswk-swf Entwicklungspsychologie (DE-588)4014963-8 gnd rswk-swf Schüler (DE-588)4053369-4 s Entwicklungspsychologie (DE-588)4014963-8 s DE-604 Bergin, David Allen Verfasser aut SWB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024387389&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Bergin, Christi Crosby Bergin, David Allen Child and adolescent development in your classroom Child development School children / Psychology Adolescence Schüler (DE-588)4053369-4 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd |
| subject_GND | (DE-588)4053369-4 (DE-588)4014963-8 |
| title | Child and adolescent development in your classroom |
| title_auth | Child and adolescent development in your classroom |
| title_exact_search | Child and adolescent development in your classroom |
| title_full | Child and adolescent development in your classroom Christi Crosby Bergin, David Allen Bergin |
| title_fullStr | Child and adolescent development in your classroom Christi Crosby Bergin, David Allen Bergin |
| title_full_unstemmed | Child and adolescent development in your classroom Christi Crosby Bergin, David Allen Bergin |
| title_short | Child and adolescent development in your classroom |
| title_sort | child and adolescent development in your classroom |
| topic | Child development School children / Psychology Adolescence Schüler (DE-588)4053369-4 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd |
| topic_facet | Child development School children / Psychology Adolescence Schüler Entwicklungspsychologie |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024387389&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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