Developmental and educational psychology for teachers: an applied approach
Gespeichert in:
| Vorheriger Titel: | McInerney, Dennis M. Developmental psychology for teachers |
|---|---|
| Hauptverfasser: | , |
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London ; New York
Routledge
2017
|
| Ausgabe: | Second edition |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | xx, 335 Seiten Illustrationen, Diagramme |
| ISBN: | 9781138947702 9781138947726 |
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Datensatz im Suchindex
| _version_ | 1804176659448856576 |
|---|---|
| adam_text | About the authors
Acknowledgments
Preface
xv
xvii
xix
Chapter 1 - Developmental psychology: themes and research 1
Introduction 1
Studying development 2
Themes in developmental psychology 5
Heredity and environment 5
Physical growth and motor development 6
Cognitive development 6
Conceptions of intelligence and creativity 8
Cognition and information processing 9
Personal and social development 9
Moral development 10
Psychology and the scientific method 11
Basic and applied research 13
Research methods 13
Experimental research 14
Quasi-experimental research 14
Correlational research 15
Qualitative research 16
Integrative reviews and meta-analyses 17
General principles of good research 18
Validity in measurement 18
Reliability in measurement 20
Ethics and research
internet resources
20
21
Chapter 2 - Heredity and environment and special learning
needs 23
Introduction 23
Basis of heredity - a simplified overview 23
Dominant and recessive genes 24
Personality characteristics and genes 27
Sex related characteristics 28
Polygenetic determination 29
Diagnostic tests of the foetus 31
Interactions between heredity and environment 32
Genetic engineering 34
Family studies 34
Twin studies 35
The environment 35
Prenatal Influences 36
The impact of the environment on early development 36
Teratogens 37
Maternal diseases and disorders 37
Drugs 38
Maternal diet 39
Parental age 39
Birth factors and development 40
Deprived postnatal environments 40
Developmental problems in childhood and
educational implications 42
Attention deficit hyperactivity disorder (ADHD) 42
Intellectual disability 44
Autism 44
Cerebral palsy 45
Visual impairment and hearing impairment 45
Other disabilities 46
Streaming and ability grouping 47
Inclusion and teaching 47
The importance of early intervention 48
Chapter 3 - Physical and motor development: infancy to late
childhood 51
Introduction 51
Principles of development 52
Orderly and sequential development 52
Developmental milestones 53
Cephalocaudal and proximodistal growth 53
Overview of developmental stages 58
Prenatal development and the newborn 59
Infancy 60
Early childhood 61
Is there a critical period for brain development? 62
Middle and late childhood to puberty 64
Principles of motor development 66
Maturation 67
Motivation 68
Experience 69
Practice 69
Individual differences in motor development 69
Motor development norms 70
Sex differences in motor development 70
Chapter 4 - Physical and motor development: puberty to
adulthood and developmental health 73
Introduction 73
Puberty and adolescence 73
Growth spurts and interpersonal comparisons 74
Differences in physical growth, muscle growth,
and motor development. 74
Implications for education 75
Multicultural issues 75
Developmental trajectories: early and late maturation 76
Early maturing males 77
Early maturing females 77
Adolescents and body image 81
Eating disorders , 82
Bulimia nervosa and anorexia nervosa 83
Body shape and personality 83
Educational implications of body shape 85
Health issues and the school environment 86
Potential health problems 86
Hearing and sight 87
Dietary deficiencies - undernourishment and obesity 87
Other issues 89
Physical safety and legal requirements 90
Chapter 5 - Cognition and cognitive development: infancy
to late childhood 91
Introduction 91
Continuity and change in cognitive development 91
Jean Piaget 92
Biological model of cognitive development 92
Balance between assimilation and accommodation 93
Operative knowledge 94
Stages of intellectual development 95
Sensorimotor stage 95
Preoperational stage 97
Development of perception, language, reasoning,
and problem solving skills 98
Size and shape constancy 99
Classifying objects into sets 100
Perception and judgements of quantity 100
Number concepts and time concepts 101
Concepts of time: past, present, and future 103
Concrete operations stage 104
Sériation and classification 105
Implications of Piaget for education 108
Developmental^ appropriate education 108
Social interaction and cognitive development 108
Spiral curriculum and curriculum integration 109
Lev Vygotsky 109
Sociocultural dimensions of learning 109
The importance of cultural context 110
Holistic education 111
Mediating learning 112
Classroom applications of Vygotskian theory 113
Jerome Bruner 113
Concept development 113
The course of cognitive growth 114
Ways of thinking 115
Discovery learning 116
Language development 117
Features of language 118
Theories of language development 118
Interactionist perspective 120
Stages of language acquisition 120
The school connection 121
Chapter 6 - Cognitive development: adolescence to adulthood 123
Introduction 123
Piaget and adolescent cognition 123
Formal-operations stage 123
Combinatorial logic 124
Propositional thinking 124
Proportional reasoning 124
Hypothetical reasoning 126
126
Using formal thinking processes
Cross-cultural implications 128
Current status of Piaget s theory 128
Further thoughts on Vygotsky 131
Culture and the zone of proximal development 131
Metacognition 135
What is metacognition? 135
Does metacognitive training improve student learning? 135
Cognitive and situated learning 137
Distributed cognition 138
Chapter 7 - Conceptions of intelligence and creativity in
childhood and adolescence 141
Introduction 141
Psychometrics and intelligence 141
One and two factor theories of intelligence 142
Primary mental abilities 143
Guilford s structure of the intellect 143
Gardner s Frames of Mind 145
Multiple intelligences 145
Educational implications of multiple intelligences 146
Psychometric approaches to cognitive measurement 147
Intelligence testing 147
Key principles of the Binet-Simon test 148
Wechsler tests 148
Sternberg s triarchic theory of intelligence 149
Group tests of intelligence 150
What do intelligence tests measure? 151
Non-verbal intelligence tests 152
Variables that may influence IQ 152
Is Intelligence increasing? 155
Creativity 156
The nature of creativity 157
Personality characteristics 157
Creativity as a way of thinking 158
Creativity as a product 160
The assessment of creativity 161
The validity of creativity tests 162
Relationship of creativity to intelligence 163
Cognition and information processing in childhood
and adolescence 165
Introduction 165
Information processing 166
Cybernetics and information processing 167
Information processing theory and computer models 167
The components of the human information processing
system 168
Sensory receptors, working memory, and long-term memory 168
Remembering and forgetting 172
Meaningfulness and encoding 172
Strategies to help learning 173
Learning non-meaningful material 175
Number of units of information that can be processed 176
Mental imagery 176
Mnemonic images 176
Why do mnemonics work? 177
Classifying to help learning 178
Concept mapping 178
Networking 179
Remembering and Forgetting 181
Factors affecting remembering 182
Whole and part learning 182
Repetition and drill 183
Overlearning and automaticity 183
Distributed practice 134
Serial position effect 184
Why do we forget? 185
Interference effects 186
How do experts differ from novices in information
processing? 187
Using the information processing approach in the
classroom 189
Chapter 9 - Personal and social development in childhood 191
Introduction 191
Sigmund Freud 191
Stages of psychosexual development 193
Anxiety and personal development 194
Current status of Freud s theory 197
Classroom implications of Freud s theory 198
Erik Erikson 199
Erikson s stages of personal development 199
Trust and mistrust 200
Autonomy and shame 200
Initiative and guilt 200
Industry and inferiority 202
Parental and grandparental involvement in school 203
Humanism and personal development 205
Carl Rogers 206
Abraham Maslow 207
Maslow s hierarchy of needs 207
Classroom implications of humanistic perspectives 211
Realness, acceptance, and empathy 211
Open education 211
Social and emotional development in childhood 215
Attachment 215
Social and emotional development 217
The peer group 217
Sociometry 218
Chapter 10 - Personal and social development in adolescence 223
Introduction 223
Social and emotional development social identity,
and adolescence 223
Family relationships, social development, and
relationship to academic adjustment 224
Parenting styles 224
Connectedness to parents 225
Autonomy and independence 225
Erikson: identity formation 226
Erikson: young adulthood and beyond 227
Classroom applications of Erikson s theory 228
Importance of teachers and peers 228
Identity crisis 228
James Marcia 229
Parental involvement and identity formation 232
Conflict with parents 233
The importance of the peer group to adolescents 235
Positive and negative peer effects 237
Friendships 237
Adolescent grouping 238
Adolescent sexuality 239
Social development and alienation 240
Social skills, antisocial behaviour, and academic
achievement 241
Adolescent suicide 241
Ethnic differences 242
Risk factors in adolescent suicide 242
Preventing mental health problems 243
Self-concept, self-esteem, and effective learning 245
How is self-concept formed? 245
Developmental changes in self-concept 246
Big-fish-little-pond effect
247
Self-regulation and adolescence 248
Self-efficacy and adolescence 249
High school environments and the development
of adolescents 251
Mismatch between school and adolescent needs 252
Chapter 11- Moral development in childhood and adolescence 253
Introduction 253
Moral development 254
Jean Piaget s stage theory of moral development 255
Critique of Piaget s theory 257
Lawrence Kohlberg s stage theory of moral development 258
Kohlberg s methodology 258
Kohlberg s stages of moral development 262
Current status of Kohlberg s theory 265
Elliot Turiel s domain theory of moral development 267
Moral actions and conventional actions 268
Moral reasoning and moral action 269
Carol Gilligan and gender differences in moral
development 269
Morality of care 270
Neo-Kohlbergian approaches to moral development 272
Defining Issues Test (DIT) 272
Moral schemas in the DIT 272
Classroom applications of moral development theory 274
Approaches to teaching moral values 274
Four-component framework of moral education 275
Nel Noddings and caring schools 275
Glossary 277
References 289
Index 325
Developmental and Educational Psychology for Teachers brings together a range of evidence
drawn from psychology to answer a number of critical educational questions, from basic
questions of readiness — for example, when is a child ready for school, through to more
complex matters, such as how does a teacher understand and promote good peer relationships
in their classroom? The answers to these and other questions discussed draw here on the
interplay between a teachers’ craft expertise and their knowledge of evidence and theory from
developmental and educational psychology.
Presenting a range of classic theories and contemporary research to help readers understand what the
key issues are for teachers and other professionals, this book aides informed educational decisions in
situations such as:
• inclusion;
• ability grouping;
• sex differences;
• developing creativity;
• home and peer influences on learning;
• and developing effective learners
Teachers in early years, primary and secondary settings are routinely faced with questions regarding
the development of children. This not only relates to the planning and delivery of lessons, but also to
the mental and physical wellbeing of the children and adolescents they teach. The pedagogical features
of this book are accessible and clearly presented, including focus questions that direct the reader’s
attention to key issues, activity posts that point the reader to meaningful and relevant research and show
the practical applications of material covered, and extension material that gives depth to many of the
topics covered.
This book aims to inform the practice of both in-service and trainee teachers, addressing issues that are
relevant to their practice. With no other detailed and accessible text presenting this evidence and theory
specifically for an audience of practicing and trainee teachers currently on the market, this book will be
of essential reading to practicing and trainee teachers for early years, primary and secondary education
and other related educational contexts such as educational psychologists, counsellors, paediatric and
child doctors and nurses.
|
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| spelling | McInerney, Dennis M. 1948- Verfasser (DE-588)140507019 aut Developmental and educational psychology for teachers an applied approach Dennis McInerney & David W. Putwain Second edition London ; New York Routledge 2017 xx, 335 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Educational psychology Developmental psychology Pädagogische Psychologie (DE-588)4044321-8 gnd rswk-swf Entwicklungspsychologie (DE-588)4014963-8 gnd rswk-swf Entwicklungspsychologie (DE-588)4014963-8 s Pädagogische Psychologie (DE-588)4044321-8 s DE-604 Putwain, David W. Verfasser aut Erscheint auch als Online-Ausgabe 978-1-315-66995-3 Fortsetzung von McInerney, Dennis M. Developmental psychology for teachers Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029222117&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029222117&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | McInerney, Dennis M. 1948- Putwain, David W. Developmental and educational psychology for teachers an applied approach Educational psychology Developmental psychology Pädagogische Psychologie (DE-588)4044321-8 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd |
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| title | Developmental and educational psychology for teachers an applied approach |
| title_auth | Developmental and educational psychology for teachers an applied approach |
| title_exact_search | Developmental and educational psychology for teachers an applied approach |
| title_full | Developmental and educational psychology for teachers an applied approach Dennis McInerney & David W. Putwain |
| title_fullStr | Developmental and educational psychology for teachers an applied approach Dennis McInerney & David W. Putwain |
| title_full_unstemmed | Developmental and educational psychology for teachers an applied approach Dennis McInerney & David W. Putwain |
| title_old | McInerney, Dennis M. Developmental psychology for teachers |
| title_short | Developmental and educational psychology for teachers |
| title_sort | developmental and educational psychology for teachers an applied approach |
| title_sub | an applied approach |
| topic | Educational psychology Developmental psychology Pädagogische Psychologie (DE-588)4044321-8 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd |
| topic_facet | Educational psychology Developmental psychology Pädagogische Psychologie Entwicklungspsychologie |
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