Child and Adolescent Development for Educators 1st Edition by Michael Pressley Phd And Christine B Mccormick Phd ISBN 1593853521 9781593853525

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Product details:

ISBN 10: 1593853521 
ISBN 13: 9781593853525
Author: Michael Pressley Phd And Christine B Mccormick Phd

Filling a tremendous need, this is the first graduate-level child development text written specifically for future educators. From eminent authorities, the volume provides a solid understanding of major theories of development, focusing on how each has informed research and practice in educational contexts. Topics include the impact of biology and early experiences on the developing mind; the development of academic competence and motivation; how learning is influenced by individual differences, sociocultural factors, peers, and the family environment; what educators need to know about child mental health; and more. Every chapter features a quick-reference outline, definitions of key terms, and boxes addressing special topics of interest to educators.
 
Special feature: Instructors considering this book for course adoption will automatically be e-mailed a test bank (in RTF format) that includes objective test items, essay questions, and case questions based on classroom scenarios.

Child and Adolescent Development for Educators 1st Table of contents:

Part I: Foundations of Development and Learning

• Chapter 1: Introduction to Child and Adolescent Development for Educators
  • Why Study Child and Adolescent Development?
  • Key Themes in Development (Nature vs. Nurture, Continuity vs. Discontinuity, Universal vs. Context-Specific)
  • Basic Concepts in Developmental Science
  • The Role of the Educator in Fostering Development
  • Research Methods in Child Development (Observation, Experimentation, Correlational Studies)
• Chapter 2: Major Theories of Development
  • Cognitive-Developmental Theories (Piaget’s Theory, Vygotsky’s Sociocultural Theory)
  • Behavioral and Social Cognitive Theories (Skinner, Bandura)
  • Psychodynamic Theories (Freud, Erikson)
  • Ecological Systems Theory (Bronfenbrenner)
  • Developmental Systems Theory
  • Comparing and Contrasting Theories: Implications for Educators

Part II: Cognitive and Language Development

• Chapter 3: Cognitive Development: Piagetian and Neo-Piagetian Perspectives
  • Piaget’s Stages of Cognitive Development (Sensorimotor, Preoperational, Concrete Operational, Formal Operational)
  • Key Piagetian Concepts (Assimilation, Accommodation, Equilibration, Schema)
  • Critiques and Extensions of Piaget’s Theory
  • Educational Implications of Piaget’s Theory
• Chapter 4: Cognitive Development: Vygotsky and Information Processing
  • Vygotsky’s Sociocultural Theory (Zone of Proximal Development, Scaffolding, Private Speech)
  • Educational Implications of Vygotsky’s Theory
  • Information Processing Theory (Attention, Memory, Executive Functions, Problem Solving)
  • Applications of Information Processing to the Classroom
• Chapter 5: Language Development
  • Components of Language (Phonology, Morphology, Syntax, Semantics, Pragmatics)
  • Theories of Language Development (Nativist, Behaviorist, Interactionist)
  • Stages of Language Acquisition
  • Bilingualism and Second Language Learning
  • Language Development in the Classroom

Part III: Social, Emotional, and Moral Development

• Chapter 6: Social and Emotional Development: Early Childhood
  • Attachment Theory
  • Temperament and Personality Development
  • The Development of Self-Concept and Self-Esteem
  • Emotional Regulation
  • Peer Relationships and Play
  • Parenting Styles and Their Impact
• Chapter 7: Social and Emotional Development: Middle Childhood and Adolescence
  • Identity Formation (Erikson’s Theory of Psychosocial Development)
  • Peer Groups and Friendships
  • Romantic Relationships
  • Self-Esteem and Body Image in Adolescence
  • Challenges in Adolescence (Depression, Risk-Taking Behaviors)
• Chapter 8: Moral Development
  • Theories of Moral Development (Piaget, Kohlberg’s Stages)
  • Moral Reasoning vs. Moral Behavior
  • Prosocial Behavior and Altruism
  • Aggression and Bullying
  • Fostering Moral Development in Schools

Part IV: Contexts of Development

• Chapter 9: Families and Schools
  • Family Structures and Dynamics
  • The Impact of Divorce and Blended Families
  • Parent Involvement in Education
  • The School as a Developmental Context (School Climate, Teacher-Student Relationships)
  • Transition to School and Beyond
• Chapter 10: Peers, Media, and Culture
  • Peer Influence and Conformity
  • Cyberbullying and Online Interactions
  • The Impact of Media (Television, Video Games, Internet)
  • Cultural Influences on Development
  • Socioeconomic Status and Development
  • Addressing Diversity in the Classroom

Part V: Individual Differences and Special Needs

• Chapter 11: Intelligence and Individual Differences in Cognition
  • Defining Intelligence
  • Theories of Intelligence (Spearman, Gardner, Sternberg)
  • Measuring Intelligence: IQ Tests and Their Controversies
  • Giftedness and Creativity
  • Learning Styles and Cognitive Styles
• Chapter 12: Students with Special Needs
  • Understanding Disabilities and Diverse Learners
  • Learning Disabilities (Dyslexia, Dysgraphia, Dyscalculia)
  • Attention-Deficit/Hyperactivity Disorder (ADHD)
  • Autism Spectrum Disorder (ASD)
  • Intellectual Disabilities
  • Inclusive Education Practices and IEPs

Part VI: Synthesis and Application

• Chapter 13: Promoting Healthy Development and Learning in the Classroom
  • Creating a Positive Classroom Environment
  • Effective Teaching Strategies Based on Development
  • Addressing Behavioral Challenges
  • Collaborating with Families and Professionals
  • The Educator as a Reflective Practitioner

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Tags: Michael Pressley Phd And Christine B Mccormick Phd, Child, Adolescent