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This 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 and application for advanced students, researchers, practitioners, and policy-makers with interests in understanding and promoting infant development.
The importance of high quality early childhood education is now universally recognised, and this quality crucially depends upon the practitioners who work with our young children, and their deep understanding of how children develop and learn. This book makes a vital contribution to this understanding, providing authoritative reviews of key areas of research in developmental psychology, and demonstrating how these can inform practice in early years educational settings. The book′s major theme is the fundamental importance of young children developing as independent, self-regulating learners. It illustrates how good practice is based on four key principles which support and encourage this central aspect of development: - secure attachment and emotional warmth - feelings of control and agency - cognitive challenge, adults supporting learning and children learning from one another - articulation about learning, and opportunities for self-expression. Each chapter includes: - typical and significant questions which arise in practice related to that area of development - an up-to-date review of key research, including insights from observational and experimental work with young children, from evolutionary psychology, and from neuroscientific studies of the developing brain - practical exercises intended to deepen understanding and to inform practice - questions for discussion - recommended further reading. This book provides an invaluable resource for early years students and practitioners, by summarizing new research findings and demonstrating how they can be translated into excellent early years practice. David Whitebread is Senior Lecturer in Developmental Psychology and Early Years Education in the Faculty of Education, University of Cambridge.
This topically-organized text provides a comprehensive overview of infant development with a strong theoretical and research base. Readers gain a clear understanding of infant development and issues that will be the focus of significant advances in infancy studies in the future. The new fifth edition reflects the enormous changes in the field that have occurred over the past decade. The thoroughly revised chapters emphasize work from the 21st century, although classic references are retained, and explore contextual, methodological, neurological, physical, perceptual, cognitive, communicative, emotional, and social facets of infant development. The fifth edition features a more accessible style and enhanced pedagogical and teaching resource program. This extensively revised edition features a number of changes: • The fifth edition adds a new co-author, Martha Arterberry, who brings additional teaching and research skills to the existing author team. • An enhanced pedagogical program features orienting questions at the beginning of each chapter and boldfaced key terms listed at the end of the chapter and defined in the glossary to help facilitate understanding and learning. • Two new boxes in each chapter – Science in Translation illustrate applied issues and Set for Life highlight the significance of infancy for later development. • Increased emphasis on practical applications and social policy. • More graphs, tables, and photos that explain important concepts and findings. • Literature reviews are thoroughly updated and reflect contemporary research. • All new teaching web resources -- Instructors will find Power Points, electronic versions of the text figures, and a test bank, and students will find hyperlinked references and electronic versions of the key concepts and the definitions. Intended for beginning graduate or advanced undergraduate courses on infant (and toddler) development or infancy or early child development taught in departments of psychology, human development & family studies, education, nursing, social work, and anthropology, this book also appeals to social service providers, policy makers, and clergy who work with community institutions. Prerequisites include introductory courses on child development and general psychology.
This fourth edition of the best-selling topically-organized introduction to infancy reflects the enormous changes that have occurred in our understanding of infants and their place in human development over the past decade.
Infants may seem to do little more than eat, sleep, and play. Yet behind this misleadingly simplistic fa ade occurs an awe-inspiring process of development through which infants make sense of, and learn how to interact with the world around them. Written by leading researchers in the field, Introduction to Infant Development, Second Edition, provides fascinating insight into the psychological development of infants. This new edition captures the latest research in the field, with new chapters on perceptual and cognitive development as well as memory development; the text also examines the role of gender, culture, and social class in infant development. The coverage of language development and motor development has also been revised to account for the latest research. With enhanced pedagogical features throughout and a new Online Resource Center, Introduction to Infant Development is the ideal teaching and learning tool for those studying this intriguing field.
The first two years of life are a period of unparalleled growth and change. Within a state-of-the-art biopsychosocial framework, this innovative volume explores the multiple contexts of infant development--the ways in which genes, neurobiology, behavior, and environment interact and shape each other over time. Methods for disentangling, measuring, and analyzing complex, nonlinear developmental processes are presented. Contributors explore influences on the infant's growth in major domains, including cognitive and socioemotional functioning and mental health. The consequences of family stress, poverty, and other adversities are probed, and promising directions for prevention and intervention identified.
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.