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.
Table of Contents:
I. Theoretical Perspectives in Child Development 1. Introduction to Child Development and Education
2. Biological Development
3. Cognitive Development: Piaget's Stage Theory
4. Cognitive Development: Information-Processing Theory
5. Social Theories of Development and Learning
6. Sociocultural Theories of Development and Education II. Key Topics in Child Development and Education
7. Language Development and Linguistic Diversity
8. Intelligence and Individual Differences in Academic Competence
9. The Development of Academic Motivation
10. Family and Peer Relationships
11. Gender Role Development
12. Recognizing and Understanding Student Mental Health Problems, David G. Scherer13. Integrative Review of Major Concepts
About the Author :
Michael Pressley, PhD, was University Distinguished Professor in Teacher Education at Michigan State University until his death in 2006. A widely published expert on effective elementary literacy instruction, Dr. Pressley served a 6-year term as editor of Journal of Educational Psychology.
Christine B. McCormick, PhD, is Dean of the School of Education at the University of Massachusetts, Amherst. She is author or coauthor of more than 40 publications related to child development and education.
Review :
"I will continue to require this 'must-have' text in my courses. Each chapter interweaves key topics in development with important research and makes direct connections to classroom practice. This is one of the very few texts that situate foundational information in a clear classroom setting. My teacher candidates have a wide range of experience with child development, and this text is useful for learners of all levels. The format is engaging and challenging; every chapter promotes conversation and offers opportunities for further investigation. Valuable updated topics in the second edition include neuroscience and gender, plus updated research throughout."--Nicole Merino, PhD, School of Education, Stanford University
"The second edition includes current research and informative new content, and continues to be a great fit for graduate-level teacher education programs. It is well organized and easy to read, even for those new to developmental theory. The text succinctly covers important theories and concepts relevant for understanding children's development in order to be a successful teacher, with helpful examples provided throughout."--Alan B. Bates, PhD, School of Teaching and Learning, Illinois State University
"The second edition of this outstanding text captures major biological, cognitive, social learning, and sociocultural research advances since the first edition. An especially relevant addition is the expanded chapter on contemporary mental health issues facing families and youth, such as the impact of school climate for students of different gender identities and efforts to deal with new forms of cyberbullying and peer pressure. Throughout the text, interesting developmental and educational studies are used to demonstrate how ideas are evaluated in the lab, clinic, and classroom. Instructors who use this text will ensure students leave with a comprehensive understanding of critical developmental concepts and their implications for school routines and educational practices."--Gloria E. Miller, PhD, Endowed Professor in Literacy, Morgridge College of Education, University of Denver
"This text is a rich resource for education courses in development. The text discusses some of the most current research in social, emotional, and cognitive development in a way that is clear, readable, and highly relevant to school practice. It clearly profits from the authors' substantial and respected careers in developmental science... Educational examples alternate with explanations of specific developmental studies, providing students with convincing descriptions of the empirical evidence for research findings." - Beth Doll, School Psychology Program, University of Nebraska–Lincoln, USA
"The organization of chapters is unusually coherent, and the selection and coverage of material are very well done. The writing is clear and many interesting examples and illustrations of concepts are included. Chapters on cognition and cognitive development, which are so important to teachers, are especially strong. The chapter on student mental health problems is also unique and valuable: teachers need to know this information, yet it is not included in other texts. In summary, I find this to be an excellent text, and one that will be very useful for future teachers." - Ellen Potter, Department of Educational Studies, College of Education, University of South Carolina, USA
"Organizing concepts and research in child development around central questions of developmental theory/m-/such as nature versus nurture and universality of developmental trends/m-/this is a unique text for graduate and undergraduate students planning to pursue careers in education. The authors provide clear, pithy descriptions of theory, constructs, and research, along with powerful examples of how these issues link to schools, teaching, and educational policy." - Diane E. Beals, School of Education, University of Tulsa, USA
"I used this book as the primary text in an undergraduate course entitled 'Urban Children and Adolescents: Development and Education,' and I found it to be an excellent choice. Aside from the importance of Pressley's contributions to the field, the text was readily understood and applicable for my students, many of whom are preparing to be preschool, elementary, or secondary teachers. I would definitely use this text again." - Michael Emmons, Adjunct Lecturer, School of Education, Brooklyn College of the City University of New York, USA
