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Developmental Milestones of Young Children
by Karen PettyDevelopmental milestones mark the significant progress children make throughout their early years. This Redleaf Quick Guide includes descriptions of the typical physical, social, emotional, language, and cognitive milestones that infants, toddlers, preschoolers, and early elementary-age children reach. It also includes strategies for observing, recording, and communicating milestones to families.
Developmental Neuropsychology (Explorations in Developmental Psychology)
by Janna GlozmanDevelopmental Neuropsychology draws upon the research of Alexander Luria and Lev Vygotsky to present a comprehensive study of developmental neuropsychology from a Russian, and Western perspective. Janna Glozman offers a fresh and accessible analysis of Luria and Vygotsky’s collaboration, which greatly influenced the field of neuropsychology as we know it today. The text provides an examination of theoretical and methodological foundations of developmental neuropsychology, which Glozman describes and systemizes, before providing methods of assessment and neuropsychological aspects of specific situations. In her work Glozman considers: abnormal social mechanisms methods of assessment and remediation historical developments specific disabilities including dyslexia, ADHD and autism Glozman’s comparative text makes Russian developmental psychology practically accessible to a western audience. It is valuable reading for researchers in developmental and clinical psychology, as well as professionals in special education, speech therapy and social work.
Developmental Perspectives on Children With High-incidence Disabilities (The LEA Series on Special Education and Disability)
by Sharon Vaughn Ronald Gallimore Lucinda P. Bernheimer Donald L. MacMillan Deborah L. SpeeceThis volume has two purposes. The first is to summarize, substantiate, and extend current knowledge on the development of children with high incidence disabilities--most notably, learning disabilities, behavioral disorders, and mild mental retardation. The second is to honor the career of Professor Barbara K. Keogh and her contributions to the developmental study of children with high incidence disabilities. Internationally recognized for her accomplishments, Keogh is esteemed for her originality and clarity of thought. For nearly forty years, she has set an extraordinary model of analytic rigor combined with a kind and generous manner that inspires, supports, and sets an exacting standard of scholarship. The contributing authors to this volume represent only a fraction of the students and scholars touched by her distinguished career. In conceiving this volume, the editors sought to represent the topics, problems, and issues to which Keogh has devoted herself. They invited chapters that summarize what is known about the high incidence handicapping conditions that her research has mainly addressed and sought to reflect the probing, questioning style that she brings to her own work. Researchers, policymakers, and graduate students in special education and associated disciplines who seek to stay current will find this volume crucial reading.
Developmental Play Assessment for Practitioners (DPA-P) Guidebook and Training Website: Project Play
by Karin Lifter Emanuel J. Mason Amanda M. Cannarella Ashley D. CameronDevelopmental Play Assessment for Practitioners (DPA-P) Guidebook and Training Website: Project Play offers a comprehensive assessment of naturally occurring play activities for evaluating young children’s developmental progress accurately, so that useful interventions can take place as early as possible. It can be used by practitioners in a wide range of educational and therapeutic settings and is designed to support developmental progress through planning interventions in play, and using what we know about a child’s progress in play to plan play-based interventions in cognition, language, motor, social-emotional, and self-help skills. The guidebook and training website provide a comprehensive introduction to how to successfully use the assessment with infants, toddlers, and young children with disabilities or at risk for disabilities. The comprehensive guidebook offers an overview of the DPA-P and Project Play, defines play, discusses the background literature on play, and explains why this assessment is needed. Clear guidance helps practitioners and family members understand play, how to evaluate play, and how to use play for different purposes. The guidebook offers: an introduction to the comprehensive training website and how to use it understanding of the categories of play assessed and their definitions guidance on how to administer the assessment and prepare a summary evaluation of a child’s performance clear instructions for the coding sheets and scoring guidelines for constructing sets of toys guidance on taking the results of the DPA-P evaluation of a child’s progress in play to develop a plan of activities for intervention explanation of how you evaluate activities at the absence, basic, emergence, and mastery levels for developing a plan suggestions for assembling sets of toys for intervention, based on toys available in children’s homes and early childhood settings procedures for facilitating or teaching play activities to children who are developing more slowly than their peers technical aspects of the assessment To make the DPA-P as flexible as possible for all practitioners, it also offers guidance on adaptations for administering the test, in the coding sheets, with toys to enhance cultural appropriateness for gathering the observations, and for supporting interventions in play. The Developmental Play Assessment for Practitioners (DPA-P) can be used in natural settings and takes 30 minutes to complete. It is a valuable tool for all those who serve, or are training to serve, young children in early childhood settings, schools, service agencies, colleges, and universities. It will be of great benefit for early intervention personnel, speech-language pathologists, physical therapists, occupational therapists, and psychologists.
Developmental Psychology and Young Children’s Religious Education
by Olivera PetrovichDevelopmental Psychology and Young Children’s Religious Education sets out to identify the conceptual pre-requisites for young children’s religious education learning and clearly highlights the challenges that children and their teachers encounter in the RE educational process. Based on a study with 431 children aged 5 to 7 years from different schools, faith and non-faith, and 47 teachers from the same schools as the children, this book offers an insightful look into younger children’s religious education, providing statistical evidence to dismantle the belief that young children lack the ability to conceptualise God in abstract terms. The information obtained from these children and their teachers reveals a major discrepancy between the teachers’ perceptions of young children’s conceptual abilities for RE learning, on the one hand, and children’s actual abilities revealed in their responses throughout the study, on the other. Based on the evidence described in the volume, Petrovich argues that teacher-training courses for primary RE need to be designed to include a substantial component of contemporary developmental research that is of direct relevance to children’s conceptual abilities and understanding of abstract concepts. Developmental Psychology and Young Children’s Religious Education is essential reading for students and researchers in developmental psychology, religious education, teacher education, education studies and cultural anthropology.
Developmental Relations among Mind, Brain and Education
by Michel Ferrari Ljiljana VuleticThis book serves a dual purpose: it is both a tribute to the legacy of Robbie Case, a great Developmental Psychologist who died prematurely in 2001, and it presents cutting edge research and theory that explores the developmental relations between mind, brain, and education, an emerging field that now has its own international society (IMBES) and its own Journal of Mind Brain and Education. The integration of research on the developmental relations between mind, brain and education is one that Robbie Case helped pioneer, and the chapters in this volume by his students and colleagues in areas as far-ranging as science education, parenting, bullying, and personal development show it to be extremely fruitful. The chapters in the volume are written in style make them accessible to teachers and students interested in relations between neuroscience, cognitive science, and education, and contain a wealth of detail that experts will find informative. We hope the volume will provide a resource that shows what has been accomplished and the exciting work that remains to be done in this emerging field studying the developmental relations between mind, brain, and education.
Developmental Science and Sustainable Development Goals for Children and Youth (Social Indicators Research Series #74)
by Anne C. Petersen Suman VermaThis book presents new scientific knowledge on using developmental science to improving lives of children and youth across the globe. It highlights emerging pathways to sustainability as well as the interconnectedness and interdependence of developmental science and sustainable children and youth development globally. Presenting cross-cultural views and current perspectives on the role of developmental science in the realization of the Sustainable Development Goals for children and youth development, contributors from different disciplines from low-and-middle-income countries or scholars working in these countries capture ground realities of the situation of children and youth in these regions. This book addresses developmental issues related to inequity, gender, health, education, social protection, and needs of vulnerable populations of children and youth. Other areas of focus are improving mechanisms and monitoring frameworks of development and well-being indicators.
Developmental Science: An Advanced Textbook
by Marc H. Bornstein Michael E. LambDevelopmental Science: An Advanced Textbook is the most complete and cutting-edge introduction to the field available today. Since its initial publication, the key purpose of the text has been to furnish inclusive developmental perspectives on all substantive areas in psychology--neuroscience, perception, cognition, language, emotion, and social interaction. This edition is no exception, as it continues to underscore the dynamic and exciting status of contemporary developmental science. In this Seventh Edition, Marc H. Bornstein and Michael E. Lamb once again invite international experts to prepare original, comprehensive, and topical treatments of the major areas of developmental science, which are masterfully woven into a single coherent volume. Some chapters in this edition are new, and those carried forward from the sixth edition have been extensively revised. This volume represents faithfully the current status of scholarly efforts in all aspects of developmental science. Ideal for advanced undergraduate and introductory graduate courses, the text is accompanied by a website with supplementary material for students and instructors, including chapter outlines, topics to think about before reading, glossaries, and suggested readings.
Developmental Science: An Advanced Textbook
by Marc H. Bornstein Michael E. LambDevelopmental Science: An Advanced Textbook is the most complete and up-to-date advanced introduction to the field available today. Since its initial publication, the key purpose of this advanced textbook has been to furnish inclusive developmental perspectives on all theoretical, methodological, and substantive areas in developmental science. This eighth edition is no exception, as it continues to underscore the dynamic and exciting status of contemporary developmental science.In this eighth edition, Marc H. Bornstein and Michael E. Lamb have invited international experts to prepare original, comprehensive, and topical treatments of all major areas of developmental science; they are masterfully woven into a single coherent volume. The substantive chapters cover essentials of their main topics, with close attention paid to cultural, lifespan, and applied perspectives. Many chapters in this eighth edition are new, and those carried forward from the seventh edition have been extensively revised. This volume therefore represents faithfully the current status of scholarly efforts in all aspects of developmental science.Ideal for advanced undergraduate and introductory graduate courses, this advanced textbook is accompanied by two sets of supplementary materials: pedagogy files for students include chapter outlines, things to think about before reading the chapters, glossaries, and suggested readings; and ancillary files for instructors include a PowerPoint deck of tables and figures, classroom assignments, essay questions, multiple-choice questions, and short-answer questions.
Developmental Science: An Advanced Textbook, Sixth Edition
by Marc H. Bornstein Michael E. LambNoted as one of the most comprehensive textbooks in the field, Developmental Science, 6th Edition introduces readers to all of areas in developmental psychology: neuroscience, genetics, perception, cognition, language, emotion, self, and social interaction. Each of the world-renowned contributors masterfully introduces the history and systems, methodologies, and measurement and analytic techniques used to understand the area of human development under review. The relevance of the field is illustrated through engaging applications in each chapter. As a whole, this highly-respected text illuminates substantive phenomena in developmental science, its applications across the life span, and its relevance to everyday life. Each chapter has been substantially revised for this new edition to reflect the current state of the field and the new edition is now accompanied by a website. Students and instructors will find chapter outlines, topics to think about before reading the chapters, a glossary, and suggested readings with active reference links on the website. Electronic access to the text's figures and tables, suggestions for classroom assignments and/or discussion, and a test bank with multiple-choice, short answer, and essay questions is limited to instructors only. Two new chapters highlight many modern developments. Each chapter features an introduction, up-to-date overviews of the field, summary and conclusion, and numerous classical and contemporary references. The book opens with an overview of developmental science -- its history and theory, the cultural orientation to thinking about human development, and the manner in which empirical research is designed, conducted, and analyzed. Part 2 focuses on the field's major substantive areas: neuroscience and genetics, physical and motor skills, perception, and cognitive and language development. Part 3 examines personality and social development within the context of the various relationships and situations in which developing individuals function and by which they are shaped. The book concludes with a new chapter on the latest applications of developmental science. Ways in which developmental thinking and research affect and are affected by practice and social policy are particularly emphasized. Used primarily as a graduate level text for courses on developmental psychology/science, life span, and/or human development, the book can also be used at the advanced undergraduate level. Researchers interested in staying abreast of the latest developments in the field also appreciate the book's comprehensive nature.
Developmental Specialist: Passbooks Study Guide (Career Examination Series #C-923)
by National Learning CorporationThe Developmental Specialist Passbook® prepares you for your test by allowing you to take practice exams in the subjects you need to study. It provides hundreds of questions and answers in the areas that will likely be covered on your upcoming exam, including but not limited to: developing and implementing habilitation plans; interpreting and maintaining client records; understanding individuals with developmental disabilities; and more.
Developmental Universities in Inclusive Innovation Systems
by Bo Göransson Rodrigo Arocena Judith SutzThis book analyzes the current trends in the production, dissemination, and use of knowledge which contribute to social inequalities, especially in the Global South. The aim of the text is to explore the possibilities of active involvement by universities in the democratization of knowledge - a process by which people will be able to more easily acquire and utilize knowledge, as well as the results and benefits of research and development. Combining higher education, research, and knowledge utilization is what universities should be doing. When they efficiently contribute to overcoming inequality and underdevelopment, they may be considered developmental universities. They should not function in solitude with privileged elites alone, but in the context of "inclusive innovation systems. "
Developmental and Adapted Physical Education: Making Ability Count
by Michael Horvat Ronald V. Croce Caterina Pesce Ashley Eason FallaizeNow in a fully revised and updated 6th edition, reflecting changes in legislation and cutting-edge research, this is a complete introduction to adapted physical education, from the underpinning science to practical teaching strategies and program design. The book covers a broader range of disabilities, developmental disorders, and health conditions than any other textbook and includes brand new material on developmental coordination disorders and cognitive development. Full of teaching and coaching strategies and techniques, it introduces scientific fundamentals, key legislation, and best practice in designing effective programs. It encourages the reader to consider the individual before the disability and to focus on what learners can do rather than what they can’t. This is an essential reference for teachers, coaches, or exercise professionals working with children with disabilities. It is also an invaluable resource for undergraduate or postgraduate students of adapted physical education, kinesiology, physical education, physical therapy, exercise science, athletic training, or sports coaching. The new edition features updated online resources, including PowerPoint slides, web links, an example syllabus, and quizzes.
Developmental and Educational Psychology for Teachers: An applied approach
by Dennis McInerney David PutwainDevelopmental 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 that 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.
Developmentally Appropriate Curriculum and Instruction: Pedagogy for Knowledge, Attitudes, and Values
by Ana Garcia-Nevarez and Kimberly A. Gordon BiddleThis timely and accessible volume explores how our understanding of research in child development can help cultivate the knowledge, skills, and attitudes children need for informed and thoughtful participation in society by viewing the curriculum through a developmental lens. Biddle and Garcia-Nevarez cover a range of key topics including characteristics of physical, cognitive, and psychosocial development of children; heritable and environmental influences on children’s developing self; language and literacy development; mathematical cognition; growth mindsets; and evidence-based positive behavioral interventions and supports. The expert team of contributors offers an advanced exploration of developmental science and how this applies to learning and education in order to create inclusive environments that support children with a range of abilities, including those with the most significant medical, intellectual, and developmental delays. Each chapter contains boxes exploring how the topic relates to the themes of "Promoting Social and Emotional Competence Theory," "Research to Practice Connection," "Common Core and Other Standards," and "Social Justice and Diversity," ensuring comprehensive and consistent coverage across the volume. Developmentally Appropriate Curriculum and Instruction will be essential reading for students of child development and education, as well as educators and those in teacher training who are interested in how theory and research can be effectively harnessed to improve children’s outcomes.
Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education
by Marjorie Kostelnik Anne Soderman Alice Whiren Michelle RupiperDevelopmentally Appropriate Curriculum: Best Practices in Early Childhood Education is an all-in-one guide that brings together everything pre-service teachers need to implement an integrated, developmental approach to curriculum-based instruction. <p><p> The 7th Edition addresses all aspects of classroom life–conceptualization, planning, implementation, and evaluation–for children ages three through eight. This comprehensive, cohesive approach emphasizes the “how” of curriculum development, as well as the “what and why.” With practical, research-based guidelines, sample activities and lesson plans for each curriculum domain, and a focus on teaching methods, readers have the tools they need to translate theory into age-appropriate practice that accommodates individual, social, and cultural differences.
Developmentally Appropriate Play
by Gaye GronlundEnhance the depth and richness of children's play. Developmentally appropriate play is complex, long-lasting, and all-engaging for children. It requires facilitation and guidance, thoughtful planning, and attention to the environment and materials. Developmentally Appropriate Play follows the new Developmentally Appropriate Practice guidelines from the National Association for the Education of Young Children (NAEYC) and includes information to help you:Identify and plan purposeful playGuide children to make choicesInteract with children to enhance playProvoke children into more complex playAdd representation to further enrich playIncorporate standards into play
Developmentally Appropriate Practice In Early Childhood Programs: Serving Children From Birth Through Age 8
by Sue Bredekamp Barbara Willer Susan Friedman Brian L. Wright Marie L. MastersonDevelopmentally appropriate practice is the foundation on which quality early learning is built. The fourth edition of this classic, influential text addresses developmentally appropriate practice within the context of the ever-changing and evolving world of early childhood education. With a strong focus on equity and teaching and supporting all children, it underscores the importance of social, cultural, and historical contexts of development.
Developmentally Appropriate Practice in Early Childhood Programs: Serving Children from Birth through Age 8
by Carol Copple Sue BredekampThe core of this book is eight chapters that address the periods of early childhood--The Infant and Toddler Years (Ages 0-3); The Preschool Years (Ages 3-5), The Kindergarten Year (Ages 5-6), and The Primary Grades (Ages 6-8).
Developmentally Appropriate Practice: Curriculum and Development in Early Education (Sixth Edition)
by Carol GestwickiThoughtful and comprehensive, DEVELOPMENTALLY APPROPRIATE PRACTICE: CURRICULUM AND DEVELOPMENT IN EARLY EDUCATION, 6th Edition, is designed to meet the needs of new early childhood students as well as experienced teachers, professionals, and parents. It provides you with an overview of the concepts and theoretical foundations of appropriate practices in every developmental domain and discusses the practical implications for teachers and caregivers. The text reflects the NAEYC position statement on Developmentally Appropriate Practice and includes content on aligning early childhood teaching practices with national education standards, in addition to many interesting anecdotes, vignettes, interactive features, and applications to help you understand and apply the material. The text also shows you how to be effective no matter what curriculum model is used in your center, whether Reggio Emilia, Montessori, High Scope, Creative Curriculum, Bank Street, Waldorf, or any other.
Developments And Dilemmas In Science Education (Contemporary Analysis In Education Series. Open University Set Text Ser. #Vol. 23)
by Peter Fensham Monash University, Australia.A summary of the strengths and weaknesses in present practices of science education in schools, and of research in science education. Annotation copyright Book News, Inc. Portland, Or.
Developments Beyond the Asterisk: New Scholarship and Frameworks for Understanding Native Students in Higher Education
by Heather J. Shotton Shelly C. Lowe Stephanie J. Waterman Natalie R. YoungbullThis edited volume serves as a follow-up to Beyond the Asterisk: Understanding Native Students in Higher Education, focusing on new scholarship, continued conversations, and growth in the field of Indigenous higher education. The landscape of higher education has changed significantly over the past decade; likewise, Indigenous higher education has grown into its own respective field with emerging scholarship that is written for and by Indigenous people. This book focuses on this growth, revisiting relevant topics in Indigenous higher education, while adding new and expanded research and insight from emerging scholars and practitioners, including chapters on Indigenous LGBTQIA+ and Two-Spirt students and Native Hawaiian and Pacific Islanders. The voices of Indigenous scholars who are challenging the status quo in higher education have grown louder, and institutions and organizations have increasingly begun to respond. This volume is essential to continued conversations in Indigenous higher education and invites current, emerging, and future scholars to carry the conversation forward in respectful, responsible, and relational ways.
Developments in Educational Psychology: How Far Have We Come In 25 Years?
by Kevin WheldallReview comment on the first edition "Wheldall asks himself and his readers what has transpired within the field of educational psychology … and what its relevance actually is for teaching, learning and education. As such it is a ‘must read’ for all educational psychologists, students of educational psychology, teachers and teacher trainers." Professor Paul Kirschner, Open Universiteit, British Journal of Educational Technology What is the relevance of educational psychology in the twenty first century? In this collection of essays, leading educational psychologists reflect on the seminal developments which have been made in the field over the past twenty five years or so and assess how far we have progressed. Given a broad and personal remit to address a range of issues, the contributors review and critique a variety of topics, including: intelligence; communication; family environments; individual differences; reading; peer learning; classroom behaviour; and higher education. Providing provocative and challenging insights into the state of contemporary educational psychology, the contributors acknowledge throughout the successes and progression in the field, but with a critical edge and a challenge being thrown down to psychologists of education to make study more seriously informed and as a consequence, reformed. Now in its second edition this compelling text for students and researchers is thoroughly updated and includes four new chapters.
Developments in Primary Mathematics Teaching (Routledge Revivals)
by Ann SawyerThis book, originally published in 1993, addresses the issues surrounding the teaching of mathematics in primary school at the time. The author considers the issues that had arisen through the introduction of the National Curriculum, both in terms of the current "state of the art" and new developments.
Developments in Soil Classification, Land Use Planning and Policy Implications
by Shabbir A. Shahid Mahmoud A. Abdelfattah Faisal K. TahaAs the world's population continues to expand, maintaining and indeed increasing agricultural productivity is more important than ever, though it is also more difficult than ever in the face of changing weather patterns that in some cases are leading to aridity and desertification. The absence of scientific soil inventories, especially in arid areas, leads to mistaken decisions about soil use that, in the end, reduce a region's capacity to feed its population, or to guarantee a clean water supply. Greater efficiency in soil use is possible when these resources are properly classified using international standards. Focusing on arid regions, this volume details soil classification from many countries. It is only once this information is properly assimilated by policymakers it becomes a foundation for informed decisions in land use planning for rational and sustainable uses.