Child and Adolescent Development in Your Classroom 2nd Edition by Christi Crosby Bergin, David Allen Bergin ISBN 1285427348 9781285427348

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Product details:

ISBN 10: 1285427348
ISBN 13: 9781285427348
Author: Christi Crosby Bergin, David Allen Bergin

Covering development from early childhood through high school in an easy-to-follow format, this book provides future teachers with authentic, research-based strategies and guidelines for their classrooms. The authors apply child development concepts to topics of high interest and relevance to teachers, including classroom discipline, constructivism, social-emotional development, and many others. A strong emphasis on diversity among children is reflected throughout. Case studies and real-world vignettes further bridge the distance between research and the classroom, helping future teachers be better prepared to create an environment that promotes optimal development in children.

Child and Adolescent Development in Your Classroom 2nd Table of contents:

Section 1. Foundations of Child Development

Chapter 1. Ways of Thinking about Children

1-1. The Science of Child Development

1-1a. Child Development Theories: A Brief Overview

1-1b. Research Methods

1-2. Nature and Nurture

1-2a. Nature: The Role of Genes in Individual Diversity

1-2b. Nurture: The Role of Culture in Group Diversity

1-2c. Reconciling the Role of Genes and Culture

1-3. Risk and Resilience

1-3a. Protective Factors

1-3b. Accumulation of Risk

1-3c. Stability in Development

1-3d. Maternal Depression as a Risk Factor

1-3e. Poverty as a Risk Factor

1-4. Classroom Implications: The Case of School Readiness and Preschool

1-4a. School Readiness

1-4b. What Does the Research on Preschools for Children at Risk Say?

Chapter Summary

Chapter 2. Physical Development and Health

2-1. The Brain

2-1a. Structure and Function of the Brain

2-1b. Age Trends in Brain Development

2-1c. Individual Diversity in Brain Development

2-1d. Classroom Implications of Brain Development

2-2. Growth and Motor Development

2-2a. Age Trends in Growth and Motor Development

2-2b. Individual Diversity in Growth and Motor Development

2-2c. Group Diversity in Growth and Motor Development

2-2d. Classroom Implications of Growth and Motor Development

2-3. Contemporary Health Challenges

2-3a. Sleep Deprivation

Obesity and Other Eating Disorders

2-3c. Drug Use

Chapter Summary

Section 2. The Cognitive Child

Chapter 3. Classic Theories of Learning and Cognition

3-1. Behaviorism

3-1a. Classical Conditioning

3-1b. Operant Conditioning

3-1c. Classroom Implications of Behaviorism

3-2. Piaget’s Theory of Cognitive Development

3-2a. Age Trends in Piaget’s Cognitive Developmental Theory

3-2b. Advances in Knowledge Since Piaget

3-2c. Diversity in Cognitive Developmental Theory

3-2d. Classroom Implications of Cognitive Developmental Theory

3-3. Vygotsky’s Sociocultural Theory

3-3a. The Role of Social Interaction

3-3b. Zone of Proximal Development

3-3c. Scaffolding

3-3d. Language and Private Speech

3-3e. Age Trends in Sociocultural Theory

3-3f. Diversity in Sociocultural Theory

3-3g. Classroom Implications of Sociocultural Theory

3-4. Comparing Theories of Learning and Cognition

Chapter Summary

Chapter 4. Information Processing, Memory, and Problem Solving

4-1. Information Processing

4-1a. Components of the Information Processing Model

4-1b. Age Trends in Information Processing

4-1c. Individual Diversity in Information Processing

4-1d. Classroom Implications of Information Processing

4-2. Memory

4-2a. Remember? Maybe, Maybe Not

4-2b. Age Trends in Memory

4-2c. Individual Diversity in Memory

4-2d. Classroom Implications of Memory

4-3. Reasoning and Problem Solving

4-3a. Age Trends in Reasoning and Problem Solving

4-3b. Individual Diversity in Reasoning and Problem Solving

4-3c. Classroom Implications of Reasoning and Problem Solving

4-4. Putting the Theories to Work: The Case of Mathematics

4-4a. Age Trends in Mathematics

4-4b. Implications for Teachers from Different Theories

Chapter Summary

Chapter 5. Cognitive Ability: Intelligence, Talent, and Achievement

5-1. Intelligence

5-1a. What is Intelligence?

5-1b. Individual Diversity in Intelligence

5-1c. Group Diversity in Intelligence

5-1d. Classroom Implications of Intelligence

5-2. Talent and Expertise

5-2a. Age Trends in Talent and Expertise

5-2b. Individual Diversity in Talent and Expertise

5-2c. Group Diversity in Talent and Expertise

5-2d. Classroom Implications of Talent and Expertise

5-3. Achievement

5-3a. Age Trends in Achievement

5-3b. Individual Diversity in Achievement

5-3c. Group Diversity in Achievement

5-3d. Classroom Implications of Research on Achievement

Chapter Summary

Section 3. The Emotional Child

Chapter 6. Attachment and Personality

6-1. Attachment

6-1a. Age Trends in Attachment

6-1b. Individual Diversity in Attachment

6-1c. Group Diversity in Attachment

6-1d. Classroom Implications of Attachment

6-2. Temperament and Personality

6-2a. Age Trends in Temperament and Personality

6-2b. Individual Diversity in Temperament and Personality

6-2c. Group Diversity in Temperament and Personality

6-2d. Classroom Implications of Temperament and Personality

Chapter Summary

Chapter 7. Self-Control and Discipline

7-1. Self-Control

7-1a. Age Trends in Self-Control

7-1b. Individual Diversity in Self-Control

7-1c. Group Diversity in Self-Control

7-1d. Classroom Implications of Self-Control

7-2. Effective Discipline

7-2a. The Goal of Discipline

7-2b. Types of Discipline

7-2c. Principles of Effective Discipline

7-2d. Group Diversity in Discipline

7-2e. Classroom Implications of Discipline

7-3. Teaching Self-Control: What Parenting Styles Tell Us

7-3a. Four Styles of Parenting

7-3b. Group Diversity in Parenting Style

7-3c. Classroom Implications of Parenting Style

Chapter Summary

Chapter 8. Emotional Development

8-1. Emotions

8-1a. Why Do Children Have Emotions?

8-1b. What Emotions Do Children Have?

8-2. Regulating One’s Own Emotions

8-2a. Strategies to Regulate Emotion

8-2b. Emotional Dissemblance—Faking It

8-2c. Age Trends in Emotion Regulation

8-2d. Individual Diversity in Emotion Regulation

8-2e. Depression: Emotion Regulation Gone Awry

8-2f. Group Diversity in Emotion Regulation

8-2g. Classroom Implications of Emotion Regulation

8-3. Understanding Others’ Emotions

8-3a. Age Trends in Understanding Others’ Emotions

8-3b. Individual Diversity in Understanding Others’ Emotions

8-3c. Group Diversity in Understanding Others’ Emotions

8-3d. Classroom Implications of Understanding Others’ Emotions

8-4. Emotions and Thought

8-4a. Positive Emotions

8-4b. Negative Emotions

8-4c. Classroom Implications of Emotions and Thought

Chapter Summary

Section 4. The Social Child

Chapter 9. Social Cognition

9-1. Theory of Mind

9-1a. Age Trends in Theory of Mind

9-1b. Individual Diversity in Theory of Mind

9-1c. Group Diversity in Theory of Mind

9-1d. Classroom Implications of Theory of Mind

9-2. Humor

9-2a. What is Humor?

9-2b. Age Trends in Humor

9-2c. Individual Diversity in Humor

9-2d. Group Diversity in Humor

9-2e. Classroom Implications of Humor

9-3. Moral Judgment

9-3a. Different Views of Moral Judgment

9-3b. Age Trends in Moral Judgment

9-3c. Individual Diversity in Moral Judgment

9-3d. Group Diversity in Moral Judgment

9-3e. Classroom Implications of Moral Judgment

Chapter Summary

Chapter 10. Social Behavior

10-1. Prosocial Behavior

10-1a. Age Trends in Prosocial Behavior

10-1b. Individual Diversity in Prosocial Behavior

10-1c. Gender Diversity in Prosocial Behavior

10-1d. Classroom Implications of Prosocial Behavior

10-2. Antisocial Behavior and Aggression

10-2a. Types of Aggression

10-2b. Age Trends in Antisocial Behavior

10-2c. Individual Diversity in Antisocial Behavior

10-2d. Group Diversity in Antisocial Behavior

10-2e. Classroom Implications of Antisocial Behavior

10-3. Conflict Resolution

10-3a. How Should Conflict be Resolved?

10-3b. Age Trends in Conflict Resolution

10-3c. Individual Diversity in Conflict Resolution

Classroom Implications of Conflict Resolution

Chapter Summary

Chapter 11. Peers, Friends, and Play

11-1. Peer Status

11-1a. Individual Diversity in Peer Status

11-1b. Group Diversity in Peer Status

11-1c. Classroom Implications of Peer Status

11-2. Friendship and Peer Networks

11-2a. Birds of a Feather Flock Together

11-2b. Peer Pressure: Is It Good or Bad?

11-2c. Age Trends in Friendship and Peer Networks

11-2d. Individual Diversity in Friendship and Peer Networks

11-2e. Group Diversity in Friendship and Peer Networks

11-2f. Classroom Implications of Friendship and Peer Networks

11-3. Play

11-3a. Types of Play

11-3b. Age Trends in Play

11-3c. Individual Diversity in Play

11-3d. Group Diversity in Play

11-3e. Classroom Implications of Play

Chapter Summary

Section 5. The Whole Child

Chapter 12. Language and Literacy

12-1. Language Development

12-1a. Types of Language: Nonverbal and Verbal

12-1b. Age Trends in Language

12-1c. Individual Diversity in Language

12-1d. Group Diversity in Language

12-1e. Classroom Implications of Language

12-2. Literacy

12-2a. Age Trends in Literacy

12-2b. Individual Diversity in Literacy

12-2c. Group Diversity in Literacy

12-2d. Classroom Implications of Literacy Development

12-3. Putting the Theories to Work: The Case of Literacy

12-3a. Implications for Teachers from Different Theories

12-3b. Comparing the Theories

Chapter Summary

Chapter 13. The Self-System and Motivation

13-1. The Self-System

13-1a. Self-Esteem, Self-Concept, and Self-Efficacy

13-1b. Age Trends in the Self

13-1c. Individual Differences in the Self

13-1d. Group Diversity in the Self

13-1e. Classroom Implications of the Self

13-2. Social Identity: Gender and Ethnicity

13-2a. Gender Identity

13-2b. Ethnic Identity

13-2c. Sexism and Racism

13-2d. Classroom Implications of Gender and Ethnic Identity

13-3. Motivation

13-3a. Age Trends in Motivation

13-3b. Can I Do This?

13-3c. Classroom Implications of “Can I Do This?”

13-3d. Do I Want to Do This?

13-3e. Classroom Implications of “Do I Want to Do This?”

Chapter Summary

Chapter 14. The Child in Context: Family Structure, Child Care, and Media

14-1. Family Structure

14-1a. What Does Family Structure Predict?

14-1b. How Might Family Structure Influence Children?

14-1c. Group Diversity in Family Structure

14-1d. Classroom Implications of Family Structure and Parent Involvement

14-2. Maternal Employment and Child Care

14-2a. Maternal Employment

14-2b. Child Care

14-2c. Age Trends in Child Care

14-2d. What Does Child Care Predict?

14-2e. Group Diversity in Child Care

14-2f. Classroom Implications of Maternal Employment and Child Care

14-3. Television and Other Media

14-3a. The Issue of Time

14-3b. The Issue of Content

14-3c. Age Trends in Media Use

14-3d. Individual Diversity in Media Use

14-3e. Group Diversity in Media Use

14-3f. Classroom Implications of Media Use

14-4. Farewell

Chapter Summary

References

 

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Tags: Christi Crosby Bergin, David Allen Bergin, Adolescent Development, Your Classroom