The combined features that distinguish this text from other titles can be summarized with an acronym: CARE C utting edge research A pplied developmental science R eadability E ssential knowledge Written by respected child, adolescent, and adulthood development experts, this authoritative and chronologically organized text presents an integrated perspective on lifespan development. The authors write in an engaging manner, synthesizing biological, social, cultural, and socioeconomic influences as opposed to organizing content around developmental themes. Incorporation of classic and cutting-edge research includes extensive coverage of new research in developmental neuroscience, which has transformed the study of lifespan development by introducing brain maturation. At the same time, the text emphasizes the application of developmental psychology to real world problems, focusing on the ways in which knowledge of child development can inform social policy and practice in the fields of child care, education, mental health, and family life. The text also examines the many fascinating changes that take place through adulthood to help students answer the important question: Who will I become tomorrow? And with a separate epilogue that focuses on death and dying, the book takes students on a developmental journey from our first breath to our last. Reflecting the authors' combined expertise, the broad array of real-life examples resonate with students from different backgrounds and fields of study, and with different occupational goals in mind. With its distinctive and effective combination of cutting-edge research, applications, readability, and essential knowledge, this text helps students understand and appreciate what today's scientists are discovering about human development across the lifespan, how they study the process, and how this knowledge can be used to improve the lives of infants, children, adolescents, and adults around the world.Retrieved July 9, 2009 from http:// newoldage.blogs.nytimes.com/2009/04/20/why -do-we- avoid-advance-directives/ Spanier, G. B., Lewis, R. A., aamp; Cole, C. L. ( 1975). Marital ... Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behavior skills. ... The development of addition and subtraction abilities prior to formal schooling in arithmetic. In T. P.anbsp;...
|Author||:||Marc H. Bornstein, Deborah Lowe Vandell, Karen S. Rook|
|Publisher||:||Cengage Learning - 2010-02-01|