{"title":"International Texts In Developmental Psychology","description":"\u003cp\u003eDelve into the essential series for understanding child and adolescent development. 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Attachment Theory is the current dominant theory of parent-child relationships and their influence on development. The theory has generated an ever-expanding body of empirical work, and is one of the few contemporary comprehensive psychological theories. However, it is also controversial, with researchers generally falling into one or other of two camps. Consequently, most of the books published to date focus on specific aspects of Attachment work, and do not provide students with a view of the theory overall and how it relates to other areas within child development. Susan Goldberg, who has researched parent-child relationships and Attachment methods and theory since the 1960s, is ideally placed in writing this book that provides a coherent overview of the field and its place within child developmental psychology as a whole. She is widely known in the field, and along with many research articles, she has edited a volume on the 'state of the art' in Attachment Theory, published in 1995. In our time, the view that parent-child relationship plays a central role in a child's psychological development has been widely accepted. This was not always the case. Attachment Theory and the research it generated played an important role in producing the empirical evidence needed to support this view, and over the last 30 years, there has been an explosion of work in this area. 'Attachment and Development' is one of the few comprehensive and critical overviews of the theory and research in Attachment across the lifespan. It provides a detailed examination of the factors that contribute to shaping early Attachment, and the effects of Attachment on development including social competence, mental health and physical health. Special emphasis is given to newly emerging research on the role of cognition and emotion in internal working models of Attachment, as well as to the role of psychobiology. In order to achieve a balanced evaluation of this area as a whole, the book concludes with a critical appraisal of the contributions and limitations of Attachment research and theory. 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This unique summary of traditional scientific perspectives alongside critical post-modern thinking will provide readers with a sense of the historical development of different schools of thought. The authors also place theories of child development in philosophical and cultural contexts, explore links between them, and consider the implications of theory for practice in the light of the latest thinking and developments in implementation and translational science.  Early chapters cover mainstream theories such as those of Piaget, Skinner, Freud, Maccoby and Vygotsky, whilst later chapters present interesting lesser-known theorists such as Sergei Rubinstein, and more recent influential theorists such as Esther Thelen. The book also addresses lifespan perspectives and systems theory, and describes the latest thinking in areas ranging from evolutionary theory and epigenetics, to feminism, the voice of the child and Indigenous theories.  The new edition of Child Development has been extensively revised to include considerable recent advances in the field. As with the previous edition, the book has been written with the student in mind, and includes a number of useful pedagogical features including further reading, discussion questions, activities, and websites of interest.  Child Development: Theories and Critical Perspectives will be essential reading for students on advanced courses in developmental psychology, education, social work and social policy, and the lucid style will also make it accessible to readers with little or no background in psychology.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49603328999697,"sku":"GOR008525698","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ GARDNERS","offer_id":49736165720337,"sku":"NGR9781848724525","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ GOOD \/ SBYB","offer_id":50197956526353,"sku":"CIN1848724527G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52152223990033,"sku":"NLS9781848724525","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":52755358253329,"sku":"NIN9781848724525","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1848724527.jpg?v=1751412307"},{"product_id":"child-at-school-book-anthony-pellegrini-9780340731826","title":"The Child at School","description":"School is an institution through which all children in modern industrial societies must pass, and it also has an important effect on their later lives. 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Up to now, very few texts have considered this in any depth, but 'Ageing and Development', a new volume in the Texts in Developmental Psychology series, provides a detailed and comprehensive overview of the theories and research in adult development into old age. The classic early accounts of theorists such as Jung and Erikson are considered, as well as their present day successors. Particular  attention is given to theories of adjustment to loss, and to the threat of loss, which dominate current gerontological research.    A notable feature of the book is the separate section devoted to the psychology of advanced old age, to life in states of physical and\/or mental frailty, and to the survival of the self in these circumstances.  There is a strong emphasis throughout on up-to-date empirical research and illustrative case examples. 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The Texts in Developmental Psychology series has been designed to embrace the emergence of new areas and developments in the field from a global perspective, providing state-of-the-art, higher level introductions to major topic areas. Each volume is written by specialists who combine empirical data and a synthesis of recent research to deliver cutting-edge science in a format accessible to students and researchers alike.    Child Development: Thinking About Theories is one of the few texts to critically examine both modern and postmodern contributions to theoretical development in child and adolescent psychology. The text has been written specifically taking into account the findings from a focus group of Honours psychology students to include pedagogical features such as an overview of theories linking the various schools of thought, ideas for further study and links to selected websites; as well as the latest developments in theoretical thinking including evolutionary theory, feminism and indigenous theory, and implications of theory for practice. Drawing from a worldwide background of research, the text is unique in that it contains many examples from Australia and other Pacific nations.    This clear and concisely written text by two university lecturers in the field of child and adolescent psychology will prove a valuable resource for advanced undergraduate\/Honours students of psychology and other closely related disciplines.","brand":"WoB","offers":[{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":49659372634385,"sku":"GOR003515658","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0340808187.jpg?v=1750877407"},{"product_id":"children-s-literacy-development-book-catherine-mcbride-chang-9780340808009","title":"Children's Literacy Development","description":"Children's literacy development forms the foundation for lifelong learning. Acquisition of reading and writing skills involves crucial aspects of both cognitive and psychosocial development. This book critically analyses research and theory on literacy acquisition from an ecological perspective.    Children's Literacy Development considers both universals and specifics of reading acquisition, with particular emphasis on early literacy development across cultures. Topics covered include the effects of culture on literacy fundamentals, building blocks of reading, phonological development, morphological awareness, visual and orthographic skill acquisition, writing and spelling development, and reading comprehension. It also reviews cross-cultural research on the effects of teaching, dyslexia, and bilingualism on literacy acquisition.     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This book, written by leading researchers in educational and developmental psychology, provides answers to these questions by offering an integrated perspective on children’s social interactions and relationships with their peers and teachers in school. Peer interactions in school have tended to be underestimated by educationalists, and this book redresses the balance by giving them equal weight to teacher–child interactions.  In this second edition, the authors extensively revise the text on the basis of many years of research and teaching experience. They highlight common misconceptions about children, their social lives, and school achievement which have often resulted in ineffective school policy. 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The understanding of belief is central to this text, which explains in simple terms what representational theory of mind is all about, and shows how researchers have demonstrated this understanding in 4-year-olds. The book considers what leads to this understanding, including the role of pretend play, understanding of attention and eye direction, and other precursors to representational understanding of mind. The general relevance of theory of mind is demonstrated through coverage of the development of other mental state concepts, and the relationship between understanding mental representation and other representational media. The author also carefully summarizes current research on the relationship between theory of mind and concurrent developments in executive functioning, and the understanding of language. The book closes by considering autism. A major achievement of theory of mind research is the light it has helped throw on this puzzling developmental disorder.  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