Child development : theories and critical perspectives / Rosalyn H. Shute and Phillip T. Slee.

By:

Shute, Rosalyn H

Contributor(s):

Slee, Phillip T

Material type: Text

TextPublisher: London ; New York : Routledge, Taylor & Francis Group, [2015]Edition: Second editionDescription: xii, 297 pages : illustrations ; 24 cmISBN:

9781848724525

Subject(s):

DDC classification:

155.4 SHU

Holdings
Item type	Current library	Call number	Status	Date due	Barcode
Standard Loan	Moylish Library	155.4 SHU (Browse shelf(Opens below))	Available		39002100606244
Standard Loan	Moylish Library Main Collection	155.4 SHU (Browse shelf(Opens below))	Available

Enhanced descriptions from Syndetics:

Child Development: Theories and Critical Perspectives provides an engaging and perceptive overview of both well-established and recent theories in child and adolescent psychology. 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.

Includes bibliographical references and index.

Table of contents provided by Syndetics

List of figures, tables and boxes (p. vii)
Preface (p. ix)
1 Ways of knowing about development (p. 1)
2 From Darwin to DNA: biologically based theories of development (p. 28)
3 A rainbow is more than the sum of its colours: beginnings of organicism (p. 52)
4 The child as philosopher (p. 68)
5 From Oedipus to attachment: the Freudian legacy (p. 89)
6 Mechanism: the whole is equal to the sum of its parts (p. 107)
7 Dialecticism: the child developing in a social world (p. 126)
8 The historic event: eontextualism (p. 142)
9 Sociocultural influences on development (p. 157)
10 Systems theories (p. 176)
11 Listening to different voices 1: feminism and developmental psychology (p. 192)
12 Listening to different voices 2: the voices of children (p. 212)
13 Putting it all together: towards theoretical integration (p. 224)
14 The theory-practice nexus (p. 246)
Student resources (p. 269)
Some historical milestones relevant for developmental psychology (p. 269)
Discussion questions, activities and selected websites (p. 272)
Glossary (p. 280)
Index (p. 284)

Author notes provided by Syndetics

Rosalyn H. Shute is an Adjunct Professor in the School of Psychology, Flinders University, Adelaide, Australia, and Federation University, Ballarat, Australia. Her research expertise lies broadly in clinical child psychology and paediatric psychology/child health and wellbeing, and she is an experienced teacher of developmental psychology and clinical child/paediatric psychology.
Phillip T. Slee is a Professor in Human Development in the School of Education at Flinders University, Adelaide, Australia. He is a trained teacher and registered psychologist. His main areas of interest include childhood bullying/aggression, conduct disorders, stress and teacher education, and he has a particular interest in the practical and policy implications of his research.