Intro -- Half Title Page -- Title page -- Imprint Page -- Brief contents -- Contents -- Guide to the text -- Guide to the online resources -- Preface -- Acknowledgements -- About the authors -- Part 1: The foundation of child development -- Chapter 1: Ways of thinking about children -- 1.1 The science of child development -- Child development theories: a brief overview -- Research methods -- 1.2 Nature and nurture -- Nature: the role of genes in individual diversity -- Nurture: the role of culture in group diversity -- Reconciling the role of genes and culture -- 1.3 Risk and resilience
Protective factors -- Accumulation of risk -- Stability in development -- Depression as a risk factor -- Poverty as a risk factor -- 1.4 Learning implications: transition to school and prior-to-school services for children at risk -- School readiness/transition to school -- What does the research say about children at risk? -- Study tools -- Chapter 2: Physical development and health -- 2.1 The brain -- Structure and function of the brain -- Age trends in brain development -- Individual diversity in brain development -- Learning and teaching implications of brain development
2.2 Growth and motor development -- Age trends in growth and motor development -- Individual diversity in growth and motor development -- Group diversity in growth and motor development -- Learning and teaching implications of growth and motor development -- Physical activity in educational contexts -- 2.3 Contemporary health challenges -- Sleep deprivation -- Obesity and other eating disorders -- Drug use -- Study tools -- Part 2: The cognitive child -- Chapter 3: Classic theories of learning and cognition -- 3.1 Behaviourism -- Classical conditioning -- Operant conditioning
Learning and teaching implications of behaviourism -- 3.2 Piaget's theory of cognitive development -- Age trends in Piaget's cognitive developmental theory -- Further developments in understanding formal operations -- Advances in knowledge since Piaget -- Diversity in cognitive developmental theory -- Learning and teaching implications of cognitive developmental theory -- 3.3 Vygotsky's sociocultural theory -- The role of social interaction -- Zone of proximal development -- Scaffolding -- Language and private speech -- Vygotsky in the classroom -- cooperative learning
Age trends in sociocultural theory -- Diversity in sociocultural theory -- Learning and teaching implications of sociocultural theory -- 3.4 Comparing theories of learning and cognition -- Study tools -- Chapter 4: Information processing, memory and problem solving -- 4.1 Information processing -- Components of the information processing model -- Age trends in information processing -- Individual diversity in information processing -- Learning and teaching implications of information processing -- 4.2 Memory -- Remember? Maybe, maybe not -- Age trends in memory -- Individual diversity in memory
Bibliography
Includes bibliographical references and indexes
Notes
Learning and teaching implications of memory
Description based on online resource; title from digital title page (viewed on April 19, 2023)
