World of Children, The

Description

Helping students make connections between science and practice

The World of Children helps students connect the science and the practice of child development in a way that can positively change lives. The third edition features an active learning system that exposes students to real people facing real world child development challenges. It encourages readers to think critically about issues from multiple perspectives. The World of Children is a chronological child development text.

MyDevelopmentLab is available with World of Children, 3e. Through MyDevelopmentLab, students have access to MyVirtualChild, an interactive web-based simulation that allows students to raise a child from birth to age 18 and monitor the effects of their parenting decisions over time.

A better teaching and learning experience

The teaching and learning experience with this program helps to:

• Personalize Learning– The new MyDevelopmentLab delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructions achieve their goals.
• Improve Critical Thinking–Prompts throughout each chapter jumpstart readers’ critical thinking process.
• Engage Students– Real-life cases encourage students apply what they are learning. Also, students can raise a child throught MyVirtualChild.
• Explore Research– With over 600 new research citations, this new edition reflects the latest research in the field of child psychology.
• Understand Different Perspectives— Several perspectives are included in the reading to help students think about the content from different points of view.
• Support Instructors– New MyDevelopmentLab Video Series. These cross-cultural videos feature original footage filmed in the United States, Mexico, and Botswana. Guided by series editor Ashley Maynard (University of Hawaii, Manoa), they show how culture impacts child development. Videos are available in multiple formats: on an instructor’s DVD, tied to quizzes in MyDevelomentLab, and called out in the chapter with “Watch” icons.

Note: MyDevelopmentLab does not come automatically packaged with this text. To purchase MyDevelopmentLab, please visit: www.mydevelopmentlab.com or you can purchase a ValuePack of the text + MyDevelopmentLab: ValuePack ISBN-10: TBD / ValuePack ISBN-13: TBD

• In addition to training and research, Cook and Cook incorporate writing from their own experiences, bridging the gab between textbook learning and practice.
•  A Learning Objectives Pathway helps guide students throughout the chapter.
• • Learning Objective questions at the start of each major section help students preview the important concepts they are about to study. NEW for this edition, the Learning Objectives are organised using Bloom’s taxonomy to guide students toward higher-level learning with four level of increasing difficulty:  know, understand, apply, and think critically. 
  • Let’s Review questions at the end of each sections assists students in mastering the material.  NEW for this edition:  the questions are now organised using the same levels of increasing difficulty as the learning objectives to guide students toward higher-level learning:  know, understand, apply, and think critically.  Answers accompany the questions, printed upside down.
  • Chapter Review reminds readers of the main questions addressed in the chapter and gives a quick review of the most important concepts.
  • A revisiting themes section included in the chapter review recaps where the four new research themes is found in each chapter.
• Think About margin questions are placed at critical points throughout the chapter andask students how they might advise the characters described in the opening story of each chapter based on what they have learned so far.
• Thinking Back sections at the end of each chapter summarise some of the possibilities for how students could have answered the margin questions.
• Thinking Critically notes in the margins encourage students to think about how the chapter material relates to their own life. 

ENGAGE STUDENTS

• Practical Applications throughout the text help answer many of students’ questions. The authors demonstrate the practical applications of child development through interviews with professionals and families, illuminating how they use child development information every day. 
• Professional Perspective boxes show students how a real professional uses child development information in practice. Each box explores a different career, introducing students to different career paths.
• Personal Perspective boxes allow students to connect with the personal feelings of an actual parent, child, or adolescent who is experiencing an issue.
• Social Policy Perspectives boxes spotlight the ways programs, laws, regulations, and other governing aspects of society can affect children These boxes gives students an understanding of how work in the field of child development can inform government officials, community service agencies, and other who have wide-ranging effects on the lives of children.  

 EXPLORE RESEARCH

• Current research is presented throughout the text.  With over 600 new research citations in this new edition, each chapter is thoroughly updated to reflect the latest research in the field of child psychology.
• The authors put special emphasis on the great advances being made in ne

In this Section:

1. Brief Table of Contents
2. Full Table of Contents

1. BRIEF TABLE OF CONTENTS:

Part One: Beginnings

• Chapter 1: Exploring Child Development
• Chapter 2: Heredity and the Environment
• Chapter 3: Prenatal Development and Birth

Part Two: Infants and Toddlers: The First Years (Birth through 2 years)

• Chapter 4: Physical Development in Infants and Toddlers
• Chapter 5: Cognitive Development in Infants and Toddlers
• Chapter 6: Socioemotional Development in Infants and Toddlers

Part Three: Early Childhood: The Playful Years (3 through 6 Years)

• Chapter 7: Physical Development in Early Childhood
• Chapter 8: Cognitive Development in Early Childhood
• Chapter 9: Socioemotional Development in Early Childhood

Part Four: Middle Childhood: The School Years (7 through 11 Years)

• Chapter 10: Physical Development in Middle Childhood
• Chapter 11: Cognitive Development in Middle Childhood
• Chapter 12: Socioemotional Development in Middle Childhood

Part Five: Adolescence: The Transition toward Adulthood (12 Years and beyond)

• Chapter 13: Physical Development in Adolescence
• Chapter 14: Cognitive Development in Adolescence
• Chapter 15: Socioemotional Development in Adolescence

2. FULL TABLE OF CONTENTS:

Part One: Beginnings

• Chapter 1: Exploring Child Development
  • Defining the Field
  • Theories of Child Development
  • Using the Scientific Method: Research in Child Development
  • Applications of Child Development Research and Careers Related to Children
• Chapter 2: Heredity and the Environment
  • Genes and Human Reproduction
  • How Traits and Genetic Abnormalities Are Inherited
  • How Genes and Environments Interact
  • Behavior Genetics: Measuring the Heritability of Traits
• Chapter 3: Prenatal Development and Birth
  • Prenatal Development
  • Teratogens: Health Risks for the Baby
  • The Process of Birth
  • Becoming a Family: Psychological Adjustments to Having a Newborn

Part Two: Infants and Toddlers: The First Years (Birth through 2 years)

• Chapter 4: Physical Development in Infants and Toddlers
  • Infants at Risk: Prematurity and Infant Mortality
  • Growth of the Body and Brain
  • Sensory Capabilities
  • Motor Development
• Chapter 5: Cognitive Development in Infants and Toddlers
  • Perceptual Development
  • Explaining Cognitive Development: Piaget’s Constructivist View
  • Learning to Communicate
• Chapter 6: Socioemotional Development in Infants and Toddlers
  • Attachment
  • Temperament and Emotion
  • Social Relations and Play

Part Three: Early Childhood: The Playful Years (3 through 6 years )

• Chapter 7: Physical Development in Early Childhood
  • Growth of the Body and Brain
  • Motor Development and Physical Activity
  • Health and Safety Issues
• Chapter 8: Cognitive Development in Early Childhood
  • Piaget’s Stage 2: Preoperational Thought
  • Vygotsky’s Sociocultural View of Cognitive Development
  • Information Processing
  • Language Development
  • Early Childhood Education and Kindergarten Readiness
• Chapter 9: Socioemotional Development in Early Childhood
  • The Social and Emotional Self
  • Parenting
  • Friends and Play

Part Four: Middle Childhood: The School Years (7 through 11 Years)

• Chapter 10: Physical Development in Middle Childhood
  • Growth of the Body and Brain
  • Motor Development and Physical Activity
  • Health and Safety Issues
  • Children with Exceptional Needs
• Chapter 11: Cognitive Development in Middle Childhood
  • Piaget’s Stage 3: Concrete Operational Thought (Ages 7 through 11)
  • Information Processing: Memory Development
  • Information Processing: Knowledge, Strategies, and New Approaches
  • Learning to Communicate: Language in Middle Childhood
  • Cognition in Context
• Chapter 12: Socioemotional Development in Middle Childhood
  • The Social and Emotional Self
  • Families
  • Play, Friends, and Peer Popularity
  • Schools and the Media

Part Five: Adolescence: The Transition toward Adulthood (12 Years and beyond)

• Chapter 13: Physical Development in Adolescence
  • Growth of the Body and Brain during Adolescence
  • Sexual Activity during Adolescence
  • Special Concerns about Teenage Sexual Activity
  • Adolescent Health Issues
• Chapter 14: Cognitive Development in Adolescence
  • Piaget’s Stage 4: Formal Operational Thought (12 Years and Above)
  • Recent Sociocultural Views of Cognitive Development
  • Intelligence
  • Learning to Communicate: Language in Adolescence
  • Cognition in Context: Adolescents Making Decisions
• Chapter 15: Socioemotional Development in Adolescence
  • Who Am I? Adolescents’ Understanding of Themselves
  • Social Relationships: Family
  • Social Relationships: Peers
  • Contexts of Development

Helping students make connections between science and practice

The World of Children helps students connect the science and the practice of child development in a way that can positively change lives. The 3rd Edition features an active learning system that exposes students to real people facing real world child development challenges. It encourages readers to think critically about issues from multiple perspectives. The World of Children is a chronological child development text.

Found in this Section:

1. Overview of Changes

1. Overview of changes

PERSONALIZE LEARNING WITH MYDEVELOPMENTLAB

• New cross-cultural videos in MyDevelopmentLab.  Original footage filmed in the United States, Mexico, and Botswana, and guided by series editor Ashley Maynard (University of Hawaii, Manoa), show how culture impacts child development.  Videos are available in multiple formats:  on an instructor’s DVD, tied to quizzes in MyDevelomentLab, and called out in the chapter with “Watch” icons. 

IMPROVE CRITICAL THINKING

• New pedagogy designed to help students improve their critical thinking skills.  The Learning Objectives that begin each major section of a chapter are now organized using an updated Bloom’s taxonomy designed to guide students toward higher-level learning with four level of increasing difficulty:  know, understand, apply, and think critically. 
• Let’s Review questions at the end of each section are now also organized using the same levels of increasing difficulty to guide students toward higher-level learning:  know, understand, apply, and think critically. 

EXPLORE RESEARCH

• Current research.  With over 600 new research citations in this new edition, each chapter is thoroughly updated to reflect the latest research in the field of child psychology.
• The authors put special emphasis on the great advances being made in neuroscience research and the effect on the field. 

Joan Littlefield Cook is a Professor of Psychology and current chairperson of the Psychology Department at the University of Wisconsin-Whitewater. As an undergraduate she majored in Psychology at Tennessee Technological University. She earned a Master’s and Ph.D. in Psychology and Human Development at Vanderbilt University. Joan has taught courses for more than 20 years related to child and adolescent development, educational psychology, and cognitive psychology. Students have always appreciated her knowledge of the field and her ability to present information in a way that is useful, motivating, and friendly. The Student Association at the University of Wisconsin-Madison voted her as one of their most outstanding professors, and the UW-Whitewater Psychology Student Organization presented her with their Excellence in Teaching Award. Joan’s research is on mathematical problem solving and cognitive development, and she is currently involved in projects to support and assess critical thinking in college students.

Greg Cook is a Professor of Psychology at the University of Wisconsin-Whitewater. Greg majored in Psychology at the University of Dayton and later received his Ph.D. in Psychology at Vanderbilt University. Greg has worked in higher education for more than 25 years. He’s taught courses in child development, research methods, statistics, and related topics at Whitewater as well as at the University of Wisconsin-Madison and Vanderbilt University. At Whitewater Greg received a department award and also a College of Letters and Sciences award for excellence in teaching. Students consistently comment on his ability to present difficult information in a clear and understandable way. Greg’s research on cognitive development has been published in scholarly journals such as Child Development, Developmental Psychology, and the Journal of Experimental Child Psychology. He also collaborated with colleagues in the College of Education on studies published in the Journal of Experimental Education, the Journal of Research & Development in Education, and the Journal of Reading Education. Currently, Greg is the Associate Vice Chancellor for Academic Affairs at UW-Whitewater.

Additional information