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Child and Adolescent Development for Educators,
1st Edition

Christi Crosby Bergin, David Allen Bergin, Sue Walker, Graham Daniel, Angela Fenton, Pearl Subban

ISBN-13: 9780170388665 | ISBN-10: 0170388662

Copyright 2019

| Published 2018

| 672 pages

List Price USD $108.75

Overview

Child and Adolescent Development for Educators covers development from early childhood through high school. This text provides authentic, research-based strategies and guidelines for the classroom, helping you to create an environment that promotes optimal development in children. The authors apply child development concepts to topics of high interest and relevance to teachers, including classroom behaviour management, constructivism, social-emotional development, and many others. The text combines core theory with practical implications for educational contexts, and shows how child development links to the Australian Professional Standards for Graduate Teachers. Case studies and real-world vignettes illustrate concepts, while research, including the Longitudinal Study of Australian Children, and Longitudinal Study of Indigenous children, bridges the distance between research and the classroom.

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Meet the Authors

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Christi Bergin earned a Ph.D. in child development and early childhood education at Stanford University, and is a developmental psychologist. Her research focuses on the socio-emotional development of typical children as well as the physical, cognitive, and socio-emotional development of infants and children in families struggling with poverty, drug use, and child abuse. She has observed hundreds of parent-child interactions, including in-home visits to so-called "crack houses." Dr. Bergin has conducted research in both schools and medical centers. She has published in journals such as the Journal of Literacy Research, Early Childhood Research Quarterly, Journal of Applied Developmental Psychology, Child Maltreatment, Journal of Adolescence, and Infant Mental Health Journal, among others. Through her research, experience as a preschool teacher, and work as a community volunteer, she has extensive experience with children from diverse socioeconomic backgrounds. She is the co-founder of the Network for Educator Effectiveness, which has 265 member school districts. Through this network she has trained hundreds of principals to accurately measure teaching practice and provide useful feedback to help teachers grow professionally.

David Bergin earned a Ph.D. in education at Stanford University, and is an educational psychologist. He has been a teacher-educator for over 30 years. His research focuses on motivation and achievement, and talented youth of color. He is a past president of Division 15 Educational Psychology of the American Psychological Association, and has published in journals such as Journal of Educational Psychology, Contemporary Educational Psychology, Journal of Negro Education, Early Childhood Research Quarterly, Journal of Literacy Research, and Journal of Adolescent Research, among others. He has served on the editorial boards of the Journal of Educational Psychology, Journal of Counseling Psychology, and Contemporary Educational Psychology. As does his co-author, Bergin has extensive experience working with a diverse range of children. He speaks Spanish, has lived in Central America, and has done university outreach in Mexico and Guatemala. Most recently he was a Fulbright scholar in Chile.

Sue Walker is Professor within the School of Early Childhood at Queensland University of Technology, and a key researcher within the Excellence in Research in Early Years Education Cooperative Research Network. Her many research interests include epistemic beliefs and teachers’ practice; early childhood social development; child outcomes in relation to inclusive early childhood education programs; early intervention and the transition to school; and the development of children’s moral values. Dr Walker has expertise in working with large longitudinal data sets, in particular through her work with ‘Growing up in Australia: The Longitudinal Study of Australian Children’.

Dr Graham Daniel is lecturer in the School of Teacher Education at Charles Sturt University. He has a background in primary school teaching and coordinating in New South Wales, and experience working as a consultant in alternative schools. Graham teaches in the areas of educational psychology and child development, and his research interests include children's schooling experience with a focus on inclusion, family involvement in schooling and boys’ education within a gender equity framework.

Dr Angela Fenton is lecturer and course convener in the School of Education at Charles Sturt University, and a member of the Excellence in Research in Early Years Education Collaborative Research Network. Angela has worked in early childhood classrooms and services for over twenty years, as a teacher, director and training project officer; in inclusion roles with children with disabilities; and as the state manager for the Indigenous Children's Services Unit in Queensland. Her research centres on early childhood development and wellbeing, child protection and early childhood teacher education, in particular, the use of a strengths approach in early childhood education to enhance children's ability to thrive in all areas of development.

Dr Pearl Subban is lecturer in the Faculty of Education at Monash University, teaching both undergraduate and post-graduate programs in educational psychology, classroom practice, literacy and inclusive teaching. Her research interests are shaped by many years as a secondary school teacher and a school leader on two continents, and currently include differentiated instruction, attitudinal studies, catering for diverse learners, and language and literacy teaching.

  • Relevant to this region with strong coverage of key local documents and research such as the Longitudinal Study of Australian Children and Longitudinal Study of Indigenous children
  • Videos of children's behaviour allow students to consider their understanding of the concepts with the video cases and questions throughout the text
  • The text is structured topically across chapters with age trends highlighted within chapters, because it is critically important for teachers to understand where their students have been and where they are going developmentally if they are to promote optimal development in children. In addition, children of the same age in the same classroom can be at remarkably different points in their development.
  • Authentic examples of children's behaviour illustrate key concepts and points of interest. These are embedded throughout the text to ensure the reading flow is not interrupted
  • This text is child-centred, putting the development of the child at the forefront of the content, providing readers with research- and theory-based knowledge of developmental psychology, while also providing strong practical skills for applying that knowledge in their classrooms
  • Combines theory with practical implications for education contexts through examples of 'Challenges in development' that teachers often face
  • 'Think about this' questions also encourage teaching students to process and apply content to current issues or their personal experience in educational environments
  • Check learning alignment with the relevant professional standards and goals with the lists for Australian Institute for Teaching and School Leadership (AITSL) Professional Standards for Teachers and the Australian Early Years Learning Framework’s goals at the start of each chapter
  • Students quickly locate coverage of standards learning guidelines throughout the text by referring to the alignments of topics with AITSL standards and the Early Years Learning Framework provided in a Standards Correlation Grid on the inside front cover

Table of Contents

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Part 1: The foundation of child development
1. Ways of thinking about children
2. Physical development and health

Part 2: The cognitive child
3. Classic theories of learning and cognition
4. Information processing, memory, and problem solving
5 Cognitive ability: intelligence, talent, and achievement

Part 3: The emotional child
6. Attachment and personality
7. Self-control and behaviour management
8. Emotional development

Part 4: The social child
9. Social cognition
10. Social behaviour
11. Peers, friends, and play

Part 5: The whole child
12. Language and literacy
13. The self-system and motivation
14. The child in context: family structure, child care, and media

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

Instructor Companion Website for Bergin Child and Adolescent Development for Educators

ISBN13:9780170416146
ISBN10:0170416143
Everything you need for your course in one place! This collection of product-specific lecture and class tools is available online via the instructor resource centre at www.cengage.com/login. You'll be able to access and download materials such as PowerPoint presentations, images, and the instructor’s manual.

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Child and Adolescent Development for Educators

  • ISBN-10: 0170388662
  • ISBN-13: 9780170388665

Price USD$ 108.75

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