This book provides you with research-based strategies and guidelines for your classroom, whether you will be teaching children in infancy and toddlerhood, high school, or anywhere in between. You'll learn how child development concepts are applied to topics of interest and relevance to teachers, including classroom discipline, teacher-student relationships, increasing intelligence, and many others. Chapters use an easy-to-follow format, and diversity and multicultural issues are integrated throughout. Real-world vignettes bridge the distance between research and your classroom, helping you be better prepared to create an environment that promotes optimal development in all children. With its practical classroom-based focus, this text will help you view all students more positively, give you the tools to effectively guide them, and make teaching more enjoyable.
Part I: FOUNDATIONS OF CHILD DEVELOPMENT.
1. Ways of Thinking about Children.
Part II: INFANCY AND TODDLERHOOD.
2. Physical Development in Infancy and Toddlerhood.
3. Cognitive Development in Infancy and Toddlerhood.
4. Emotional Development in Infancy and Toddlerhood.
5. Social Development in Infancy and Toddlerhood.
Part III: EARLY CHILDHOOD.
6. Physical Development in Early Childhood.
7. Cognitive Development in Early Childhood.
8. Emotional Development in Early Childhood.
9. Social Development in Early Childhood.
Part IV: MIDDLE CHILDHOOD.
10. Physical Development in Middle Childhood.
11. Cognitive Development in Middle Childhood.
12. Emotional Development in Middle Childhood.
13. Social Development in Middle Childhood.
Part V: ADOLESCENCE.
14. Physical Development in Adolescence.
15. Cognitive Development in Adolescence.
16. Emotional Development in Adolescence.
17. Social Development in Adolescence.
Glossary.
References.
Name Index.
Subject Index.
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Christi Crosby Bergin
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.
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David Allen Bergin
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.
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The text specifically applies child development research to teaching, providing an effective bridge between theory and application and featuring a strong, up-to-date research base that is accessible to teachers.
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A child-centered approach puts the child at the forefront of the content while still providing research and theory.
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The authors emphasize high-interest, teacher-relevant topics not covered in traditional development texts, and include extensive coverage of discipline and social-emotional development -- issues that teachers address daily and that strongly affect children's success in school.
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Authentic school-based vignettes are peppered throughout the text to illustrate key concepts, and a "Classroom Applications" section for each major topic gives students the opportunity to practice applying what they have learned.
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Two extended discussions explicitly connect theories to the teaching of mathematics and literacy.
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A "Reflections on Practice" feature in each chapter encourages teachers to think about how their behavior in the classroom affects children's development.
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Discussion of diversity at both the individual and group (e.g., gender, socioeconomic status, and ethnicity) level is included for each major topic, rather than being presented as a standalone topic in an isolated chapter.
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The text provides students with thought-provoking questions and provides instructors with tools for discussion. There are "Think About This" boxes in the text margins. The instructor's manual has five "Case Studies" that cut across chapters with suggested discussion questions, and "Field Observation" activities that can be used for group discussions or papers.
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The text addresses four age groups: infancy and toddlerhood (0–2 years), early childhood (3–5 years), middle childhood (6–12 years), and adolescence (13–19 years). A final "Summary of Age Trends" table is provided at the end of the text, also available as a download through MindTap® Education.
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Some content is boxed to provide instructors with teaching flexibility; this content can be emphasized to promote deeper understanding or minimized depending on the needs of the course. Three types of boxes are interspersed in chapters: "Theories and Theorists," "Challenges in Development," and "Brain Research."
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The text is available with MindTap® Education, the digital learning solution that helps instructors engage students and transform them into classroom-ready, reflective teachers. Video cases invite student reflection on real classroom situations dealing with various stages of development. Scenarios ask students to apply chapter concepts and theories to create an artifact that improves teaching and learning. Quizzes help students identify areas where they misunderstood key topics and link back to the related content in the chapter to improve their understanding.
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Online Instructor's Manual with Test Bank for Bergin/Bergin's Child and Adolescent Development in Your Classroom, Chronological Approach, 1st
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