Research Issues in Child Development

Chris Pratt, Alison F. Garton, William E. Tunmer , Andrew R. Nesdale

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English

Routledge
11 November 2019

Child & developmental psychology

Series: Psychology Library Editions: Child Development

First published in 1986, this authoritative book contains a selection of original, research based, reports of studies conducted in Australia and New Zealand in the field of Child Development. The topics have been arranged into four major sections – cognitive issues in development, language and reading development, perpetual motor development and social aspects of development. Both pure and applied research issues are presented, and the chapters cover child development from infancy to adolescence.

The book’s special strength lies in the diversity of topics tackled and the range of developmental research represented. Theoretical viewpoints are raised and empirical questions answered in the studies reported. The editors have systematically drawn together important contributions which reflected contemporary topics in child development at the time. Although no one common theoretical or empirical theme unites either each section or the whole book (which reflects the general scope and diversity of child development in the 1980s), the contributors in general see the child as developing through active interaction with his or her environment. This interactionist position is clearly preferred by most researchers, who realised that simplistic genetic or environmental models are inadequate to explain the complex development of the child.

The editors were all active researchers in the area of child development at the time and each co-authored a chapter in the book. All published regularly in national and international journals and books, and were aware of current developments in their main areas of expertise.

All those interested in issues in child development will find this book important reading, as it provides the reader with an excellent and diverse selection of studies, bearing on a wide range of empirical research.

Edited by: Chris Pratt, Alison F. Garton, William E. Tunmer, Andrew R. Nesdale
Imprint: Routledge
Country of Publication: United Kingdom
Volume: 11
Dimensions: Height: 216mm, Width: 138mm,
Weight: 453g
ISBN: 9781138501133
ISBN 10: 1138501131
Series: Psychology Library Editions: Child Development
Pages: 228
Publication Date: 11 November 2019
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Paperback
Publisher's Status: Active

Contributors. Preface. Section 1: Cognitive Issues in Development 1. The Effects of Prenatal and Postnatal Twin Environments on Development 2. Cognitive Functioning of Children Born with Very Low Birth Weight 3. Search for Sounding Objects by One-Year-Old Infants 4. Failure on Piagetian Tasks: Misinterpretation of the Question? 5. The Effect of Context on the Memory Performance of Children 6. Children’s Collaboration and Conflict in Dyadic Problem Solving 7. Scholastic Ability in Left-Handers 8. Adolescents’ Organisational Strategies for Planning Errands Section 2: Language and Reading Development 9. On Children’s Comprehension of Metaphor 10. Children’s Understanding of Ironic Utterances 11. Phonological Awareness and Learning to Read 12. Syntactic Processing in Children Varying in Reading Skill Profile 13. Do Twins and Singletons Have Similar Language and Reading Problems? Section 3: Perceptual Motor Development 14. Development of Perceptual Motor Abilities in Children from 5 Years to Adults 15. Perceptual Motor Development in Children’s Drawing Skill 16. Vestibular-Postural and Oculomotor Control Problems in Learning Disabled Children Section 4: Social Aspects of Development 17. Daycare, Rules and the Heteronomy Construct 18. Reflection-Impulsivity and Delay of Gratification Choice 19. Parental Attitudes to Early Childhood Care 20. Parents’ Satisfaction with Progress and Beliefs About Stability of Traits 21. ‘Difficult’ and ‘Easy’ Periods for Young Siblings of Disabled People 22. Social Distance and Life Goals as Bases for Intergenerational Perceptions.