The Development of Children¿s Thinking - Carpendale, Jeremy;Lewis, Charlie;Müller, Ulrich
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The Development of Children s Thinking offers undergraduate and graduate students in psychology and other disciplines an introduction to several core areas of developmental psychology. It examines recent empirical research within the context of longstanding theoretical debates. In particular, it shows how a grasp of classic theories within developmental psychology is vital for a grasp of new areas of research such as cognitive neuroscience that have impacted on our understanding of how children develop.
The focus of this book will be on infancy and childhood, and it looks at: Theories and…mehr

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Produktbeschreibung
The Development of Children s Thinking offers undergraduate and graduate students in psychology and other disciplines an introduction to several core areas of developmental psychology. It examines recent empirical research within the context of longstanding theoretical debates. In particular, it shows how a grasp of classic theories within developmental psychology is vital for a grasp of new areas of research such as cognitive neuroscience that have impacted on our understanding of how children develop.

The focus of this book will be on infancy and childhood, and it looks at:
Theories and context of development How developmental psychology attempts to reconcile influences of nature and nurture Communication in infancy as a precursor to later thinking Language development in primates and young children Cognitive and social development, including the child s understanding of the mind How studies of moral reasoning reflect upon our understanding of development
Autorenporträt
Jeremy Carpendale Jeremy I. M. Carpendale is Professor of Developmental Psychology at Simon Fraser University, Canada. He has published in the areas of cognitive, social cognitive, and moral development. His work focuses on the nature and development of thinking about social and moral matters and the role of language and social interaction in such development. He is author of How Children Develop Social Understanding (2006 with C. Lewis). He is an editor of several books, including Social Life and Social Knowledge: Toward a Process Account of Development (2008 with U. Müller, N. Budwig, & B. Sokol), The Cambridge Companion to Piaget (2009 with U. Müller & L. Smith), and Self- and Social-Regulation: Social interaction and the development of social understanding and executive functions (2010 with B. Sokol, U. Müller, A. Young, & G. Iarocci).
Rezensionen
With minimal jargon, clear language, and plenty of examples, the authors offer both a tour of social and communicative development, as well as a comprehensive argument regarding how development should be conceptualized. Drawing from relational views of development tracing back from George Herbert Mead, Jean Piaget, and Lev Vygotsky, to more modern thinkers and theories, this book argues convincingly for placing the developing child within a developmental system.

Students and other readers will also relish in the organization of the book, which traces development from the first moments infancy to the social complexities of childhood.

This text does an excellent job uncovering the assumptions that underlie theories in development psychology, such as those regarding knowledge, meaning, language, and morality. This feature is particularly valuable for students as it provides the tools for evaluating future theories in light of their philosophical assumptions, not just by what empirical evidence there happens to be. Beau Wallbridge