Showing posts with label child development. Show all posts
Showing posts with label child development. Show all posts

The African American Child: Development and Challenges Review

The African American Child: Development and Challenges
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The African American Child: Development and Challenges Review"Harris and Graham review available research about African American children in the areas of health, the family, education, language and literacy, and moral and social development, and also indicate some limitations of these inquiries. They provide a model of appropriate research design, examining general problems of research, before turning their attention to the specifics of African American children. As a context for their broader discussion of development, they present various psychological theories and note how these have or have not addressed the needs of black children. Subsequent chapters provide overviews/discussions of particular issues and summaries with appropriate bibliographic references. Although African American children have been discussed in numerous educational and sociological books, the focus has usually been on the problematic nature of the children's experience--i.e., on deficits rather than differences. This book argues convincingly that children's cultural differences need to be recognized for any accurate understanding of their development. Pointing out the need for additional and more effectively designed research, Harris and Graham provide a valuable foundation for further investigations. This nonpolemic book should be in all libraries, filling an unfortunate gap. Summing Up: Highly recommended. Upper-division undergraduates through faculty and professionals."
-- 11/07 issue of CHOICE. (CHOICE is a monthly magazine targeted primarily to librarians. Their short reviews are one of the most important collection development tools.)
"This excellent book...should be required reading for individuals working with African American children and their families ( and students who will be)."
--Doody's Review Service
From the book cover:
"This book does a wonderful job of providing a comprehensive, up-to-date portrayal of research, thinking, and issues related to the African American child. The books special contribution is to cover what specifically is known about the African American child on a wide range of topics in the field of child development (from various social contexts to language and literacy). I know of no other book that does this so effectively."
--John W. Santrock, PhD, Professor of Psychology, University of Texas at Dallas
"This carefully researched, clearly written, highly current text offers for the first time a holistic view of the development and life conditions of African-American children. Among its exemplary features are a rich picture of African-American childrens past and contemporary experiences and many highly informative, well-reasoned discussions of pressing social issues relevant to African-American childrens adjustment - including school desegregation, racial identity, black language dialects, community violence, and health care. The African American Child is an invaluable resource for scholars, policy makers, educators, and students of culture and child development. Bravo to the authors for greatly clarifying the steps that we - as individuals, as communities, and as a society - must take to promote African-American children's well-being."
--Laura E. Berk, PhD, Distinguished Professor of Psychology, Illinois State University
The African American Child: Development and Challenges Overview"This nonpolemic book should be in all libraries. Highly recommended."-- Choice
This textbook introduces students to the socioeconomic, educational, and health-related issues impacting the lives of African American children, but have been typically ignored in mainstream textbooks. The book is designed to be student friendly, as each chapter presents an "Insider's Voice," a narrative about the issues discussed. The chapters feature dialogues of current biological, environmental, and cultural theories, as well as suggestions for additional videos and websites to guide critical thinking.


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Child Development, Second Edition: A Practitioner's Guide (Social Work Practice with Children and Families) Review

Child Development, Second Edition: A Practitioner's Guide (Social Work Practice with Children and Families)
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Child Development, Second Edition: A Practitioner's Guide (Social Work Practice with Children and Families) ReviewAs a clinical psychologist and professor in a Clinical PsyD program I thoroughly endorse this book. This is a graduate level text and I can say with certainty that professors that utilize this book will produce students grounded in the topic. I have used this text in eight consecutive semesters and my students really love this book. It is easy to read, but sophisticated. Each chapter on a developmental stage is followed by case examples whereby developmental concepts are applied. Your students will have a thorough grounding in latest findings in child development and be able to translate this into their clinical work. I cannot say enough about the superiority of this text.
Kim Vander Dussen, Psy. D., RPT-S
Licensed Psychologist
Registered Play Therapist and Supervisor
Associate Professor, Argosy University, Orange CountyChild Development, Second Edition: A Practitioner's Guide (Social Work Practice with Children and Families) OverviewThis indispensable clinical resource and text helps readers understand the latest developmental knowledge and apply it in their work with children and families. The book begins with a framework elucidating the transactions between individual development and the child's wider environment, and emphasizing the crucial role of attachment. Key developmental processes and tasks from infancy through middle childhood are then discussed in paired chapters that respectively address how children of different ages typically feel, think, and behave, and how to intervene effectively with those who are having difficulties.

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Infant/Child Mental Health, Early Intervention, and Relationship-Based Therapies: A Neurorelational Framework for Interdisciplinary Practice (Norton Series on Interpersonal Neurobiology) Review

Infant/Child Mental Health, Early Intervention, and Relationship-Based Therapies: A Neurorelational Framework for Interdisciplinary Practice (Norton Series on Interpersonal Neurobiology)
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Infant/Child Mental Health, Early Intervention, and Relationship-Based Therapies: A Neurorelational Framework for Interdisciplinary Practice (Norton Series on Interpersonal Neurobiology) ReviewInfant/Child Mental Health, Early Intervention, and Relationship-Based Therapies: A Neurorelational Framework for Interdisciplinary Practice was designed to to be used by a wide range of mental health and educational professionals. Using this overall framework it is possible to view a child's maturation (or lack of such) from a number of different perspectives and can be used by all the concerned disciplines thereby avoiding the current problems of them not being able to view the child as a `whole being.' My feeling is that this approach would revolutionize the way we deal with children who struggle in school. The framework would also be useful when working with adults, since the same work of seeing the `whole person' exists for them as well.

------Pam Fleissig, teacherInfant/Child Mental Health, Early Intervention, and Relationship-Based Therapies: A Neurorelational Framework for Interdisciplinary Practice (Norton Series on Interpersonal Neurobiology) Overview
A groundbreaking neuroscientific understanding of infant and child development, including a CD-ROM with supplementary worksheets, figures and tables.
When early interventions with children fail, clinicians wonder: How couldthings have been different? The answers seem obvious at first, but a littlereflection begins to unveil just how complicated this question really is. Whoshould have been included in the treatment? With what professionals and usingwhat approaches? When should intervention have occurred? Each questioninvolves a spectrum of both personal and societal issues, which is perhaps whyproblems that are so widely acknowledged remain so widely ignored. Often, afamily is not aware that their story could have had a different ending.So, in response to the critical need for a more cohesive system of care for ouryoungest patients, this book presents a conceptual framework for interdisciplinarycollaboration. Examining the issues of infant mental health and early interventionfrom a brain-based perspective-one that cuts across all domains-addresses the need for individual practitioners to incorporate the whole picturein relation to their part in assessing and intervening with each individual childand parent, and provides a global framework for team collaboration.

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Human Development: A Life-Span View Review

Human Development: A Life-Span View
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Human Development: A Life-Span View ReviewThe book looked brand new on the outside and as the description said it had very little highlighting on the inside.Human Development: A Life-Span View OverviewHUMAN DEVELOPMENT: A LIFE-SPAN VIEW, Fourth Edition provides students with balanced coverage of the entire life span. John C. Cavanaugh's extensive research in gerontology, combined with Robert V. Kail's expertise in childhood and adolescence, result in a textbook that presents complete and balanced coverage of all life stages. Utilizing a modified chronological approach, the authors trace development from conception through late life in sequential order, while also dedicating several chapters to important topical issues pertaining to particular points in the life span. This Fourth Edition includes unparalleled technology integration to help students better understand and remember the enormous amount of information covered in this course.

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Vygotsky at Work and Play Review

Vygotsky at Work and Play
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Vygotsky at Work and Play ReviewEvery now and then you get lucky, and find the book that is just the book you need at that point in your career to take the next step forward. (I used "book" in this opening sentence, but the same could be said for "article" or "presentation," but here we are concerned with books.) Lois Holzman's Vygotsky at Work and Play is just that sort of book. Up until reading it, I had been unaware of Lois Holzman's work, and this book is a great introduction. It is a kind of intellectual autobiography, a conceptual reflection on her several decades of good work. The book is short, well-written, and a great lead-in to the work Holzman has done, mostly in partnership with Fred Newman. Their work is both multifaceted and highly innovative, and it challenges some traditional conceptions about how science is done. Their work is multifaceted because they have made significant contributions to therapy (social therapy), schooling, out-of-school (youth) programs, and the workplace (organizations). The same conceptual principles underly all of this work, which derive mainly from Vygotsky and Wittgenstein. Their work is innovative for a number of reasons, not the least of which is their methodology. Part of their innovation is their (re)conceptualization of Vygotsky's "Zone of Proximal Development," and another part is their emphasis on performance, both as a product and a process of development in context. This is a book worth reading.Vygotsky at Work and Play OverviewVygotsky at Work and Play relates the discoveries and insights of Russian psychologist Lev Vygotsky to ordinary people and their communities. The author-working with her intellectual partner Fred Newman-has advanced a unique performance-based methodology of development and learning that draws upon a fresh and in some ways unconventional reading of Vygotsky. In this book, Holzman shows this methodology at work in key learning environments: psychotherapy, classrooms, out-of-school youth programs, and the workplace. The book vividly describes Vygotskian-inspired programs involving thousands of people from a wide range of cultural backgrounds, ages and occupations. Interwoven in each chapter are discussions of Vygotsky's understandings of play, speaking, thinking, the zone of proximal development, the individual and the group. Holzman brings practice and theory together to provide a way forward for those who wish to liberate human development and learning from the confines of the social scientific paradigm, the institutional location of educational and psychological research, and the practices that derive from them.Vygotsky at Work and Play presents a challenge to the underlying distinctions and boundaries of psychology, most significantly to the presumption of a cognitive-emotive divide, the notion of fixed identity, the privileging of the individual over the group, and the instrumental nature of play and performance.The book is essential reading for researchers and professionals in educational and developmentalpsychology, psychotherapy, cultural historical activity, social science, performance studies and education.

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The Cultural Nature of Human Development Review

The Cultural Nature of Human Development
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The Cultural Nature of Human Development ReviewRogoff's acclaimed concepts about how human development and culture naturally intertwine unfold in a highly intricate matter within this text.
Like Jerome Bruner, her prose can overpopulate itself with too many techy terms for the average educator; however, if you can push through the woods of her thick style, you will uncover many truths about culture.
As she puts forth, culture springs from the natural progression of social history and interaction. Each culture possesses its own scripts and nuances on what exists as "typical" development.
I invite anyone to delve into her mind.The Cultural Nature of Human Development OverviewThree-year-old Kwara'ae children in Oceania act as caregivers of their younger siblings, but in the UK, it is an offense to leave a child under age 14 ears without adult supervision. In the Efe community in Zaire, infants routinely use machetes with safety and some skill, although U.S. middle-class adults often do not trust young children with knives. What explains these marked differences in the capabilities of these children?Until recently, traditional understandings of human development held that a child's development is universal and that children have characteristics and skills that develop independently of cultural processes. Barbara Rogoff argues, however, that human development must be understood as a cultural process, not simply a biological or psychological one. Individuals develop as members of a community, and their development can only be fully understood by examining the practices and circumstances of their communities.

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