The Handbooks of Developmental Psychology have made an extremely good start. Sales figures as follows: Handbook of Infant Development 12/01 - 707 copies Handbook of Childhood Social Development 08/02 - 514 copies Handbook of Childhood Cognitive Development 08/02 - 499 copies The Handbook of Adolescence will be published in March 2003. The largest body of research in developmental psychology concerns infancy and early childhood, i. e. , from birth through seven years. There has never been a comprehensive summary of work on early childhood, despite the fact that the importance of early experience continues to serve as an organizing theme for developmental science. Some of the field's most compelling questions concern this period in development; for example, questions about the importance of early brain development, whether parents matter, and the efficacy of early childhood interventions. This handbook proposes to provide this summary, as a single reference work for researchers and grad students in the field. It will be edited by two extremely well respected early childhood researchers, both of whom have strong interests in the applications of early childhood research for policy and education issues. How will the handbook differ from our other handbooks in the series? We have two handbooks covering this age range - one on Childhood Social Development, the other on Childhood Cognitive Development. These volumes both cover ages 2 to 11, this volume concentrates on children to age 7. The existing handbooks are "pure" in focus, whilst the volume proposed here is highly applied. And, most importantly, there is a large body of people who define themselves as "early childhood" researchers, working across the domains of development in their investigation into largely applied areas (education, childcare, mental health etc). Why we should publish this book? My worry was that that weren't yet all that many courses actually called "early childhood development". I'm convinced however that this book will be used as personal reference by researchers and some grad students, and there are an awful lot of them in this very wide area. It will also be a very prestigious addition to our list for the US market as we try to establish ourselves ever further in the US.
"The astute editors and leading scholars have produced the best single overview of the exploding field of early childhood development, covering both old and new pressing issues in this burgeoning field. Must reading for both basic and applied workers, as well as scholars working at the intersect of knowledge and policy construction."
Edward Zigler, The Edward Zigler Center in Child Development and Social Policy
"This is a comprehensive and authoritative review of the field of early childhood research, covering the basic scientific and key policy issues, with contributions from the leading researchers. It will be an essential reference for anyone interested in the exciting early development of children, with the breadth, depth and clarity of its coverage."
Judy Dunn, Professor of Developmental Psychology, Institute of Psychiatry, London
"Kathleen McCartney and Deborah Phillips have recruited many of the top names in the field of early child development to provide timely and informative reviews of a very fast-moving field. This handbook will be obligatory reading for researchers and practitioners alike. Whether you are looking for a conceptual framework, the latest empirical findings in key domains such as the development of cognition, language and emotion, or the implications for policy, this book should serve as a first point of reference."
Paul L. Harris, Harvard University
"This book simply redefines "comprehensive"! It is truly interactive in that it constantly elicits the reader's input by raising and/or addressing issues that reach far beyond the printed page."
Toni Brennan, University of Surrey
?The assembling of a large number of qualified experts to write short, clear summaries of their areas is an impressive achievement, and the context and policy sections go beyond expectations ? making it valuable even to scholars already knowledgeable in the field.?
Marie-Pierre M. Gosselin and David R. Foreman, Canadian Psychology
Part I: Conceptual Frameworks.
Nature and Nurture in Early Childhood. (Kirby Deater-Deckard and Katherine Cahill).
Vulnerability and Resilience in Early Child Development. (Ann S. Masten and Abigail H. Gewirtz).
Family Influences on the Development of Young Children?s Competence. (Michael J. Guralnick).
Intersections Among Domains of Development. (Catherine C. Ayoub and Kurt W. Fischer).
Part II: Early Biological and Physiological Development.
Early Brain Development and Plasticity. (Jane W. Couperus and Charles A. Nelson).
Social Regulation of Stress in Early Child Development. (Megan R. Gunnar).
Temperament. (Jennifer N. Martin and Nathan A. Fox).
Part III: Cognitive Development.
Early Conceptual Development. (Susan A. Gelman).
Executive Functions in Developing Children: Current Conceptualizations and Questions for the Future. (Marilyn C. Welsh, Sarah L. Friedman, and Susan J. Spieker).
Developing Social Understanding in a Social Context. (Rachel Barr).
Mathematical Thinking and Learning. (Herbert P. Ginsburg, Joanna Cannon, Janet Eisenband, and Sandra Pappas).
Part IV: Language and Communicative Development.
Language Experience and Language Milestones During Early Childhood. (Erika Hoff).
How Children Learn Language: A Focus on Resilience. (Susan Goldin-Meadow).
What counts as literacy in early childhood? (Catherine E. Snow).
Part V: Social, Emotional, and Regulatory Development.
Getting Along with Others: Social Competence in Early Childhood. (Richard A. Fabes, Bridget M. Gaertner, and Tiernay K. Popp).
Feeling and Understanding: Early Emotional Development. (Ross A. Thompson and Kristin H. Lagattuta).
Temperament, Attention, and the Development of Self-Regulation. (Mary K. Rothbart, Michael I. Posner, and Jessica Kieras).
Maladjustment in Preschool Children: A Developmental Psychopathology Perspective. (Susan B. Campbell).
Part VI: The Social Ecology of Early Development.
Family Systems. (Marc H. Bornstein and Jeanette Sawyer).
Poverty in Early Childhood. (Eric Dearing, Daniel Berry, and Martha Zaslow).
Orphanages as a Developmental Context for Early Childhood. (Charles H. Zeanah, Anna T. Smyke, and Lisa D. Settles).
Peer Relationships in Early Childhood. (Deborah Lowe Vandell, Lana Nenide, and Sara J. Van Winkle).
Child Care and Early Childhood Education. (Deborah Phillips, Kathleen McCartney, and Amy L. Sussman).
The Social Ecology of the Transition to School: Classrooms, Families, and Children. (Robert C. Pianta and Sara Rimm-Kaufman).
Media and Early Development. (Sandra L. Calvert).
Part VII: Policy Issues.
Evaluating Early Childhood Assessments: A Differential Analysis. (Samuel J. Meisels and Sally Atkins-Burnett).
Head Start: What Do We Know About Its Effectiveness? What Do We Need to Know? (John M. Love, Louisa Banks Tarullo, Helen Raikes, and Rachel Chazan-Cohen).
Early Childhood Policy: A Comparative Perspective. (Jane Waldfogel).
Promoting Social Competence in Early Childhood: Classroom Curricula and Social Skills Coaching Programs. (Karen L. Bierman and Stephen A. Erath).
Treatment and Prevention of Conduct Problems: Parent Training Interventions for Young Children (2?7 Years Old). (Carolyn Webster-Stratton and M. Jamila Reid).
Series: Blackwell Handbooks of Developmental Psychology
Number Of Pages: 680
Published: 1st January 2006
Publisher: John Wiley and Sons Ltd
Country of Publication: GB
Dimensions (cm): 24.1 x 15.98 x 4.21
Edition Number: 1