Child and Adolescent Development for Educators

Front Cover

 Child and Adolescent Development for Educators covers development from early childhood through high school. This text provides authentic, research-based strategies and guidelines for the classroom, helping future teachers to create an environment that promotes optimal development in children.

The authors apply child development concepts to topics of high interest and relevance to teachers, including classroom discipline, constructivism, social-emotional development, and many others. Child and Adolescent Development for Educators combines the core theory with practical implications for educational contexts, and shows how child development links to the Australian Professional Standards for Graduate Teachers. Case studies and real-world vignettes further bridge the distance between research and the classroom. Along with strong coverage of key local research such as the Longitudinal Study of Australian Children and Longitudinal Study of Indigenous children.
 

Contents

The foundation of child development
1
The cognitive child
93
The emotional child
223
The social child
353
The whole child
485

Common terms and phrases

About the author (2018)

 

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.

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.

Sue Walker

Sue Walker is Professor within the School of Early Childhood at QUT. and a key researcher within the Excellence in Research in Early Years Education Cooperative Research Network. Her many research interests include epistemic beliefs and teachers practice; early childhood social development; child outcomes in relation to inclusive early childhood education programs; early intervention and the transition to school; and the development of children s moral values. Dr Walker has expertise in working with large longitudinal data sets, in particular through her work with Growing up in Australia: The Longitudinal Study of Australian Children .

Graham Daniel

Dr Graham Daniel is Lecturer in the School of Teacher Education at Charles Sturt University. He has a background in Primary teaching and coordinating in New South Wales and experience working as a consultant in alternative schools. Graham teaches in the areas of Educational Psychology and Child Development; his research interests include children's schooling experience with a focus on inclusion, family involvement in schooling and boys education within a gender equity framework.

Angela Fenton

Dr Angela Fenton is Lecturer and Course Convener in the School of Education at Charles Sturt University, and a member of the Excellence in Research in Early Years Education Collaborative Research Network. Angela has worked in early childhood classrooms and services for over twenty years as: a teacher, director and training project office; in inclusion roles with children with disabilities; and as the state manager for the Indigenous Children's Services Unit in Queensland. Her research centres on early childhood development and well-being, child protection and early childhood teacher education, in particular the use of a Strengths approach in early childhood education to enhance children's ability to thrive in all areas of development.

Pearl Subban

Dr Pearl Subban is Lecturer in the Faculty of Education at Monash University, teaching both undergraduate and post graduate programs in educational psychology, classroom practice, literacy and inclusive teaching. Her research interests are shaped by many years as a secondary school teacher and a school leader on two continents and currently include differentiated instruction, attitudinal studies, catering for diverse learners, and language and literacy teaching.

Bibliographic information