Child Development: Theories and Critical Perspectives provides a perceptive and engaging overview of theories in child and adolescent psychology, uniquely combining traditional scientific perspectives with critical (postmodern) approaches. This new edition has been extensively revised to incorporate recent advances in the field, featuring a new chapter, 'Theorizing about children’s digital worlds', that explores contemporary issues including social media, artificial intelligence, internet addiction and the banning of mobile phones in schools.
The authors skilfully place developmental theories within philosophical and cultural contexts, tracing historical developments across different schools of thought while exploring their interconnections and practical implications. Early chapters cover mainstream theorists such as Piaget, Skinner, Freud and Vygotsky. Other influential theorists include Maccoby and Thelen, and contemporary thinkers such as Overton and Stetsenko. Significant figures less well-known today, like Dewey and Rubinstein, are also introduced. The text also addresses broader frameworks including lifespan perspectives, systems theory, evolutionary theory, epigenetics, feminist approaches, children's voices and Indigenous theories. Current controversies such as ‘decolonizing’ developmental psychology and the role of universities in knowledge production are also discussed.
Written with students in mind, the book includes valuable pedagogical features such as recommended readings, discussion questions, activities and relevant websites. Essential reading for postgraduate students in developmental psychology, education, social work and social policy, its lucid style makes complex theoretical concepts accessible to readers at all levels, including those with limited background in psychology.
This new edition has been extensively revised to incorporate recent advances in the field, featuring a new chapter Theorizing about Children’s Digital Worlds that explores contemporary issues including social media, AI, internet addiction and the banning of mobile phones in schools.
List of figures, tables and boxes Preface
1. The nature of developmental
psychology
2. Ways of knowing about children
3. From Darwin to DNA:
biologically based theories of development
4. Mechanism, behaviourism and
beyond: the whole is equal to the sum of its parts
5. A rainbow is more than
the sum of its colours: beginnings of organicism
6. The child as philosopher:
constructivism
7. From Oedipus to attachment: the Freudian legacy
8.
Dialecticism: the child developing in a social world
9. The historic event:
contextualism
10. Systems theories
11. Culture in development
12. Listening
to different voices 1: feminism, developmental psychology and backlashes
13.
Listening to different voices 2: the voices of children
14. Theorizing about
children's digital worlds
15. Putting it all together: towards theoretical
integration
16. Nothing is as practical as a good theory Student Resources
Glossary Index
Rosalyn H. Shute, PhD, is an Adjunct Professor of Psychology in the Flinders University Institute for Mental Health and Wellbeing, College of Education, Psychology and Social Work, Flinders University, Adelaide, Australia. Her research expertise lies broadly in clinical child psychology and paediatric psychology/child health and wellbeing, and she is an experienced teacher of developmental psychology and clinical child/paediatric psychology.
Phillip T. Slee, PhD, is Emeritus Professor in Human Development in the Flinders University Institute for Mental Health and Wellbeing, College of Education, Psychology and Social Work at Flinders University, Adelaide, Australia. He is a trained teacher and registered psychologist. His main areas of interest include childhood bullying/aggression, conduct disorders, stress and teacher education, and he has a particular interest in the practical and policy implications of his research.
