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Helping students make connections between science and practice
The World of Children helps students connect the science and the practice of child development in a way that can positively change lives. The third edition features an active learning system that exposes students to real people facing real world child development challenges. It encourages readers to think critically about issues from multiple perspectives. The World of Children is a chronological child development text.
MyPsychLab is available with World of Children, 3e. Through MyPsychLab, students have access to MyVirtualChild, an interactive web-based simulation that allows students to raise a child from birth to age 18 and monitor the effects of their parenting decisions over time.
A better teaching and learning experience
The teaching and learning experience with this program helps to:
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Personalize Learning — The new MyPsychLab delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructions achieve their goals.
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Improve Critical Thinking —Prompts throughout each chapter jumpstart readers’ critical thinking process.
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Engage Students — Real-life cases encourage students apply what they are learning. Also, students can raise a child through MyVirtualChild.
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Explore Research — With over 600 new research citations, this new edition reflects the latest research in the field of child psychology.
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Understand Different Perspectives – Several perspectives are included in the reading to help students think about the content from different points of view.
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Support Instructors — New MyPsychLab Video Series. These cross-cultural videos feature original footage filmed in the United States, Mexico, and Botswana. Guided by series editor Ashley Maynard (University of Hawaii, Manoa), they show how culture impacts child development. Videos are available in multiple formats: on an instructor’s DVD, tied to quizzes in MyPsychLab, and called out in the chapter with “Watch” icons.
Arvustused
The structure and presentation of all three chapters is excellent. All of the chapters are easy to understand and very well written. The chapters cite current research that is relevant to the topics presented. I am excited about the new changes and look forward to utilizing them next semester.
-Amy Resch, Citrus College
It was engaging and the presentation of families with realistic questions helped to show students how to make application of the material.
- Peggy Skinner, South Plains College
The examples are good and well written. The personal perspectives that are given also put things more into real life situations for the students
- Myra Harville, Holmes Community College
In this Section:
1. Brief Table of Contents
2. Full Table of Contents
1. BRIEF TABLE OF CONTENTS:
Part One: Beginnings
Chapter 1: Exploring Child Development
Chapter 2: Heredity and the Environment
Chapter 3: Prenatal Development and Birth
Part Two: Infants and Toddlers: The First Years (Birth through 2 years)
Chapter 4: Physical Development in Infants and Toddlers
Chapter 5: Cognitive Development in Infants and Toddlers
Chapter 6: Socioemotional Development in Infants and Toddlers
Part Three: Early Childhood: The Playful Years (3 through 6 Years)
Chapter 7: Physical Development in Early Childhood
Chapter 8: Cognitive Development in Early Childhood
Chapter 9: Socioemotional Development in Early Childhood
Part Four: Middle Childhood: The School Years (7 through 11 Years)
Chapter 10: Physical Development in Middle Childhood
Chapter 11: Cognitive Development in Middle Childhood
Chapter 12: Socioemotional Development in Middle Childhood
Part Five: Adolescence: The Transition toward Adulthood (12 Years and
beyond)
Chapter 13: Physical Development in Adolescence
Chapter 14: Cognitive Development in Adolescence
Chapter 15: Socioemotional Development in Adolescence
2. FULL TABLE OF CONTENTS:
Part One: Beginnings
Chapter 1: Exploring Child Development
Defining the Field
Theories of Child Development
Using the Scientific Method: Research in Child Development
Applications of Child Development Research and Careers Related to Children
Chapter 2: Heredity and the Environment
Genes and Human Reproduction
How Traits and Genetic Abnormalities Are Inherited
How Genes and Environments Interact
Behavior Genetics: Measuring the Heritability of Traits
Chapter 3: Prenatal Development and Birth
Prenatal Development
Teratogens: Health Risks for the Baby
The Process of Birth
Becoming a Family: Psychological Adjustments to Having a Newborn
Part Two: Infants and Toddlers: The First Years (Birth through 2 years)
Chapter 4: Physical Development in Infants and Toddlers
Infants at Risk: Prematurity and Infant Mortality
Growth of the Body and Brain
Sensory Capabilities
Motor Development
Chapter 5: Cognitive Development in Infants and Toddlers
Perceptual Development
Explaining Cognitive Development: Piagets Constructivist View
Learning to Communicate
Chapter 6: Socioemotional Development in Infants and Toddlers
Attachment
Temperament and Emotion
Social Relations and Play
Part Three: Early Childhood: The Playful Years (3 through 6 years )
Chapter 7: Physical Development in Early Childhood
Growth of the Body and Brain
Motor Development and Physical Activity
Health and Safety Issues
Chapter 8: Cognitive Development in Early Childhood
Piagets Stage 2: Preoperational Thought
Vygotskys Sociocultural View of Cognitive Development
Information Processing
Language Development
Early Childhood Education and Kindergarten Readiness
Chapter 9: Socioemotional Development in Early Childhood
The Social and Emotional Self
Parenting
Friends and Play
Part Four: Middle Childhood: The School Years (7 through 11 Years)
Chapter 10: Physical Development in Middle Childhood
Growth of the Body and Brain
Motor Development and Physical Activity
Health and Safety Issues
Children with Exceptional Needs
Chapter 11: Cognitive Development in Middle Childhood
Piagets Stage 3: Concrete Operational Thought (Ages 7 through 11)
Information Processing: Memory Development
Information Processing: Knowledge, Strategies, and New Approaches
Learning to Communicate: Language in Middle Childhood
Cognition in Context
Chapter 12: Socioemotional Development in Middle Childhood
The Social and Emotional Self
Families
Play, Friends, and Peer Popularity
Schools and the Media
Part Five: Adolescence: The Transition toward Adulthood (12 Years and
beyond)
Chapter 13: Physical Development in Adolescence
Growth of the Body and Brain during Adolescence
Sexual Activity during Adolescence
Special Concerns about Teenage Sexual Activity
Adolescent Health Issues
Chapter 14: Cognitive Development in Adolescence
Piagets Stage 4: Formal Operational Thought (12 Years and Above)
Recent Sociocultural Views of Cognitive Development
Intelligence
Learning to Communicate: Language in Adolescence
Cognition in Context: Adolescents Making Decisions
Chapter 15: Socioemotional Development in Adolescence
Who Am I? Adolescents Understanding of Themselves
Social Relationships: Family
Social Relationships: Peers
Contexts of Development
Joan Littlefield Cook is a Professor of Psychology and current chairperson of the Psychology Department at the University of Wisconsin-Whitewater. As an undergraduate she majored in Psychology at Tennessee Technological University. She earned a Masters and Ph.D. in Psychology and Human Development at Vanderbilt University. Joan has taught courses for more than 20 years related to child and adolescent development, educational psychology, and cognitive psychology. Students have always appreciated her knowledge of the field and her ability to present information in a way that is useful, motivating, and friendly. The Student Association at the University of Wisconsin-Madison voted her as one of their most outstanding professors, and the UW-Whitewater Psychology Student Organization presented her with their Excellence in Teaching Award. Joan's research is on mathematical problem solving and cognitive development, and she is currently involved in projects to support and assess critical thinking in college students.
Greg Cook is a Professor of Psychology at the University of Wisconsin-Whitewater. Greg majored in Psychology at the University of Dayton and later received his Ph.D. in Psychology at Vanderbilt University. Greg has worked in higher education for more than 25 years. Hes taught courses in child development, research methods, statistics, and related topics at Whitewater as well as at the University of Wisconsin-Madison and Vanderbilt University. At Whitewater Greg received a department award and also a College of Letters and Sciences award for excellence in teaching. Students consistently comment on his ability to present difficult information in a clear and understandable way. Gregs research on cognitive development has been published in scholarly journals such as Child Development, Developmental Psychology, and the Journal of Experimental Child Psychology. He also collaborated with colleagues in the College of Education on studies published in the Journal of Experimental Education, the Journal of Research & Development in Education, and the Journal of Reading Education. Currently, Greg is the Associate Vice Chancellor for Academic Affairs at UW-Whitewater.
