The article here translated appeared in the Bulletin de la Societe libre pour l'Etude phychologique de l'Enfant, April, 1911. It is a brief but complete statement of the Binet-Simon method of examining the intelligence and determining the mental level of children.The aim of the authors was to present their system of tests as finally revised with adequate explanation and instruction for its use, but without the theoretical and philosophical discussion accompanying its presentation in L'Annee Psychologique. It is in fact a convenient manual for those who wish to use the method.The translator is of the opinion that just such a manual is needed in the United States at the present time. So much has appeared in our educational press concerning the Binet-Simon System and the practical value of its application to the problems of special education that a wide-spread interest has been awakened, indeed the system has become popular. Unfortunately, this popularity is not paralleled by accurate knowledge concerning it. The surface simplicity of the method has encouraged many to attempt its application with little more knowledge concerning it than that supplied by the list of tests. This is undoubtedly largely owing to the fact that none of the Binet-Simon articles on the subject have been translated in full; extracts have appeared and many criticisms, but the articles themselves have never appeared in English form. To put into the hands of our educational public the Binet-Simon System in the form and with the instructions and explanations presented by its authors, this translation has been prepared.The series of tests presented in the 1911 article is the result of a gradual development.
Book synopsis: This book will describe in detail what it is like to be a parent in four different communities in England. The research data that are the basis for this description are interpreted in relation to a number of key factors, include: family social class, ethnic group, length of time on the neighbourhood and the presence of extended family locally. The book will be of interest to anyone wanting to know more about how to improve the lives of parents and children. Special focus is placed on those families who face disadvantage, either in relation to personal vulnerabilities or in relation to living in neighbourhoods lacking in resources and facilities.
Developmental Psychology in Action looks at how psychologists contribute to the development and well-being of children in practical ways. The role of psychologists and psychological theory is considered with respect to specific topics which focus on child development in the context of social, educational and clinical issues. The chapters are authored by active researchers and practitioners in each field. Each chapter provides an introduction to the topic under discussion and aims to stimulate reflection and evaluation.
This publication is concerned with the early stages of language acquisition and is designed for use by early childhood teachers, nursery nurses, special education teachers and others working with children experiencing difficulties in learning to talk. Procedures are described that can be used to assess a child' s current skills and plan activities to increase communicative competence. The programme described is based on a developmental sequence that moves the early skills of joint attention, turn-taking and appropriate play to the more complex skills of asking and answering questions. Other issues discussed include sound development and intelligibility, the use of augmentative and alternative communication as stepping stones to speech, working with children and with families. The second edition has an expanded focus on the place of communicative intentions in early language development.
Children Behaving Badly? is the first publication to directly address the complexity of peer violence from a range of disciplines and perspectives. Provides important insights into theoretical understanding of the issue and produces significant and far reaching implications for policy and practice developments Based on up-to-date research evidence and includes some unpublished findings from recognized experts in multidisciplinary fields Challenges many populist and damaging representations of youth violence and the associated narratives of modern youth as essentially ‘evil’
During middle childhood, the period between ages 5 and 12, children gain the basic tools, skills and motivations to become productive members of their society. Failure to acquire these basic tools can lead to long-term consequences for children's future education, work and family life. In this book, first published in 2006, the editors assemble contributions from fifteen longitudinal studies representing diverse groups in the United States, Canada, New Zealand and the United Kingdom to learn what developmental patterns and experiences in middle childhood contexts forecast the directions children take when they reach adolescence and adulthood. The editors conclude that, although lasting individual differences are evident by the end of the preschool years, a child's developmental path in middle childhood contributes significantly to the adolescent and adult that he or she becomes. Families, peers and the broader social and economic environment all make a difference for young people's future education, work and relationships with others.
Preface Introduction: what kind of science is developmental psychology? Sheldon H. White and David B. Pillemer Part I. The Developing Child: Global and Historical Perspectives: 1. The globalization of developmental psychology Charles M. Super 2. A socio-historical perspective on autobiographical memory development Michelle D. Leichtman and Qi Wang 3. Toward a better story of psychology: Sheldon White's contributions to the history of psychology, a personal perspective William McKinley Runyan Part II. Designing Child and Family Policies: 4. The effects of welfare reform and poverty policies on children and families Aletha C. Huston 5. The disconnect between research and policy on child care Deborah Phillips and Kathleen McCartney 6. Child development and child care policy: modest impacts Ron Haskins Part III. Designing Child Health Policies: 7. Developmental epidemiology: the role of developmental psychology for Public Health in the 21st century Stephen L. Buka 8. Ignoring behavioral science: practices and perils Lewis P. Lipsitt Part IV. Designing Effective Learning Environments for Children and Adolescents: 9. A cultural/historical view of schooling in human development Barbara Rogoff, Maricela Correa-Chavez and Marta Navichoc Cotuc 10. The rise of the American Nursery School: laboratory for a science of child development Barbara Beatty 11. Actualizing potentials: learning through psychology's recurrent crises Michael Cole and Jaan Valsiner 12. The rise of a right-wing culture in German youth: the effects of social transformation, identity construction, and context Wolfgang Edelstein 13. Learning potential assessment: where is the paradigm shift? Alex Kozulin 14. Teaching as a natural cognitive ability: implications for classroom practice and teacher education Sidney Strauss.
This book is concerned with the question of how families matter in young people's development - a question of obvious interest and importance to a wide range of readers, which has serious policy implication. A series of key current topics concerning families are examined by the top international scholars in the field, including the key risks affecting children, individual differences in their resilience, links between families and peers, the connections between parental work and children's family lives, the impact of childcare, divorce, and parental separation, grandparents, and new family forms such as lesbian and surrogate mother families. The latest research findings are brought together with discussion of policy issues raised.
Introduction Carol M. Worthman and Constance A. Cummings Part I. Historical, Cross-Cultural, and Developmental Science Perspectives: 1. Plasticity and variation: cultural influences on parenting and early child development within and across populations Robert A. LeVine 2. From measurement to meaning in caregiving and culture Marc Bornstein Part II. How Experience Interacts with Biological Development: 3. Epigenetics and the social environment Moshe Szyf, Patrick O. McGowan, Gustavo Turecki and Michael Meaney 4. Sensitive periods in the early development of mammals Christoph Wiedenmayer 5. Confluence of individual and caregiver influences on socioemotional development in typical and atypical populations Matilda E. Nowakowski, Louis A. Schmidt and Geoff Hall 6. We are social - therefore we are: the interplay of mind, culture, and genetics in Williams Syndrome Carol Zitzer-Comfort, Judith Reilly, Julie R. Korenberg and Ursula Bellugi Part III. Formative Relationships Within and Across Generations: 7. Ethnographic case study: Bofi foragers and farmers: case studies on the determinants of parenting behavior and early childhood experiences Hillary N. Fouts Commentary Myron A. Hofer Commentary Klaus K. Minde 8. Clinical case study: good expectations: a case study of perinatal child-parent psychotherapy to prevent the intergenerational transmission of trauma Amy L. Busch and Alicia F. Lieberman Commentary Jill E. Korbin Commentary Emeran A. Mayer and Stefan Brunnhuber 9. Ethological case study: infant abuse in Rhesus Macaques M. Mar Sanchez, Kai M. McCormack and Dario Maestripieri Commentary Dante Cicchetti Commentary Ronald G. Barr 10. Clinical case study: multigenerational ataques de nervios in a Dominican-American family: a form of intergenerational transmission of violent trauma? Daniel S. Schechter Commentary Thomas S. Weisner Commentary Urs M. Nater and Christine M. Heim Part IV. Social and Cultural Contexts of Childhood Development: Normative Settings, Practices, and Consequences: 11. Ethnographic case study: Inuit morality play and the Danish medical officer Jean Briggs Commentary Vivette Glover Commentary Karla Jessen Williamson and Laurence Kirmayer 12. Ontogenetic perspectives on the neurobiological basis of psychopathology following abuse and neglect Sally B. Seraphin, Martin H. Teicher, Keren Rabi, Yi-Shin Sheu, Susan L. Andersen, Carl M. Anderson, Jeewook Choi and Akemi Tomoda 13. Ethnographic case study: Maria: cultural change and post-traumatic stress in the life of a Belizean adolescent girl Eileen Anderson-Fye Commentary Frank W. Putnam Commentary Anne E. Becker 14. Sex-gender, culture, and development: issues in the emergence of puberty and attraction Gilbert Herdt Part V. Fear, Fun, and the Boundaries of Social Experience: 15. Ethnographic case study: Anak PKI: a longitudinal case study of the effects of social ostracism, violence and bullying on an adolescent Javanese boy Robert Lemelson, Ninik Supartini and Emily Ng Commentary Jaap M. Koolhaas Commentary Michael D. De Bellis 16. The evolution of social play Sergio Pellis, Vivien C. Pellis and Christine J. Reinhart 17. Ethological case study: social stress as a formative experience: neurobiology of conditioned defeat Kim L. Huhman Commentary Jonathan Hill Commentary Aaron Jasnow and Kerry Ressler Commentary James Wilce 18. The basic affective circuits of mammalian brains: implications for healthy human development and the cultural landscapes of ADHD Jaak Panksepp Part VI. Public Health, Education, and Policy Implications: 19. Translations from human development to public policy Neal Halfon, Emily S. Barrett and Alice Kuo 20. Global perspectives on the wellbeing of children Linda Richter 21. Global perspectives on the wellbeing of children: a response Jennifer Harris Requejo and Flavia Bustreo.
Foreword List of tables and figures Preface Part I. African Infancy: Frameworks For Understanding: 1. The comparative study of child care 2. Infant care in subsaharan Africa Part II. Parenthood Among The Gusii of Kenya: 3. Gusii culture: A person-centered perspective 4. Gusii fertility, marriage, and family 5. Pregnancy and birth: Part III. Infant Care and Development in a Gusii Community: 6. Infant care: Cultural norms and interpersonal environment 7. Survival and health: The priorities of parents 8. Communication and social learning during infancy 9. Variations in infant interaction: Illustrative cases: Part IV. Interpretations: 10. Early child development in an African context: Comparative lessons Appendices References.
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