Child and Adolescent Development for Educators, Second Edition

19 Pages·09.006 MB·English

by  Christine B. McCormick

Child and Adolescent
Development for Educators
SECOND EDITION
Christine B. McCormick
David G. Scherer
[email protected]
BUTUH LENGKAP HUB
THE GUILFORD PRESS
New York London
Epub Edition ISBN: 9781462534838; Kindle Edition ISBN: 9781462534814
Copyright © 2018 Christine B. McCormick and David G. Scherer
Published by The Guilford Press
A Division of Guilford Publications, Inc.
370 Seventh Avenue, Suite 1200, New York, NY 10001
www.guilford.com
All rights reserved
No part of this book may be reproduced, translated, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying,
microfilming, recording, or otherwise, without written permission from the publisher.
Last digit is print number: 9 8 7 6 5 4 3 2 1
Library of Congress Cataloging-in-Publication Data is available from the publisher.
ISBN 978-1-4625-3468-5 (paperback)
ISBN 978-1-4625-3469-2 (hardcover)
About the Authors
Christine B. McCormick, PhD, is Professor in the College of Education at
the University of Massachusetts Amherst, where she teaches graduate and
undergraduate courses in human growth and development, educational
psychology, learning and cognition, and classroom assessment. She was Dean
of the College of Education from 2005 to 2016. Previously, Dr. McCormick
was a faculty member and held administrative roles at the University of New
Mexico and the University of South Carolina. She has served on the editorial
boards of the Journal of Educational Psychology and Educational Psychology
Review and is a Fellow of the American Psychological Association. Dr.
McCormick is author or coauthor of many publications on a variety of topics
in child development and education and has coauthored several textbooks.
David G. Scherer, PhD, is a clinical psychologist and Professor of
Psychological and Brain Sciences at the University of Massachusetts Amherst.
Previously, he was a faculty member at the University of New Mexico and the
University of South Carolina. Dr. Scherer is a family systems theorist and
therapist and an advocate for developmental and multisystemically informed
treatment models. His research publications and clinical work focus on how
adolescents develop autonomy in the family context, how adolescents and
parents make important medical and research participation decisions, and
innovative models of psychotherapy for troubled and substance-abusing
adolescents. Dr. Scherer has taught undergraduate and graduate courses in
adolescent psychology; psychology and public policy; professional issues and
ethics; psychopathology; and child, adolescent, and family psychotherapy.
Preface
T
his book addresses the topics in developmental psychology that are of the
highest priority for educators—teachers, school counselors, school
psychologists, and school administrators. The original vision was
spearheaded by Michael Pressley, the first author of the first edition. This
second edition continues in the tradition of the first by covering the classic
developmental canon while being true to its educational orientation. Our
intent was to produce a text that emphasizes empirical research and
demonstrates its applicability to applied settings. This is truly a 2018 textbook
—not just a revision, but a complete reworking of the first edition. This is a
textbook and also a resource that can be useful to students pursuing a career
in education.
Our conviction is that adequate knowledge of developmental theory is the
keystone to competent educational practice. While the text explores a wide
variety of developmental themes, it was written to meet the specific needs of
future educators. One of the ways we achieve this objective is by consistently
and explicitly illustrating how developmental concepts operate in a variety of
educational contexts. The emphasis on applications to educational contexts in
this book is informed by both historic and enduring themes in development
as well as innovative contemporary theories and research.
The organization of this second edition mirrors that of the first edition,
reflecting the research literature in development and education. The research
cited in the second edition has been extensively updated. Nearly half of the
research citations are new to this edition and emphasize work published in
the last decade. Part I of the text, Theoretical Perspectives in Child
Development, is organized in terms of the major theories of development.
Chapter 1 sets the stage by introducing the “Big Ideas” that have shaped the
study of development. This is followed by a review of research methods
commonly used by developmental researchers, including both qualitative and
quantitative approaches to conducting research. In this edition, we condensed
the major themes of developmental research introduced in Chapter 1, and
these themes are revisited in each chapter summary. Chapter 2 describes the
biological foundations of development, with explicit discussion of the
biological foundations of academic competence. Given advances in
neuroscience, genetics research, and the implications of these advances for
educators, this chapter has been considerably updated and presents a sound
foundation for anyone working with children and adolescents.
The next two chapters provide different perspectives on cognitive
development. Chapter 3 highlights Piaget’s theory and contributions evolving
from his theoretical framework. For this edition, coverage of Kohlberg’s
theory of moral development has been shortened, and more contemporary
perspectives on moral development have been added. This chapter also
introduces the concept of theory of mind and significantly updates the
sections on moral or character education and constructivist approaches to
education. Chapter 4 focuses on insights in cognitive development derived
from information-processing approaches and has been updated to
incorporate advances from cognitive science. A substantial discussion of
executive function is now included.
The final two chapters in Part I describe theories that emphasize social
influences on development: Chapter 5 describes some of the more traditional
theories emphasizing social influences of individuals in a child’s
environment, whereas Chapter 6 describes the theories that emphasize the
influence of the surrounding culture on development. In this edition, the
section on social learning in Chapter 5 benefits from the inclusion of more
examples. The historical influences of Freud and Erikson are also noted in
Chapter 5, but this edition incorporates greater detail about identity
development, adding new theoretical perspectives on ethnic–racial identity.
In Chapter 6, problem-based or team-based learning is analyzed in terms of
sociocultural theoretical constructs, and research on intelligent tutoring
systems is added to the discussion of expert human tutors.
Part II, Key Topics in Child Development and Education, discusses
significant topics in developmental research of importance to educators.
Typically, these topics are not studied in the context of a particular theoretical
perspective and are approached by citing researchers from varying theoretical
orientations. Chapter 7 is a comprehensive discussion of language
development, including information on bilingualism and deafness. The
chapter on intelligence, Chapter 8, includes information on the construct and
measurement of intelligence typically provided in a child development text
but then adds a treatment of learner diversity designed to be more relevant
for future educators. Chapter 9 provides a comprehensive view of the
development of academic motivation, a topic that is vital for future educators
but not adequately addressed by traditional child development textbooks.
Topics added to the discussion of motivation in the second edition include
teacher–student relationships, the impact of choice and value, and
descriptions of intervention research to enhance classroom motivation.
Chapter 10 examines in detail the roles of family and peer relationships in
development. Given the proliferation of research in this arena, this chapter is
extensively updated, including information on early intervention, social
media trends, and social–emotional learning. The implications of theory of
mind for social relationships are also analyzed. Chapter 11 explores the role
of gender in developmental processes, including the power of gender
stereotypes and an analysis of gender-related factors influencing academic
performance in math and science. Chapter 12 provides an overview of how
educators can recognize and understand student mental health problems—a
must for any future educator. Finally, the book concludes with an integrative
review chapter where the major concepts presented in the text are combined
in a longitudinal view of development. Throughout all of the chapters,
explicit connections are made to the overall theme of highlighting work that
is most relevant to future educators.
FEATURES OF THIS BOOK
Chapters 2–12 conclude with a Chapter Summary and Evaluation in which
the major points of the chapter are briefly reviewed, organized around the
themes of the Big Ideas in development introduced in Chapter 1. Key terms
are bolded and defined in the text where they appear and are presented again
at the end of Chapters 1–12 in a Review of Key Terms.
At least one Applying Developmental Theory to Educational Contexts
special feature appears in all chapters. This feature gives detailed
recommendations for applying theory to practice or examples of applications
to practice. These examples and recommendations help students make
connections between theory and practice as they begin to develop the
knowledge base required to generate additional applications. In addition, all
chapters contain at least one Considering Interesting Questions special feature
focusing on an interesting question or issue that was not addressed in the text
or not completely developed in the text discussion. This feature is designed to
spark interest in students new to developmental topics.
ACKNOWLEDGMENTS
Foremost, we would like to acknowledge Michael Pressley as first author of
the first edition of this book. We also thank everyone we worked with at The
Guilford Press for their encouragement and support in developing this
second edition.
Instructors considering this book for course adoption will receive a ready-to-use
test bank that includes multiple-choice and essay questions, including questions
based on classroom scenarios. The instructor’s manual for the first edition was
developed by Karen Harrington and served as the starting point for the
instructor’s manual for the second edition.