By Peter K. Smith, Craig H. Hart
This instruction manual presents an authoritative and updated evaluate of study and idea approximately social improvement in childrens from pre-school age to the onset of formative years.
- Forms a part of a sequence of 4 Blackwell Handbooks in Developmental Psychology spanning infancy to formative years.
- Contributors come from Australia, Belgium, Canada, Germany, Italy, the Netherlands, the united kingdom and the USA.
- Covers all of the significant themes in examine and concept approximately early life social improvement.
- Synthesises the newest learn findings in an available demeanour.
- Now to be had in complete textual content on-line through xreferplus, the award-winning reference library on the internet from xrefer. for additional info, stopover at www.xreferplus.com
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Additional resources for Blackwell Handbook of Childhood Social Development
Reliance on self-report studies and correlational statistics has weakened the contributions of these studies. Collins, Maccoby, Steinberg, Hetherington, and Bornstein (2000) recently identified several more rigorous types of designs that have recently been used to specify parental contributions to social development. Among these are behaviorgenetics designs augmented by specific measures of environment; studies distinguishing among children varying in genetically influenced predispositions in terms of their responses to different environmental conditions; experimental and quasi-experimental studies of change in children’s behavior as a result of their exposure to parents’ behavior, after controlling for children’s initial characteristics; and research on interactions between parenting and nonfamilial environmental influences and contexts.
Shirley, M. M. (1933). The first two years. A study of twenty-five babies: Vol. 3. Personality manifestations. Minneapolis: University of Minnesota Press. Smith, P. , & Connolly, K. (1972). Patterns of play and social interaction in pre-school children. In N. ), Ethological studies of child behavior (pp. 65–95). Cambridge, England: Cambridge University Press. Sroufe, L. , Carlson, E. , & Shulman, S. (1993). Individuals in relationships: Development from infancy through adolescence. In D. C. Funder, R.
Karmiloff-Smith, A. (1992). Beyond modularity. Cambridge, MA: MIT Press. , family environment, the school, peers, and the wider historical and cultural context). This chapter focuses on an individual-level factor that has pervasive effects for all children’s development – genetics. Equally important, this chapter contains convincing evidence from behavioral genetic studies that children’s environmental experiences do matter, but in somewhat unexpected ways. To appreciate the significance of findings and recent developments concerning nature and nurture, however, an understanding of behavioral genetic theory and methods is required.