Handbook of Child Psychology and Developmental Science, Theory and Method

,

• Publisher: Wiley
• Year: 2015
• ISBN:
  9781118952962
• Edition: 7
• Topic: Psychology
• Subtopic: Psychotherapy
• Index: Psychology

The essential reference for human development theory, updated and reconceptualized

The Handbook of Child Psychology and Developmental Science, a four-volume reference, is the field-defining work to which all others are compared. First published in 1946, and now in its Seventh Edition, the Handbook has long been considered the definitive guide to the field of developmental science.

Volume 1, Theory and Method, presents a rich mix of classic and contemporary theoretical perspectives, but the dominant views throughout are marked by an emphasis on the dynamic interplay of all facets of the developmental system across the life span, incorporating the range of biological, cognitive, emotional, social, cultural, and ecological levels of analysis. Examples of the theoretical approaches discussed in the volume include those pertinent to human evolution, self regulation, the development of dynamic skills, and positive youth development. The research, methodological, and applied implications of the theoretical models discussed in the volume are presented.

• Understand the contributions of biology, person, and context to development within the embodied ecological system
• Discover the relations among individual, the social world, culture, and history that constitute human development
• Examine the methods of dynamic, developmental research
• Learn person-oriented methodological approaches to assessing developmental change

The scholarship within this volume and, as well, across the four volumes of this edition, illustrate that developmental science is in the midst of a very exciting period. There is a paradigm shift that involves increasingly greater understanding of how to describe, explain, and optimize the course of human life for diverse individuals living within diverse contexts. This Handbook is the definitive reference for educators, policy-makers, researchers, students, and practitioners in human development, psychology, sociology, anthropology, and neuroscience.

Volume 1 Preface

The chapters in this volume document conceptual and methodological advances both in theory and in empirical tools of design and analysis that enable developmental processes and the mutually co-acting relations between individual and context to be better understood and better investigated. The chapters also demonstrate that a paradigm shift has occurred within developmental science. The shift has been from a Cartesian-Split-Mechanistic scientific research paradigm to a Process-Relational and Relational-Developmental-Systems scientific research paradigm. The new paradigm forms the conceptual framework for various relational developmental systems models and theories of the development of living organisms broadly and human development specifically. The shift has also opened the path for the construction of important methodological innovations. Indeed, the use of relational developmental systems models in research employing these methodological innovations has advanced knowledge of the holistic, self-creating (enactive), self-organizing, embodied development of the person in individual ←→ context relations, which constitutes the fundamental processes of human development.

We believe that the scholarship within this volume and, as well, across the four volumes of this edition, attest to the fact that we are in the midst of a very exciting period within the development of developmental science. The paradigm shift that we are witnessing involves increasingly greater understanding of how to think about and how to describe, explain, and optimize the course of human life for diverse individuals living within diverse contexts. The years ahead in developmental science hold great promise for profound advances in knowledge about the bases, and evidence for enhancing, human development across the life span.

We are very grateful for the collaborations we have had across the years we have devoted to editing this volume. Most important, we are grateful for the scholarly excellence and unflagging spirit of collegiality of the contributors to this volume. Their commitment to producing the best in developmental science and their goodwill and persistence in accommodating requests for revision enabled us to collaboratively produce a volume that both enhances the seventh edition of this Handbook and advances developmental science.

We are also grateful to Richard M. Lerner, the editor-in-chief of this edition and, as well, the remarkably skilled, adept, and productive leader of Rich's editorial staff at Tufts University, Jarrett Lerner. Their work helped transform our goals for this volume into reality.

W. F. O.
P. C. M. M.

Contributors

1. Patrick Bateson
2. Sub-Department of Animal Behaviour
3. University of Cambridge
4. Cambridge, United Kingdom

1. Lars R. Bergman
2. Department of Psychology
3. Stockholm University
4. Stockholm, Sweden

1. Edmond P. Bowers
2. Department of Parks, Recreation, and Tourism Management
3. Clemson University
4. Clemson, South Carolina

1. Claire E. Cameron
2. Center for Advanced Study of Teaching and Learning (CASTL)
3. University of Virginia
4. Charlottesville, Virginia

1. Michael J. Chandler
2. Department of Psychology
3. University of British Columbia
4. Vancouver, British Columbia, Canada

1. E. Mark Cummings
2. Department of Psychology
3. University of Notre Dame
4. Notre Dame, Indiana

1. William Damon
2. Stanford Graduate School of Education
3. Stanford, California

1. Michelle de Haan
2. Institute of Child Health
3. University College London
4. London, England

1. Jan De Mol
2. Department of Psychology
3. Université Catholique de Louvain
4. Louvain-la-Neuve, Belgium

1. Nancy L. Deutsch
2. Youth-Nex Center to Promote Effective Youth Development
3. University of Virginia
4. Charlottesville, Virginia

1. William L. Dunlop
2. Department of Psychology
3. University of California, Riverside
4. Riverside, California

1. Ranjana Dutta
2. Department of Psychology
3. Saginaw Valley State University
4. University Center, Michigan

1. Kurt W. Fischer
2. Harvard Graduate School of Education
3. Cambridge, Massachusetts

1. G. John Geldhof
2. Human Development and Family Sciences
3. Oregon State University
4. Corvallis...

Table of contents

• Cover
• Title Page
• Copyright
• Table of Contents
• Foreword to the Handbook of Child Psychology and Developmental Science, Seventh Edition
• Preface
• Volume 1 Preface
• Contributors
• Chapter 1: Concepts, Theory, and Method in Developmental Science: A View of the Issues
• Chapter 2: Processes, Relations, and Relational-Developmental-Systems
• Chapter 3: Dynamic Systems in Developmental Science
• Chapter 4: Dynamic Development of Thinking, Feeling, and Acting
• Chapter 5: Biology, Development, and Human Systems
• Chapter 6: Ethology and Human Development
• Chapter 7: Neuroscience, Embodiment, and Development
• Chapter 8: The Development of Agency
• Chapter 9: Dialectical Models of Socialization
• Chapter 10: Human Development and Culture
• Chapter 11: Emotional Development and Consciousness
• Chapter 12: Development of Personal and Cultural Identities
• Chapter 13: Moral Development
• Chapter 14: Development and Self-Regulation
• Chapter 15: Developmental Psychopathology
• Chapter 16: Positive Youth Development and Relational-Developmental-Systems
• Chapter 17: Systems Methods for Developmental Research
• Chapter 18: Neuroscientific Methods With Children
• Chapter 19: Mixed Methods in Developmental Science
• Chapter 20: Growth Curve Modeling and Longitudinal Factor Analysis
• Chapter 21: Person-Oriented Methodological Approaches
• Author Index
• Subject Index
• End User License Agreement