UID:
almafu_9959240054902883
Format:
1 online resource (xii, 399 pages) :
,
digital, PDF file(s).
ISBN:
1-107-13792-6
,
1-280-54130-X
,
0-511-22551-2
,
0-511-22417-6
,
0-511-22608-X
,
0-511-29931-1
,
0-511-61040-8
,
0-511-22484-2
Series Statement:
Cambridge studies in social and emotional development
Content:
What is the unique mission of developmental psychology? How has it evolved historically? What are its current challenges? The chapters in this collection present the view that research, history and policy are essential and interlocking components of a mature developmental psychology. Patterns of human development differ markedly across historical epochs, cultures and social circumstances. Major societal changes examined by contributing authors - the advent of universal compulsory schooling, the adoption of a one-child policy in China, US policy shifts in healthcare, welfare and childcare - present 'natural experiments' in social design. Authors challenge the idea of a clear distinction between basic and applied developmental research. In sharp contrast with the view that science is value-neutral, developmental psychologists have from the outset pursued the betterment of children and families through educational, childcare and health initiatives. An historical perspective reveals the beneficial, if sometimes contentious, interplay between empirical research and social programs and policies.
Note:
Title from publisher's bibliographic system (viewed on 05 Oct 2015).
,
Cover; Half-title; Series-title; Title; Copyright; Contents; Preface; Contributors; Introduction: What Kind of Science Is Developmental Psychology?; From the Past toward the Future: Historical Analysis of Developmental Psychology; Enlarging Developmental Psychology's Perspective: Some Modest Proposals; Organization of This Book; Reference; 1 The Globalization of Developmental Psychology; 2 A Socio-historical Perspective on Autobiographical Memory Development; 3 Toward a Better Story of Psychology; 4 The Effects of Welfare Reform and Poverty Policies on Children and Families
,
5 The Disconnect between Research and Policy on Child Care6 Child Development and Child-Care Policy; 7 Developmental Epidemiology; 8 Ignoring Behavioral Science; 9 A Cultural/Historical View of Schooling in Human Development; 10 The Rise of the American Nursery School; 11 Actualizing Potentials; 12 The Rise of a Right-Wing Culture among German Youth; 13 Learning Potential Assessment; 14 Teaching As a Natural Cognitive Ability; Index
,
English
Additional Edition:
ISBN 0-521-53360-0
Additional Edition:
ISBN 0-521-82618-7
Language:
English
URL:
https://doi.org/10.1017/CBO9780511610400
