Children: A Chronological Approach, Canadian Edition, 6th edition
Published by Pearson Canada (January 2, 2020) © 2021
- Robert V. Kail Purdue University
- Theresa Zolner King's University
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Children: A Chronological Approach is designed to introduce you to the world of the developing child from initial gestation through adolescence. This is a broad period of development that sees stretches of rapid and slower change across many domains. This text is a science-based approach to understanding developmental change in children and adolescents from a chronological perspective. The text covers three main areas - physical, cognitive, and psychosocial change - in infancy, preschool, school age, and adolescent periods. In addition, the text includes information about development prior to birth as well as a basic introduction to theory and research in the field of developmental psychology.
The authentic Canadian context of the book, as well as the chronological unfolding of developmental events, will help your students to grasp child and adolescent development concepts in a way that is culturally meaningful and conceptually accessible to them.
Hallmark features of this title
- Module Organization. The focus on a student-friendly book begins with the structure of the chapters. Each chapter consists of three or four modules that provide a clear and well-defined organization to the chapter.
- Chapter-opening Introductions. Learning Objectives and Vignettes at the start of each module introduce the topic to be covered, helping to guide students on important subjects in each section.
- Fully integrates Features. Special topics that are set off in other textbooks as feature boxes are fully integrated with the main text and identified by a distinctive icon.
New and updated features of this title
- This particular edition of the text has received a broad and thorough update in terms of research so that it remains contemporary in terms of the topics it addresses as well as the theories and studies discussed and referenced.
- In addition, we have added a new set of feature boxes to the text that reflect issues that are of special importance to Indigenous child and adolescent development.
Digital Assets in Revel
- Videos and interactives that are integrated directly into the narrative get students learning actively, making it more likely that they'll retain what they've read.
- Embedded assessments afford students regular opportunities to check their understanding. The results enable instructors to gauge student comprehension and provide timely feedback to address learning gaps along the way.
- Writing assignments - such as journaling prompts and shared writing activities - enable educators to foster and assess critical thinking without significantly impacting their grading burden.
- The educator dashboard offers an at-a-glance look at overall class performance. It helps instructors identify and contact struggling and low-activity students, ensuring that the class stays on pace.
- Child Development: Theories and Themes
- Research in Child Development
- Genetic Bases of Child Development
- Prenatal Development and Birth
- Physical Development in Infants and Toddlers
- Cognition in Infants and Toddlers
- Social and Emotional Development in Infants and Toddlers
- Physical Growth in Preschool Children
- Cognitive Development in Preschool Children
- Social and Emotional Development in Preschool Children
- Physical Development in Middle Childhood
- Cognitive Development in Middle Childhood
- Social and Emotional Development in Middle Childhood
- Physical Growth in Adolescents
- Cognitive Processes in Adolescents
- Social and Emotional Development in Adolescents
Robert V. Kail is Distinguished Professor of Psychological Sciences at Purdue University. His undergraduate degree is from Ohio Wesleyan University, and his Ph.D. is from the University of Michigan. Kail is editor of Child Development Perspectives and the editor emeritus of Psychological Science. He received the McCandless Young Scientist Award from the American Psychological Association, was named the Distinguished Sesquicentennial Alumnus in Psychology by Ohio Wesleyan University, and is a fellow of the Association for Psychological Science. He has also written Scientific Writing for Psychology: Lessons in Clarity and Style. His research focuses on cognitive development during childhood and adolescence. Away from the office, he enjoys photography and working out.
Theresa Zolner is a clinical psychologist and researcher with primary interests in clinical, development, and cultural psychology. Dr. Zolner has retained a lifelong interest in working with people who have been affected by discrimination, oppression, or objectification in various forms. In particular, she has dedicated much of her professional career to working with persons of First Nations heritage, particularly youth living in high-risk circumstances, as well as homeless, street, and foster children in Canada. Dr. Zolner also does scholarly work on integration of religion and spirituality with psychology to support a more full and competent understanding of the human person.
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