Children: A Chronological Approach, Canadian Edition, 7th edition

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 to this Edition

• Chapter 1 Child Development: Theories and Themes:: A new section was added to this chapter, called “Indigenous Approaches to Knowledge and Research.” As a result, a new learning objective also was added, which focuses students to “understand the importance and features of Indigenous knowledge and research.” A subsection also was added, called “Indigenous Cultural Responsiveness Theory (ICRT),” as an example of one way that Indigenous Peoples have shared their developmental and cultural knowledge in terms of scientific theory.
• Chapter 3 Genetic Bases of Child Development The focus in Chapter 3 was primarily to revise the chapter’s language using biological and genetic terminology. This revision was done so that biological concepts were being used to discuss biological processes and so that social concepts of gender were not used interchangeably with sex in this context.
• Chapter 7 Social and Emotional Development in Infants and Toddlers.In Chapter 7, language was added to emphasize to students that emotional responses vary across cultures. In addition, new information about the effect that the Sixties Scoop had on attachment in Indigenous children was included.
• Chapter 10 Social and Emotional Development in Preschool Children. In Chapter 10, section 10.1 “Self” was rewritten in terms of contemporary language used with regard to gender identity and stereotypes, as well as to include recent research. In addition, the chapter section “Cognitive Theories of Gender Identity” contains new information about theories and research on gender fluidity and change that challenge traditional information about gender stability, consistency, constancy.