The fifth edition of this topically-organized introduction to infancy provides a comprehensive overview of infant development with a strong theoretical and research base. The authors goal is to help readers gain a clear understanding of infant development and the related issues and problems that will most likely be the focus of significant advances in the future.
The new edition reflects the enormous changes that have occurred in infant development over the past decade. Each chapter has been thoroughly revised to reflect the field s current thinking and research emphasizing work from the 21st century, although the most classic references have also been retained. All aspects of infant development are reviewed including contextual, methodological, neurological, physical, perceptual, cognitive, communicative, emotional, and social development. With the addition of new co-author Martha Arterberry, this edition, features a more accessible style and enhanced pedagogical program, making this edition an ideal text in classes at all levels, undergraduate and graduate, as well as in various disciplinary contexts.
This extensively revised edition features a number of changes:
New co-author, Martha Arterberry, added a number of new pedagogical tools and rewrote certain sections making the book attractive to students from diverse academic backgrounds.
Intended for beginning graduate or advanced undergraduate courses on infant (and toddler) development or infancy or early child development taught in departments of psychology, human development & family studies, education, sociology, social work, and anthropology, this book also appeals to social service providers, policy makers, and clergy who work with community institutions.
This volume addresses the role of communicative interaction in driving various dimensions of second language development from the perspective of Vygotskian sociocultural psychology. Emphasizing the dialectical relationship between the external-social world and individual mental functioning, the chapters delve into a wide range of topics illustrating how the social and the individual are united in interaction. Themes include psychological and human mediation, joint action, negotiation for meaning, the role of first language use, embodied and nonverbal behaviors, and interactional competencies. Theoretical discussions and key concepts are reinforced and illustrated with detailed qualitative analyses of interaction in a variety of second language contexts. Each chapter also includes pedagogical recommendations. Supplemental materials (e.g., videos, transcripts, discussion questions) have been made available as "data sessions" on the book's companion website so that readers can engage with the themes presented in the book through sample analytic exercises.
Introduction to Human Development and Family Studies is the first text to introduce human development and family studies (HDFS) as inextricably linked areas of study, giving students a complex yet realistic view of individuals and families. Pioneers of research paradigms have acknowledged that the family is one setting in which human development occurs. Moreover, in many academic programs, the lines of these two disciplines blur and much work is inherently multidisciplinary and interdisciplinary. This book helps to fortify an understanding of HDFS and subareas within it.
Vignettes from current HDFS students as well as new professionals, an overview of the lifespan stage(s) within the family context, a wide description of research methods and applications, current policy issues relevant to the area, and discussions of practice/careers coupled with strategies for pursuing specializations or careers in the area are hallmarks of this textbook. Introduction to Human Development and Family Studies is essential reading for students new to the major and minor wanting to know:
Incredibly user-friendly both on the page and online, the text also features the following resources:
The author, Mr. Curtis, in this volume, has undertaken the task of rescuing Mr. Webster's name from the obloquy which for a quarter of a century has been heaped upon it for his alleged desertion of the antislavery cause in 1850. The charge made against him was that, in the support of the "compromise measures" of that year, he sacrificed the interests of liberty, and did so with a base and selfish motive-that of securing the presidency for himself by the aid of Southern votes. The accusation, therefore, divides itself into two parts, and as to the latter half of it Mr. Curtis has comparatively easy work. He shows that there is not a particle of evidence of its truth, except the well-known desire of Mr. Webster for the presidency; but if such evidence as this is to be admitted in the case of public men, then all active support by them of measures about which there is a difference of opinion on the eve of important elections, they being candidates, must be considered evidence of interested motives. In the case of a man of such eminence as Mr. Webster it is at least fair to assume-in the absence of positive evidence to the contrary- that his view of public questions is dictated by a desire for the general good rather than the petty pursuit of personal ends. Mistaken as his ideas on the subject of the extension of slavery may have been, we have little doubt that they were honest ideas. Indeed, they were the views generally taken by the profession of which he was at the time the most distinguished leader; and it would not be difficult, had we space at our command, to justify from a professional point of view the bias of mind which led almost all the eminent lawyers of that time to distrust the Antislavery party; to regard it, equally with that of States rights, as a party of disunion, and to hope-even against hope-that some modus vivendi might be found for the Union on terms of toleration for slavery. They saw clearly that the alternative was a bloody war, and possibly a perpetual dissolution of the political bond which was the foundation of the prosperity of the country. They may certainly be excused for not having seen that the war, with all its risks, was inevitable.
One of the largest and most complex human services systems in Western nations has evolved to address the needs of people with developmental disabilities. In the U.S., for example, school budgets are stretched thin by legally mandated special education, and billions of Medicaid dollars annually are consumed by residential and professional services to this population.