With this second Australasian edition, we bridge the gap between theory and practice. This book draws on numerous theoretical perspectives, research studies conducted around the world, and our own experiences as parents, teachers, psychologists and researchers to identify strategies for promoting young people’s physical, cognitive and social-emotional growth. The book focuses on childhood and the adolescent years, but with particular attention to early childhood, and draws implications that are primarily educational in focus. We have deliberately highlighted contemporary Australian and New Zealand research and reflected local educational structures, philosophies and controversies. We have also addressed children’s growth in diverse settings by systematically expanding coverage of children’s distinct experiences in different cultures, ethnicities and economic backgrounds. We hope that the outcome of our efforts is a valuable resource for prospective teachers and other educational professionals.

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Features

New to this edition, key learning objectives are listed at the beginning of each chapter. The objectives provide a framework for the chapter - each main section of the book addresses one key learning objective - and help the student focus on what they will learn. Each chapter begins with a case study. These provide accounts of developmental processes and interventions by carers relating to particular individuals over time and have been chosen to illustrate aspects of development relevant to the theories and research covered in each chapter. Links back to the case study are provided throughout each chapter to assist students in applying theoretical approaches and planning appropriate practical interventions, and questions related to the case study are included at the end of each chapter. Key terms are highlighted in the text and defined in the margin at first mention. These are collated into a list at the end of each chapter, with a page reference back to the first mention in the text, and again in a glossary at the end of the book. The list can be used by readers to review their knowledge and to revisit any concepts not clear to them. Basic developmental issues - These tables summarise basic developmental issues concerning the relative importance of nature and nurture, universality and diversity, and qualitative and quantitative change. The issues highlighted are illustrated with respect to the domain being covered in the chapter. Developmental trends - These tables highlight changes that readers are likely to observe in individuals across different age groups. Factors that may affect the rate or quality of developmental change in particular individuals are indicated and some implications to support practice are suggested Development and practice - These practice features offer concrete strategies for facilitating children’s development Observation guidelines - Knowledge of developmental concepts and principles provides an essential lens through which professionals understand children. The guidelines direct attention to important aspects of children’s growth and behaviour that carers and teachers may observe or need to monitor, and suggest ideas for practice. Figures and tables - Figures and tables throughout the chapters provide visual illustration of points discussed in the text; these may include children’s artefacts. Chapter summary - A summary of what has been covered in each main section of the book - as such, these link back directly to the learning objectives. They identify the key areas and allow readers to discern points of major importance for the topic. Interpreting children’s artefacts and reflections - An end-of-chapter feature that gives students practice in evaluating and interpreting children’s work and statements. The feature provides students with an opportunity to apply their knowledge of child development in an authentic context.

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