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• Cover Page
• Half-Title Page
• Title Page
• Copyright Page
• Dedication
• Table of Contents
• About the authors
• Preface
• Part 1 A framework for developmental psychology
• 1 A brief history of develoemental psychology
• The developmental principle
• The evolution of development
• The emergence of developmental psychology
• Fundamental questions in developmental psychology
• Conclusion and summary
• Further reading
• 2 Delvelopmental psychology in the 20th century
• Learning or maturation: The rise of opposing schools
• Jean Piaget (1896–1980)
• Lev Semeonovich Vygotsky (1896–1934)
• John Bowlby (1907–1990)
• Conclusion and summary
• Further reading
• 3 Observing and modelling developmental change
• The epigenetic landscape
• Stage theories of development
• The dynamic systems approach
• The connectionist approach
• Information-processing approaches
• Carrying out research in developmental psychology
• Methods of data collection
• Conclusion and summary
• Further reading
• Part 2 Early development
• 4 Development from conception to birth
• Stages in prenatal development
• Behaviour in the foetus
• Evolution and development of the brain
• Sitting, standing, and walking
• The sensory capacities of the neonate
• Childbirth
• Conclusion and summary
• Further reading
• 5 Cognitive development in infancy
• Piaget’s theory of infant cognition
• Piaget’s account of the development of the object concept
• Infants’ perception of objects: An alternative to Piaget
• Memory in infancy
• Reaching and grasping
• Conclusion and summary
• Further reading
• 6 Early social development
• Recognising oneself
• Recognising other people
• Smiling and social recognition
• Imitating other people
• Play
• The development of attachment
• Responses to emotions
• Differences in interaction with boys and girls
• Conclusion and summary
• Further reading
• 7 The beginnings of language development
• The perception of speech sounds
• The development of babbling
• Learning to say words
• The social context of early language development
• Conclusion and summary
• Further reading
• Part 3 The preschool years
• 8 Language development in the preschool years
• Combining words
• Morphological development
• Inside-out theories
• Outside-in theories
• The role of language input
• Experimental studies of early grammatical understanding
• The language abilities of chimpanzees
• Vocabulary development in the school years
• Conclusion and summary
• Further reading
• 9 Cognitive development in the preschool years
• Piaget’s theory of preoperational reasoning
• Criticisms of Piaget’s tests of preoperational thinking
• Problem solving
• Reasoning by analogy
• Appearance and reality
• Children’s drawing
• Conclusion and summary
• Further reading
• 10 Social development in the preschool years
• The continuing development of self-recognition
• The development of pretend play
• Fantasy and imagination
• Gender differences in play
• The development of gender identity
• Social cognition and theory of mind
• Prosocial behaviour
• The formation of friendships
• Conclusion and summary
• Further reading
• Part 4 The school years
• 11 Cognitive development in middle childhood
• Social and biological markers of middle childhood
• Piaget’s theory of concrete operational reasoning
• Criticisms of Piaget’s account of concrete operational reasoning
• Developmental changes in problem solving
• Conclusion and summary
• Further reading
• 12 Learning to read and spell
• Orthographic regularity
• Theories of learning to read
• Learning to read alphabetic scripts
• Learning to read non-alphabetic scripts
• Predictors of reading success
• Learning to spell
• Learning to read and write braille
• Difficulties with learning to read and spell
• Conclusion and summary
• Further reading
• 13 Learning to do maathematics
• Early knowledge of number
• Learning to count
• Adding and subtracting objects
• Adding and subtracting numbers
• Cross-cultural differences in mathematical ability
• Conclusion and summary
• Further reading
• 14 Social development in the school years
• Interactions with other children
• Friendships
• Bullying
• Piagetian and neo-Piagetian accounts of moral reasoning
• Alternative accounts of moral development
• Emotional development
• Conclusion and summary
• Further reading
• 15 Adolescence
• Social and biological markers of adolescence
• Piaget’s theory of formal operational reasoning
• Criticisms of Piaget’s theory
• Culture and context specificity in adult thinking
• Moral reasoning
• Relationships
• Gender differences in adolescent friendships
• Conflict and aggression in adolescence
• Conclusion and summary
• Further reading
• References
• Glossary
• Author index
• Subject index
• Acknowledgement