CART

(0) items

Theories of Development : Concepts and Applications,9780139554025
This item qualifies for
FREE SHIPPING!

FREE SHIPPING OVER $59!

Your order must be $59 or more, you must select US Postal Service Shipping as your shipping preference, and the "Group my items into as few shipments as possible" option when you place your order.

Bulk sales, PO's, Marketplace Items, eBooks, Apparel, and DVDs not included.

Theories of Development : Concepts and Applications

by
Edition:
5th
ISBN13:

9780139554025

ISBN10:
0139554025
Format:
Paperback
Pub. Date:
1/1/2005
Publisher(s):
Prentice Hall
List Price: $81.80
More New and Used
from Private Sellers
Starting at $0.99
See Prices

Rent Textbook

We're Sorry
Sold Out

Used Textbook

We're Sorry
Sold Out

eTextbook

We're Sorry
Not Available

New Textbook

We're Sorry
Sold Out

Related Products


  • Theories of Development : Concepts and Applications
    Theories of Development : Concepts and Applications
  • Theories of Development : Concepts and Applications
    Theories of Development : Concepts and Applications




Summary

For courses in Theories of Development at the undergraduate or graduate level. As a supplement to Child/Life Span/Adolescent Development courses or for any course where instructors need additional coverage of developmental theories. The result of extensive scholarship and consultation with leading scholars, written in an engaging narrative for undergraduates and graduates alike, this text introduces students to twenty-four different theorists and compares and contrasts their theories on how we develop as individuals. Emphasizing the theories that follow and build upon the developmental tradition established by Rousseau, this text also covers theories in the environmental/learning tradition.

Author Biography

William Crain is professor of psychology at the City College of New York.

Table of Contents

Preface ix
Introduction xi
Early Theories: Preformationism, Locke, and Rousseau
1(19)
Preformationism
1(3)
Locke's Environmentalism
4(7)
Rousseau's Romantic Naturalism
11(9)
Gesell's Maturational Theory
20(13)
Biographical Introduction
20(1)
Principles of Development
21(6)
Philosophy of Child-Rearing
27(3)
Evaluation
30(3)
Ethological Theories: Darwin, Lorenz and Tinbergen, and Bowlby and Ainsworth
33(31)
Darwin and the Theory of Evolution
33(3)
Modern Ethology: Lorenz and Tinbergen
36(8)
Bowlby and Ainsworth on Human Attachment
44(20)
Montessori's Educational Philosophy
64(22)
Biographical Introduction
64(2)
Theory of Development
66(3)
Early Education in the Home
69(2)
The Montessori School
71(11)
Evaluation
82(4)
Werner's Organismic and Comparative Theory
86(24)
Biographical Introduction
86(2)
Werner's View of Development
88(6)
Some Comparative Studies
94(5)
Symbol Formation: An Organismic View
99(2)
Theoretical Issues
101(4)
Practical Applications
105(2)
Evaluation
107(3)
Piaget's Cognitive-Developmental Theory
110(37)
Biographical Introduction
110(2)
Overview of the Theory
112(2)
Period I. Sensori-Motor Intelligence (Birth to 2 Years)
114(5)
Periods II and III. Preoperational Thought (2 to 7) and Concrete Operations (7 to 11)
119(11)
Period IV. Formal Operations (11 to Adulthood)
130(2)
Theoretical Issues
132(3)
Implications for Education
135(4)
Evaluation
139(8)
Kohlberg's Stages of Moral Development
147(23)
Biographical Introduction
147(1)
Piaget's Stages of Moral Judgment
148(1)
Kohlberg's Method
149(1)
Kohlberg's Six Stages
150(5)
Theoretical Issues
155(8)
Gilligan on the Feminine Voice
163(2)
Implications for Education
165(3)
Evaluation
168(2)
Learning Theory: Pavlov, Watson, and Skinner
170(23)
Pavlov and Classical Conditioning
170(3)
Watson
173(4)
Skinner and Operant Conditioning
177(16)
Bandura's Social Learning Theory
193(20)
Biographical Introduction
193(1)
Basic Concepts
194(3)
Socialization Studies
197(5)
Self-Efficacy
202(2)
Abstract Modeling and Piaget's Stages
204(4)
Practical Implications
208(2)
Evaluation
210(3)
Vygotsky's Social-Historical Theory of Cognitive Development
213(31)
Biographical Introduction
213(2)
Marx's Views on Human Nature
215(2)
Vygotsky's Theory of Psychological Tools
217(4)
Memory Aids
221(1)
Speech
222(9)
Schooling
231(6)
Practical Applications
237(2)
Evaluation
239(5)
Freud's Psychoanalytic Theory
244(27)
Biographical Introduction
244(3)
The Stages of Psychosexual Development
247(13)
The Agencies of the Mind
260(6)
Practical Implications
266(1)
Evaluation
267(4)
Erikson and the Eight Stages of Life
271(26)
Biographical Introduction
271(2)
Erikson's Stage Theory
273(14)
Theoretical Issues
287(5)
Practical Implications
292(2)
Evaluation
294(3)
Mahler's Separation/Individuation Theory
297(14)
Biographical Introduction
297(1)
Overview of Concepts and Methods
298(2)
Phases of Normal Development
300(6)
Practical Applications
306(2)
Evaluation
308(3)
A Case Study in Psychoanalytic Treatment: Bettelheim on Autism
311(9)
Biographical Introduction
311(1)
The Autistic Syndrome
312(1)
Therapy
313(5)
Evaluation
318(2)
Schachtel on Childhood Experiences
320(7)
Biographical Introduction
320(1)
Basic Concepts
321(3)
Implications for Education
324(1)
Evaluation
325(2)
Jung's Theory of Adulthood
327(13)
Biographical Introduction
327(3)
Personality Structure
330(3)
Theory of Development
333(4)
Practical Implications
337(1)
Evaluation
338(2)
Chomsky's Theory of Language Development
340(21)
Biographical Introduction
340(1)
Basic Concepts
341(6)
Notes on the Growth of Grammar
347(4)
Chomsky and Learning Theory
351(5)
Chomsky and Piaget
356(2)
Implications for Education
358(1)
Evaluation
359(2)
Conclusion: Humanistic Psychology and Development Theory
361(13)
Humanistic Psychology
361(7)
Developmentalists as Humanists
368(6)
Epilogue: A Developmental Perspective on the Standards Movement 374(11)
The Standards Movement
374(3)
A Development Critique
377(8)
References 385(19)
Name Index 404(5)
Subject Index 409


Please wait while the item is added to your cart...