Child and Adolescent Development for Educators covers development from early childhood through high school. This text provides authentic, research-based strategies and guidelines for the classroom, helping future teachers to create an environment that promotes optimal development in children. The authors apply child development concepts to topics of high interest and relevance to teachers, including classroom behaviour management, constructivism, social-emotional development, and many others, across the full age range. The reader-friendly text combines core theory with practical implications for educational contexts and shows how child development links to the Australian Professional Standards for Graduate Teachers (APST) & Early Years Learning Framework (EYLF) goals.
Part 1 The foundation of child development
1 Ways of thinking about children
2 Physical development and health
Part 2 The cognitive child
3 Classic theories of learning and cognition
4 Information processing, memory, and problem solving
5 Cognitive ability: intelligence, talent, and achievement
6 Language and literacy
Part 3 The emotional child
7 Attachment and personality
8 Self-control and behaviour management
9 Emotional development
Part 4 The social child
10 Social cognition
11 Social behaviour
12 Peers, friends, and play
Part 5 The whole child
13 The self-system and motivation
14 The child in context: family structure, childcare, and media
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Christi Crosby Bergin
Christi Bergin earned a Ph.D. in child development and early childhood education at Stanford University, and is a developmental psychologist. Her research focuses on the socio-emotional development of typical children as well as the physical, cognitive, and socio-emotional development of infants and children in families struggling with poverty, drug use, and child abuse. She has observed hundreds of parent-child interactions, including in-home visits to so-called "crack houses." Dr. Bergin has conducted research in both schools and medical centers. She has published in journals such as the Journal of Literacy Research, Early Childhood Research Quarterly, Journal of Applied Developmental Psychology, Child Maltreatment, Journal of Adolescence, and Infant Mental Health Journal, among others. Through her research, experience as a preschool teacher, and work as a community volunteer, she has extensive experience with children from diverse socioeconomic backgrounds. She is the co-founder of the Network for Educator Effectiveness, which has 265 member school districts. Through this network she has trained hundreds of principals to accurately measure teaching practice and provide useful feedback to help teachers grow professionally.
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David Allen Bergin
David Bergin earned a Ph.D. in education at Stanford University, and is an educational psychologist. He has been a teacher-educator for over 30 years. His research focuses on motivation and achievement, and talented youth of color. He is a past president of Division 15 Educational Psychology of the American Psychological Association, and has published in journals such as Journal of Educational Psychology, Contemporary Educational Psychology, Journal of Negro Education, Early Childhood Research Quarterly, Journal of Literacy Research, and Journal of Adolescent Research, among others. He has served on the editorial boards of the Journal of Educational Psychology, Journal of Counseling Psychology, and Contemporary Educational Psychology. As does his co-author, Bergin has extensive experience working with a diverse range of children. He speaks Spanish, has lived in Central America, and has done university outreach in Mexico and Guatemala. Most recently he was a Fulbright scholar in Chile.
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Sue Walker
Sue Walker is Professor within the School of Early Childhood and Inclusive Education at QUT and a key researcher within the Cooperative Research Centre for Living with Autism (Autism CRC). Her background is in early childhood education and care (ECEC), particularly in prior-to-school settings. Her research foci include epistemic beliefs and teachers’ practice; early childhood social development; child outcomes in relation to inclusive early childhood education programs; early intervention and the transition to school; and the development of children’s moral values.
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Graham Daniel
Dr Graham Daniel is Senior Lecturer in Educational Psychology in the School of Teacher Education at Charles Sturt University and teaches in the areas of Educational Psychology, Child Development and Educational Research. Graham has a background in primary school teaching, school leadership, and in schools as an educational consultant. Graham’s research interests include family-school engagement and children’s schooling experience with a focus on inclusion and the early years of schooling.
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Angela Fenton
Dr Angela Fenton is Associate Head and Senior Lecturer in the School of Education at Charles Sturt University. Angela has worked in early childhood classrooms and services for over twenty years as a teacher, director and training project officer. She has also worked in inclusion roles with children with disabilities and was the state manager for the Indigenous Children's Services Unit in Queensland. Her research is centred on early childhood development and wellbeing, child protection and teacher education, in particular the use of strengths approaches to education to enhance children's ability to thrive in all areas of development
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Pearl Subban
Dr Pearl Subban is a Senior Lecturer in the Faculty of Education at Monash University who currently teaches into undergraduate and post graduate programs involving educational psychology, classroom practice, literacy, and inclusive teaching. Her research interests are shaped by many years as a secondary school teacher and a school leader on two continents and currently include differentiated instruction, attitudinal studies, catering for diverse learners, and language and literacy teaching.
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The authors have restructured the chapters according to development domains by moving Chapter 12, 'Language and literacy' earlier into Part 2, 'The cognitive child', now Chapter 6. This restructure was based on author and reviewer feedback
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New MindTap for digital teaching and learning, with readings, summary of age trend tables, scenario activities and video case activities of children's behaviour which allow students to consider their understanding of the concepts
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Updated and expanded content on contemporary adolescent development in Australia, and the relevance for teaching
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Updates and expansion of research related to key topics in child and adolescent development, such as: dealing with trauma, gender and gender diversity, the cohort effect, digital media, antisocial behaviour and bullying. Added coverage of ways to work in being 'trauma informed' as a teacher, as well as more recent research and expansion on teaching topics like visual literacy, digital literacy bilingualism, and provide strong links to child development
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Students can check how their learning aligns with the relevant professional standards and goals using the lists for Australian Institute for Teaching and School Leadership (AITSL) Professional Standards for Teachers, and the Australian Early Years Learning Framework goals at the start of each chapter, and full Standards Correlation Grids in the preliminary material Authentic examples of children's behaviour illustrate key concepts and points of interest. These are embedded throughout the text to ensure the reading flow is not interrupted 'Brain research', 'Theory & theorists' and 'Challenges in development' boxes encourage students to explore the concepts and practical application of child development in their teaching practice 'Think about this' boxes and the end-of-chapter 'Reflection on practice' questions encourage readers to consider how their behaviour in the classroom might influence child development The text is structured topically across chapters with age trends highlighted within chapters, because children of the same age in the same classroom can be at remarkably different points in their development, and it is critically important for teachers to understand where their students have been and where they are going developmentally if they are to promote optimal development in children MindTap - Premium online teaching and learning tools are available on the MindTap platform – the personalised eLearning solution. MindTap is a flexible and easy-to-use platform that helps build student confidence and gives you a clear picture of their progress. We partner with you to ease the transition to digital – we're with you every step of the way. MindTap for Bergin's Child and Adolescent Development for Educators 2nd ANZ edition is full of innovative resources to support critical thinking, and help your students move from memorisation to mastery! Includes: Bergin 's Child and Adolescent Development for Educators 2nd ANZ ed eBook; Concept check quizzes; Video quizzes; Summary of age trend tables; Professional learning scenario-based activities. MindTap is a premium purchasable eLearning tool. Contact your Cengage learning consultant to find out how MindTap can transform your course. Instructor Website - Your #1 resource for your course. This tailored collection of teaching tools includes downloadable PowerPoint lecture slides, Instructor's Guide, and Test Bank with customisable questions for quizzes and assessments.
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The Instructor's Guide is packed with content that helps you set up and administer your class: additional vignettes, class activities, field observations and more. Log in or request an account to access instructor resources at au.cengage.com/instructor/account for Australia or nz.cengage.com/instructor/account for New Zealand.
Child and Adolescent Development for Educators EYLF Goals Mapping Grid
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Child and Adolescent Development for Educators Instructor's Guide
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Child and Adolescent Development for Educators PowerPoint Slides
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Child and Adolescent Development for Educators Test Bank
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Instructor Website for Bergin's Child and Adolescent Development for Educators AUNZ
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