The Wiley-Blackwell Handbook of Childhood Social Development. Группа авторов

Чтение книги онлайн.

СКАЧАТЬ USA

      Luc J. Martin, Queen's University, Ontario, Canada

      Ann S. Masten, University of Minnesota, Minneapolis, MN, USA

      Rachel Maunder, University of Northampton, Northampton, England

      Lori E. Meyer, University of Vermont, Burlington, VT, USA

      Rachel Miller‐Slough, East Tennessee State University, Johnson City, TN, USA

      Tijana Milosevic, Dublin City University, Dublin, Ireland

Rashmita S. Mistry, University of California, Los Angeles, CA, USA

      Heather Montgomery, The Open University, Milton Keynes, England

      Joaquín A. Mora‐Merchán, University of Seville, Seville, Spain

      Daniel Moulin‐Stożek, University of Cambridge, Cambridge, England

      Alex Murata, Queen's University, Ontario, Canada

      David A. Nelson, Brigham Young University, Provo, UT, USA

      Ageliki Nicolopoulou, Lehigh University, Bethlehem, PA, USA

      Anders Nordahl‐Hansen, Østfold University College, Halden, Norway

      Charles N. Oberg, University of Minnesota, Minneapolis, MN, USA

      Mónica Ojeda, University of Seville, Seville, Spain.

      Karina V. Padilla Malca, The University of Edinburgh, Edinburgh, Scotland

      Amy L. Paine, Cardiff University, Cardiff, Wales

      Alison E. Parker, Innovation Research & Training (iRT), Durham, NC, USA

      Michal Perlman, University of Toronto, Toronto, Canada

      Narcisa Prodan, Babeş‐Bolyai University, Cluj‐Napoca, Romania

      Eric E. Rasmussen, Texas Tech University, Lubbock, USA

      Holly Recchia, Concordia University, Quebec, Canada

      Amanda J. Rose, University of Missouri, Columbia, MO, USA

      Hildy S. Ross, University of Waterloo, Waterloo, ON, Canada

      Kenneth H. Rubin, University of Maryland, College Park, USA

      Ann Sanson, University of Melbourne, Victoria, Australia

      Ayşe Bilge Selçuk, Koç University, Istanbul, Turkey

      Kelly A. Smith, University of Maryland, College Park, MD, USA

Rhiannon L. Smith, University of Connecticut, Storrs, CT, USA

      Peter K. Smith, Goldsmiths College, University of London, London, UK

      Allie Spiekerman, University of Missouri, Columbia, MI, USA

      Elisabeth Staksrud, University of Oslo, Oslo, Norway

      Elizabeth A. Steed, University of Colorado Denver, Denver, CO, USA

      Cara S. Swit, University of Canterbury, Christchurch, New Zealand

      Victoria Talwar, McGill University, Quebec, Canada

      Sandie Taylor, University of South Wales, Newport, Wales

      Stephanie A. Thibault, Arizona State University, Tempe, AZ, USA

      Judith Van Hoorn, University of the Pacific, Stockton, CA, USA

      Suman Verma, Panjab University, Chandigarh, India

      Laura Visu‐Petra, Babeş‐Bolyai University, Cluj‐Napoca, Romania

      Mary Ellen Voegler‐Lee, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

      Katharina Voltmer, Leuphana University Lueneburg, Lueneburg, Germany

      Maria von Salisch, Leuphana University Lueneburg, Lueneberg, Germany

      Sara S. Whipple, Virginia Military Institute, Lexington, VA, USA

      Linda A. White, University of Toronto, Toronto, Canada

      Lance Workman, University of South Wales, Newport, Wales

      H. Melis Yavuz‐Müren, University of Toronto at Mississauga, Ontario, Canada

      Kathryn M. Yee, University of Maryland, College Park, MD, USA

Introduction

       Peter K. Smith and Craig H. Hart

      This is the third edition of this Handbook, which has proved to be a successful volume in a successful series. In editing this third edition, we have sought to maintain the strengths of the first (2002) and second (2011) editions, update and further strengthen the breadth of coverage, and provide an advanced text which will be useful to many individual researchers, as well as an indispensable library resource. Many features are in common with the first and second editions, but there are some distinctive new features.

      This volume is part of a series, and there are companion volumes on infancy; on cognitive development in childhood; and on adolescence. Thus, the age range covered in this volume is broadly from post‐infancy (around 3 years) up to adolescence. It does not include material on infancy, or adolescence and beyond, except in so far as it might be necessary for understanding or contextualizing the theories, methods, and findings of the research in childhood. Of course, a wide age range remains, from preschool (3–5 years), early school (5–7 years) through to later elementary or middle school (8–11 years). Also, the chapters focus on social development. This includes several chapters in the social cognition area, in Part IX.

      We asked for chapters at a certain level. Thus this Handbook is not meant for beginners in the area. Those who have not studied child development previously will be better served by one of the many introductory texts available. The brief we gave to authors was to give a clear and succinct account of work in their area, which would be suitable for anyone wishing to go beyond basic textbook coverage. This would include advanced undergraduates in psychology and behavioral sciences, and postgraduates taking taught or research‐focused master’s degrees, or pursuing doctoral research. It will also include teaching staff and researchers who wish for an authoritative update outside their immediate teaching/research area. The book should also be useful СКАЧАТЬ