Child and Adolescent Development for Educators Australian & New Zealand Edition

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 302 member school districts. Through this network she has trained hundreds of principals to accurately measure teaching practices and provide useful feedback to help teachers grow professionally. Dr. Christi Bergin directs the nation’s premiere research lab on prosocial education, that is, improving the social interaction and positive behavior of school-age children. She is president-elect of the social-emotional learning group of the American Educational Research Association. 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, including talented youth of color. He has helped engineering professors evaluate science curricula. 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, IEEE Transactions on Education 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. Like his co-author, David 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. He was a Fulbright scholar in Chile. 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. 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. 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 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.

• Part 1 The foundation of child development1 Ways of thinking about children2 Physical development and healthPart 2 The cognitive child3 Classic theories of learning and cognition4 Information processing, memory, and problem solving5 Cognitive ability: intelligence, talent, and achievement6 Language and literacyPart 3 The emotional child7 Attachment and personality8 Self-control and behaviour management9 Emotional developmentPart 4 The social child10 Social cognition11 Social behaviour12 Peers, friends, and playPart 5 The whole child13 The self-system and motivation14 The child in context: family structure, childcare, and media