Child and Adolescent Development in Your Classroom, Chronological Approach

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.

• Part I: FOUNDATIONS OF CHILD DEVELOPMENT.1. Ways of Thinking about Children.Part II: INFANCY AND TODDLERHOOD.2. Physical Development in Infancy and Toddlerhood.3. Cognitive Development in Infancy and Toddlerhood.4. Emotional Development in Infancy and Toddlerhood.5. Social Development in Infancy and Toddlerhood.Part III: EARLY CHILDHOOD.6. Physical Development in Early Childhood.7. Cognitive Development in Early Childhood.8. Emotional Development in Early Childhood.9. Social Development in Early Childhood.Part IV: MIDDLE CHILDHOOD.10. Physical Development in Middle Childhood.11. Cognitive Development in Middle Childhood.12. Emotional Development in Middle Childhood.13. Social Development in Middle Childhood.Part V: ADOLESCENCE.14. Physical Development in Adolescence.15. Cognitive Development in Adolescence.16. Emotional Development in Adolescence.17. Social Development in Adolescence.Glossary.References.Name Index.Subject Index.