Infants, Children and Adolescents - Hardcover

Berk, Laura E.

3.64

236 ratings by Goodreads

9780205164493: Infants, Children and Adolescents

Hardcover

ISBN 10: 0205164498 ISBN 13: 9780205164493

Publisher: Allyn & Bacon, 1995

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This is an updated edition of this text on child development, presenting a "cast of characters" based on real children and families for each unit. The author actually uses these characters, telling their stories to illustrate the sequence and processes of child development. In addition, this text combines recent scholarship with a pedagogical programme to maximize learning.

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Review:

"As always, Berk provides a comprehensive discussion of developmental issues. What I appreciate is that the text provides good coverage of areas that are often neglected by other texts (especially applied developmental issues)." ― Debbie Laible, Southern Methodist University

"Making theories useful and fun to discuss is a chore, but Berk continues to make these user-friendly and applicable to the real world." ― F. Richard Ferraro, University of North Dakota

"The writing in this edition is very clear, interesting and engaging. The level is perfect for my students. The explanations are appropriate, relevant, and clear. The examples are interesting and understandable. There are plenty of illustrations, photographs and review suggestions that guide the students toward success." ― Sara Lawrence, California State University, Northridge

"We have used this text in our department for this course for several years now, just because it works. The students appear to like it, and they find it challenging and useful." ― Colin T. William, Columbus State Community College

"I feel that one of the best compliments a student can give a text is to say 'I am not going to resell this book at the end of the semester ― I am going to keep it as a reference book.' I hear this comment frequently from my students who use the Berk text." "The clarity and level of writing, the timeliness of the material, and the organization of the material make the text student-friendly." ― Martin Marino, Atlantic Cape Community College

"The writing level of this text is exemplary! The integration of research findings and "plain language" explanations allows the students to interact seamlessly with the text." ". . . a wonderfully comprehensive and intelligent resource." ― Matthew DiCintio, Delaware County Community College

"Probably one the greatest strengths of chapter 14 is the level at which it is written. . . . with the experience of a child developmental specialist, but not so technical that the students would be lost in jargon." "Berk combines the latest relevant research without making the text read like a science book." ― Sandra Hellyer, Butler University

"Berk's text provides preservice teachers and others preparing to work with young children and their families a solid grounding upon which to base their work. It deserves a place on students' bookshelves throughout their careers as a basic reference." ― Nancy Freeman, University of South Carolina

"I adopted the text because of the quality of writing and coverage of topics I feel are critical in developmental psychology." ― Ron Craig, Edinboro University of Pennsylvania

"I find the text to be very up-to-date and packed with research. Along with Berk's writing style, I continue to come back to her text." "I find Berk does a good job linking areas of development together which is a major emphasis of this course. I think the vignettes at the beginning of each chapter are helpful here." "I particularly like the links made between theory and education as this is the major application of the theories and provides the 'so what' part of developmental research. I try to get students understand why this research is important and how we apply it the real world. This is also why I like the boxes in each chapter - 'Applying What We Know.'" ― Lisa Huffman, Ball State University

"I particularly appreciate Berk's inclusion of multicultural perspectives. It is important to help students, particularly those who are just beginning their professional preparation, to put what we know about young children and their development into a cultural context. This text does that masterfully with words AND with pictures." ― Nancy Freeman, University of South Carolina

"I really enjoyed the writing style used by the author. I particularly liked the way that the story from the beginning of the chapter was woven throughout all the sections of each chapter. In addition, using the same characters in subsequent chapters really pulled together the links between developmental domains." ― Lynn Caruso, Seneca College, Canada

"Writing Style: Fabulous! Information in these chapters is consistently presented in a clear, concise style. The reader is very much 'involved' in the material. This is achieved through the use of active language. . ." ― Deb Gural, Red River College, Canada

"I think if a student feels the material he will know it. The value of the Ask Yourself sections is monumental." "The thing that I am most impressed with is the examples the author uses. I found that often I had new insights in to child development issues even though I have been teaching and working in the field for years. These insights were so well thought out that I think that they would be very helpful students when learning the material." ― John Prange, Irvine Valley College

"The author's writing style is very engrossing. She is exceptionally accomplished in her knowledge of developmental psychology. I think her writing will be easy for my students to follow." ― Algea Harrison, Oakland University

"At all times, Berk seems to make a real effort to keep the style clear and uncluttered. The use of unnecessary technical terms is avoided yet the key words/phrases that are needed to really describe the topic are there." ― David Lockwood, Humber College, Canada

About the Author:

Berk has published widely on the effects of school environments on children’s development, the development of private speech, and most recently, the role of make-believe play in development. Her research has been funded by the U.S. Office of Education and the National Institute of Child Health and Human Development. It has appeared in many prominent journals, including Child Development, Developmental Psychology, Merrill-Palmer Quarterly, Journal of Abnormal Child Psychology, Development and Psychopathology, and Early Childhood Research Quarterly. Her empirical studies have attracted the attention of the general public, leading to contributions to Psychology Today and Scientific American.

Berk has served as research editor for Young Children and consulting editor for Early Childhood Research Quarterly and the Journal of Cognitive Education and Psychology. She is a frequent contributor to edited volumes on early childhood development, having recently authored chapters on the importance of parenting, on make-believe play and self-regulation, and on the kindergarten child. She has also written the chapter on development for The Many Faces of Psychological Research in the Twenty-First Century (Society for the Teaching of Psychology), the chapter on social development for The Chicago Companion to the Child, the article on Vygotsky for the Encyclopedia of Cognitive Science, and the chapter on storytelling as a teaching strategy for Voices of Experience: Memorable Talks from the National Institute on the Teaching of Psychology (Association for Psychological Science). Berk’s books include Private Speech: From Social Interaction to Self-Regulation, Scaffolding Children’s Learning: Vygotsky and Early Childhood Education, and Landscapes of Development: An Anthology of Readings. In addition to Infants, Children, and Adolescents, she is author of the best-selling texts Child Development and Development Through the Lifespan, published by Allyn and Bacon. Her book for parents and teachers is Awakening Children’s Minds: How Parents and Teachers Can Make a Difference.

Berk is active in work for children’s causes. In addition to service in her home community, she is a member of the national board of directors of Jumpstart, a nonprofit organization that provides early literacy intervention to thousands of low-income preschoolers across the United States, using college and university students as interveners. Berk is a fellow of the American Psychological Association, Division, 7: Developmental Psychology.

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