Description
A textbook suitable for a wide range of courses from introductory to graduate level. Summarizes the goals, methods, and findings of all the major theories of child development from 1910 to 1995, and discusses some issues that span several theories. The fourth edition includes new chapters on the cultural origins of scientific theories, and the recent bio-electrochemical model; and replaces the chapters on Gesell and Havighurst with outlines of their work in another chapter. Annotation copyright Book News, Inc. Portland, Or.
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Explaining the nature of theories in the field of child development (including why theories are useful and why there are multiple theories), Thomas highly respected book covers the widest range of theories of any text currently available. Thomas suggests a variety of ways to compare theories to help guide the search of child development theorists who may be dissatisfied with existing explanations of how a child grows up. The content is comprehensive and up-to-date, and includes new material on the bio-electrochemical view of the child, over 70 new references, and charts that trace the popularity of each major theory from 1910-1995. Each chapter is organized around individual theorists and shows how the theories relate to the concepts discussed within each chapter.
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