| Description |
1 online resource (155 pages) |
| Series |
Essays in Developmental Psychology |
|
Essays in developmental psychology.
|
| Contents |
Cover; Title; Copyright; Contents; 1. Introduction; 2. Theoretical perspectives: Cognitive development as primarily endogenous; Introduction; Piagetian theory and adult-child interaction in the development of the child's cognition; Karmiloff-Smith's theory of cognitive development; 3. Theoretical perspectives: Cognitive development as largely exogenous; Introduction; Social interaction and cognitive development: Vygotsky's model; Biological development and cognitive development: Vygotsky's model; Processes of cognitive development: Vygotsky's model; Summary |
|
4. Parent-child interaction as a source of cognitive development: Empirical studiesIntroduction; Scaffolding; Observations of adult-child interaction: Cross-cultural data; 5. Is the apparent effect of scaffolding an epiphenomenon?; Introduction; Social address research; Developmental behaviour genetics; Further studies of adoption and cognitive development; Intervention studies; Day-care; Teachers as facilitators of cognitive development; 6. Parents and children with scaffolding problems; Introduction; Depressed mothers and children's cognitive development |
|
Cognitive development in abused childrenExtreme deprivation: Children who receive very little adult-child interaction; Children whom it is hard to scaffold; 7. Concluding remarks; References; Additional reading; Author index; Subject index |
| Summary |
The association between parents' behaviour and children's cognitive development is at the meeting place of several prominent theories of psychological development and a range of complex methodological and conceptual issues. On the one hand there are theories which argue that the impetus of development is within the child and is largely unaffected by his or her experience of social interaction: on the other are the commonsense experience of parents and educators, and the body of neo-Vygotskian theory, which would see the child's development as profoundly affected by social interaction or even c |
| Notes |
Print version record |
| Subject |
Cognition in children -- United States
|
|
Parent and child -- United States
|
|
Children -- Cognition -- Development
|
|
Cognition in children
|
|
Parent and child
|
|
United States
|
| Form |
Electronic book
|
| ISBN |
9781317775195 |
|
1317775198 |
|
