| Description |
viii, 476 pages : illustrations ; 24 cm. |
| Series |
The John D. and Catherine T. MacArthur Foundation series on mental health and development |
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John D. and Catherine T. MacArthur Foundation series on mental health and development.
|
| Bibliography |
Includes bibliographical references and indexes. |
| Summary |
With increasing numbers of children suffering emotional, educational, and social failure on entering school, the years from five to seven have returned to prominence in developmental psychology. This volume collects state-of-the-art research on child behavior in the school transition years. Leading researchers in neurology, sociology, anthropology, education, and psychology assess what is now commonly known as the five to seven year shift. They consider how development is influenced by changes in neurobiological subsystems; cognition, emotion, and self-concept; concerns with peers and families; and school and cultural practices. They find that important transitions in behavior and environment do take place in this period and are best described in terms of the qualitative increase in complexity due to interactions among ecological systems. This volume increases our understanding of both child development and the study and treatment of children at home and at school. It will interest researchers, clinicians, and students of psychology and education. |
| Contents |
Interpreting developmental transitions / Arnold J. Sameroff and Marshall M. Haith -- The child's entry into the "age of reason" / Sheldon H. White -- Is there a neural basis for cognitive transitions in school-age children? / Jeri S. Janowsky and Ruth Carper -- Unidimensional thinking, multidimensional thinking, and characteristic tendencies of thought / Robert S. Siegler -- A recursive transformation of central cognitive mechanisms: the shift from partial to whole representations / Pierre Mounoud -- Shifting to an interpretive theory of mind: 5- to 7-year-olds' changing conceptions of mental life / Michael Chandler and Chris Lalonde -- Memory development from 4 to 7 years / Katherine Nelson |
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Schooling and the 5 to 7 shift: a natural experiment / Frederick J. Morrison ... [et al.] -- The 5 to 7 shift in reading and phoneme awareness for children with dyslexia / Richard Olson, Barbara Wise, and Helen Forsberg -- Developmental changes in self-understanding across the 5 to 7 shift / Susan Harter -- Fearfulness: developmental consistency / Joan Stevenson-Hinde and Anne Shouldice -- Sibling relationships and perceived self-competence: patterns of stability between childhood and early adolescence / Judy Dunn -- Developmental transitions in children's participation in sociocultural activities / Barbara Rogoff -- The 5 to 7 transition as an ecocultural project / Thomas S. Weisner |
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The impact of the family on children's early school social adjustment / Joan M. Barth and Ross D. Parke -- Shifting ecologies during the 5 to 7 year period: predicting children's adjustment during the transition to grade school / Gary W. Ladd -- Combining endogenous and exogenous factors in the shift years: the transition to school / Sharon L. Kagan and Peter R. Neville -- Performance in context: assessing children's achievement at the outset of school / Samuel J. Meisels -- The 5 to 7 year shift: retrospect and prospect / Marshall M. Haith and Arnold J. Sameroff. |
| Subject |
Cognition in children.
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Human information processing in children.
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Cognition.
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Thinking.
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Child Behavior.
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Child Development.
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Child.
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Critical Period, Psychological
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Infant.
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| Added Author |
Sameroff, Arnold J.
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Haith, Marshall M., 1937-
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| ISBN |
0226734471 cloth alkaline paper |
|
9780226734477 cloth alkaline paper |
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