Well known and respected authors present a chronologically oraganized introduction to child and adolescent development. Research oriented, the text brings together research and real children with interludes or vignettes. Provides a logical and straightforward organization emphasizing development in its social context written in an accessible, conversational tone. Stresses practical issues and features research focus boxes, chapter outlines, attractive design and illustration material, a glossry of key terms, and study questions.

A complete introduction to child and adolescent psychology. Includes detailed coverage of language and personality development, cognition, newborn and perceptual behavior, and all other aspects. Each chapter begins with an outline and ends with a summary, a list of key terms and concepts, and review questions.

Well known and respected authors present a chronologically oraganized introduction to child and adolescent development. Research oriented, the text brings together research and real children with interludes or vignettes. Provides a logical and straightforward organization emphasizing development in its social context written in an accessible, conversational tone. Stresses practical issues and features research focus boxes, chapter outlines, attractive design and illustration material, a glossry of key terms, and study questions.

Advice for parents of children ages 512 on building self-esteem, independence, and emotional difficulties.

A complete introduction to child and adolescent psychology. Includes detailed coverage of language and personality development, cognition, newborn and perceptual behavior, and all other aspects. Each chapter begins with an outline and ends with a summary, a list of key terms and concepts, and review questions.

In den letzten Jahren hat die Schul- und Unterrichtsforschung bzw. die Lehr-/Lernforschung vielfältige neue Erkenntnisse hervorgebracht. Diese werden von den in pädagogischen Institutionen tätigen Akteuren jedoch in nur begrenztem Maße rezipiert. Vor diesem Hintergrund befasst sich dieser Band mit der Frage, wie Innovationen in die Schule gelangen. Im Zentrum steht eine umfassende Analyse zum Forschungsbedarf im Bereich des Transfers von erziehungswissenschaftlichem, innovativem Wissen in die Praxis von Schule und Unterricht. Theoretisch werden die Bedingungen festgelegt, unter denen Innovationen in Schule konstruktiv umgesetzt werden können und entsprechend wird ein Modell entwickelt, nach dem ein Transfer gelingen kann.