Questions about how children grow up in their social worlds are of enormous significance for parents, teachers, and society at large, as well as for children themselves. Clearly children are shaped by the social world that surrounds them but they also shape the social worlds that they, and those significant to them, encounter. But exactly how does this happen, and what can we do to ensure that it produces happy outcomes? This book provides a critical review of the psychological literature on the development of personality, social cognition, social skills, social relations and social outcomes from birth to early adulthood. It uses Bronfenbrenner's model of the development of the person and up-to-date evidence to analyse normal and abnormal social development, prosocial and antisocial behaviour, within and across cultures. As well as outlining the theory, the book addresses applied issues such as delinquency, school failure, and social exclusion. Using a coherent theoretical structure, The Child as Social Person examines material from across the biological and social sciences to present an integrated account of what we do and do not know about the development of the child as a social actor. The Child as Social Person provides an integrated overview of the exciting field of developmental social psychology, and as such will be essential reading for advanced undergraduate students in psychology, education and social work, as well as postgraduates and researchers in these disciplines.

The Child as Social Person provides an integrated overview of the exciting field of developmental social psychology, and as such will be essential reading for advanced undergraduate students in psychology, education and social work.

Part of the authoritative four-volume reference that spans the entire field of child development and has set the standard against which all other scholarly references are compared. Updated and revised to reflect the new developments in the field, the Handbook of Child Psychology, Sixth Edition contains new chapters on such topics as spirituality, social understanding, and non-verbal communication. Volume 3: Social, Emotional, and Personality Development, edited by Nancy Eisenberg, Arizona State University, covers mechanisms of socialization and personality development, including parent/child relationships, peer relationships, emotional development, gender role acquisition, pro-social and anti-social development, motivation, achievement, social cognition, and moral reasoning, plus a new chapter on adolescent development.

Practitioners must be able to listen, talk, communicate and engage with children and young people if they are going to make a real difference to their lives. The key principles of collaborative, relational, child-centred working underpin all the ideas in this bestselling, practice-focused textbook. Using an innovative ‘Knowing, Being, Doing’ model, it features reflective exercises, practice examples, vignettes, cutting-edge research findings and theoretical perspectives. This new edition includes: • Updated references to policy, legislation, professional requirements, practice tools and research, including around unaccompanied young refugees and asylum seekers, and child sexual exploitation; • New learning from ethnographic and observational research of social workers’ direct practice with children; • Added focus on the context for practice, including the role of supervision and organisational containment in developing practitioners’ emotional capabilities. With detailed coverage of key skills, this book will equip students and practitioners with the critical thinking and tools needed for effective practice in order to promote the welfare, protection and rights of children and young people.

Insightful commentary on a beloved ancient philosopher of Zen by a beloved contemporary master of Zen. Famously insightful and famously complex, Eihei Dogen’s writings have been studied and puzzled over for hundreds of years. In Deepest Practice, Deepest Wisdom, Kosho Uchiyama, beloved twentieth-century Zen teacher addresses himself head-on to unpacking Dogen’s wisdom from three fascicles (or chapters) of his monumental Shobogenzo for a modern audience. The fascicles presented here from Shobogenzo, or Treasury of the True Dharma Eye include “Shoaku Makusa” or “Refraining from Evil,” “Maka Hannya Haramitsu” or “Practicing Deepest Wisdom,” and “Uji” or “Living Time.” Tom Wright and Shohaku Okumura lovingly translate Dogen’s penetrating words and Uchiyama’s thoughtful commentary on each piece. At turns poetic and funny, always insightful, this is Zen wisdom for the ages.

Young adults who have lived in out-of-home care at some point during their childhood often struggle to build stable lives. This is not surprising: typically young care leavers not only have to overcome a difficult childhood, but also tend to receive less support during the crucial years of early adulthood than youth living with their parents.

The general public often views early childhood education as either simply “babysitting” or as preparation for later learning. Of course, both viewpoints are simplistic. Deep understanding of child development, best educational practices based on development, emergent curriculum, cultural competence and applications of family systems are necessary for high-quality early education. Highly effective early childhood education is rare in that it requires collaboration and transitions among a variety of systems for children from birth through eight years of age. The SAGE Encyclopedia of Contemporary Early Childhood Education presents in three comprehensive volumes advanced research, accurate practical applications of research, historical foundations and key facts from the field of contemporary early childhood education. Through approximately 425 entries, this work includes all areas of child development – physical, cognitive, language, social, emotional, aesthetic – as well as comprehensive review of best educational practices with young children, effective preparation for early childhood professionals and policy making practices, and addresses such questions as: · How is the field of early childhood education defined? · What are the roots of this field of study? · How is the history of early childhood education similar to yet different from the study of public education? · What are the major influences on understandings of best practices in early childhood education?