Child Development

Context, Culture and Cascades
Erscheinungsjahr 2025
ISBN: 978-0-19-286354-6
Verlag: Oxford University Press

Buch, Englisch, 888 Seiten, Format (B × H): 219 mm x 276 mm

Contextualising core topics in development from infancy to adolescence, Child Development guides students to understand the field as both fully grounded in research and widely applied in everyday life.

This edition has been adapted from Catherine S. Tamis-LeMonda's US-originating textbook Child Development: Context, Culture, and Cascades (2021) and tailored to the teaching and learning needs of the UK and Europe higher education psychology curriculum.
Placing particular emphasis on the influence of context and culture, Child Development unpacks the fundamentals of the subject whilst spurring the reader to explore and understand the many forces behind change in children. With a driving motivation to discover how we can improve the lives of children and families around the world, the authors evaluate the theory and evidence of child development through a critical lens to discern developmental cascades, consequently highlighting the interdependencies among different domains and levels, within and across time.
Key features

Chapters 12 and 17 on applied child development encourage a deep understanding of real-world relevance and the implications of studies in developmental psychology.

Chapter 2 is dedicated to research methods, and features throughout the book, including ‘Research in Action’ videos, help students to truly understand developmental psychology as being grounded in research.

Discusses specific domains of development under each developmental period to give comprehensive coverage of research at each stage of child development.

Available as an interactive e-book enhanced with self-assessment activities and multi-media content to offer a fully immersive experience and extra learning support.

Digital formats and resources

Child Development is available for students and institutions to purchase in a variety of formats.

The e-book offers a mobile experience and convenient access, with learning resources embedded throughout to offer self-assessment activities and extra support: www.oxfordtextbooks.co.uk/ebooks

Learning features, accessible via the e-book, include:

- Author videos ('Contexts' and 'Cascades')
- 'Research in Action' videos with accompanying viewing guides and multiple-choice questions
- End-of-section multiple-choice questions
- 'Data in Action' exercises
- Flashcard glossary

The book's teaching resources, accessible online foradopting lecturers, include:

- Guidance for courses taking a topical approach
- Instructor's manual
- Short-answer question and answers
- PowerPoint slides
- Test bank
- Figures and tables

Autoren/Hrsg.

Tamis-Lemonda, Catherine S.

Duffy, Hester

van der Steen, Steffie

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie

Über Autor(innen)

Catherine Tamis-LeMonda is Professor of Applied Psychology at NYU Steinhardt, where she examines learning and development in social and cultural contexts. She has co-authored a number of titles on parenting and early child development and serves as an associate editor of the Journal of Experimental Psychology. She is a Fellow of the Association for Psychological Science. Catherine is the sole author of the US-originating edition of this textbook which published in 2021: Child Development: Context, Culture, and Cascades.

Steffie van der Steen and Hester Duffy are co-authors of this UK and Europe adaptation of Catherine S. Tamis-LeMonda's textbook.

Steffie van der Steen (Ed.M. Harvard University, PhD University of Groningen) is an Associate Professor in Pedagogical Sciences at the University of Groningen (the Netherlands) where she teaches courses on child rearing and development. Her main research topics include animal-assisted interventions, special needs education and teacher-student interactions.

Hester Duffy (PhD University of Plymouth) is an Associate Professor in Psychology at the University of Warwick, where she teaches both developmental psychology and research methods. Her research interests focus on early language acquisition, and in particular the impact of infant-directed speech, and the acquisition of minoritized languages (especially Irish).