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Child psychology and development [electronic resource].

By: Thorpe, Louis Peter, 1893-.
Publisher: New York : Ronald Press Co., [1955]Edition: 2nd ed.Description: 709 p. : ill. ; 21 cm.Subject(s): Child psychology | Child PsychologyAdditional physical formats: OriginalDDC classification: 136.7 Online resources: Fulltext available via EBSCOhost - Shibboleth login required Also issued in print.Summary: "This is a textbook for the undergraduate course in child psychology or growth and development of the child, whether it is taught in the department of psychology or in the department or school of education or home economics. It presents the essential concepts, findings, and interpretations upon which an objectively derived child psychology must be based. Using a broad eclectic approach, this volume emphasizes personal and social adjustments of the child at increasingly higher levels of development. It reviews recent findings and interpretations of physical, mental, and psychological growth, with special attention to environmental influences of the home, school, and community. Stress is placed on children's interests, play, and social activities. Selected quantitative materials and theoretical concepts dealing with such topics as emotion, intelligence, so-called instincts, dynamic needs, personality traits, and the like are included to provide background and review. Recent developments in child psychology have called for the inclusion of topics which were not offered in the previous edition of this book. Thus complete chapters have been devoted to psychosexual development, school and the learning process, and the characteristics of exceptional children. Other chapters have been combined in such a way as to be more concise and selective in their presentation. The original chapters dealing with intelligence and the nature-nurture issue, as well as those devoted to the development of language and of understanding, have been united in single chapters. Throughout, pertinent recent studies from social psychology and cultural anthropology have been related to the discussion. Finally, an attempt has been made in the present edition to avoid the growing practice of making texts in this field resemble reference works intensely packed with researches, names, facts, and other data which, although pleasing to the specialist, are too encyclopedic to motivate or inform undergraduate students. This is not to say that the facts, findings, and interpretations of child psychology and development have been neglected. Rather, the plan has been to present the literature in a flowing and easily interpreted account of its facts and findings, together with interpretations and applications to the rearing of children. For this reason, there is a minimum of mention of the names of research workers and others in the presentation of topics and findings, these names and their accompanying contributions having been reserved for inclusion in the appropriate footnotes, which in every case appear on the page concerned without breaking the flow of discussion"--Preface. (PsycINFO Database Record (c) 2010 APA, all rights reserved).
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E-BOOK E-BOOK Tavistock and Portman Library
electronic full-text resource
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Includes indexes.

"This is a textbook for the undergraduate course in child psychology or growth and development of the child, whether it is taught in the department of psychology or in the department or school of education or home economics. It presents the essential concepts, findings, and interpretations upon which an objectively derived child psychology must be based. Using a broad eclectic approach, this volume emphasizes personal and social adjustments of the child at increasingly higher levels of development. It reviews recent findings and interpretations of physical, mental, and psychological growth, with special attention to environmental influences of the home, school, and community. Stress is placed on children's interests, play, and social activities. Selected quantitative materials and theoretical concepts dealing with such topics as emotion, intelligence, so-called instincts, dynamic needs, personality traits, and the like are included to provide background and review. Recent developments in child psychology have called for the inclusion of topics which were not offered in the previous edition of this book. Thus complete chapters have been devoted to psychosexual development, school and the learning process, and the characteristics of exceptional children. Other chapters have been combined in such a way as to be more concise and selective in their presentation. The original chapters dealing with intelligence and the nature-nurture issue, as well as those devoted to the development of language and of understanding, have been united in single chapters. Throughout, pertinent recent studies from social psychology and cultural anthropology have been related to the discussion. Finally, an attempt has been made in the present edition to avoid the growing practice of making texts in this field resemble reference works intensely packed with researches, names, facts, and other data which, although pleasing to the specialist, are too encyclopedic to motivate or inform undergraduate students. This is not to say that the facts, findings, and interpretations of child psychology and development have been neglected. Rather, the plan has been to present the literature in a flowing and easily interpreted account of its facts and findings, together with interpretations and applications to the rearing of children. For this reason, there is a minimum of mention of the names of research workers and others in the presentation of topics and findings, these names and their accompanying contributions having been reserved for inclusion in the appropriate footnotes, which in every case appear on the page concerned without breaking the flow of discussion"--Preface. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

Also issued in print.

Electronic reproduction. Washington, D.C. : American Psychological Association, 2011. Available via World Wide Web. Access limited by licensing agreement. s2011 dcunns

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