Issues In Child Psychology: Second Edition
Condition: SECONDHAND
This is a secondhand book. The jacket image is a photograph of the exact copy we have in stock. This image shows the condition of this book. Further condition remarks are below.
Condition remarks:
Book: Fair
Jacket: No dust jacket
Pages: Good
Condition remarks: Condition as shown in image
What does it truly mean to understand a child? Issues in Child Psychology, edited by Dorothy Rogers of the State University of New York College at Oswego, presents a richly curated anthology of readings that chronicles the most pressing debates and discoveries in the field of child development. This second edition brings together a diverse range of scholarly perspectives, tackling critical topics such as cognitive growth, emotional development, socialisation, and the environmental factors that shape young minds from infancy through adolescence. Rogers masterfully constructs a dialogue between competing theoretical frameworks, inviting readers to critically evaluate established doctrines alongside emerging research. The collection reflects the dynamic and evolving nature of developmental psychology, making it an indispensable resource for students, educators, and practitioners alike. With each carefully selected contribution, the volume challenges its audience to reconsider assumptions about childhood — leaving one to wonder: how much of who we become is truly written in those earliest, formative years?
Author: Dorothy Rogers
Format: Paperback
Genre: Psychology
Condition remarks:
Book: Fair
Jacket: No dust jacket
Pages: Good
Condition remarks: Condition as shown in image
What does it truly mean to understand a child? Issues in Child Psychology, edited by Dorothy Rogers of the State University of New York College at Oswego, presents a richly curated anthology of readings that chronicles the most pressing debates and discoveries in the field of child development. This second edition brings together a diverse range of scholarly perspectives, tackling critical topics such as cognitive growth, emotional development, socialisation, and the environmental factors that shape young minds from infancy through adolescence. Rogers masterfully constructs a dialogue between competing theoretical frameworks, inviting readers to critically evaluate established doctrines alongside emerging research. The collection reflects the dynamic and evolving nature of developmental psychology, making it an indispensable resource for students, educators, and practitioners alike. With each carefully selected contribution, the volume challenges its audience to reconsider assumptions about childhood — leaving one to wonder: how much of who we become is truly written in those earliest, formative years?