Search results

Intro -- Table of Contents -- Series Page -- Title Page -- Copyright Page -- About the Editors -- List of Contributors -- Introduction -- PART I: Historical Overview -- CHAPTER ONE: Conceptual and Empirical Precursors of Contemporary Social Development Research -- Foundations of the Modern Era -- Dominant Research Aims and Foci -- Major Transformations in Social Development Research -- Summary and Additional Considerations -- References -- PART II: Disciplinary Perspectives -- CHAPTER TWO: Behavioral Genetics -- The Role of Genetic Factors in Social Development -- The Role of Environments Factors in Social Development -- The Role of Gene-environment Interplay in Social Development -- Possible Implications of Behavioral Genetic Research -- References -- CHAPTER THREE: The Brain and Social Development in Childhood -- Brain Development by the Numbers -- The Developing Brain and Neuroimaging -- Social Brain Networks Determined from Lesion Analysis Studies -- Quantitative Neuroimaging, Network Neuroscience, and Social Brain Development -- Identifying Social Brain Networks and their Role in Social Functioning -- Adverse Effects, Injury, and Development of the Social Brain -- Conclusions -- References -- CHAPTER FOUR: Evolutionary Perspectives on Social Development -- Darwin's Disciples-G. Stanley Hall, John Bowlby, and Mary Ainsworth -- Building on Bowlby-The Development of Evolutionary Psychology -- Jay Belsky-Integrating Life History Theory into Developmental Psychology -- Del Giudice and "Switch Point" Transitions in Development -- Do Parents Matter? Judith Rich Harris and the Nurture Assumption -- The Development of Social Cognition: Michael Tomasello and the Importance of Social Cognition -- Where Are We Now? David Geary and David Bjorklund Formulating Evolutionary Developmental Psychology in the 21st Century.

"The aim of this chapter is to consider how conceptual and investigative trends over the past half-century (i.e., 1970s to 2020s; the "modern era," Collins, 2011) shaped the theoretical and investigative agendas that drive contemporary research on social development. This historical analysis begins by briefly examining some of the ideological and empirical foundations of the modern era. It then proceeds to identify the dominant aims and foci of social development discipline during the past half-century and trace the major research trends and substantive developments that transpired during that epoch. Of particular interest are research agendas that supersede individual substantive areas and thereby exemplify the overarching purposes of the larger scientific enterprise. Finally, this analysis traces some of the conceptual and empirical forces that transformed the discipline, including shifts in explanatory foci and frameworks, the influx of socio-cultural issues and crises, and the introduction of novel research methods and analytic strategies."--

"The aim of this chapter is to consider how conceptual and investigative trends over the past half-century (i.e., 1970s to 2020s; the "modern era," Collins, 2011) shaped the theoretical and investigative agendas that drive contemporary research on social development. This historical analysis begins by briefly examining some of the ideological and empirical foundations of the modern era. It then proceeds to identify the dominant aims and foci of social development discipline during the past half-century and trace the major research trends and substantive developments that transpired during that epoch. Of particular interest are research agendas that supersede individual substantive areas and thereby exemplify the overarching purposes of the larger scientific enterprise. Finally, this analysis traces some of the conceptual and empirical forces that transformed the discipline, including shifts in explanatory foci and frameworks, the influx of socio-cultural issues and crises, and the introduction of novel research methods and analytic strategies."--

Machine generated contents note: List of Contributors. -- Introduction by the Editors (Peter K. Smith and Craig Hart). -- Part 1 Historical Overview. -- 1. Historical perspectives on contemporary research in social development (W. Andrew Collins). -- Part II Disciplinary Perspectives on Social Development. -- 2. Behavioral genetics (Alice M. Gregory, Harriet A. Ball, Tanya M. M. Button). -- 3. Conceptual development and emotion: A neuropsychological perspective (Steven Woltering, Marc D. Lewis). -- 4. Evolutionary perspectives on social development (David F. Bjorklund, Anthony D. Pellegrini). -- 5. Historical reframing of childhood (Willem Koops). -- 6. Cultural psychological perspectives on social development in childhood (Heidi Fung). -- 7. Sociological perspectives on social development (Gerald Handel). -- Part III Ecological Contexts For Social Development. -- 8. Culture and social development (Xinyin Chen, Janet Chung, Rachel Lechcier-Kimel, and Doran French). -- 9. The social development of immigrant children: A focus on Asian and Hispanic children in the U.S. (Charissa S.L. Cheah and Christy Yeung). -- 10. Children's interpersonal skills and school-based relationships (Gary W. Ladd, Becky Kochenderfer-Ladd, Ann-Margret Rydell). -- 11. Environmental psychology (Christopher Spencer, Kate Gee). -- Part IV Child and Contextual Factors in Social Development. -- 12. Temperament and social development (Ann Sanson, Sheryl A. Hemphill, Bilge Yagmurlu, Sandee McClowry). -- 13. Children's social development within the socialization context of child care and early childhood education (Carollee Howes). -- 14. The interplay between parents and peers as socializing influences in children's development (Stephanie M. Reich and Deborah Lowe Vandell). -- 15. Sex differences in social behavior (Vickie Pasterski, Susan Golombok, and Melissa Hines). -- 16. Ethnicity, race, and children's social development (Stephen M. Quintana). -- Part V Family Context. -- 17. Parent-child attachment in early and middle childhood (Laura E. Brumariu and Kathryn A. Kerns). -- 18. Parent-child relationships and influences (Alan Russell). -- 19. Sibling relationships in early and middle childhood (Nina Howe, Hildy S. Ross, and Holly Recchia). -- Part VI Peer group. -- 20. Social status among peers: From sociometric attraction to peer acceptance to perceived popularity (Shelley Hymel, Leanna M. Closson, Simona C. S. Caravita, and Tracey Vaillancourt). -- 21. Social skills and social competence in interactions with peers (Antonius H. N. Cillessen, Amy D. Bellmore). -- 22. Emotions and social development in childhood (Susanne Denham, Heather Warren, Maria von Salisch, Oana Benga, Jui-Chih Chin, and Elena Geangu). -- 23. Social withdrawal and shyness (Kenneth H. Rubin, Robert J. Coplan, Julie C. Bowker, and Melissa Menzer). -- Part VII Play, cooperation, competition, aggression, bullying. -- 24. Social play (Thomas G. Power). -- 25. Cooperation and competition (Barry H. Schneider, Joyce Benenson, Marta Fulop, Mihaly Berkics, and Monica Sandor). -- 26. Aggression in children (Sarah M. Coyne, David A. Nelson, and Marion Underwood). -- 27. Bullying (Christina Salmivalli, Katlin Peets, and Ernest V. E. Hodges). -- Part VIII Cognition, helping, moral reasoning. -- 28. Social cognition (Charlie Lewis and Jeremy Carpendale). -- 29. Prosocial behavior (Joan E.Grusec, Paul Hastings, and Alisha Almas). -- 30. Children's social and moral reasoning (Charles C. Helwig and Elliot Turiel). -- 31. Children's understanding of society (Martyn Barrett and Eithne Buchanan-Barrow). -- Part IX Intervention and Social Development. -- 32. Intervening in childhood social development (Mary Ellen Voegler-Lee and Janis B. Kupersmidt ). -- 33. The development of social competence in children with disabilities (Karen E. Diamond, Hsin-Hui Huang and Elizabeth Steed). -- 34. Interventions for development of social skills among children in the developing countries (Suman Verma and Rajani Konantambigi)

"Building on the success of the highly acclaimed first edition, The Wiley-Blackwell Handbook of Childhood Social Development, Second Edition continues with its presentation of the most thorough, authoritative, and up-to-date overview of research and theory concerning children's social development from pre-school age to the onset of adolescence. Contributions from an international cast of leading experts in their respective fields incorporate the latest findings and developments in each of the topics covered in the first edition - ranging from the family context, the peer group, social skills and social cognition, play, helping and moral reasoning to cooperation, competition, aggression and bullying, as well as children with special needs. This new edition is revised and updated throughout; it includes new chapters on issues such as children and the environment, cultural influences, the history of childhood, interventions, and neuro-psychological perspectives. Each chapter summarizes existing knowledge in the field, synthesizing the latest research in an accessible manner, while at the same time highlighting areas of emerging interest and growing debate. Editorial commentaries prefacing each section provide further synthesis and clarity for the topics covered. The Wiley-Blackwell Handbook of Childhood Social Development, Second Edition presents students, practitioners, and researchers alike with an invaluable resource for accessing the latest research and theories that shape our understanding of the social development of children"--

"Building on the success of the highly acclaimed first edition, The Wiley-Blackwell Handbook of Childhood Social Development, Second Edition continues with its presentation of the most thorough, authoritative, and up-to-date overview of research and theory concerning children's social development from pre-school age to the onset of adolescence. Contributions from an international cast of leading experts in their respective fields incorporate the latest findings and developments in each of the topics covered in the first edition - ranging from the family context, the peer group, social skills and social cognition, play, helping and moral reasoning to cooperation, competition, aggression and bullying, as well as children with special needs. This new edition is revised and updated throughout; it includes new chapters on issues such as children and the environment, cultural influences, the history of childhood, interventions, and neuro-psychological perspectives. Each chapter summarizes existing knowledge in the field, synthesizing the latest research in an accessible manner, while at the same time highlighting areas of emerging interest and growing debate. Editorial commentaries prefacing each section provide further synthesis and clarity for the topics covered. The Wiley-Blackwell Handbook of Childhood Social Development, Second Edition presents students, practitioners, and researchers alike with an invaluable resource for accessing the latest research and theories that shape our understanding of the social development of children"--

AbstractAlthough the construct of solitary‐active behavior calls for the aggregation of solitary‐functional play and solitary‐pretend play, there is little empirical support for combining them into one construct. Furthermore, little work has been done in early childhood to examine these behaviors on the playground. The purpose of this study was to observe children's behavior on the playground to explore whether solitary‐functional and solitary‐pretend behaviors are related to one another and to other indices of social adjustment/maladjustment. Examining a sample of 361 preschoolers, results revealed that (1) solitary‐functional and solitary‐pretend play were not related, (2) solitary‐functional play was associated with solitary‐passive and reticent behaviors, as well as less social play, co‐operative rough and tumble play, sociable/friendliness, assertiveness, and lower peer acceptance, and (3) solitary‐pretend play was linked to lower peer acceptance and more social maladjustment, including venting, reactive aggression (but not proactive aggression), active exclusion, victimization, and being distractible.

AbstractChildren's temperamental surgency is associated with later child behavioral problems. However, the underlying mechanisms linking child surgency and child aggression, such as negative parental control, are relatively understudied. Moreover, the potential protective effect of a close parent‐child relationship on these associations remains untested, particularly among non‐White families. Participants included 259 Chinese American preschoolers (Mage = 4.5 years, SD = .9 years, 50% girls) and their mothers (Mage = 37.9 years, SD = 4.7 years), the present study examined the moderating effects of parent‐child relationship quality on the association between mother‐rated child surgency and teacher‐rated child aggression as mediated by maternal psychological control. Overall, results showed that child surgency was linked positively to maternal psychological control, which, in turn, led to higher levels of child aggression six months later, but only when the parent‐child relationship quality was less optimal. These findings indicate that psychological control is one underlying mechanism linking child temperament and child maladjustment, and that parent‐child relationship quality is an important protective factor. Findings also expand an existing theoretical framework by explicating how these variables are applicable to an Asian American population, suggesting the critical buffering role that parent‐child relationship quality plays. The study findings inform efforts to mitigate the potential negative effect of psychological control in reducing childhood aggression.