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Front Cover -- Advances in Child Development and Behavior -- Copyright -- Contents -- Contributors -- Preface -- Chapter One: The Science of Early Moral Development: on Defining, Constructing, and Studying Morality from Birth -- 1. Introduction -- 2. Overcoming three limitations in research on early morality -- 2.1. The need for definitions -- 2.2. Interactionism and constructivism: Beyond innate vs learned characteristics -- 2.3. Combining naturalistic and experimental methods to explain moral development -- 3. Children´s orientations toward helping and harming: Interactions and constructions over the first 4 years -- 3.1. The development of moral orientations toward helping -- 3.1.1. Conclusion: The early development of orientations toward helping -- 3.2. The development of moral orientations toward harming -- 3.2.1. Conclusion: The early development of orientations toward harming -- 4. A new science of early moral development -- Acknowledgments -- References -- Chapter Two: Mechanisms of Cross-situational Learning: Behavioral and Computational Evidence -- 1. The problem: Word learning challenge -- 2. Hypothesis testing vs associative learning -- 2.1. Hypothesis testing -- 2.1.1. Empirical evidence on HT -- 2.1.2. Modeling work on HT -- 2.2. Associative learning -- 2.2.1. Empirical evidence on AL -- 2.2.2. Modeling work on AL -- 3. Examining psychological components in a learning system -- 3.1. Information selection -- 3.2. Learning machinery -- 3.3. Decisions at test -- 4. New directions -- 4.1. Real-time behaviors -- 4.2. Real-world data -- 4.3. Neuroimaging evidence -- 5. General discussions -- Acknowledgments -- References -- Chapter Three: When Representation Becomes Reality: Interactive Digital Media and Symbolic Development -- 1. Introduction -- 1.1. The dual nature of images -- 1.2. Objects of contemplation or action?.

Intro -- Advances in Child Development and Behavior -- Copyright -- Contents -- Contributors -- Preface -- Chapter One: Why do we have three rational number notations? The importance of percentages -- 1. The integrated theory of numerical development -- 2. The importance of rational numbers -- 3. Children´s knowledge of percentages -- 4. When and why are percentages used? -- 4.1. Quantification process theory -- 4.2. Tests of quantification process theory -- 5. Textbook coverage of percentages -- 5.1. Translation problems -- 5.2. Arithmetic problems -- 5.3. Differences between textbook coverage of arithmetic with percentages and with other types of rational numbers -- 5.4. Textbook problem distributions and children´s performance -- 6. Estimating answers to percentage multiplication problems -- 7. Instructional implications -- 8. Conclusions -- References -- Chapter Two: Calibration and recalibration of stress response systems across development: Implications for mental and phy ... -- 1. Introduction -- 2. Theories and related constructs -- 2.1. Adaptive calibration model -- 2.2. Sensitive periods -- 2.3. Fetal programming, DOHaD and predictive adaptive response -- 2.4. Summary -- 3. Fetal period -- 3.1. Prenatal development of the stress response system -- 3.2. Potential mechanisms of stress-system calibration -- 3.3. Evidence of long-term effects of fetal stress exposure -- 3.4. Summary -- 4. Infancy -- 4.1. Postnatal development -- 4.2. Differential activity during infancy -- 4.3. Postnatal calibration -- 4.4. Summary -- 5. Adolescence and puberty -- 5.1. Adolescence versus puberty -- 5.2. Animal models -- 5.3. Pubertal change in stress responding in humans -- 5.4. Recalibration -- 5.5. Recalibration and behavior -- 5.6. Summary -- 6. Pregnancy and lactation -- 6.1. Changes in stress responding during pregnancy and lactation.

This stimulating volume assembles leading scholars to address issues in children's cognitive, academic, and social development through the lens of evolutionary psychology.Debates and controversies in the field highlight the potential value of this understanding, from basic early learning skills through emerging social relationships in adolescence, with implications for academic outcomes, curriculum development, and education policy.Children's evolved tendency toward play and exploration fuels an extended discussion on child- versus adult-directed learning, evolutionary bases are examined for young learners' moral development, and contemporary theories of learning and memory are viewed from an evolutionary perspective.Along the way, contributors' recommendations illustrate real-world uses of evolution-based learning interventions during key developmental years. Among the topics covered: The adaptive value of cognitive immaturity: applications of evolutionary developmental psychology to early education Guided play: a solution to the play versus learning dichotomy Adolescent bullying in schools: an evolutionary perspective Fairness: what it isn't, what it is, and what it might be for Adapting evolution education to a warming climate of teaching and learning The effects of an evolution-informed school environment on student performance and wellbeing Evolutionary Perspectives on Child Development and Education will interest researchers and graduate students working in diverse areas such as evolutionary psychology, cultural anthropology, human ecology, developmental psychology, and educational psychology. Researchers in applied developmental science and early education will also find it useful

Child Development for Child Care and Protection Workers is a classic text for students and practitioners in the child care and protection field which summarises important current thinking on child development and applies it directly to practice. The book covers key issues such as resilience and vulnerability and the impact of protective or adverse environments. Different stages of development (infancy, school age and adolescence) are discussed, and attachment theory is used to offer insights into the impact of abuse and neglect on development. A key feature is the inclusion of case studies and