The Five to Seven Year Shift: The Age of Reason and Responsibility
University of Chicago Press, 1996
Cloth: 978-0-226-73447-7
Library of Congress Classification BF723.C5F58 1996
Dewey Decimal Classification 155.424
Cloth: 978-0-226-73447-7
Library of Congress Classification BF723.C5F58 1996
Dewey Decimal Classification 155.424
ABOUT THIS BOOK | TOC | REQUEST ACCESSIBLE FILE
ABOUT THIS BOOK
With increasing numbers of children suffering emotional, educational, and social failure on entering school, the years from five to seven have returned to prominence in developmental psychology. This volume collects state of the art research on child behavior in the school transition years.
Leading researchers in neurology, sociology, anthropology, education, and psychology assess what is now commonly known as the five to seven year shift. They consider how development is influenced by changes in neurobiological subsystems; cognition, emotion, and self-concept; concerns with peers and families; and school and cultural practices. They find that important transitions in behavior and environment do take place in this period, and are best described in terms of the qualitative increase in complexity due to interactions among ecological systems.
This volume increases our understanding of both child development and the study and treatment of children at home and at school. It will interest researchers, clinicians, and students of psychology and education.
Leading researchers in neurology, sociology, anthropology, education, and psychology assess what is now commonly known as the five to seven year shift. They consider how development is influenced by changes in neurobiological subsystems; cognition, emotion, and self-concept; concerns with peers and families; and school and cultural practices. They find that important transitions in behavior and environment do take place in this period, and are best described in terms of the qualitative increase in complexity due to interactions among ecological systems.
This volume increases our understanding of both child development and the study and treatment of children at home and at school. It will interest researchers, clinicians, and students of psychology and education.
See other books on: Child & Adolescent | Cognition in children | Psychotherapy | Reason | Responsibility
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