The Young Child ─ Development from Prebirth Through Age Eight

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This widely used text discusses major development theories as they relate to physical, social and emotional, and cognitive domains, and contains extensive applications for teaching and working with young children. It provides students of child development with a sound knowledge base of current theory and research in the field of early childhood growth, development, and learning and its translation into practice in the daily lives of very young children. Time-honored theories of child development are discussed and applied to current knowledge about how children develop and learn, and contemporary theories, such as Cognitive (Core Systems and Neoconstructivism) and Contextual theories (Dynamic Systems and Relationship-Based Theories) are included. The authors apply theories and the supporting research based on these theories to Early Childhood Education practices in the classroom and with families. The new edition features a strong emphasis on the application of information, examples of early learning guidelines and outcome standards, new Meeting the Needs of All Children sections, complete updating throughout, and video exercises and a policy video/question for applying knowledge.

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0134027353 / 9780134027357 Young Child, The: Development from Prebirth Through Age Eight with MyEducationLab with Enhanced Pearson eText, Loose-Leaf Version -- Access Card Package

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Donna Wittmer received her Ph.D. from Syracuse University in 1985 in Child, Family, and Community Studies. She was a professor of Early Childhood Education at the University of Colorado for 17 years and received Emerita status in January 2008. Donna is the author of numerous articles in Early Childhood Education Journals, including Young Children, and the co-author to a variety of early childhood education and development texts, includingThe importance of peers in the early years (2009) published by ZERO TO THREE Press.

Sandy Petersen is the Director of Outreach, Research, and Innovation at the Early Head Start National Resource Center at ZERO TO THREE. Her previous work includes directing training and technical assistance for early childhood at the Colorado Department of Education, heading a grant to explore inclusion of medically fragile infants and toddlers in community child care, and providing infant-parent psychotherapy at the Infant- Parent Program in San Francisco. Petersen created and teaches the Special Needs workshop in the Program for Infant Toddler Care.

Together, Wittmer and Petersen have co-authored the following three textbooks on development and curriculum:

• Wittmer, D.S. & Petersen, S.H. (2008). Issues in infant/toddler programs. In S. Feeney, (Ed.),Issues in Early Childhood Education. Upper Saddle River, NJ: Merrill Prentice Hall.
• Petersen, S.H., & Wittmer, D. S. (2009). Endless Opportunities–Curriculum for Infants and Toddlers. A Relationship-Based Approach. Upper Saddle River, NJ: Merrill-Prentice Hall.
• Wittmer, D.S., & Petersen, S.H. (2009). Infant and toddler development and responsive program planning–a relationship-based approach (2nd Ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.