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Childhood Social Development: The Essential Readings
Sienna R. Craig
€ 62.32
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Description for Childhood Social Development: The Essential Readings
Paperback. Childhood Social Development: The Essential Readings provides students with a selection of some of the key articles by key researchers in this core area of developmental psychology. Editor(s): Craig, Wendy. Series: Essential Readings in Developmental Psychology. Num Pages: 384 pages, 0. BIC Classification: JMC. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 227 x 152 x 21. Weight in Grams: 546.
Childhood Social Development: The Essential Readings provides students with a selection of some of the key articles by key researchers in this core area of developmental psychology.
Childhood Social Development: The Essential Readings provides students with a selection of some of the key articles by key researchers in this core area of developmental psychology.
Product Details
Format
Paperback
Publication date
2000
Publisher
John Wiley and Sons Ltd United Kingdom
Number of pages
384
Condition
New
Series
Essential Readings in Developmental Psychology
Number of Pages
388
Place of Publication
Hoboken, United States
ISBN
9780631217411
SKU
V9780631217411
Shipping Time
Usually ships in 7 to 11 working days
Ref
99-50
About Sienna R. Craig
Peter K. Smith is Professor of Psychology and Head of the Unit for School and Family Studies at Goldsmith's College, University of London. He is co-author of the leading textbook 'Understanding Children's Development' (Third Edition, Blackwell Publishers, 1998), among many other books and articles. Craig H. Hart (Ph.D., Purdue University, 1987)is Professor and Chair of the ... Read more
Reviews for Childhood Social Development: The Essential Readings
"This book provides a useful introduction to current themes in social development research. It will provide relevant background material for anyone interested in finding ways to promote social and emotional intelligence in children." Claire Chapman, Brighton and Hove, Educational Psychology in Practice, Vol. 16, No. 4, 2000, p.497-8.