Relevant bibliographies by topics / Books on child psychology

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Books on child psychology'

Author: Grafiati
Published: 28 May 2022
Last updated: 29 May 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Books on child psychology.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Books on child psychology"

1

Kirsh, Steven J., and Paul V. Olczak. "Violent Comic Books and Judgments of Relational Aggression." Violence and Victims 17, no. 3 (June 2002): 373–80. http://dx.doi.org/10.1891/vivi.17.3.373.33661.

Full text
Abstract:
This study investigated the effects of reading extremely violent versus mildly violent comic books on the interpretation of relational provocation situations. One hundred and seventeen introductory psychology students read either an extremely violent comic book or a mildly violent comic book. After reading the comic books, participants read five hypothetical stories in which a child, caused a relationally aggressive event to occur to another child, but the intent of the provocateur was ambiguous. After each story, participants were asked a series of questions about the provocateur’s intent; potential retaliation toward the provocateur; and the provocateur’s emotional state. Responses were coded in terms of amount of negative and violent content. Results indicated that participants reading the extremely violent comic books ascribed more hostile intent to the provocateur, suggested more retaliation toward the provocateur, and attributed a more negative emotional state to the provocateur than participants reading the mildly violent comic book. These data suggest that social information processing of relationally aggressive situations is influenced by violent comic books, even if the comic books do not contain themes of relational aggression.
APA, Harvard, Vancouver, ISO, and other styles
2

Mohanti, Shraddha Gour. "Representation of Child in a Strange and Sublime Address and the Immortals by Amit Chaudhuri." SMART MOVES JOURNAL IJELLH 7, no. 12 (December 28, 2019): 9. http://dx.doi.org/10.24113/ijellh.v7i12.10225.

Full text
Abstract:
Amit Chaudhuri is an essayist, novelist and critic. He has written seven novels so far, a non-fictional book, a critical book, an anthology and two story books. His novels present a picture of middle class society of Bengal or Calcutta. His characters are simple people who celebrate different phases of life. The characters Sandeep of A Strange and Sublime Address and Nirmalya of The Immortals present the shades of childhood and teenage self of the novelist himself. This research paper is an attempt to study the psychology and mindset of these two characters in connection with theory on child psychology and development of these child or adolescent protagonists.
APA, Harvard, Vancouver, ISO, and other styles
3

Phares, Vicky. "Using Memoirs and Autobiographies To Enhance the Teaching of Abnormal Child Psychology." Psychology Learning & Teaching 19, no. 3 (June 23, 2020): 239–57. http://dx.doi.org/10.1177/1475725720933023.

Full text
Abstract:
Memoirs and autobiographies can be rich sources of real-world information for students in psychology classes. These resources have been used in adult-oriented abnormal psychology classes, but have yet to be explored for use in courses on abnormal child psychology. This manuscript reviews the use of memoirs and autobiographies in adult-oriented abnormal psychology classes and then explores the use of memoirs and autobiographies in abnormal child psychology classes. In the Appendix, lists of memoirs and autobiographies are provided that instructors can use as a resource in the selection of books for abnormal child psychology classes. Data are analyzed regarding undergraduate students’ opinions about the use of memoirs in an abnormal child psychology class and an investigation of learning outcomes for classes with and without assigned memoirs is provided. Overall, the use of memoirs and autobiographies appears to be a promising way of enhancing the teaching of abnormal child psychology.
APA, Harvard, Vancouver, ISO, and other styles
4

ADRIAN, JUAN E., ROSA A. CLEMENTE, LIDON VILLANUEVA, and CAROLIEN RIEFFE. "Parent–child picture-book reading, mothers' mental state language and children's theory of mind." Journal of Child Language 32, no. 3 (August 2005): 673–86. http://dx.doi.org/10.1017/s0305000905006963.

Full text
Abstract:
This study focuses on parent–child book reading and its connection to the development of a theory of mind. First, parents were asked to report about frequency of parent–child storybook reading at home. Second, mothers were asked to read four picture-books to thirty-four children between 4;0 and 5;0. Both frequency of parent–child storybook reading at home, and mother's use of mental state terms in picture-books reading tasks were significantly associated with success on false belief tasks, after partialling out a number of potential mediators such as age of children, verbal IQ, paternal education, and words used by mothers in joint picture-book reading. Among the different mental state references (cognitive terms, desires, emotions and perceptions), it was found that the frequency and variety of cognitive terms, but also the frequency of emotional terms correlated positively with children's false belief performance. Relationships between mental state language and theory of mind are discussed.
APA, Harvard, Vancouver, ISO, and other styles
5

Willmer, Kay. "Child Law Books and Resources." Adoption & Fostering 16, no. 3 (October 1992): 60. http://dx.doi.org/10.1177/030857599201600322.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Wnęk, Jan. "Działalność naukowa Jana Kuchty." Biuletyn Historii Wychowania, no. 27 (January 1, 2019): 157–72. http://dx.doi.org/10.14746/bhw.2011.27.12.

Full text
Abstract:
The article presents the scholarly activity of Jan Kuchta in the interwar period and discusses the contents of his articles and books. The author discusses in detail the essential contents of the following books: Książka zakazana jako przedmiot zainteresowań młodzieży w okresie dojrzewania („A Forbidden Book As an Object of Interest of Adolescent Youth”); Dziecko włóczęga (“A Child Vagabond”); Nowe kierunki i dążenia współczesnej katolickiej pedagogiki [na tle obrazu chaosu we współczesnym wychowaniu] (“New Trends and Endeavours of Catholic Pedagogics [on the Background of the Image of Chaos in Modern Upbringing])”. These books, as well as other Kuchta’s works, popularized a number of problems from various fields of knowledge, such as ethnography, pedagogy, psychology and sociology. However, these were not creative treaties constituting a significant contribution to the Polish science.
APA, Harvard, Vancouver, ISO, and other styles
7

Fleming, Linda M., and David J. Tobin. "Popular child-rearing books: Where is Daddy?" Psychology of Men & Masculinity 6, no. 1 (January 2005): 18–24. http://dx.doi.org/10.1037/1524-9220.6.1.18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lennox, Sandra. "Sharing Books with Children." Australasian Journal of Early Childhood 20, no. 1 (March 1995): 12–16. http://dx.doi.org/10.1177/183693919502000104.

Full text
Abstract:
A descriptive study was undertaken to look at the interactions, goals and purposes of four mothers as they shared two narrative and two expository texts with their preschoolers over a six-month period. The study was based within the framework of Vygotsky's (1978) theory of literacy and learning. A key factor in Vygotsky's theory is the social interaction between the literate adult and the young child. Informal observations of literacy in the home, discussions with mothers, and analysis of video recordings of story reading sessions revealed differences in the way literacy was constructed. Despite these differences there were also some similarities. Each mother in her own way was a successful teacher of her child and there was some support for Vygotsky's theory; through verbally mediated assisted performance the children were learning and were taught about literacy. However, there were some areas where mothers did not increase the challenge for their children as might be expected with the Vygotskian model. These findings prompted me to reflect on my practice and that of other early childhood teachers when sharing books with young children.
APA, Harvard, Vancouver, ISO, and other styles
9

Ozturk, Gulsah, and Susan Hill. "Mother–child interactions during shared reading with digital and print books." Early Child Development and Care 190, no. 9 (November 14, 2018): 1425–40. http://dx.doi.org/10.1080/03004430.2018.1538977.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Skardhamar, Anne-Kari. "An Insecure Base? Nerves, Violence and Step-Parents in Norwegian Children’s Literature." Papers: Explorations into Children's Literature 17, no. 1 (May 1, 2007): 19–27. http://dx.doi.org/10.21153/pecl2007vol17no1art1202.

Full text
Abstract:
Central issues represented in four recent Norwegian books for children are children's resistance to step-parents, children's attempts to cope with family violence, and inverted relationships where children take responsibility for mentally unstable parents. The literary texts I have chosen as examples are three novels: Ingeborg Arvola's Blod, snørr og tårer (2000) (Blood, Snot and Tears); Kristin A. Sandberg's Verdens ondeste stemor (2004) (The World's Worst Stepmother); Endre Lund Eriksen's Pitbull-Terje går amok (2002) (Pitbull Terrier Runs Amok); and Gro Dahle and Svein Nyhus's picture book Sinna mann (2003) (Angry Man) My aim in this article is to explore how problems and survival strategies of children in troubled families are described and developed in these texts, and what stylistic devices and narrative techniques are employed. My analysis of the representations of nerves, violence and step-parents in four children's books draws on arguments from theories about philosophy and literature in general, children's literature, narrative analysis and attachment theories in child psychology.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Books on child psychology"

1

Breyer, Alicia. "The Influence of Books, Television, and Computers on Empathy and Altruistic Behavior in Young Children." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/964.

Full text
Abstract:
The rising prevalence of media use and the decreasing use of books create a need for research on the positive learning effects these platforms may have on children. This study will explore how learning platforms (specifically books, television, and computers) in early childhood affect development of social awareness – in particular, empathy and altruistic behavior. The researcher will recruit approximately 192 participants, ages 3 to 5, and randomly assign them to one of three groups: book readers, television viewers, and computer gamers. The subject of the platform will be kept consistent through the use of the children’s television program Daniel Tiger’s Neighborhood. The dependent variables, empathy and altruistic behavior, will be measured in the lab before and after a 6-month period in which the platform stimuli will be presented in the children’s homes by parents. All learning platforms are expected to have a positive effect on empathy and altruistic behavior, with books having the highest effect in participants. The results will help caregivers, parents, and teachers take steps to effectively create a better social awareness learning environment for children.
APA, Harvard, Vancouver, ISO, and other styles
2

Rinks, Sharon E. "Preschool therapeutic playgroup process a grounded theory analysis /." View full text, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Fisher, Laura E. "Impact of a Teacher Training Program to Increase Cognitively Stimulating Talk: Pretest and Immediate Post-Test Results." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1517.

Full text
Abstract:
The literacy skills that students develop in preschool are an imperative aspect of school readiness and later academic success. Research has established that some students begin their educational experience at a disadvantage due to the low socioeconomic status (SES) of their family and, as a result, low levels of conversation between parents and children, restricted access to books, and low values placed on literacy. Past research supports that shared book reading is one of the most beneficial activities in which teachers can partake in order to optimize their students’ language development. The Head Start program is intended to alleviate the SES gap by providing a high quality education to preschool students. However, as measured by the Classroom Assessment Scoring System (CLASS), Head Start teachers are failing nationally in the area of Instructional Support, or implementing curriculum effectively in order to promote language and cognitive development. This study was designed to provide a book reading training to Head Start teachers in order to increase their level and frequency of Cognitively Challenging Talk with their students. Results found that Cognitively Challenging Talk increased as a result of the training as well as the amount of words the teacher utilized; Less Cognitively Demanding Talk and Managing Interaction variables, or classroom management aspects, were not significantly changed
APA, Harvard, Vancouver, ISO, and other styles
4

Lipp, Amanda KR. "Improving Head Start Teachers' Concept Development: Long Term Follow-Up of a Training Program and Differences in Program Impact." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1604.

Full text
Abstract:
Children from a low socioeconomic status (SES) home environment are typically exposed to less vocabulary during the first few years of life and experience higher rates of poor school readiness, particularly in emergent literacy skills, when compared to middle-class peers (Bowey, 1995; Hart & Risley, 2003; Whitehurst, 1997). Early childhood education programs designed to expose this group to cognitively challenging utterances have found that low SES children tend to make greater gains in vocabulary development compared to middle-class peers (Justice, Meier, & Walpole, 2005).
APA, Harvard, Vancouver, ISO, and other styles
5

Садовнича, Наталія Миколаївна, Наталия Николаевна Садовничая, and Nataliia Mykolaivna Sadovnycha. "Перекладна книга з дитячої психології у системі вузькоспеціалізованих видань: змістовий рівень представлення інформації." Thesis, Сумський державний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/64785.

Full text
Abstract:
Дослідження присвячене вивченню змістового рівня представлення інформації у перекладних книжкових виданнях із питань дитячої психології. Для аналізу обрано п’ять видань, що побачили світ в останні роки у різних видавництвах.
APA, Harvard, Vancouver, ISO, and other styles
6

Pletz, Janet, and University of Lethbridge Faculty of Education. "Literature-as-lived in practice : young children's sense of voice." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008, 2008. http://hdl.handle.net/10133/730.

Full text
Abstract:
This study, situated in classroom practice and grounded in pedagogic wakefulness (Clandinin and Connelly, 2000), explores the nature of young children’s sense of voice as indicated through sustained interactions and representations of experiences with picturebook literature. The naturalistic research site was a grade one classroom setting in a large urban school. Student engagement and interactions with read-aloud events and responses to literature through multi-modal representations perpetuated meaning making and personal relevance. Coding procedures exemplified the nature of young children’s sense of voice as falling into two broad conceptual categories: (1) Situated Nature and (2) Experiential Nature. The Situated Nature of young children’s sense of voice revealed developmental, exploratory, and social sites of student engagement to literature. The Experiential Nature of young children’s sense of voice described three specificities of narrativity in their responses to picturebook literature: Young children’s multi-modal responses were interpreted as representative of Self- Narrativity, Interpretive-Narrativity, and Aesthetic-Narrativity. The findings contribute to a reconceptualized literacy curriculum which illuminates personal, social, and cultural identities, especially young children’s awareness of their individual sense of voice, developed through picturebook literature in primary classrooms.
xii, 151 leaves : col. ill. ; 29 cm.
APA, Harvard, Vancouver, ISO, and other styles
7

Kobayashi, Juichi 1960. "Parental deviance, parent-child bonding, child abuse, and child sexual aggression." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278178.

Full text
Abstract:
Structural equation modeling was used to test a theoretical model of the etiology of the deviant sexual aggression by adolescents. The subjects were 117 juvenile male sexual offenders who had been referred from either criminal justice or social service agencies to a clinic that treated offenders. The tested theoretical model included several family factors: parental deviance, child physical and sexual abuse history, and children's bonding to their parents. The model as a whole fitted the data very well. As for the specific hypotheses in the model, physical abuse by the father and sexual abuse by males were found to increase sexual aggression by adolescents. Also, children's bonding to their mother was found to decrease their sexual aggression. These results are explained from the social learning perspective and parent-child attachment or social control perspective. Further, the directions for the future research are suggested.
APA, Harvard, Vancouver, ISO, and other styles
8

Gregory, Jordan Alexis. "How does Classroom Context Affect Head Start Teachers' use of Cognitively Challenging Talk?" TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3139.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Perez, Daniela. "ADULTS’ KNOWLEDGE OF CHILD DEVELOPMENT AND CHILD GUIDANCE." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/438.

Full text
Abstract:
Decades of research studies suggest that the quality of parenting skills and parenting knowledge about children’s development have profound effects on children’s development. Studies to date show that most adults lack knowledge of child development and developmentally-appropriate child guidance. These studies, however have focused on white, middle-class, well-educated women and are limited in the range of issues addressed. The purpose of this study was to gain a more accurate understanding about adults’ knowledge of child development and child guidance by assessing female and male adults using an ethnically diverse population. Data from 705 adult participants showed that adults knew more than expected about child development, but lacked knowledge about developmentally-appropriate child guidance. Knowledge also varied by the amount of child development coursework taken. Results also showed that females were more knowledgeable than males, and knowledge varied somewhat by ethnicity with European-Americans being more knowledgeable in both child development and child guidance than other ethnic groups. These findings suggest that more work needs to be done to disseminate research- and evidence-based findings about child development and child guidance as the implications of this knowledge for child well-being are profound. The results of this study help to inform the design and content of parent education classes and related interventions to address gaps in knowledge and skills.
APA, Harvard, Vancouver, ISO, and other styles
10

Leibach, Gillian G. "Urban Stressors and Child Asthma: An Examination of Child and Caregiver Models." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4680.

Full text
Abstract:
The purpose of the present study was to examine how low-income, racial and ethnic minority, urban families experience and manage their child’s asthma. The rationale for this study stems from existing literature on asthma disparities and documented predictors of increased asthma morbidity and mortality. In particular, this study considered how specific types of stress may disproportionately impact low-income, racial and ethnic minority, urban families that have a child with asthma. This study aimed to determine associations between urban stressors (stressful life events, perceived discrimination, subjective socioeconomic status) and child asthma outcomes (emergency department visits, school days missed, asthma control), and considered depressive symptoms and asthma self-efficacy as mediators in these associations. Analyses were conducted in a sample of 97 urban caregivers and their children in Richmond, Virginia. Findings revealed that neighborhood stress was significantly associated with asthma control. Stressful life events were significantly associated with school days missed. Perceived discrimination and subjective SES were not significantly related to any child asthma outcomes. Bootstrapping procedures demonstrated that child depressive symptoms mediated the relation between neighborhood stress and asthma control. Child asthma self-efficacy did not significantly mediate associations between neighborhood stress and any child outcomes. Caregiver depressive symptoms and caregiver asthma self-efficacy did not significantly mediate any associations between caregiver-reported urban stressors and child asthma outcomes. Results from the present study suggest that urban stressors, especially neighborhood stress and stressful life events, are important to consider in the context of child asthma management and subsequent health outcomes. Exposure to urban stressors may further contribute to pediatric asthma disparities because they are disproportionately experienced by low-income, racial and ethnic minority, urban families. Each urban stressor that was related to a child outcome was associated with a particular asthma outcome. Specifically, child-reported neighborhood stress was related to asthma control. Caregiver-reported stressful life events were associated with school days missed. These findings suggest that exposure to specific types of stress may impact asthma management differently. Future research should, therefore, explore the impact and contribution of specific stressors in greater depth. Further, child depressive symptoms significantly mediated the relation between neighborhood stress and asthma control, although caregiver depressive symptoms did not significantly mediate any associations between urban stressors and child asthma outcomes. Additionally, both child and caregiver depressive symptoms were significantly associated with multiple urban stressors and child asthma outcomes. Depressive symptoms may, therefore, be important to target in future research as possible explanatory variables or variables that contribute to stress appraisals and child asthma outcomes.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Books on child psychology"

1

Susan, Robinson, and Zarate Oscar 1942-, eds. Melanie Klein for beginners. Duxford: Icon, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Maria, Salvadore, ed. Books your kids will talk about! Washington, D.C: National Education Association, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Mazepa-Domagała, Beata. Upodobania obrazowe dzieci w wieku przedczytelniczym w zakresie ilustracji książkowej. Katowice: Wydawn. Uniwersytetu Śląskiego, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mazepa-Domagała, Beata. Upodobania obrazowe dzieci w wieku przedczytelniczym w zakresie ilustracji książkowej. Katowice: Wydawn. Uniwersytetu Śląskiego, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

The stolen child. New York: Nan A. Talese/Doubleday, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Donohue, Keith. The stolen child. Thorndike, Me: Center Point Pub., 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Donohue, Keith. The stolen child. Thorndike, Me: Center Point Pub., 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Homemade books to help kids cope: An easy-to-learn technique for parents and professionals. New York: Magination Press, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Roberts, Michael C. Handbook of pediatric psychology. 3rd ed. New York: Guilford Press, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kalman, Bobbie. The wonders of me from A to Z. New York: Crabtree Pub. Co., 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Books on child psychology"

1

Wessells, Michael G. "Reintegration of Child Soldiers: The Role of Social Identity in the Recruitment and Reintegration of Child Soldiers." In Peace Psychology Book Series, 105–20. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29869-6_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kostelny, Kathleen, Michael Wessells, and Ken Ondoro. "Enabling Full Participation: A Community-Led Approach to Child Protection." In Peace Psychology Book Series, 291–305. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22176-8_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bacchini, Dario, and Concetta Esposito. "Growing Up in Violent Contexts: Differential Effects of Community, Family, and School Violence on Child Adjustment." In Peace Psychology Book Series, 157–71. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22176-8_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Poling, Alan, Henry Schlinger, Stephen Starin, and Elbert Blakely. "Child Development." In Psychology, 183–223. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4615-7694-5_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kalichman, Seth. "Child Abuse." In Forensic Psychology, 199–217. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/0-306-47923-0_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lira, Elizabeth. "Recognition, Reparation, Justice, and Memory: Chile 1990–2020." In Peace Psychology Book Series, 13–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77688-6_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bang, Brandy, Paige L. Baker, Alexis Carpinteri, and Vincent B. Van Hasselt. "Child Trafficking." In SpringerBriefs in Psychology, 11–16. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01878-2_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bang, Brandy, Paige L. Baker, Alexis Carpinteri, and Vincent B. Van Hasselt. "Child Prostitution." In SpringerBriefs in Psychology, 17–24. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01878-2_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Belsky, Jay, and Joan Vondra. "Child Maltreatment." In Applied Clinical Psychology, 159–206. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-5170-2_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Linden, Wolfgang, and Paul L. Hewitt. "Child Clinical Psychology." In Clinical Psychology, 344–58. 2nd edition. | New York, NY : Routledge, 2018. | Revised edition of: Clinical psychology. Boston : Prentice Hall, c2012.: Routledge, 2018. http://dx.doi.org/10.4324/9781351210409-15.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Books on child psychology"

1

Feng, Yang. "Parent-Child Palm-size Red Linked Picture Books Reading:." In 2021 6th International Conference on Social Sciences and Economic Development (ICSSED 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210407.102.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Rzhanova, Irina E. "The Relation Between Parenting And Child Personality." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.82.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zainuddin, Zahir, and Indah Purwitasari Ihsan. "Modelling of child psychology tests based game learning." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654530.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Nizaməddin qızı Qəhrəmanova, Qızxanım. "The problem of child development in analytical psychology." In IV REPUBLICAN CONFERENCE OF SCIENTIFIC SOURCES. http://aem.az/, 2021. http://dx.doi.org/10.36719/2663-4619/2021/02/04.

Full text
Abstract:
Child psychology is one of the most studied areas of psychology. This field of science focuses on the development of cognitive, emotional and behavioral acts of children in prenatal development until adolescence, studies the dynamics of mental development. Child psychology deals not only with how children grow up, but also with the study of their development as individuals, as well as with the trends of social development. The study of child psychology has its own difficulties. At different times, the study of child psychology has aroused interest. For this reason, numerous psychological studies have been devoted to the development of the child's personality. Key words: child, personality, psychology, consciousness, unconsciousness
APA, Harvard, Vancouver, ISO, and other styles
5

Nizaməddin qızı Qəhrəmanova, Qızxanım. "The problem of child development in analytical psychology." In IV REPUBLICAN CONFERENCE OF SCIENTIFIC SOURCES. https://aem.az/, 2021. http://dx.doi.org/10.36719/2663-4619/2021/02/04/4-6.

Full text
Abstract:
Açar sözlər: uşaq, şəxsiyyət, psixologiya, şüur, şüursuzluq Child psychology is one of the most studied areas of psychology. This field of science focuses on the development of cognitive, emotional and behavioral acts of children in prenatal development until adolescence, studies the dynamics of mental development. Child psychology deals not only with how children grow up, but also with the study of their development as individuals, as well as with the trends of social development. The study of child psychology has its own difficulties. At different times, the study of child psychology has aroused interest. For this reason, numerous psychological studies have been devoted to the development of the child's personality. Key words: child, personality, psychology, consciousness, unconsciousness
APA, Harvard, Vancouver, ISO, and other styles
6

Navratil, Pavel. "PARTICIPATION AND CHILD PROTECTION." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b12/s2.077.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sidorina, Natal’ya, Anastasiya Kuznetsova, and Aleksey Khavylo. "Parents perception of child safety." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-28.

Full text
Abstract:
The article discusses the problem of the child forming the basics of safe behavior and culture of safety. The main broadcaster, according to the authors, this information is the parent and at the same time the family acts as a supporting factor. The subject of the study was parents' perception of the safety of their own children. 280 parents from families of various types under the age of 59 with at least one minor child were interviewed. The questionnaire included two blocks of questions: the observance of the rules of safe behavior of the child and parents. It has been established that parents are aware of their responsibility for the child's knowledge of the culture of life safety and consider children to be able to cope with possible dangers. Most parents perceive the culture of safety not just as a set of rules and skills, but as a component of a full-fledged lifestyle.
APA, Harvard, Vancouver, ISO, and other styles
8

Khorseva, Natalia, and Yuri Grigoriev. "CHILD HEALTH: NEW CHALLENGES OF MODERN TECHNOLOGIES." In XVII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2021. http://dx.doi.org/10.29003/m2385.sudak.ns2021-17/406.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Volkova, Elena. "Child Abuse Prevalence In Russian Families And Schools." In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.45.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Campos, Sofia. "Parental Practices: Impact On Child Behavior." In 4th icH&Hpsy 2018- International Congress on Clinical and Counselling Psychology. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.12.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Books on child psychology"

1

Panchenko, Liubov F., Tetiana A. Vakaliuk, and Kateryna V. Vlasenko. Augmented reality books: concepts, typology, tools. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4414.

Full text
Abstract:
The article discussed the usage of augmented reality books in educational process. The object of research is augmented reality books. The subject of the study is the concepts and classification of augmented reality books; digital story making tools that emphasize child-teacher co-operation; difficulties in augmented reality using. The methods of research are: the analysis of publications about the issue; the analysis of digital tools capabilities; systematization and generalization of research information. In the article the facet classification for augmented books is proposed; the main facets are: reality- virtuality continuum, type of augmented materials, device types, type of interaction, spatial space of book, book’s category. Content for a module of a specialty course about augmented reality books for the system of professional training and retraining for educators in postgraduate education is discussed. Some samples of tasks for educators are presented: audio augmented book about world’s books monuments; analysis augmented reality examples in the textbook of the New Ukrainian school (subject name, topic, didactic tasks, quality of implementation, directions of expansion etc.), search and analysis augmented books according to the professional interests of the educators; discussion how augmented reality can help to improve student motivation with accent to attention, relevance, confidence and satisfaction; group work about design and creation a fragment of own textbook with augmented reality.
APA, Harvard, Vancouver, ISO, and other styles
2

Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

Full text
Abstract:
In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
APA, Harvard, Vancouver, ISO, and other styles
3

Journal of Child Psychology and Psychiatry – Annual Research Review Pt. 2. ACAMH, May 2018. http://dx.doi.org/10.13056/acamh.3781.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Professor Terrie Moffitt – Epidemiology – ‘Future challenges for the science of child psychology and psychiatry’. ACAMH, March 2019. http://dx.doi.org/10.13056/acamh.6848.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Professor Bradley Peterson – Neuroscience – ‘Future challenges for the science of child psychology and psychiatry’. ACAMH, March 2019. http://dx.doi.org/10.13056/acamh.6854.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Professor Francesca Happe – Autism – ‘Future challenges for the science of child psychology and psychiatry’. ACAMH, March 2019. http://dx.doi.org/10.13056/acamh.6857.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Professor Robert Plomin – Genetics – ‘Future challenges for the science of child psychology and psychiatry’. ACAMH, March 2019. http://dx.doi.org/10.13056/acamh.6851.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Professor Maggie Snowling – Reading and language – ‘Future challenges for the science of child psychology and psychiatry’. ACAMH, March 2019. http://dx.doi.org/10.13056/acamh.6856.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

What place should mental health costs play in the evaluation of public health interventions such as lockdown? In Conversation Professor Edmund Sonuga-Barke. ACAMH, June 2021. http://dx.doi.org/10.13056/acamh.15894.

Full text
Abstract:
In this podcast we talk to Professor Edmund Sonuga-Barke, Professor of Developmental Psychology, Psychiatry and Neuroscience at King’s College London, and Editor in Chief of the Journal of Child Psychology and Psychiatry (JCPP).
APA, Harvard, Vancouver, ISO, and other styles
10

In Conversation… Prof. Cathy Cresswell – Anxiety and ‘Emerging Minds’. ACAMH, July 2019. http://dx.doi.org/10.13056/acamh.7613.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Books on child psychology' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography