J. Gavin Bremner & Theodore D. Wachs 
The Wiley-Blackwell Handbook of Infant Development, Volume 2 [PDF ebook] 
Applied and Policy Issues

Now part of a two-volume set, the fully revised and updated second edition of The Wiley-Blackwell Handbook of Infant Development, Volume 2: Applied and Policy Issues provides comprehensive coverage of the applied and policy issues relating to infant development.

* Updated, fully-revised and expanded, this two-volume set presents in-depth and cutting edge coverage of both basic and applied developmental issues during infancy

* Features contributions by leading international researchers and practitioners in the field that reflect the most current theories and research findings

* Includes editor commentary and analysis to synthesize the material and provide further insight

* The most comprehensive work available in this dynamic and rapidly growing field

Inhoudsopgave

Part I: Bioecological risks.

Chapter 1: Fetal development (Raye-Ann de Regnier and Shivani
Desai, Northwestern University Feinberg School of
Medicine).

Chapter 2: Infant nutrition (Maureen M. Black and Kristen M.
Hurley, University of Maryland School of Medicine).

Chapter 3: Health (Robert J. Karp, SUNY-Downstate Medical
Center).

Chapter 4: Development of communication in children with sensory
functional disabilities (Gunilla Preisler, University of
Stockholm).

Part II: Psychosocial risks.

Chapter 5: Growing up in poverty in developed countries
(Jondou J. Chen, Nina Philipsen Hetzner, and Jeanne Brooks-Gunn,
Columbia University).

Chapter 6: Infant Development in the Developing World
(Patrice Engle, California Polytechnic State
University).

Chapter 7: Child abuse and neglect (Kelli Connell-Carrick,
University of Houston).

Chapter 8: Effects of postnatal depression on mother-infant
interactions, and child development (Lynne Murray, Sarah
Halligan and Peter Cooper, University of Reading).

Part III: Developmental disorders.

Chapter 9: Infant assessment (Susan P. Berger, Children’s
Memorial Hospital & Northwestern University, Feinberg School of
Medicine, Joyce Hopkins, Illinois Institute of Technology, Hyo Bae,
Illinois Institute of Technology, Bryce Hella, Illinois Institute
of Technology, and Jennifer Strickland, Illinois Institute of
Technology).

Chapter 10: The Early Development of Autism Spectrum Disorders
(Gregory S. Young and Sally Ozonoff, University of California,
Davis).

Chapter 11: Infant Psychosocial Disorders (Melissa R.
Johnson, Wake Med Health and Hospitals & University of North
Carolina – Chapel Hill, Karen Appleyard, Duke
University).

Chapter 12: Genetic Disorders Associated with Intellectual
Disability: An Early Development Perspective (Deborah J. Fidler,
Colorado State University, Lisa Daunhauer, Colorado State
University, David E. Most, Colorado State University, and Harvey
Switzky, Northern Illinois University).

Part IV: Intervention and policy issues.

Chapter 13: Early intervention (Douglas R. Powell, Purdue
University).

Chapter 14: Childcare Research at the Dawn of a New Millennium:
An update (Sarah L. Friedman, CNA, Edward Melhuish, Birkbeck,
University of London, and Candace Hill, CNA).

Chapter 15: Infancy research, policy, and practice
(Marguerite Barratt and Erica Fener, The George Washington
University).

Author Index.

Subject Index.

Contents of Volume 1: Basic Research.

Over de auteur

J. Gavin Bremner is Professor of Developmental Psychology at
Lancaster University. He has investigated perception and cognition
in infancy for more than 30 years, and has published numerous
papers and books relating to this topic. His current research
interests include infants’ perception of object trajectories
and infants’ intersensory perception.

Theodore D. Wachs is Professor of Psychological
Sciences at Purdue University. He is a member of the
editorial boards of the International Journal of Behavioral
Development and the Journal of Applied
Developmental Psychology. His current research focuses on
chaotic family environments and infant development; micro-nutrient
deficiencies in infancy and cognitive and social-emotional
development; and temperament in infancy and childhood.