This integrative text spotlights what educators need to know about children’s cognitive development across grade levels (PreK-12) and content areas.
The book provides a concise introduction to developmental neuroscience and theories of learning. Chapters on general cognitive abilities probe such crucial questions as what children are capable of remembering at different ages, what explains differences in effort and persistence, and how intelligence and aptitudes relate to learning. Domain-specific chapters focus on the development of key academic skills in reading, writing, math, science, and history.
Multiple influences on academic achievement and motivation are explored, including school, family, cultural, and socioeconomic factors. Each chapter concludes with clear implications for curriculum and instruction.
I. Foundations
1. Introductory Issues
2. Brain Development and Cognitive Neuroscience
II. Domain-General Theories of Cognitive Skills and Motivation
3. Domain-General Theories of Learning
4. Memory Development
5. The Nature and Development of Motivation
6. Executive Function and Self-Regulation
7. The Development of Intelligence, Aptitude, and Expertise
8. The Development of Spoken Language Competence
III. Domain-Specific Academic Skills
9. The Development of Beginning Reading Skills
10. The Development of Reading Comprehension Skills
11. The Development of Writing Skills
12. The Development of Mathematical Competence
13. The Development of Scientific Reasoning Skills
14. The Development of Historical Understanding
IV. Conclusions
15. Putting It All Together: An Opportunity-Propensity Model of Achievement
References
Index
“This book is unique. It offers a truly integrative perspective on education and cognitive development. No other book has the combination of depth, breadth, and accessibility. The book would be appropriate for classes in cognitive development, educational psychology, curriculum and instruction, and many more. Byrnes seamlessly crosses levels of analysis, and his discussion of the neural foundations of cognition, development, and education is superb.”
—David H. Uttal, PhD, School of Education and Social Policy and Department of Psychology, Northwestern University
“This book is very successful in providing an accessible, comprehensive developmental understanding of how children learn in general and in specific academic subject areas. Every chapter synthesizes a huge body of educationally relevant work and ends with implications for teachers. The book highlights the large gap between what is known about effective instructional approaches and what actually happens in classrooms, providing direction to stakeholders. It is enjoyable to read. I recommend this book as a text for educational psychology courses and a resource for anyone interested in reducing the achievement gap between low- and high-income students.”
—Marla R. Brassard, PhD, Professor Emerita of Psychology and Education, Teachers College, Columbia University
“As a professor, one of the most challenging courses in a teacher certification program is the required psychology course. Students come with a strong goal in mind—to learn how to teach—and they are not very interested in isolated psychology theories. This book presents the major psychology theories and concepts, explains which ones are currently accepted and why, and, most important, provides a direct connection to the practice of teaching. It is easy to read and understand. I wish this text had been available when I was teaching this course!”
—Mitchell Rabinowitz, PhD, Graduate School of Education, Fordham University
