Thank you for choosing: The Whole Child for your textbook needs! This book was written specifically for the emerging child psychology student or early childhood educator in mind. The authors have taught both Child Psychology and Child Growth and Development throughout their careers as community college professors. They have also raised a total of six children, worked with children and schools internationally, and serve as educational consultants in a variety of settings.
Deirdre and Doris desired a textbook that was both comprehensive and concise. Students do not need a lengthy volume to digest, but they do need a strong understanding of how a young child develops. Only with this understanding can developmentally appropriate practice emerge in the classroom and in other places that are loving and caring spaces for young children. We are so grateful for the many contributors to this textbook that have also brought their knowledge and expertise in working with children and teaching at the collegiate level. With the rising cost of textbooks, we are also committed to finding quality, accessible materials for our students.
This text gives an overview of development, beginning in the mother’s womb through about the age of eight. It starts with a look at perspectives of early childhood, including how children have been viewed historically as well as cross-culturally. Following this chapter, there is a complete overview of the important theorists that have helped to deepen and bring clarity to how children develop. These theories include psychodynamic, behavioral, social cognitive theory, cognitive theory, humanistic, multiple intelligence, growth mindset, and Bloom’s taxonomy. Understanding the implications of each theory is important foundational knowledge for the study of development.
Chapters Three and Four give an overview of the domains of development, followed by an overview of the developing brain. Chapter Five takes a look at the prenatal period, including the birth and postpartum process. Chapter Six describes development in infancy, and Chapter Seven describes the toddler years, including safety considerations that are critical for this period. Chapter Eight looks at the preschool years, including the role of peers, play, and television (and other electronics) in development.
Chapter Nine concludes the text with a brief look at the start of what is known as the school-age years, universally recognized as between the ages of five and eight.
As you prepare to start this journey, please enjoy this beautiful poem written by Diane Loomans.
“If I had my child to raise over again:
I’d build self-esteem first and the house later
I’d finger paint more and point the finger less
I would do less correcting and more connecting
I’d take my eyes off my watch and watch with my eyes
I would care to know less and know to care more
I’d take more hikes and fly more kites
I’d stop playing serious and seriously play
I would run through more fields and gaze at more stars
I’d do more hugging and less tugging
I’d see the oak tree in the acorn more often
I would be firm less often and affirm much more
I’d model less about the love of power
And more about the power of love.”
Diane Loomans (2004)
The years of early childhood are indeed so very special. Any parent will report that despite the challenges that often come with young children, the early years pass too quickly. It is our hope that you will gain valuable knowledge within this resource but also a renewed sense of purpose in discovering the amazing development of the whole child.
With gratitude for all of the lessons young children continue to teach us,
Deirdre & Doris
