Introduction to Infant Development

Infants may seem to do little more than eat, sleep, and play. Yet behind this misleadingly simplistic façade occurs an awe-inspiring process of development through which infants make sense of, and learn how to interact with, the world around them. Introduction to Infant Development 2/e offers a fascinating insight into the psychological development of infants, presented by some of the world's leading authorities on the subject. This new edition captures the latest developments in the field, with new chapters on perceptual and cognitive development, memory development, and gender, culture, and social class. It also offers completely revised treatments of language development, and motor development, making these topics more relevant and more engaging to the student audience. With new learning features throughout, and a new Online Resource Centre, Introduction to Infant Development is the ideal teaching and learning tool for studying this intriguing field. Online Resource Centre: The Online Resource Centre features the following materials: For registered adopters of the book: - Figures from the book available to download, to facilitate lecture preparation For students: - Multiple-choice question to check understanding, and support revision

1 - A brief history of infancy research
2 - Basic methods in infant research
3 - Prenatal development
4 - Motor development: How infants get into the act
5 - The development of the senses
6 - The development of intelligence in infancy
7 - Categorization
8 - Perception and knowledge of the world
9 - Memory development
10 - Language development: From speech perception to first words
11 - How infants perceive and process faces
12 - Early emotional development
13 - Social development
14 - Infants at play: development, functions, and partners
15 - Learning to communicate
16 - Early intervention research, services and policies
17 - Culture and infancy
18 - Health, nutrition and atypical development

Edited by Alan Slater, Department of Psychology, University of Exeter and Michael Lewis, Institute for the Study of Child Development, Robert Wood Johnson Medical School, USA