000			03002cam a2200373 i 4500
999			_c18511 _d18511
001			21224194
003			OSt
005			20211210133509.0
008			191002s2020 nyu b 001 0 eng
010			_a 2019044011
020			_a9781462542994 _q(cloth)
040			_aDLC _beng _cDLC _erda _dDLC
042			_apcc
050	0	0	_aHV713 _b.D375 2020
082	0	0	_a155.4 DAV T _223
100	1		_aDavies, Douglas, _d1942- _eauthor.
245	1	0	_aChild development : _ba practitioner's guide / _cDouglas Davies, Michael F. Troy ; Series Editor's Note by Nancy Boyd Webb.
250			_aFourth edition.
264		1	_aNew York : _bThe Guilford Press, _c[2020]
300			_axxiii, 512 pages ; _c24 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	0		_aClinical practice with children, adolescents, and families
504			_aIncludes bibliographical references (pages 441-496) and index.
505			_aI. Contexts of Development: A Transactional Approach 1. Attachment as a Context for Development 2. Brain Development 3. Risk and Protective Factors: The Child, Family, and Community Contexts 4. Analysis of Risk and Protective Factors: Practice Applications II. The Course of Child Development 5. Infant Development 6. Practice with Infants 7. Toddler Development: Core Domains 8. Toddler Development: Integrated Domains 9. Practice with Toddlers 10. Preschool Development: Core Domains 11. Preschool Development: Integrated Domains 12. Practice with Preschoolers 13. Middle Childhood Development: Core Domains 14. Middle Childhood Development: Integrated Domains 15. Practice with School-Age Children 16. Conclusion: Developmental Knowledge and Practice
520			_a"This book describes child development and how it can be applied to practice with children. Developmental knowledge provides a framework for understanding children in relation to the tasks and issues relevant to their age. These, in turn, are determined by physical, social, emotional, and neurodevelopmental norms that transform in meaningful ways from birth through adolescence. Only with a sound grounding in this knowledge can we determine whether a child's emotions, thoughts, or behaviors fall within normal expectations. Part I, "Contexts of Development: A Transactional Approach," introduces the idea that the child's development is the outcome of the interplay of normative developmental maturation and the context within which it occurs. Part II, "The Course of Child Development," represents the core of the book, looking at childhood through the lens of discrete expected stages"-- _cProvided by publisher.
650		0	_aSocial work with children.
650		0	_aChild development.
700	1		_aTroy, Michael F. _q(Michael Francis), _eauthor.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cRFT