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The SAGE Handbook of Developmental Psychology and Early Childhood Education

The SAGE Handbook of Developmental Psychology and Early Childhood Education

First Edition
Edited by:

August 2019 | 616 pages | SAGE Publications Ltd
With the expertise of a body of international contributors from Australia, Canada, USA, UK, Finland, The Netherlands, Italy, Greece and Chile, this handbook explores key in-depth issues in quality Early Childhood Development and Education. Unlike previous publications in the discipline, this title combines research and practice to investigate emotional and social development, wellbeing and mental health, language, cultural environments, as well as the role of parents in a child's development. It is divided into six key parts:

Part I: Emotional Development
Part II:
Social Development
Part III:
Play, Development and Learning
Part IV:
Memory and Understanding
Part V:
Learning, Language and Literacy
Part VI:
Executive Functions, Metacognition and Self-Regulation

David Whitebread
Senior Editor’s Introduction: the contribution of research in developmental psychology to early childhood education
Part I: Emotional Development
Jean-Francois Bureau, Audrey-Ann Deneault, Jodi Martin & Kim Yurkowski
Chapter 1: Attachment and Parenting in the Preschool Years
Jeffrey Liew, Carlos Valiente, Maciel M. Hernández, & Dame Abrera
Chapter 2: Emotional Self-regulation and Reactivity, School-based Relationships, and School Engagement and Achievement
Zhen Rao & Jenny Gibson
Chapter 3: The Role of Pretend Play in Supporting Young Children’s Emotional Development
Kristiina Kumpulainen & Linda Theron
Chapter 4: Researching Resilience Processes in Children’s Everyday Lives During Transitioning to School: A Dialogic Approach
Lyn O’Grady, Amelia Joyce & Cate Engelbrecht
Chapter 5: Whole-of-Setting Approaches to Enhancing Factors That Support Children’s Social and Emotional Skills During Transitions
Part II: Social Development
Shauna L. Tominey, Svea G. Olsen & Craig Bailey
Chapter 6: Social and Emotional Skill Development in Early Childhood
Jane Webb-Williams
Chapter 7: How Others Shape Self
Christian Berger, Olga Cuadros & Antonius H. N. Cillessen
Chapter 8: Children’s Friendships and Social Development
Claire Hughes & Rory Devine
Chapter 9: Learning to Read Mind: A Synthesis of Social and Cognitive Perspectives
Luisa Molinari, Ada Cigala & Paola Corsano
Chapter 10: Triadic Interactions for the Development of Social and Emotional Competences
Part III: Play, Development & Learning
Justine Howard
Chapter 11: Securing the Future of Play in Early Childhood Education: Journeying with Children toward the Essence of Play to Evidence its Function and Value
Jennifer A. Vadeboncoeur & Maryam Dalkilic
Chapter 12: Playing at, Participating in, and Transforming Cultures: A Vygotskian Perspective on the Potential of Early Childhoods
Emily J. Hopkins, Tamara Spiewak Toub, Brenna Hassinger-Das, Roberta M. Golinkoff & Kathy Hirsh-Pasek
Chapter 13: Playing for the Future: Redefining Early Childhood Education
Pernille Hviid
Chapter 14: Educational Play-Supervision – Playing and Promoting Children’s Development of Meaning
Susan Edwards, Susan Greishaber, Joce Nuttall & Elizabeth Wood
Chapter 15: New Play: A Pedagogical Movement for Early Childhood Education
Part IV: Memory and Understanding
Catherine A. Haden, Maria Marcus & Pirko Tõugu
Chapter 16: Developing Skills for Remembering in Early Childhood
David Whitebread & James Adams
Chapter 17: How Children Learn: Implications for Early Childhood Education
Sonia White
Chapter 18: Number Concept Development in Early Childhood
Keith Taber
Chapter 19: Exploring, Imagining, Sharing: Early Development and Education in Science
Paula Luengo, Federica Zava & Consuelo Huerta
Chapter 20: Conceptual Development of Prosocial Behaviors across Childhood: The Role of Moral Cognitions and Moral Emotions
Part V: Learning, Language and Literacy
Katherine Strasser
Chapter 21: Contexts for the Development of Language and Literacy in Latin America
Marja-Kristiina Lerkkanen
Chapter 22: Early Language and Literacy Development in the Finnish Context
Frederick J. Morrison, Carol M. Connor, Adrienne Woods & Rebecca Marks
Chapter 23: Language and Literacy in the USA
Julie Dockrell
Chapter 24: Language Learning Challenges in the Early Years
Libby Lee-Hammond & Sandra Hesterman
Chapter 25: Approaches to Early Literacy Development from a Multiliteracies Standpoint: A Case Study of Aboriginal Supported Playgroups
Part VI: Executive Functions, Metacognition and Self-Regulation
Megan M. McClelland, Claire E. Cameron & Jessica Alonso
Chapter 26: The Development of Self-Regulation in Young Children
Deborah Pino-Pasternak, Debora Valcan & Anabela Malpique
Chapter 27: Concurrent and Longitudinal Associations between Parenting, the Home Environment and Student Self-Regulation in Early Childhood
Anastasia Efklides & Plousia Misalidi
Chapter 28: Emotional Self-Regulation in the Early Years: The Role of Cognition, Metacognition and Social Interaction
Nancy E. Perry, Simon Lisaingo & Laurie Ford
Chapter 29: Understanding the Role of Motivation in Children’s Self-Regulation for Learning
Valeska Grau & David Preiss
Chapter 30: Supporting Young Children’s Self-Regulation Development
David Whitebread, Marisol Basilio, Lisha O’Sullivan & Antonia Zachariou
Conclusion: The Importance of Play, Oral Language and Self-Regulation in Children’s Development and Learning; Implications for Quality in Early Childhood Education

This is a comprehensive and impressive Handbook covering a breadth of topics within the most central areas of developmental psychology and early childhood education. The topics of the chapters are all highly relevant to researchers, practitioners and even politicians working within early childhood education. Each of the chapters provides state of art knowledge and reviews of successful applied approaches in the field, including well-researched interventions or other implementations. This Handbook is of great interest and help for all concerned with children’s development in the early years, being an extensive resource of up to date research and knowledge.

Ellen Beate Hansen Sandseter
Professor, Department of Teacher Education, Queen Maud University College of Early Childhood Education

Whitebread and his co-editors have put together a truly international collection of chapters, written by scholars from the UK, continental Europe, North and South America and Australasia.  This volume provides extensive coverage of research in developmental psychology which has important applications in early childhood education. This is a timely publication as many developed and developing countries worldwide are significantly increasing their provision in this area. Collectively, the chapters published here provide a uniquely evidence-based guide to the provision of high quality early childhood education worldwide.

Usha Goswami
Professor of Cognitive Developmental Neuroscience and Director, Centre for Neuroscience in Education, University of Cambridge

Despite obvious connections between developmental psychology and thinking about early childhood education, there have been few previous attempts to explore these in any systematic way. This text redresses this lack in truly comprehensive fashion. David Whitebread and colleagues have assembled an impressive array of international authors to cover the full range of developmental work as it bears upon initial education. The end result is a Handbook worthy of that title, which will serve as a central reference work for the area for many years.

Andy Tolmie
Professor and Chair of Psychology and Human Development, UCL Institute of Education, University College London

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