Criteria for Competence

Controversies in the Conceptualization and Assessment of Children's Abilities

Nonfiction, Health & Well Being, Psychology, Developmental Psychology
Cover of the book Criteria for Competence by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781134755370
Publisher: Taylor and Francis Publication: June 17, 2013
Imprint: Psychology Press Language: English
Author:
ISBN: 9781134755370
Publisher: Taylor and Francis
Publication: June 17, 2013
Imprint: Psychology Press
Language: English

One of developmental psychology's central concerns is the identification of specific "milestones" which indicate what children are typically capable of doing at different ages. Work of this kind has a substantial impact on the way parents, educators, and service-oriented professionals deal with children; and, therefore one might expect that developmentalists would have come to some general agreement in regard to the ways they assess children's abilities. However, as this volume demonstrates, the field appears to suffer from a serious lack of consensus in this area.

Based on the premise that identifying relevant issues is a necessary step toward progress, this book addresses a number of vital topics, such as: How could research into fundamental areas (such as the age at which children first acquire a sense of self or learn to reason transitively) repeatedly yield wildly diverse results? Why do experts who hold to radically different views appear to be so unruffled by this same divergence of professional opinion? and, Are there grounds for hope that this divergence of professional opinion is on the wane?

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

One of developmental psychology's central concerns is the identification of specific "milestones" which indicate what children are typically capable of doing at different ages. Work of this kind has a substantial impact on the way parents, educators, and service-oriented professionals deal with children; and, therefore one might expect that developmentalists would have come to some general agreement in regard to the ways they assess children's abilities. However, as this volume demonstrates, the field appears to suffer from a serious lack of consensus in this area.

Based on the premise that identifying relevant issues is a necessary step toward progress, this book addresses a number of vital topics, such as: How could research into fundamental areas (such as the age at which children first acquire a sense of self or learn to reason transitively) repeatedly yield wildly diverse results? Why do experts who hold to radically different views appear to be so unruffled by this same divergence of professional opinion? and, Are there grounds for hope that this divergence of professional opinion is on the wane?

More books from Taylor and Francis

Cover of the book Politics USA by
Cover of the book Qualitative Data Analysis by
Cover of the book Experiment, Speculation and Religion in Early Modern Philosophy by
Cover of the book The Proliferation Of Rights by
Cover of the book A Practical Guide to Teaching Citizenship in the Secondary School by
Cover of the book Routledge International Handbook of Clinical Suicide Research by
Cover of the book Routledge International Handbook of Internet Gambling by
Cover of the book Leadership and Policy Innovation - From Clinton to Bush by
Cover of the book The Chronicle of Arnold of Lübeck by
Cover of the book David Lewis by
Cover of the book Lucifer and Prometheus by
Cover of the book The Routledge Companion to Puppetry and Material Performance by
Cover of the book The Millennial City by
Cover of the book The Labors of Sisyphus by
Cover of the book The Economy of Roman Palestine by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy