Deconstructing Developmental Psychology, Second Edition

What is childhood and why, and how, did psychology come to be the arbiter of 'correct'or 'normal' development? How do actual lived childhoods connect with theories about child development? In this completely revised and updated edition, __Deconstructing Developmental Psychology__ interrogates the assumptions and practices surrounding the psychology of child development, providing a critical evaluation of the role and contribution of developmental psychology within social practice. In the decade since the first edition was published, there have been many major changes. The role accorded childcare experts and the power of the 'psy complex' have, if anything, intensified. This book addresses how shifts in advanced capitalism have produced new understandings of children, and a new (and more punitive) range of institutional responses to children. It engages with the paradoxes of childhood in an era when young adults are increasingly economically dependent on their families, and in a political context of heightened insecurity. The new edition includes an updated review of developments in psychological theory (in attachment, evolutionary psychology, theory of mind, cultural-historical approaches), as well as updating and reflecting upon the changed focus on fathers and fathering. It offers new perspectives on the connections between Piaget and Vygotsky and now connects much more closely with discussions from the sociology of childhood and critical educational research. Coverage has been expanded to include more material on child rights debates, and a new chapter addresses practice dilemmas around child protection, which engages even more with the "raced" and gendered effects of current policies involving children. This engaging and accessible text provides key resources to inform better professional practice in social work, education and health contexts. It offers critical insights into the politics and procedures that have shaped developmental psychological knowledge. It will be essential reading for anyone working with children, or concerned with policies around children and families. It was also be of interest to students at undergraduate and postgraduate levels across a range of professional and practitioner groups, as well as parents and policy makers. Book Cover......Page 1 Title......Page 4 Copyright......Page 5 Contents......Page 6 Preface to second edition......Page 8 Acknowledgements to first edition......Page 12 Introduction......Page 14 1 Origins......Page 26 Part I: Constructing the subject......Page 42 2 Researching infancy......Page 44 3 Attributing sociality......Page 60 4 Discourses of the child......Page 80 5 Models and muddles: Dilemmas of childhood......Page 98 Part II: Social development and the structure of caring......Page 116 6 Familiar assumptions......Page 118 7 Bonds of love – dilemmas of attachment......Page 142 8 Involving fathers......Page 172 Part III: Developing communication......Page 192 9 Language talk......Page 194 10 Discourses of caregiving talk......Page 216 11 Language and power in developmental research......Page 234 Part IV: Cognitive development: the making of rationality......Page 252 12 Piaget, Vygotsky and developmental psychology......Page 254 13 Child-centred education: shifts and continuities......Page 274 14 Morality and the goals of development......Page 298 References......Page 318 Author index......Page 356 Subject index......Page 364 Behavioral Sciences Book Cover 1 Title 4 Copyright 5 Contents 6 Preface to second edition 8 Acknowledgements to first edition 12 Introduction 14 1 Origins 26 Part I: Constructing the subject 42 2 Researching infancy 44 3 Attributing sociality 60 4 Discourses of the child 80 5 Models and muddles: Dilemmas of childhood 98 Part II: Social development and the structure of caring 116 6 Familiar assumptions 118 7 Bonds of love – dilemmas of attachment 142 8 Involving fathers 172 Part III: Developing communication 192 9 Language talk 194 10 Discourses of caregiving talk 216 11 Language and power in developmental research 234 Part IV: Cognitive development: the making of rationality 252 12 Piaget, Vygotsky and developmental psychology 254 13 Child-centred education: shifts and continuities 274 14 Morality and the goals of development 298 References 318 Author index 356 Subject index 364 Erica Burman interrogates the assumptions and practices surrounding the psychology of child development, providing a critical evaluation of the role and contribution of developmental psychology within social practice.