MARC ayrıntıları
| 000 -LEADER |
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| fixed length control field |
11849nam a2200397 i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
47327 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
050203s2006 maum b a001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2005043125 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0205454623 |
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| International Standard Book Number |
9780205454624 |
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| Cancelled/invalid ISBN |
0205454603 |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)57675987 |
| Canceled/invalid control number |
(OCoLC)79460937 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Transcribing agency |
DLC |
| Modifying agency |
YDX |
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BAKER |
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BTCTA |
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YDXCP |
| -- |
IG# |
| -- |
MUQ |
| -- |
CRH |
| -- |
BAUN |
| Language of cataloging |
eng |
| Description conventions |
rda |
| 049 ## - LOCAL HOLDINGS (OCLC) |
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| Holding library |
BAUN_MERKEZ |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
HQ767.9 |
| Item number |
.M37 2006 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Edition number |
22 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Martin, Carol Lynn, |
| Dates associated with a name |
1951- |
| 245 10 - TITLE STATEMENT |
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| Title |
Discovering child development / |
| Statement of responsibility, etc |
Carol Lynn Martin, Richard Fabes. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
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| Place of production, publication, distribution, manufacture |
Boston : |
| Name of producer, publisher, distributor, manufacturer |
Pearson/Allyn and Bacon, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2006. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xxix, 641 pages : |
| Other physical details |
color illustrations ; |
| Dimensions |
28 cm. |
| 336 ## - CONTENT TYPE |
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| Content Type Term |
text |
| Content Type Code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media Type Term |
unmediated |
| Media Type Code |
unmediated |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
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| Carrier Type Term |
volume |
| Carrier Type Code |
volume |
| Source |
rdacarrier |
| 500 ## - GENERAL NOTE |
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| General note |
Rev. edition of: Exploring child development. 2nd edition 2002. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc |
Includes bibliographical references (pages 560-623) and indexes. |
| 505 2# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
part 1. Introduction to child development |
| Title |
-- 1. Introduction to child development |
| -- |
-- Nurturing children : fostering children's concern and caring for others |
| -- |
-- What is child development? |
| -- |
-- What are some critical issues in the study of child development? |
| -- |
-- From research to practice : do early experiences influence later development? : the case of the Dutch famine of 1944-1945 |
| -- |
-- What are the historical roots of the study of child development? |
| -- |
-- What changes in contemporary American life influence the study of child development? |
| -- |
-- Debating the issue : how do immigrant children affect American life? |
| -- |
-- How can we capture the diversity of children's development? |
| -- |
-- Try it out |
| -- |
-- Key terms and concepts |
| -- |
-- Sum it up |
| -- |
-- Visual summary |
| -- |
-- 2. Understanding and studying child development |
| -- |
-- How do theories explain child development? |
| -- |
-- What are the major biology-based theories of child development? |
| -- |
-- What are the major psychoanalytic theories of child development? |
| -- |
-- What are the major environment-based theories of child development? |
| -- |
-- What are the major cognition-based theories of child development? |
| -- |
-- What are the major contextual theories of child development? |
| -- |
-- How is child development studied? |
| -- |
-- From research to practice : how can results from different studies be combined? |
| -- |
-- Nurturing children : protecting children involved in research |
| -- |
-- Debating the issues : do gifted children become well-adjusted adults? |
| -- |
-- Try it out |
| -- |
-- Key terms and concepts |
| -- |
-- Sum it up |
| -- |
-- Visual summary -- |
|
|---|
| Formatted contents note |
part 2. Prenatal and neonatal development |
| Title |
-- 3. Biological foundations of development |
| -- |
-- How do genes influence development? |
| -- |
-- Debating the issue : selecting our babies : should the sex of a child be preselected |
| -- |
-- How do genes and environments work together? |
| -- |
-- What are common chromosomal abnormalities? |
| -- |
-- How are genetic diseases detected? |
| -- |
-- Nurturing children : treating a diseased fetus |
| -- |
-- How does conception occur, and what can be done to overcome infertility? |
| -- |
-- From research to practice : infinite eggs? |
| -- |
-- Try it out |
| -- |
-- Key terms and concepts |
| -- |
-- Sum it up |
| -- |
-- Visual summary |
| -- |
-- 4. Prenatal development and birth |
| -- |
-- How does prenatal development proceed? |
| -- |
-- What conditions influence pregnancy and prenatal development? |
| -- |
-- Debating the issue : should there be limits to neonatal treatment? |
| -- |
-- How is a baby born? |
| -- |
-- How is childbirth experienced? |
| -- |
-- Nurturing children : bonding at birth |
| -- |
-- What are the characteristics of a newborn? |
| -- |
-- Why are some newborns at risk? |
| -- |
-- From research to practice : risk and protective factors in the long-term effects of prenatal alcohol exposure |
| -- |
-- Try it out |
| -- |
-- Key terms and concepts |
| -- |
-- Sum it up |
| -- |
-- Visual summary -- |
|
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| Formatted contents note |
part 3. Infant and toddler development |
| Title |
-- 5. Physical development and health in infancy and toddlerhood |
| -- |
-- How do infants and toddlers develop physically? |
| -- |
-- How do infants brains develop? |
| -- |
-- How do infants' perceptual abilities develop? |
| -- |
-- From research to practice : do newborns prefer to hear their own language? |
| -- |
-- How do motor skills develop in infants and toddlers? |
| -- |
-- What factors influence infant health and safety? |
| -- |
-- Debating the issue : should babies be taught to swim? |
| -- |
-- Nurturing children : preventing SIDS |
| -- |
-- Try it out |
| -- |
-- Key terms and concepts |
| -- |
-- Sum it up |
| -- |
-- Visual summary |
| -- |
-- 6. Cognitive and language development in infancy and toddlerhood |
| -- |
-- How do cognitive abilities develop during infancy and toddlerhood? |
| -- |
-- Debating the issue : what do infants know, and how do they know it? |
| -- |
-- How do infants and toddlers learn, remember, and process information? |
| -- |
-- How do infants and toddlers develop language skills? |
| -- |
-- From research to practice : can babies communicate through hand signals? |
| -- |
-- How is children's language acquisition explained? |
| -- |
-- Nurturing children : promoting language development |
| -- |
-- Try it out |
| -- |
-- Key terms and concepts |
| -- |
-- Sum it up |
| -- |
-- Visual summary |
| -- |
-- 7. Social and emotional development in infancy and toddlerhood |
| -- |
-- How do emotions develop during infancy and toddlerhood? |
| -- |
-- Nurturing children : soothing a crying infant |
| -- |
-- How does temperament influence development during infancy and toddlerhood? |
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-- How do parent-infant attachments influence development? |
| -- |
-- From research to practice : what are the early roots of shyness? |
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-- How does day care influence infants' and toddlers' development? |
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-- Debating the issue : how does mom's working affect children's development? |
| -- |
-- Why are children abused and neglected? |
| -- |
-- Try it out |
| -- |
-- Key terms and concepts |
| -- |
-- Sum it up |
| -- |
-- Visual summary -- |
|
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| Formatted contents note |
part 4. Early childhood development |
| Title |
-- 8. Physical development and health in early childhood |
| -- |
-- How do children's bodies and brains develop during e arly childhood? |
| -- |
-- How do children's motor skills improve during early childhood? |
| -- |
-- Debating the issue : autism and the brain, are girls' and boys' brains different? |
| -- |
-- What are the nutritional needs and sleep patterns for young children? |
| -- |
-- Nurturing children : helping young children become healthy eaters |
| -- |
-- From research to practice : sleepiness and childhood injuries |
| -- |
-- What are the health and safety needs of young children? |
| -- |
-- Try it out |
| -- |
-- Key terms and concepts |
| -- |
-- Sum it up |
| -- |
-- Visual summary |
| -- |
-- 9. Cognitive and language development in early childhood |
| -- |
-- How do young children think and solve problems? |
| -- |
-- Debating the issue : can young children's eyewitness testimony be believed? |
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-- What changes occur in young children's language development during early childhood? |
| -- |
-- Nurturing children : helping children to learn language |
| -- |
-- How does early childhood education influence development? |
| -- |
-- From research to practice : when are young children prepared to start school? |
| -- |
-- Try it out |
| -- |
-- Key terms and concepts |
| -- |
-- Sum it up |
| -- |
-- Visual summary |
| -- |
-- 10. Social and emotional development in early childhood |
| -- |
-- How does self-awareness change during early childhood? |
| -- |
-- How do young children develop a concept of gender? |
| -- |
-- From research to practice : what factors affect positive self-esteem in African American and Latino children? |
| -- |
-- How do emotions develop during early childhood? |
| -- |
-- How do parenting behaviors and family context influence young children's development |
| -- |
-- Debating the issue : does custody make a difference? |
| -- |
-- How do peer and sibling relationships develop during early childhood? |
| -- |
-- How does television influence young children's emotional and social development? |
| -- |
-- Nurturing children : supervising children's television viewing |
| -- |
-- Try it out |
| -- |
-- Key terms and concepts |
| -- |
-- Sum it up |
| -- |
-- Visual summary -- |
|
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| Formatted contents note |
part 5. Late childhood development |
| Title |
-- 11. Physical development and health in late childhood |
| -- |
-- How do children's bodies and brains develop during late childhood? |
| -- |
-- How do motor skills and physical fitness develop during late childhood? |
| -- |
-- From research to practice : do boys and girls have different physical self-concepts? |
| -- |
-- What are the nutritional needs and concerns of school-age children? |
| -- |
-- Debating the issue : should schools allow vending machines that dispense junk food? |
| -- |
-- Nurturing children : how can caregivers promote children's physical activity? |
| -- |
-- What are the health and safety concerns in late childhood? |
| -- |
-- Try it out |
| -- |
-- Key terms and concepts |
| -- |
-- Sum it up |
| -- |
-- Visual summary |
| -- |
-- 12. Cognitive and language development in late childhood |
| -- |
-- How do school-age children think and solve problems? |
| -- |
-- What characteristics define children's intelligence and creativity? |
| -- |
-- From research to practice : are there cultural differences in children's reasoning? |
| -- |
-- How do language and literacy develop during the school years? |
| -- |
-- How do school-age children understand the social world? |
| -- |
-- Nurturing children : reducing prejudice in children |
| -- |
-- How does schooling influence children's cognitive development? |
| -- |
-- Debating the issue : how successful is bilingual education? |
| -- |
-- Try it out |
| -- |
-- Key terms and concepts |
| -- |
-- Sum it up |
| -- |
-- Visual summary |
| -- |
-- 13. Social and emotional development in late childhood |
| -- |
-- How do children's selves develop during late childhood? |
| -- |
-- How do emotions develop during late childhood? |
| -- |
-- Nurturing children : helping children cope with disaster |
| -- |
-- What emotional and psychological disturbance affect children in late childhood? |
| -- |
-- From research to practice : how do families contribute to children's antisocial behavior? |
| -- |
-- What changes take place in moral development during late childhood? |
| -- |
-- How do children's family relationships change during late childhood? |
| -- |
-- What factors influence school-age children's peer relationships? |
| -- |
-- Debating the issue : are schools safe? |
| -- |
-- How does school affect social ad emotional development in late childhood? |
| -- |
-- Try it out |
| -- |
-- Key terms and concepts |
| -- |
-- Sum it up |
| -- |
-- Visual summary -- |
|
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| Formatted contents note |
part 6. Adolescence |
| Title |
-- 14. Physical development and health in adolescence |
| -- |
-- What is adolescence? |
| -- |
-- How do adolescents develop physically and sexually? |
| -- |
-- From research to practice : adolescent sleep and development |
| -- |
-- Debating the issue : does puberty intensify adolescents' gender roles? |
| -- |
-- What are the health and safety concerns for young adolescents? |
| -- |
-- Nurturing children : characteristics of effective sex education programs |
| -- |
-- Try it out |
| -- |
-- Key terms and concepts |
| -- |
-- Sum it up |
| -- |
-- Visual summary |
| -- |
-- 15. Cognitive development in adolescence |
| -- |
-- How do young adolescents think and reason? |
| -- |
-- How does school influence early adolescent development? |
| -- |
-- Nurturing children : developmentally appropriate middle schools |
| -- |
-- What factors influence adolescents' perceptions of academic competence? |
| -- |
-- Debating the issue : should teens work? |
| -- |
-- From research to practice : what factors promote the academic achievement of adolescents from immigrant families? |
| -- |
-- Try it out |
| -- |
-- Key terms and concepts |
| -- |
-- Sum it up |
| -- |
-- Visual summary |
| -- |
-- 16. Social and emotional development in adolescence |
| -- |
-- How do older adolescents develop a sense of self and identity? |
| -- |
-- How do family relationships change during early adolescence? |
| -- |
-- From research to practice : what roles do mothers and fathers play in teens' peer relationships? |
| -- |
-- What are the characteristics of adolescent peer relationships? |
| -- |
-- Debating the issue : do friends lead teens into trouble? |
| -- |
-- How do mass media influence adolescents' development? |
| -- |
-- What types of behavior problems occur during adolescence? |
| -- |
-- Nurturing the children : preventing teenage drug use |
| -- |
-- What factors influence adolescents' vulnerability and resilience? |
| -- |
-- Try it out |
| -- |
-- Key terms and concepts |
| -- |
-- Sum it up |
| -- |
-- Visual summary |
| -- |
-- Glossary. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Child development. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Fabes, Richard A. |
|
|---|
| Personal name |
Fabes, Richard A. |
| Title of a work |
Exploring child development. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Kitap |
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