“I appreciate the use of Canadian material and the use of a variety of names to promote diversity in the text. …I think these [vignettes] are a nice addition to a text - it gives it a more “in touch” kind of feel. …There were many examples throughout each chapter which makes the information come alive to the student.”
--Jane Proudlove, Red Deer College
“ ECE students need to have good, complete knowledge of their chosen field, but they also need to understand how children grow and develop. This is the core of all that they learn. Therefore, a textbook which helps them to gain this vital information about children is one of the most important decisions made in any ECE program….The vignettes at the beginning of each chapter are a nice addition to the text. They will be very helpful in engaging the students in the context, which follows in each chapter. In effect, they make the material more personal and inviting and work very well with the material in the chapters….[this] is a positive change which makes the text more desirable to use with students than some of the other text books available on the market.”
--Allison Soave, Niagara College - Welland
“Research has shown us that if we tap into the emotional part of a learner’s brain learning will be easier. The vignette does that. It speaks to the reader about a couple dealing with an emotional decision that many may be able to relate to in their own lives or experiences. It catches the reader’s attention.”
--Karen Davis, Mohawk College
“Excellent readability with examples that are easy to relate to. This makes learning more meaningful. The use of tables throughout the chapters is good for reviewing materials quickly.”
--Susan Hartwell, Durham College
About the Author
Robert V. Kail is Professor of Psychological Sciences at Purdue University. Kail is editor of Psychological Science. He received the Mccandless Young Scientist Award from the American Psychological Association, was named the Distinguished Sesquicentennial Alumnus in Psychology by Ohio Wesleyan University, and is a fellow of the Association for Psychological Science. His research focuses on cognitive development during childhood and adolescence.
Theresa Zolner is a child and family clinician, researcher, and author with a primary interest in community and cultural psychology. Dr. Zolner has retained a life-long interest in working with people who have been affected by discrimination, oppression, or objectification in various forms. Dr. Zolner also does scholarly work on Eastern European cultural settlement in Canada and has a special interest in Christian psychology, family spirituality, as well as rural psychology. She is a faculty member in the Department of Psychology at King’s University College.