This book on face perception is one of the most researched areas in infancy and early childhood, because of the enormous information that the face conveys to its viewer, both in terms of the recognition of individuals and in the expressive information that faces convey. It remains a complex area, but a number of theoretical issues have emerged which motivate much of the current research. This book describes many of these issues, and also presents some empirical research findings to illustrate the ways in which researchers carry out their investigations.

This book draws together, for the first time, the latest scientific findings from leading international researchers on how face recognition develops. It is only in recent years that methods acceptable in experimental psychology have been developed for studying this vital and unique process. While other publications have concentrated on computer modeling and of face processing and the like, this one is unique in that it looks at fundamental (and so far unanswered) questions such as: What are the roots of and reasons for our ability to recognize faces? How much of this ability is learned and how much innate? By connecting studies on face processing in infancy with those on the development of face processing, it thus bridges the gap between face processing research and visual perceptual development. Leading researchers from USA and Europe who have conducted pioneering work in these domains describe results and anticipate future inquiry, covering topics such as fundamental cognitive abilities in infancy, development of face processing from infancy to adulthood, and the effects of expertise on face recognition.

This handbook provides a comprehensive survey of what is now known about psychological development, from birth to biological maturity, and it highlights how cultural, social, cognitive, neural, and molecular processes work together to yield human behavior and changes in human behavior.

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

This volume contains the proceedings of a NATO Advanced Research Workshop (ARW) on the topic of "Changes in Speech and Face Processing in Infancy: A glimpse at Developmental Mechanisms of Cognition", which was held in Carry-Ie-Rouet (France) at the Vacanciel "La Calanque", from June 29 to July 3, 1992. For many years, developmental researchers have been systematically exploring what is concealed by the blooming and buzzing confusion (as William James described the infant's world). Much research has been carried out on the mechanisms by which organisms recognize and relate to their conspecifics, in particular with respect to language acquisition and face recognition. Given this background, it seems worthwhile to compare not only the conceptual advances made in these two domains, but also the methodological difficulties faced in each of them. In both domains, there is evidence of sophisticated abilities right from birth. Similarly, researchers in these domains have focused on whether the mechanisms underlying these early competences are modality-specific, object specific or otherwise.

This multidisciplinary volume features many of the world's leading experts of infant development, who synthesize their research on infant learning and behaviour, while integrating perspectives across neuroscience, socio-cultural context, and policy. It offers an unparalleled overview of infant development across foundational areas such as prenatal development, brain development, epigenetics, physical growth, nutrition, cognition, language, attachment, and risk. The chapters present theoretical and empirical depth and rigor across specific domains of development, while highlighting reciprocal connections among brain, behavior, and social-cultural context. The handbook simultaneously educates, enriches, and encourages. It educates through detailed reviews of innovative methods and empirical foundations and enriches by considering the contexts of brain, culture, and policy. This cutting-edge volume establishes an agenda for future research and policy, and highlights research findings and application for advanced students, researchers, practitioners, and policy-makers with interests in understanding and promoting infant development.

This handbook offers a comprehensive review of the research on emotional development. It examines research on individual emotions, including happiness, anger, sadness, fear, and disgust, as well as self-conscious and pro-social emotions. Chapters describe theoretical and biological foundations and address the roles of cognition and context on emotional development. In addition, chapters discuss issues concerning atypical emotional development, such as anxiety, depression, developmental disorders, maltreatment, and deprivation. The handbook concludes with important directions for the future research of emotional development. Topics featured in this handbook include: The physiology and neuroscience of emotions. Perception and expression of emotional faces. Prosocial and moral emotions. The interplay of emotion and cognition. The effects of maltreatment on children’s emotional development. Potential emotional problems that result from early deprivation. The Handbook of Emotional Development is an essential resource for researchers, clinicians/professionals, and graduate students in child and school psychology, social work, public health, child and adolescent psychiatry, pediatrics, and related disciplines.