By Michael Siegal, Candida C. Peterson
This booklet presents the 1st cutting-edge exam of kid's realizing of biology and healthiness. Authors dependent within the usa, the uk, Japan and Australia evaluation and evaluation kid's knowing of start, existence and loss of life, their wisdom of illness and contagion in addition to tactics with regards to foodstuff, digestion, and soreness. The chapters tightly concentrate on the relationship among examine and perform in reading the results for conversation approximately ailments equivalent to HIV and for kid's scientific and healing decision-making
turning into conscious of biology and future health : an creation / Michael Siegal and Candida C. Peterson -- kid's figuring out of mind-body relationships / Kayoko Inagaki and Giyoo Hatano -- How a naive thought of biology is received / Ken Springer -- developing a coherent conception : kid's organic figuring out of existence and loss of life / Virginia Slaughter, Raquel Jaakkola, and Susan Carey -- What younger kid's realizing of infection and contagion tells us approximately their options of ailment / Charles W. Kalish -- teenagers and discomfort / John E. Taplin ... [et al.] -- youngsters and nutrients / Leann Birch, Jennifer Fisher, and Karen Grimm-Thomas -- Ethics of emaciation : ethical connotations of physique, self, and vitamin / Carol J. Nemeroff and Carolyn J. Cavanaugh -- contemplating kid's folkbiology in wellbeing and fitness schooling / Terry Kit-Fong Au, Laura F. Romo, and Jennifer E. Dewitt -- younger kid's knowing of the physician's function and the scientific rumour exception / Melody R. Herbst ... [et al.] --- Cognitive improvement and the competence to consent to scientific and psychotherapeutic remedy / Candida C. Peterson and Michael Siegal
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Extra info for Children's understanding of biology and health
1952). The child's conception of number. London: Routledge and Kegan Paul. , and Szeminska, A. (1960). The child's conception of geometry. London: Routledge and Kegan Paul. Reznek, L. (1987). The concept of disease. London: Routledge and Kegan Paul. Rosenberg, C. E. (1962). The cholera years: The United States in 1832 and 1866. Chicago: University of Chicago Press. Rozin, P. (1990). Development in the food domain. Developmental Psychology, 26, 555-562. (1996). Towards a psychology of food and eating: From motivation to module to model to marker, morality, meaning, and metaphor.
Eye color). , forgetfulness). A majority of the children who recognized the modiWability of the changeable physical characteristics asserted that modiWcations could be brought about by physical practice, such as more exercise, diet, and so on, whereas nobody accepted such practice as a means of modifying the mental characteristics. ’’ These results suggest that the children thought that mere eVort or determination might play a role in modifying mental characteristics, but not in modifying physical characteristics.
First, we claim that young children before schooling have the mind-body distinction, and try to explain bodily phenomena in terms of vitalistic causality. Even lay adults may use vitalistic causality as a fallback mode of explanation for bodily phenomena. Second, we specify the nature of this vitalistic causality, with an emphasis on how vital power is thought to operate, and how it 23 24 K. Inagaki and G. Hatano is acquired, sustained, or lost. Vitalistic causality assumes more or less unspeciWed mechanisms, and thus often allows for contributions of multiple factors to bodily phenomena.
Children's understanding of biology and health by Michael Siegal, Candida C. Peterson