TAILIEUCHUNG - children’s understanding of death

This book examines different conceptions of death and their impact on Â�children’s cognitive and emotional development. It not only addresses Â�practical and clinical issues related to children’s developing understanding of death, but also focuses on theoretical and philosophical aspects Â�linking children’s concept of death to religion, morality, politics, and law. The Â�material is drawn from a wide range of disciplines including psychology, anthropology, philosophy, medicine, education, and the law. This collection will be useful for courses in developmental psychology and clinical Â�psychology, certain education courses, and philosophy classes€– especially in ethics and epistemology. It will be of particular interest to researchers and practitioners in psychology, medical workers, and educators (parents. | CHILDREN S UNDERSTANDING OF DEATH From Biological to Religious Conceptions CHILDREN s UNDERSTANDING OF DEATH In order to understand how adults deal with children s questions about death we must examine how children understand death as well as the broader society s conceptions of death the tensions between biological and supernatural views of death and theories on how children should be taught about death. This collection of essays comprehensively examines children s ideas about death both biological and religious. Written by specialists from developmental psychology pediatrics philosophy anthropology and legal studies it offers a truly interdisciplinary approach to the topic. The book examines different conceptions of death and their impact on children s cognitive and emotional development it will be useful for courses in developmental psychology clinical psychology and certain education courses as well as philosophy classes - especially in ethics and epistemology. This collection will be of particular interest to researchers and practitioners in psychology medical workers and educators - both parents and teachers. Victoria Talwar is an Associate Professor in the Department of Educational and Counselling Psychology at McGill University. She is a graduate of the University of St. Andrews Scotland and Queen s University Canada. She specializes in the social development of young children. She has published numerous papers in various journals including Child Development Developmental Psychology Law and Human Behavior and International Journal of Behavioral Development. Paul L. Harris is the Victor S. Thomas Professor of Education at Harvard University. He is a graduate of Sussex and Oxford universities and has previously taught at the University of Lancaster the Free University of Amsterdam the London School of Economics and Oxford University. He is a Fellow of the British Academy and of the Norwegian Academy of Science and Letters. A developmental psychologist with .

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