USA
Luc J. Martin, Queen's University, Ontario, Canada
Ann S. Masten, University of Minnesota, Minneapolis, MN, USA
Rachel Maunder, University of Northampton, Northampton, England
Lori E. Meyer, University of Vermont, Burlington, VT, USA
Rachel Miller‐Slough, East Tennessee State University, Johnson City, TN, USA
Tijana Milosevic, Dublin City University, Dublin, Ireland
Rashmita S. Mistry, University of California, Los Angeles, CA, USA
Heather Montgomery, The Open University, Milton Keynes, England
Joaquín A. Mora‐Merchán, University of Seville, Seville, Spain
Daniel Moulin‐Stożek, University of Cambridge, Cambridge, England
Alex Murata, Queen's University, Ontario, Canada
David A. Nelson, Brigham Young University, Provo, UT, USA
Ageliki Nicolopoulou, Lehigh University, Bethlehem, PA, USA
Anders Nordahl‐Hansen, Østfold University College, Halden, Norway
Charles N. Oberg, University of Minnesota, Minneapolis, MN, USA
Mónica Ojeda, University of Seville, Seville, Spain.
Karina V. Padilla Malca, The University of Edinburgh, Edinburgh, Scotland
Amy L. Paine, Cardiff University, Cardiff, Wales
Alison E. Parker, Innovation Research & Training (iRT), Durham, NC, USA
Michal Perlman, University of Toronto, Toronto, Canada
Narcisa Prodan, Babeş‐Bolyai University, Cluj‐Napoca, Romania
Eric E. Rasmussen, Texas Tech University, Lubbock, USA
Holly Recchia, Concordia University, Quebec, Canada
Amanda J. Rose, University of Missouri, Columbia, MO, USA
Hildy S. Ross, University of Waterloo, Waterloo, ON, Canada
Kenneth H. Rubin, University of Maryland, College Park, USA
Ann Sanson, University of Melbourne, Victoria, Australia
Ayşe Bilge Selçuk, Koç University, Istanbul, Turkey
Kelly A. Smith, University of Maryland, College Park, MD, USA
Rhiannon L. Smith, University of Connecticut, Storrs, CT, USA
Peter K. Smith, Goldsmiths College, University of London, London, UK
Allie Spiekerman, University of Missouri, Columbia, MI, USA
Elisabeth Staksrud, University of Oslo, Oslo, Norway
Elizabeth A. Steed, University of Colorado Denver, Denver, CO, USA
Cara S. Swit, University of Canterbury, Christchurch, New Zealand
Victoria Talwar, McGill University, Quebec, Canada
Sandie Taylor, University of South Wales, Newport, Wales
Stephanie A. Thibault, Arizona State University, Tempe, AZ, USA
Judith Van Hoorn, University of the Pacific, Stockton, CA, USA
Suman Verma, Panjab University, Chandigarh, India
Laura Visu‐Petra, Babeş‐Bolyai University, Cluj‐Napoca, Romania
Mary Ellen Voegler‐Lee, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
Katharina Voltmer, Leuphana University Lueneburg, Lueneburg, Germany
Maria von Salisch, Leuphana University Lueneburg, Lueneberg, Germany
Sara S. Whipple, Virginia Military Institute, Lexington, VA, USA
Linda A. White, University of Toronto, Toronto, Canada
Lance Workman, University of South Wales, Newport, Wales
H. Melis Yavuz‐Müren, University of Toronto at Mississauga, Ontario, Canada
Kathryn M. Yee, University of Maryland, College Park, MD, USA
Introduction
Peter K. Smith and Craig H. Hart
This is the third edition of this Handbook, which has proved to be a successful volume in a successful series. In editing this third edition, we have sought to maintain the strengths of the first (2002) and second (2011) editions, update and further strengthen the breadth of coverage, and provide an advanced text which will be useful to many individual researchers, as well as an indispensable library resource. Many features are in common with the first and second editions, but there are some distinctive new features.
This volume is part of a series, and there are companion volumes on infancy; on cognitive development in childhood; and on adolescence. Thus, the age range covered in this volume is broadly from post‐infancy (around 3 years) up to adolescence. It does not include material on infancy, or adolescence and beyond, except in so far as it might be necessary for understanding or contextualizing the theories, methods, and findings of the research in childhood. Of course, a wide age range remains, from preschool (3–5 years), early school (5–7 years) through to later elementary or middle school (8–11 years). Also, the chapters focus on social development. This includes several chapters in the social cognition area, in Part IX.
We asked for chapters at a certain level. Thus this Handbook is not meant for beginners in the area. Those who have not studied child development previously will be better served by one of the many introductory texts available. The brief we gave to authors was to give a clear and succinct account of work in their area, which would be suitable for anyone wishing to go beyond basic textbook coverage. This would include advanced undergraduates in psychology and behavioral sciences, and postgraduates taking taught or research‐focused master’s degrees, or pursuing doctoral research. It will also include teaching staff and researchers who wish for an authoritative update outside their immediate teaching/research area. The book should also be useful
