Volume 1, Basic Research, covers the basic perceptual processes; social cognition, communication, and language; and social and emotional development. Volume 2, Applied and Policy Issues, focuses on biological and psychosocial risk in infancy; developmental disorders, including autism and intellectual disability; and intervention and policy issues relating to childcare, poverty, assessment and public policy.
The editors commentary and analysis in the volume introductions, as well as in part introductions, synthesize the material and provide further insight. Together, the two volumes of The Wiley–Blackwell Handbook of Infant Development offer the most comprehensive coverage available of this dynamic and rapidly growing field.
Chapter 1: Fetal development (Raye–Ann deRegnier and Shivani Desai, Northwestern University Feinberg School of Medicine).
Chapter 2: Infant nutrition (Maureen M. Black and Kristen M. Hurley, University of Maryland School of Medicine).
Chapter 3: Health (Robert J. Karp, SUNY–Downstate Medical Center).
Chapter 4: Development of communication in children with sensory functional disabilities (Gunilla Preisler, University of Stockholm).
Part II: Psychosocial risks.
Chapter 5: Growing up in poverty in developed countries (Jondou J. Chen, Nina Philipsen Hetzner, and Jeanne Brooks–Gunn, Columbia University).
Chapter 6: Infant Development in the Developing World (Patrice Engle, California Polytechnic State University).
Chapter 7: Child abuse and neglect (Kelli Connell–Carrick, University of Houston).
Chapter 8: Effects of postnatal depression on mother–infant interactions, and child development (Lynne Murray, Sarah Halligan and Peter Cooper, University of Reading).
Part III: Developmental disorders.
Chapter 9: Infant assessment (Susan P. Berger, Children′s Memorial Hospital & Northwestern University, Feinberg School of Medicine, Joyce Hopkins, Illinois Institute of Technology, Hyo Bae, Illinois Institute of Technology, Bryce Hella, Illinois Institute of Technology, and Jennifer Strickland, Illinois Institute of Technology).
Chapter 10: The Early Development of Autism Spectrum Disorders (Gregory S. Young and Sally Ozonoff, University of California, Davis).
Chapter 11: Infant Psychosocial Disorders (Melissa R. Johnson, WakeMed Health and Hospitals & University of North Carolina Chapel Hill, Karen Appleyard, Duke University).
Chapter 12: Genetic Disorders Associated with Intellectual Disability: An Early Development Perspective (Deborah J. Fidler, Colorado State University, Lisa Daunhauer, Colorado State University, David E. Most, Colorado State University, and Harvey Switzky, Northern Illinois University).
Part IV: Intervention and policy issues.
Chapter 13: Early intervention (Douglas R. Powell, Purdue University).
Chapter 14: Childcare Research at the Dawn of a New Millennium: An update (Sarah L. Friedman, CNA, Edward Melhuish, Birkbeck, University of London, and Candace Hill, CNA).
Chapter 15: Infancy research, policy, and practice (Marguerite Barratt and Erica Fener, The George Washington University).
Contents of Volume 1: Basic Research.