The child development field is changing all the time, and with each edition this book has endeavoured to reflect contemporary thinking, current theory and research, as well as the most topical issues. The editors also flag the issues that they see as important to moving the field forward, such as the importance of child voice and participation in decision making relating to research, policy and practice. 

This fifth edition is focused on child development within the Australian context and the factors that influence children’s development. These include the effects of disability, ethnicity, family, school, neighbourhood (including rural, urban and remote communities) and state interventions and policies. The structure continues to reflect the contextual layers described in Bronfenbrenner’s bioecological model. All of the individual chapters have been reconceptualised and rewritten to reflect current research evidence and theory development. 

The book benefits from the contributions of experts with child development backgrounds alongside those who think about childhood within the disciplinary frames of sociology, history, social work, education, health, and law. The authors bring exceptional academic, policy, and practical experience.  

Learning Features

• Chapter openings include chapter summary statements and information about chapter structure to help students to focus on the key elements of each chapter.
• Case study examples help students link theory to practice.
• End of chapter exercises enable students to test their understanding of each chapter.

• New Improved references. Referencing style moved to standard APA referencing and includes end of chapter references and short annotated key reference list making it much easier for students to navigate references. 
• More examples from upper primary and secondary to give pre-service teachers a wider range of examples.
• New Editor – Catherine McMahon adds her expertise in child development/psychology to the team.
• Content on child development and parent-child relationships expanded in a significantly revised Chapter 6  Family as the Primary Context of Children’s Development
• Expanded Chapter 13 – Australian Aboriginal and Torres Strait Islander Children and Families: The Legacy of Strong State Intervention provides a broader discussion of issues for Australia’s Indigenous children and families

Contributors:

Elizabeth Adamson is a Research Fellow at the Social Policy Research Centre, University of New

South Wales. 

Rebecca Barton is a Lecturer in occupational therapy at the Faculty of Health Sciences and an associate

with the Centre for Disability Research and Policy, University of Sydney. 

Deborah Brennan is a Professor at the Social Policy Research Centre, University of New South

Wales. 

Abi Brooker is a Research Fellow at the Melbourne Centre for the Study of Higher Education at the

University of Melbourne.

Anita Bundy is a Professor of Occupational Therapy and Head of Department at Colorado State

University, USA. 

Kate Burns is a lawyer with a background in human rights and international law. 

Kay Bussey is an Associate Professor in Psychology at Macquarie University.

Anna-Lisa Camberis is a psychologist working clinically with families from pregnancy through to

early childhood. 

Judy Cashmore is Professor of Socio-legal Research and Policy in the Faculty of Law, University

of Sydney and adjunct Professor in the Division of Arts, Southern Cross University. 

Kathy Cologon is a Senior Lecturer and researcher at the Institute of Early Childhood, Macquarie

University. 

Agnes Dodds is an Associate Professor of Medical Education in the Melbourne Medical School at the

University of Melbourne. 

Lina Engelen is a Research Fellow in the School of Public Health and Charles Perkins Centre, the

University of Sydney, Australia. 

Sally Fitzpatrick is a Postgraduate Researcher and Clinical Psychologist at the Centre for Emotional

Health, Macquarie University. 

Anne Grant has taught in the early childhood field, at both pre-school and primary level, for many

years, working with children who have a range of abilities from those identified as gifted through to

children with severe developmental delay. 

Linda Harrison is Professor of Early Childhood Education at Charles Sturt University and an Honorary

Fellow at the Murdoch Children’s Research Institute. 

Alan Hayes is the Inaugural Distinguished Professor of Family Studies and Director of the Family Action

Centre within the Faculty of Health and Medicine at the University of Newcastle, Australia. 

Jacqueline Hayden has researched, served as a consultant to, and directed emergency and

development programs for young children around the globe, including in Rwanda, Haiti, Cambodia,

Namibia, Eastern Europe, and the Asia–Pacific region. 

Kate Highfield is an academic from Macquarie University. After working in schools for a decade Kate

currently lectures in the areas of technology, mathematics, and science. 

Jeanette Lawrence is a developmental psychologist and an Honorary Associate Professor in the

Melbourne School of Psychological Sciences at the University of Melbourne. 

Karen Menzies is a Lecturer with the Wollotuka Institute, University of Newcastle. 

Elizabeth Murray is Associate Head of School in the School of Teacher Education and Lecturer in early

childhood and primary education in the Faculty of Education, Charles Sturt University. 

Geraldine Naughton is a Professor in Paediatric Exercise Science at the Australian Catholic University.

Cathrine Neilsen-Hewett is the Director of the Early Years at the University of Wollongong and

has been a lecturer and researcher in early childhood for more than 18 years. 

Dorothy Scott holds Honorary Professor positions at both the University of South Australia and the

University of Melbourne.

Paul Tranter is an Honorary Associate Professor in Geography at UNSW Canberra (the Australian

Defence Force Academy), Australia. 

Rosalind Walsh is an ESL/English teacher who holds a MEd specialising in gifted education. 

Sarah Wise is a developmental researcher with many years of experience in research, policy and service

innovation covering a wide range of issues relating to children, parents and families. 

Sandie Wong is a Senior Lecturer in the School of Teacher Education, Charles Sturt University, where

she is also a member of the Research Institute for Professional Practice, Learning and Education. 

Wayne Warburton is a Senior Lecturer in developmental psychology and Deputy Director of the

Children and Families Research Centre at Macquarie University. 

Shirley Wyver is a Senior Lecturer in child development at the Institute of Early Childhood, Macquarie

University.