| Preface |
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xi | |
| About the Authors |
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xx | |
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Chapter 1 Exploring Child Development |
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1 | (32) |
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2 | (1) |
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3 | (1) |
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Themes in Child Development |
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4 | (3) |
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Theories of Child Development |
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7 | (1) |
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What Is a Theory, and Why Are Theories Useful? |
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8 | (2) |
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Psychoanalytic, Behavioral, and Social Learning Theories |
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10 | (4) |
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Cognitive, Biological, and the Contextual and Systems Theories |
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14 | (5) |
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Research in Child Development |
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19 | (1) |
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Descriptive Research Methods |
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20 | (1) |
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Correlational Research Methods |
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21 | (2) |
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Experimental Research Methods |
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23 | (2) |
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Methods for Assessing Development |
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25 | (2) |
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Ethics in Research with Children |
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27 | (2) |
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Applications and Careers Related to Children |
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29 | (1) |
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Practical Applications of Child Development Research |
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29 | (1) |
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Personal Perspective Meet First-Time Parents |
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30 | (1) |
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Social Policy Perspective Every Day in America |
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31 | (1) |
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Professional Perspective Career Focus: Meet a Child Social Worker |
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32 | (1) |
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Careers Related to Children |
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32 | (2) |
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Thinking Back to Sheryl and Adam... |
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34 | |
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35 | (1) |
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36 | (1) |
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37 | |
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Chapter 2 Heredity and the Environment |
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33 | (44) |
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Genes and Human Reproduction |
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39 | (1) |
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Genes and the Magical Four-Letter Code |
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39 | (3) |
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Social Policy Perspective Protecting the Genetic Privacy of Citizens |
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42 | (1) |
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Human Reproduction and Cell Division |
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43 | (4) |
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Personal Perspective Using Artificial Insemination |
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47 | (2) |
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How Traits and Genetic Abnormalities Are Inherited |
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49 | (1) |
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Dominant-Recessive Traits |
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50 | (4) |
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54 | (2) |
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Prenatal Screening and Genetic Testing |
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56 | (1) |
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Professional Perspective Career Focus: Meet a Genetic Counselor |
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57 | (2) |
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How Genes and Environments Interact |
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59 | (1) |
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Range of Reaction, Canalization, and Niche-Picking |
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60 | (3) |
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Probabilistic Epigenesis: Activating Your Genes |
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63 | (3) |
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Behavior Genetics:-Measuring the Heritability of Traits |
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66 | (1) |
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Behavior Genetics, Heritability, and Shared and Nonshared Environments |
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66 | (1) |
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How Is Heritability Estimated? |
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67 | (1) |
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Heritability of Complex Characteristics |
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68 | (5) |
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Thinking Back to Juan and Tracey... |
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73 | (4) |
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74 | (2) |
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76 | (1) |
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76 | (1) |
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Chapter 3 Prenatal Development and Birth |
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77 | (36) |
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78 | (1) |
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78 | (1) |
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Stages of Prenatal Development |
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79 | (5) |
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Teratogens: Health Risks for the Baby |
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84 | (3) |
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Alcohol, Cocaine, and Cigarette Smoking During Pregnancy |
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87 | (2) |
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Personal Perspective Meet a Family Who Adopted a Child with Fetal Alcohol Syndrome |
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89 | (2) |
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The Mother's Health and Age |
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91 | (1) |
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Social Policy Perspective The Case of Malissa Ann Crawley |
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92 | (2) |
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94 | (1) |
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95 | (2) |
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97 | (1) |
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98 | (2) |
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Cultural Differences Surrounding Birth |
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100 | (1) |
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Modern Birthing Practices in the United States: Choices and Alternatives |
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101 | (1) |
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Professional Perspective Career Focus: Meet a Certified Nurse-Midwife |
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102 | (2) |
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Birthing Complications: Something Isn't Right |
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104 | (1) |
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104 | (2) |
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Becoming a Family: Psychological Adjustments to Having a Newborn |
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106 | (1) |
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The Transition to Parenthood |
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106 | (1) |
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Becoming the Big Brother or Sister |
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107 | (1) |
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Thinking Back to Elizabeth and Stephanie... |
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108 | (4) |
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109 | (2) |
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111 | (1) |
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111 | (1) |
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112 | (1) |
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PART 2 INFANTS AND TODDLERS: THE FIRST YEARS [ BIRTH THROUGH 2 YEARS |
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Chapter 4 Physical Development in Infants and Toddlers |
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113 | (30) |
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Infants at Risk: Prematurity and Infant Mortality |
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114 | (1) |
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115 | (1) |
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115 | (2) |
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Personal Perspective Meet the Parents of a Very Premature Baby |
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117 | (1) |
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Prenatal Care: Having a Healthy Baby |
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117 | (2) |
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Growth of the Brain and Body |
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119 | (1) |
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Structure of the Brain and Nervous System |
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119 | (2) |
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Forming the Brain and Nervous System |
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121 | (2) |
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Social Policy Perspective Can Mozart Stimulate Neural Connections in Infants? |
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123 | (1) |
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Physical Growth, Sleep Patterns, and Sudden Infant Death Syndrome |
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123 | (2) |
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125 | (4) |
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129 | (1) |
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Basic Components of Vision |
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129 | (1) |
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How Well Do Infants Hear? |
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130 | (1) |
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131 | (1) |
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132 | (1) |
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Reflexes: The Infants First Coordinated Movements |
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133 | (1) |
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Voluntary Movements: The Motor Milestones |
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133 | (2) |
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Professional Perspective Career Focus: Meet a Physical Therapist |
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135 | (2) |
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Cultural Differences in Early Experience |
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137 | (1) |
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138 | (1) |
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Thinking Back to Jess and Darran... |
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139 | (4) |
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140 | (2) |
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142 | (1) |
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142 | (1) |
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Chapter 5 Cognitive Development in Infants and Toddlers |
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143 | (36) |
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144 | (1) |
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Robert Fantz and the Early Work in Testing Visual Preferences |
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144 | (2) |
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Habituation-Dishabituation Research |
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146 | (2) |
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Social Policy Perspective Assessing Infant Intelligence: A Good Idea? |
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148 | (1) |
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Intermodal Perception: Putting It All Together |
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149 | (1) |
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Explaining Cognitive Development: Piaget's Constructivist View |
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150 | (1) |
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Piaget as a Child Prodigy |
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151 | (1) |
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Constructivism and Interaction with the Environment |
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152 | (3) |
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Piaget's Stage 1: Sensorimotor Thought (Birth to 2 Years) |
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155 | (3) |
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Personal Perspective Where Did It Go? |
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158 | (3) |
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161 | (1) |
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162 | (1) |
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Learning Theory: Language as a Learned Skill |
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162 | (2) |
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Nativist Theory: Born to Talk |
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164 | (4) |
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Interaction Theories: Cognitive and Social Interactionist Approaches |
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168 | (2) |
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Early Communication: How Language Starts |
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170 | (4) |
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Professional Perspective Career Focus: Meet A Speech-Language Pathologist |
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174 | (2) |
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Thinking Back to Chi Hae... |
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176 | (3) |
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176 | (2) |
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178 | (1) |
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178 | (1) |
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Chapter 6 Socioemotional Development in Infants and Toddlers |
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179 | (31) |
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180 | (1) |
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The History of Attachment Research |
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181 | (4) |
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Factors Related to Attachment |
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185 | (5) |
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Social Policy Perspective Parental Leave Policies in the United States and Other Nations |
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190 | (1) |
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Early Attachment and Long-Term Outcomes |
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190 | (3) |
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193 | (1) |
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194 | (2) |
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Other Approaches to Temperament |
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196 | (1) |
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Personal Perspective Meet the Parent of a Difficult Child |
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197 | (1) |
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Infant Responses to Emotions |
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197 | (3) |
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Toddler Self-Conscious Emotions |
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200 | (1) |
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Social Relation? and Play |
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201 | (1) |
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Infant Social Interactions and Sensorimotor Play |
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201 | (1) |
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202 | (1) |
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Professional Perspective Career Focus: Meet a Toy Company Executive |
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203 | (1) |
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Toddler Conflicts and Symbolic Play |
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204 | (2) |
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206 | (3) |
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206 | (2) |
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208 | (1) |
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208 | (1) |
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209 | (1) |
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PART 3 EARLY CHILDHOOD: THE PLAYFUL YEARS [ 3 THROUGH 6 YEARS] |
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Chapter 7 Physical Development in Early Childhood |
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210 | (27) |
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Growth of the Body and Brain |
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211 | (1) |
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Physical Growth and Nutrition |
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211 | (2) |
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Professional Perspective Career Focus: Meet a Family Nutrition Counselor |
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213 | (1) |
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Growth and Development of the Brain |
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214 | (2) |
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The Role of Experience in Brain Development |
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216 | (1) |
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Larger Developmental Patterns in the Brain |
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217 | (2) |
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Motor Development and Physical Activity |
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219 | (1) |
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Gross-Motor and Fine-Motor Development |
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219 | (3) |
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Physical Activity and Exercise |
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222 | (1) |
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223 | (1) |
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Personal Perspective Living with Cerebral Palsy |
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224 | (1) |
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225 | (1) |
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Childhood Deaths and Safety Issues |
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226 | (1) |
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Child Maltreatment: Abuse and Neglect |
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227 | (2) |
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Effects of Abuse and Neglect |
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229 | (3) |
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Social Policy Perspective Protecting Children from Neglect |
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232 | (2) |
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Thinking Back to the Rodriguez Children... |
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234 | (3) |
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234 | (1) |
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235 | (1) |
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236 | (1) |
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Chapter 8 Cognitive Development in Early Childhood |
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237 | (36) |
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Piaget's Stage 2: Preoperational Thought |
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238 | (1) |
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Flourishing Mental Representations |
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239 | (1) |
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Emergence of Intuitive Thought: "It Seems Like..." |
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240 | (1) |
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241 | (1) |
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Professional Perspective Career Pocus: Meet a Constructivist Teacher |
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242 | (1) |
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243 | (1) |
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Vygotsky's Sociocultural View of Cognitive Development |
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244 | (1) |
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Vygotsky's Background: The Sociocultural Context for a New Theory |
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245 | (1) |
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The Role of Speech and Language |
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245 | (1) |
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Mediation: With a Little Help from Your Friends |
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246 | (1) |
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The Zone of Proximal Development |
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246 | (1) |
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Scaffolding and Collaborative Learning |
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247 | (2) |
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249 | (1) |
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What Is the Information-Processing Approach? |
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250 | (1) |
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The Development of Basic Cognitive Processes |
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250 | (2) |
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Metacognition and the Childs Developing Theory of Mind |
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252 | (3) |
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255 | (1) |
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256 | (1) |
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Learning Grammar and the Social Rules of Discourse |
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257 | (1) |
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Bilingual Children: Learning Two Languages |
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258 | (2) |
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Personal Perspective Meet a Bilingual Family |
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260 | (1) |
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Early Childhood Education and Kindergarten Readiness |
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261 | (1) |
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Early Childhood Education |
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262 | (4) |
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Social Policy Perspective Project Head Start: What Lies Ahead? |
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266 | (1) |
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266 | (3) |
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Thinking Back to Sujatha and RK... |
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269 | (4) |
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269 | (2) |
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271 | (1) |
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272 | (1) |
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Chapter 9 Socioemotional Development in Early Childhood |
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273 | (29) |
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The Social and Emotional Self |
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274 | (1) |
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The Self, Self-Regulation, and Emotions |
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274 | (4) |
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Developing Ideas about Gender |
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278 | (1) |
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279 | (3) |
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282 | (1) |
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282 | (1) |
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283 | (3) |
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Social Policy Perspective Should Parents Have to Be Licensed? |
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286 | (1) |
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Discipline: What's a Parent to Do? |
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286 | (3) |
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Personal Perspective Carrots or Sticks? Family Discipline at Different Ages |
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289 | (2) |
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291 | (1) |
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292 | (2) |
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Professional Perspective Career Focus: Meet the Director of a Child Care Center |
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294 | (1) |
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295 | (3) |
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Thinking Back to Julie and Tom... |
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298 | (3) |
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298 | (1) |
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299 | (1) |
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300 | (1) |
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301 | (1) |
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PART 4 MIDDLE CHILDHOOD: THE SCHOOL YEARS [ 7 THROUGH 11 YEARS] |
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Chapter 10 Physical Development in Middle Childhood |
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302 | (33) |
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Growth of the Body and Brain |
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303 | (1) |
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Physical Growth and Problems with Being Overweight |
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303 | (2) |
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Growth and Maturation of the Brain |
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305 | (3) |
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Motor Development and Physical Activity |
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308 | (1) |
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308 | (1) |
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Physical Activity and Exercise |
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309 | (2) |
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311 | (2) |
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313 | (1) |
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Childhood Injuries and Safety Issues |
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314 | (2) |
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Professional Perspective Career Focus: Meet a Pediatrician |
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316 | (1) |
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317 | (2) |
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Personal Perspective Surviving Child Sexual Abuse: One Survivor's Story |
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319 | (2) |
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Children with Exceptional Needs |
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321 | (1) |
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What Is Developmental Psychopathology? |
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322 | (1) |
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Attention-Deficit/Hyperactivity Disorder |
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322 | (2) |
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Communication and Learning Disorders |
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324 | (3) |
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Autism Spectrum Disorders |
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327 | (3) |
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Social Policy Perspective Social Policy Educating Children with Exceptional Needs |
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330 | (1) |
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331 | (4) |
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332 | (2) |
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334 | (1) |
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334 | (1) |
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Chapter 11 Cognitive Development in Middle Childhood |
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335 | (41) |
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Piaget's Stage 3: Concrete Operational Thought |
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336 | (1) |
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What Is Concrete Operational Thinking? |
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336 | (1) |
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Class Inclusion, Seriation, and Transitive Inference Skills |
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337 | (1) |
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Information Processing: Memory Development |
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338 | (1) |
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Two Models of Memory: Stores and Networks |
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339 | (2) |
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341 | (2) |
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343 | (1) |
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Other Characteristics of Memory Development |
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344 | (2) |
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Social Policy Perspective Children's Eyewitness Testimony: The Truth, the Whole Truth, Nothing But the Truth? |
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346 | (1) |
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Professional Perspective Career Focus: Meet a Child and Family Therapist |
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347 | (1) |
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Information Processing: knowledge, Strategies, and New Approaches |
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348 | (1) |
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349 | (2) |
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351 | (2) |
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Newer Approaches to Understanding Cognitive Development |
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353 | (4) |
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Information Processing: Where Does It Stand? |
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357 | (2) |
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Learning to Communicate: Language in Middle Childhood |
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359 | (1) |
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359 | (1) |
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Metalinguistic Awareness and Changes in How Language Is Used |
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360 | (1) |
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Connectionist Models of Language Development |
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361 | (2) |
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363 | (1) |
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Development of Mathematical Skills |
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363 | (3) |
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Development of Reading Skills |
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366 | (2) |
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Personal Perspective Meet a Literacy Volunteer |
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368 | (1) |
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Development of Writing Skills |
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369 | (2) |
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Thinking Back to Linda and Gianluca... |
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371 | (5) |
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372 | (2) |
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374 | (1) |
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375 | (1) |
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Chapter 12 Socioemotional Development in Middle Childhood |
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376 | (39) |
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The Social and Emotional Self |
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377 | (1) |
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377 | (1) |
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378 | (2) |
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380 | (1) |
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Moral and Prosocial Reasoning |
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381 | (2) |
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Aggression, Bullying, and Resilient Children |
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383 | (3) |
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386 | (1) |
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387 | (4) |
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Never-Married Households and Stepfamilies |
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391 | (4) |
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Play, Friends, and Peer Popularity |
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395 | (1) |
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395 | (1) |
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Personal Perspective We Are Best Friends |
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396 | (1) |
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396 | (3) |
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A Social Cognition Model of Peer Relations, and Helping Rejected Children |
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399 | (2) |
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401 | (1) |
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Schools: Beliefs and Expectations |
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402 | (2) |
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Social Policy Perspective Bilingual Education in the Schools |
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404 | (1) |
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404 | (1) |
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405 | (2) |
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Video Games, Computers, and the Internet |
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407 | (2) |
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Professional Perspective Career Focus: Meet a Marketing Executive |
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409 | (1) |
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Thinking Back to Laurel... |
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410 | (4) |
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411 | (2) |
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413 | (1) |
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413 | (1) |
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414 | (1) |
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PART 5 ADOLESCENCE: THE TRANSITION TOWARD ADULTHOOD [ 12 YEARS AND BEYOND] |
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Chapter 13 Physical Development in Adolescence |
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415 | (35) |
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Growth of the Body and Brain during Adolescence |
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416 | (1) |
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416 | (3) |
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Early and Late Maturation |
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419 | (1) |
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420 | (1) |
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Personal Perspective Meet a Young Adolescent |
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421 | (2) |
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Sexual Activity during Adolescence |
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423 | (1) |
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Patterns of Sexual Activity |
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424 | (2) |
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Contraceptive Use in Adolescence |
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426 | (1) |
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Social Policy Perspective The Sex Education Debate |
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427 | (1) |
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Sexual Knowledge and Sex Education |
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428 | (1) |
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Special Concerns about Teenage Sexual Activity |
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429 | (1) |
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Sexually Transmitted Diseases and Adolescents |
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430 | (1) |
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431 | (3) |
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434 | (2) |
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436 | (1) |
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436 | (2) |
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438 | (1) |
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Professional Perspective Career Focus: Meet an Eating Disorders Counselor |
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439 | (4) |
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Other Health Issues during the Adolescent Years |
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443 | (3) |
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446 | (4) |
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447 | (2) |
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449 | (1) |
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449 | (1) |
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Chapter 14 Cognitive Development in Adolescence |
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450 | (35) |
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Piaget's Stage 4: Formal Operational Thought |
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451 | (1) |
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What Is Formal Operational Thought? |
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451 | (2) |
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453 | (1) |
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Evaluating Piaget's Theory |
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454 | (2) |
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Recent Sociocultural Views of Cognitive Development |
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456 | (1) |
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|
|
457 | (1) |
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Guided Participation and Communities of Practice |
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|
457 | (1) |
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Thinking as Socially Shared Cognition: Two Heads Are Better Than One |
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458 | (1) |
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459 | (1) |
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460 | (4) |
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|
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464 | (1) |
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Extremes of Intelligence: Intellectual Disability and Giftedness |
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465 | (1) |
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Professional Perspective Career Focus: Meet a School Psychologist |
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|
466 | (2) |
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Ethnic Differences and Questions about Cultural Bias |
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|
468 | (1) |
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Social Policy Perspective Ethnicity and IQ |
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|
469 | (3) |
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Learning to Communicate: Language in Adolescence |
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|
472 | (1) |
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|
472 | (1) |
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Social and Cultural Dialects |
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|
472 | (2) |
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Cognition in Context: Adolescents Making Decisions |
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|
474 | (1) |
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How Well Do Adolescents Make Decisions? |
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475 | (1) |
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Making Vocational Choices |
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|
476 | (2) |
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The Forgotten Third: Improving the Transition from School to Work |
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|
478 | (1) |
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Personal Perspective I Graduated--Now What? |
|
|
479 | (2) |
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|
481 | (4) |
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|
482 | (1) |
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|
483 | (1) |
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|
484 | (1) |
|
Chapter 15 Socioemotional Development in Adolescence |
|
|
485 | (41) |
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Who Am I? Adolescents' Understanding of Themselves |
|
|
486 | (1) |
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|
486 | (3) |
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Personal Perspective Developing an Ethnic Identity |
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|
489 | (1) |
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|
490 | (2) |
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|
492 | (4) |
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Social Relationships: Family |
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|
496 | (1) |
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Teens Developing Autonomy: Conflict with Parents |
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|
497 | (1) |
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|
498 | (4) |
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Social Relationships: Peers |
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|
502 | (1) |
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Friends and Peers in Adolescence |
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|
503 | (1) |
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504 | (1) |
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Peer Pressure, Delinquent Behavior, and Aggression |
|
|
505 | (1) |
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Professional Perspective Career Focus: Meet a Juvenile Probation Officer |
|
|
506 | (1) |
|
Social Policy Perspective How Should We Deal with Aggressive Students? |
|
|
507 | (2) |
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|
509 | (1) |
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|
510 | (1) |
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Differences in Academic Performance |
|
|
510 | (2) |
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Cultural Contexts for Development |
|
|
512 | (8) |
|
Thinking Back to Camila... |
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|
520 | (4) |
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|
521 | (1) |
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|
522 | (1) |
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|
523 | (1) |
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|
524 | (2) |
| Glossary |
|
526 | (7) |
| References |
|
533 | (50) |
| Text and Photo Credits |
|
583 | (2) |
| Name Index |
|
585 | (11) |
| Subject Index |
|
596 | |
