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Child and Adolescent Development in Your Classroom 2nd edition [Minkštas viršelis]

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(University of Missouri), (University of Missouri)
  • Formatas: Paperback / softback, 736 pages, aukštis x plotis x storis: 27x215x266 mm, weight: 1519 g
  • Išleidimo metai: 01-Jan-2014
  • Leidėjas: Wadsworth Publishing Co Inc
  • ISBN-10: 1285427343
  • ISBN-13: 9781285427348
Kitos knygos pagal šią temą:
Child and Adolescent Development in Your Classroom 2nd editionDidesnis paveikslėlis
  • Formatas: Paperback / softback, 736 pages, aukštis x plotis x storis: 27x215x266 mm, weight: 1519 g
  • Išleidimo metai: 01-Jan-2014
  • Leidėjas: Wadsworth Publishing Co Inc
  • ISBN-10: 1285427343
  • ISBN-13: 9781285427348
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781285427348.html
This textbook is intended for graduate students in education and provides a comprehensive overview of children's and adolescents' emotional, social, physical, and academic development. The material is divided into five basic sections: Foundations of Child Development, The Cognitive Child, The Emotional Child, The Social Child, and The Whole Child. The text contains numerous visuals, such as charts and graphs to illustrate important points. There are also numerous study and discussion questions throughout, as well as examples of real children's conversations and situations. The book also contains up-to-date studies and revelations in the field of child development. Chapter summaries and links to web related content are included. Annotation ©2014 Ringgold, Inc., Portland, OR (protoview.com)

Covering development from early childhood through high school in an easy-to-follow format, this book provides future teachers with authentic, research-based strategies and guidelines for their classrooms. The authors apply child development concepts to topics of high interest and relevance to teachers, including classroom discipline, constructivism, social-emotional development, and many others. A strong emphasis on diversity among children is reflected throughout. Case studies and real-world vignettes further bridge the distance between research and the classroom, helping future teachers be better prepared to create an environment that promotes optimal development in children.

Recenzijos

Section 1: FOUNDATIONS OF CHILD DEVELOPMENT. 1. Ways of Thinking about Children. 2. Physical Development and Health. Section 2: THE COGNITIVE CHILD. 3. Classic Theories of Learning and Cognition. 4. Information Processing, Memory, and Problem Solving. 5 Cognitive Ability: Intelligence, Talent, and Achievement. Section 3: THE EMOTIONAL CHILD. 6. Attachment and Personality. 7. Self-Control and Discipline. 8. Emotional Development. Section 4: THE SOCIAL CHILD. 9. Social Cognition. 10. Social Behavior. 11. Peers, Friends, and Play. Section 5: THE WHOLE CHILD. 12. Language and Literacy. 13. The Self-System and Motivation. 14. The Child in Context: Family Structure, Child Care, and Media. Glossary. References. Name Index. Subject Index.

Section 1 Foundations of Child Development
1(92)
1 Ways of Thinking about Children
3(39)
1-1 The Science of Child Development
4(9)
1-1a Child Development Theories: A Brief Overview
4(1)
1-1b Research Methods
5(3)
Experimental Designs
8(1)
Nonexperimental Correlational Designs
8(1)
Qualitative Designs
9(1)
Studies of Change over Time
10(1)
Causality
10(1)
Measurement
11(1)
Generalizability
11(1)
Effect Size
12(1)
1-2 Nature and Nurture
13(11)
Box 1.1 Theories & Theorists: The Bioecological Model
14(1)
1-2a Nature: The Role of Genes in Individual Diversity
15(1)
Genes and Heritability
15(1)
Shared (SE) and Nonshared Environment (NSE)
16(1)
Is the Family a Shared or Nonshared Environment?
17(1)
Problems with Estimating Heritability
17(1)
How Can Genes Influence Behavior?
17(2)
1-2b Nurture: The Role of Culture in Group Diversity
19(1)
What Is Culture?
19(1)
Ethnicity
19(1)
Cultural Capital
20(1)
Cultural Mismatch
21(1)
TeachSource Video Case: Culturally Responsive Teaching: A Multicultural Lesson for Elementary Students
21(1)
Classroom Implications of Culture
22(1)
1-2c Reconciling the Role of Genes and Culture
23(1)
1-3 Risk and Resilience
24(10)
1-3a Protective Factors
25(1)
1-3b Accumulation of Risk
26(1)
1-3c Stability in Development
27(1)
Stability of Risk across Childhood
27(2)
The Importance of Early Experience
29(1)
1-3d Maternal Depression as a Risk Factor
29(1)
1-3e Poverty as a Risk Factor
30(1)
How Does Poverty Have These Effects?
31(1)
Ethnicity and Poverty
32(1)
Classroom Implications of Poverty
33(1)
1-4 Classroom Implications: The Case of School Readiness and Preschool
34(8)
1-4a School Readiness
34(1)
Measuring School Readiness
35(1)
What Should Be Done for Children Who Are Not Ready for School?
36(1)
1-4b What Does the Research on Preschools for Children at Risk Say?
36(1)
Head Start
36(1)
Prekindergarten
37(2)
Reflections on Practice: Checklist for Teachers
39(1)
Chapter Summary
40(1)
Accompanying Education CourseMate Website Resources
41(1)
2 Physical Development and Health
42(51)
2-1 The Brain
43(10)
2-1a Structure and Function of the Brain
43(1)
Box 2.1 Theories & Theorists: Maslow's Hierarchy of Needs
44(3)
2-1b Age Trends in Brain Development
47(1)
Infancy and Toddlerhood (Prenatal to 2 Years)
47(1)
Early Childhood (3 to 5 Years)
47(1)
Middle Childhood (6 to 12 Years)
48(1)
Adolescence (13 to 19 Years)
48(1)
2-1c Individual Diversity in Brain Development
49(1)
What Do Individual Differences in the Brain Predict?
49(1)
What Predicts Individual Differences in Brain Development?
50(1)
2-1d Classroom Implications of Brain Development
51(2)
2-2 Growth and Motor Development
53(19)
2-2a Age Trends in Growth and Motor Development
54(1)
Infancy and Toddlerhood (Prenatal to 2 Years)
54(2)
Early Childhood (3 to 5 Years)
56(1)
TeachSource Video Case: 0-2 Years: Fine Motor Development for Infants and Toddlers and 0-2 Years: Gross Motor Development for Infants and Toddlers
56(1)
Middle Childhood (6 to 12 Years)
57(1)
TeachSource Video Case: 2-5 Years: Fine Motor Development for Early Childhood and 2-5 Years: Gross Motor Development for Early Childhood
57(1)
TeachSource Video Case: 5-11 Years: Fine Motor Development for Middle Childhood and 5-11 Years: Gross Motor Development for Middle Childhood
58(1)
Adolescence (13 to 19 Years)
58(1)
Puberty
59(1)
2-2b Individual Diversity in Growth and Motor Development
59(1)
What Do Individual Differences in Growth and Motor Skills Predict?
60(1)
What Predicts Individual Differences in Growth and Motor Skills?
60(1)
Box 2.2 Challenges in Development: Low Birth Weight
61(2)
Brain Research: Exercise Builds Better Brains
63(3)
2-2c Group Diversity in Growth and Motor Development
66(1)
Gender
66(1)
Socioeconomic Status
67(1)
TeachSource Video Case: 12-18 Years: Physical Development in Adolescence, Puberty
67(1)
Ethnicity
68(1)
2-2d Classroom Implications of Growth and Motor Development
68(1)
In-School Nutrition
69(1)
Physical Activity at School
70(1)
Motor Skills in the Classroom
71(1)
2-3 Contemporary Health Challenges
72(21)
2-3a Sleep Deprivation
72(1)
Age Trends in Sleep Patterns
73(1)
Sleep Disorders
74(1)
Improving Sleep
74(1)
Classroom Implications of Sleep Deprivation
75(1)
2-3b Obesity and Other Eating Disorders
76(1)
Age Trends in Obesity
76(1)
What Does Obesity Predict?
77(1)
What Predicts Obesity?
78(1)
Group Diversity in Obesity
78(1)
Classroom Implications of Obesity
79(1)
Other Eating Disorders
80(1)
2-3c Drug Use
80(1)
Age Trends in Drug Use
81(1)
What Does Drug Use Predict?
81(1)
What Predicts Drug Use?
82(1)
Group Diversity in Drug Use
83(1)
Classroom Implications of Drug Use
83(1)
Brain Research: Drug Use Harms Young Brains
83(1)
Prenatal Drug Exposure--Behavioral Teratogens
84(3)
Reflections on Practice: Checklist for Teachers
87(1)
Summary of Age Trends in Physical Development
88(2)
Chapter Summary
90(1)
Accompanying Education CourseMate Website Resources
91(2)
Section 2 The Cognitive Child
93(136)
3 Classic Theories of Learning and Cognition
95(45)
3-1 Behaviorism
96(9)
3-1a Classical Conditioning
97(1)
3-1b Operant Conditioning
98(1)
Reinforcement and Punishment
98(2)
Box 3.1 Theories & Theorists: B. F. Skinner
100(1)
Shaping
100(1)
Stability and Extinction
101(1)
3-1c Classroom Implications of Behaviorism
101(1)
Operant Conditioning in Classrooms
102(1)
Direct Instruction
103(2)
3-2 Piaget's Theory of Cognitive Development
105(17)
3-2a Age Trends in Piaget's Cognitive Developmental Theory
106(1)
The Sensorimotor Stage (Birth to 2 Years)
107(1)
The Preoperational Stage (About Ages 2 through 7)
108(1)
TeachSource Video Case: 2-5 Years: Piaget's Preoperational Stage
108(2)
The Concrete Operational Stage (About Ages 7 through 11)
110(1)
TeachSource Video Case: 5-11 Years: Piaget's Concrete Operational Stage
110(3)
The Formal Operational Stage (About Age 12 and Older)
113(1)
TeachSource Video Case: 12-18 Years: Piaget's Formal Operational Stage, Abstraction, and Hypothetical Propositions
114(1)
3-2b Advances in Knowledge Since Piaget
115(1)
Underestimation and Overestimation of Abilities
115(2)
Primacy of Language
117(1)
3-2c Diversity in Cognitive Developmental Theory
118(1)
3-2d Classroom Implications of Cognitive Developmental Theory
119(1)
Developmentally Appropriate Practice
119(1)
Constructivist Teaching
120(2)
3-3 Vygotsky's Sociocultural Theory
122(9)
3-3a The Role of Social Interaction
123(1)
3-3b Zone of Proximal Development
123(1)
3-3c Scaffolding
124(1)
3-3d Language and Private Speech
124(1)
3-3e Age Trends in Sociocultural Theory
125(1)
Brain Research: Private Speech Builds Brains
125(1)
3-3f Diversity in Sociocultural Theory
126(1)
3-3g Classroom Implications of Sociocultural Theory
127(1)
Social Constructivism
127(2)
TeachSource Video Case: Constructivist Teaching in Action: A High School Classroom Debate
129(2)
A Note of Caution About Constructivist Instruction
131(1)
TeachSource Video Case: Middle School Science Instruction: Inquiry Learning
131(1)
3-4 Comparing Theories of Learning and Cognition
131(9)
Box 3.2 Theories & Theorists: Social Cognitive Theory
133(2)
Reflections on Practice: Checklist for Teachers
135(1)
Summary of Age Trends in Learning and Cognition
136(2)
Chapter Summary
138(1)
Accompanying Education CourseMate Website Resources
139(1)
4 Information Processing, Memory, and Problem Solving
140(47)
4-1 Information Processing
141(12)
4-1a Components of the Information Processing Model
141(1)
Sensory Register
141(1)
Long-Term Memory
141(1)
Working Memory
142(1)
Executive Functions
143(1)
4-1b Age Trends in Information Processing
144(1)
Infancy and Toddlerhood (Birth to 2 Years)
144(1)
Early Childhood (3 to 5 Years)
145(1)
Middle Childhood (6 to 12 Years)
145(2)
Adolescence (13 to 19 Years)
147(1)
Brain Research: Mature Brains Have Better Executives
147(1)
4-1c Individual Diversity in Information Processing
147(2)
Box 4.1 Challenges in Development: ADHD
149(1)
4-1d Classroom Implications of Information Processing
150(1)
Reduce Working Memory and Executive Load
151(1)
Focus Attention
151(1)
Strengthen Executive Functions
152(1)
Brain Research: Brains Can Be Trained
152(1)
4-2 Memory
153(11)
4-2a Remember? Maybe, Maybe Not
153(1)
Memory Errors
153(2)
Context and Memory
155(1)
Memory Strategies
155(1)
4-2b Age Trends in Memory
156(1)
Infancy and Toddlerhood (Prenatal to 2 Years)
156(1)
Early Childhood (3 to 5 Years)
157(1)
Middle Childhood (6 to 12 Years)
157(1)
TeachSource Video Case: 5-11 Years: Memory in Middle Childhood, Rehearsal Strategies
157(1)
Adolescence (13 to 19 Years)
158(1)
4-2c Individual Diversity in Memory
158(1)
What Do Individual Differences in Memory Predict?
158(1)
What Predicts Individual Differences in Memory?
158(1)
4-2d Classroom Implications of Memory
159(1)
Connect Knowledge
160(1)
Facilitate Memory Strategies
161(1)
Increase Exposure to Material to Be Learned
162(1)
Space Practice
162(1)
Test Students
163(1)
4-3 Reasoning and Problem Solving
164(10)
4-3a Age Trends in Reasoning and Problem Solving
166(1)
Infancy and Toddlerhood (Birth to 2 Years)
166(1)
Early Childhood (3 to 5 Years)
167(1)
Middle Childhood (6 to 12 Years)
168(1)
Adolescence (13 to 19 Years)
168(1)
4-3b Individual Diversity in Reasoning and Problem Solving
169(1)
What Do Individual Differences in Reasoning Predict?
169(1)
What Predicts Individual Differences in Reasoning?
169(1)
4-3c Classroom Implications of Reasoning and Problem Solving
170(1)
Require Explanations
171(1)
Teach Effective Strategies
171(1)
Foster Argument
172(1)
Use Inquiry-Based Lessons
172(1)
TeachSource Videos Case: Metacognition: Helping Students Become Strategic Learners
172(1)
Directly Train Reasoning
173(1)
4-4 Putting the Theories to Work: The Case of Mathematics
174(13)
4-4a Age Trends in Mathematics
175(1)
Informal Math
175(1)
School-Age Math
176(1)
4-4b Implications for Teachers from Different Theories
177(1)
Behaviorism and Math
177(1)
Piaget's Theory of Cognitive Development and Math
177(2)
Vygotsky's Sociocultural Theory and Math
179(1)
The Information Processing Model and Math
180(1)
TeachSource Video Case: Exploring Math Concepts through Creative Activities: Integrated Curriculum in Early Childhood
181(1)
Reflections on Practice: Checklist for Teachers
182(1)
Summary of Age Trends in Information Processing
183(2)
Chapter Summary
185(1)
Accompanying Education CourseMate Website Resources
186(1)
5 Cognitive Ability: Intelligence, Talent, and Achievement
187(42)
5-1 Intelligence
188(16)
5-1a What is Intelligence?
188(1)
Intelligence as g
189(1)
Theory of Successful Intelligence
189(1)
Multiple Intelligences
190(2)
Measurement of Intelligence
192(1)
5-1b Individual Diversity in Intelligence
192(1)
Stability of Intelligence
193(1)
Box 5.1 Theories & Theorists: Habituation and Core Knowledge
193(2)
TeachSource Video Case: 0-2 Years: Early Learning in Infants and Toddlers
195(1)
What Do Individual Differences in Intelligence Predict?
195(1)
What Predicts Individual Differences in Intelligence?
196(1)
5-1c Group Diversity in Intelligence
197(1)
Gender
197(1)
Brain Research: Boy vs. Girl Brains
198(1)
Socioeconomic Status
198(1)
Ethnicity
198(1)
Culture
199(1)
Test Bias
200(1)
Cohort Effect--Rising Intelligence
200(1)
5-1d Classroom Implications of Intelligence
201(1)
Multiple Intelligences in the Classroom
201(2)
Intelligence Tests and the Classroom
203(1)
Box 5.2 Challenges in Development: Learning Disabilities
203(1)
5-2 Talent and Expertise
204(7)
5-2a Age Trends in Talent and Expertise
204(1)
5-2b Individual Diversity in Talent and Expertise
205(1)
What Do Individual Differences in Expertise Predict?
205(1)
What Predicts Individual Differences in Expertise?
205(3)
5-2c Group Diversity in Talent and Expertise
208(1)
5-2d Classroom Implications of Talent and Expertise
209(1)
TeachSource Video Case: Christine Golliver and Gail Green: Teaching Students Identified as Gifted and Talented
209(2)
5-3 Achievement
211(18)
5-3a Age Trends in Achievement
212(1)
5-3b Individual Diversity in Achievement
212(1)
Stability of Individual Differences in Achievement
212(1)
What Do Individual Differences in Achievement Predict?
212(1)
What Predicts Individual Differences in Achievement?
213(1)
5-3c Group Diversity in Achievement
213(1)
Gender
214(1)
Socioeconomic Status
214(1)
Ethnicity
215(2)
Cross-National Comparisons
217(2)
5-3d Classroom Implications of Research on Achievement
219(1)
Testing
220(1)
Study Skills
220(1)
Time-on-Task
221(1)
Homework
221(1)
Retention in Grade
222(1)
Class Size
223(1)
High-Stakes Tests
223(1)
TeachSource Video Case: Preparing Students for Standardized Testing: Strategies for Success
224(1)
Reflections on Practice: Checklist for Teachers
225(1)
Summary of Age Trends in Cognitive Ability
226(1)
Chapter Summary
227(1)
Accompanying Education CourseMate Website Resources
228(1)
Section 3 The Emotional Child
229(134)
6 Attachment and Personality
231(42)
6-1 Attachment
232(19)
Box 6.1 Theories & Theorists: John Bowlby and Mary Ainsworth
233(1)
Box 6.2 Theories & Theorists: Ethology and Critical Periods
234(1)
6-1a Age Trends in Attachment
234(1)
Infancy and Toddlerhood (Birth to 2 Years)
235(1)
Early and Middle Childhood (3 to 12 Years)
235(1)
TeachSource Video Case: 0-2 Years: Attachment in Infants and Toddlers
235(1)
Adolescence (13 to 19 Years)
236(1)
6-1b Individual Diversity in Attachment
236(1)
Secure Attachment
237(1)
Insecure Avoidant Attachment
237(1)
Insecure Resistant Attachment
238(1)
Disorganized Attachment
238(1)
How Stable Is Attachment?
239(1)
Attachment in Adult Romantic Relationships
239(1)
What Do Individual Differences in Attachment Predict?
240(2)
What Predicts Individual Differences in Attachment?
242(1)
Improving Attachment
243(1)
Attachment to Father
244(1)
How Does Attachment Have Such Far-Reaching Consequences?
244(1)
Brain Research: Secure Brains Learn Better
245(1)
6-1c Group Diversity in Attachment
245(1)
Socioeconomic Status
245(1)
Cross-National Comparisons
246(1)
6-1d Classroom Implications of Attachment
246(1)
Teacher-Student Relationships
246(3)
School Bonding
249(2)
6-2 Temperament and Personality
251(22)
6-2a Age Trends in Temperament and Personality
254(1)
6-2b Individual Diversity in Temperament and Personality
255(1)
How Stable Are Individual Differences in Temperament and Personality?
255(1)
How Stable Is Personality across Situations?
256(1)
What Do Temperament and Personality Predict?
256(2)
What Predicts Temperament and Personality?
258(1)
Brain Research: Brain Differences in Personality
259(1)
6-2c Group Diversity in Temperament and Personality
260(1)
Gender
260(1)
Box 6.3 Theories & Theorists: Revisiting Nature and Nurture--Epigenetics
261(1)
Socioeconomic Status
262(1)
Cross-National Comparisons
262(1)
Cohort Effect
263(1)
6-2d Classroom Implications of Temperament and Personality
264(1)
Change Your Perceptions of the Learner's Personality
264(1)
Create a Good Fit
264(3)
Shape the Student's Personality
267(1)
Reflections on Practice: Checklist for Teachers
268(1)
Summary of Age Trends in Attachment and Personality
269(2)
Chapter Summary
271(1)
Accompanying Education CourseMate Website Resources
272(1)
7 Self-Control and Discipline
273(44)
7-1 Self-Control
274(10)
7-1a Age Trends in Self-Control
274(1)
Infancy and Toddlerhood (Birth to 2 Years)
274(1)
Early Childhood (3 to 5 Years)
275(1)
Middle Childhood (6 to 12 Years)
275(1)
Adolescence (13 to 19 Years)
275(1)
Brain Research: Some Teen Brains Find Risk Rewarding
276(1)
7-1b Individual Diversity in Self-Control
277(1)
Stability across Childhood
277(1)
Stability across Situations
277(1)
What Do Individual Differences in Self-Control Predict?
278(1)
What Predicts Individual Differences in Self-Control?
279(2)
7-1c Group Diversity in Self-Control
281(1)
Box 7.1 Theories & Theorists: Collectivism and Individualism
282(1)
7-1d Classroom Implications of Self-Control
283(1)
7-2 Effective Discipline
284(20)
7-2a The Goal of Discipline
284(1)
7-2b Types of Discipline
285(1)
Induction
286(1)
Psychological Control
286(1)
Power Assertion
287(1)
7-2c Principles of Effective Discipline
288(1)
Box 7.2 Challenges in Development: Child Abuse
289(3)
Applying the Principles of Effective Discipline: Persistent Persuasion
292(1)
Why Persistent Persuasion Should Work
293(1)
7-2d Group Diversity in Discipline
294(1)
Socioeconomic Status
294(1)
Ethnicity
294(2)
7-2e Classroom Implications of Discipline
296(2)
Revisiting Behavior Modification
298(3)
Classroom Management
301(2)
TeachSource Video Case: Classroom Management: Handling a Student with Behavior Problems
303(1)
Culturally Responsive Classroom Management
303(1)
TeachSource Video Case: Managing an Inclusive Classroom: High School Math Instruction
304(1)
7-3 Teaching Self-Control: What Parenting Styles Tell Us
304(13)
7-3a Four Styles of Parenting
305(1)
Indifferent Style
305(1)
Indulgent Style
305(1)
Authoritarian Style
306(1)
Authoritative Style
306(1)
The Adolescent Challenge
307(1)
7-3b Group Diversity in Parenting Style
308(1)
Ethnicity
308(2)
7-3c Classroom Implications of Parenting Style
310(2)
Reflections on Practice: Checklist for Teachers
312(1)
Summary of Age Trends in Self-Control and Discipline
313(2)
Chapter Summary
315(1)
Accompanying Education CourseMate Website Resources
316(1)
8 Emotional Development
317(46)
8-1 Emotions
318(5)
8-1a Why Do Children Have Emotions?
319(1)
8-1b What Emotions Do Children Have?
319(1)
Box 8.1 Theories & Theorists: Charles Darwin
320(1)
Early Basic Emotions
320(1)
Complex Social Emotions
321(2)
8-2 Regulating One's Own Emotions
323(19)
8-2a Strategies to Regulate Emotion
323(2)
8-2b Emotional Dissemblance--Faking It
325(1)
8-2c Age Trends in Emotion Regulation
325(1)
Infancy and Toddlerhood (Birth to 2 Years)
326(1)
Early Childhood (3 to 5 Years)
326(1)
Middle Childhood (6 to 12 Years)
327(1)
Adolescence (13 to 19 Years)
328(1)
8-2d Individual Diversity in Emotion Regulation
328(1)
What Does Emotion Regulation Predict?
328(2)
What Predicts Emotion Regulation?
330(2)
Brain Research: Extreme Stress Alters Brains
332(3)
8-2e Depression: Emotion Regulation Gone Awry
335(1)
Prevalence of Depression
335(1)
Antecedents and Consequences of Depression
336(1)
8-2f Group Diversity in Emotion Regulation
337(1)
Gender
337(1)
Socioeconomic Status
338(1)
Ethnicity
338(1)
8-2g Classroom Implications of Emotion Regulation
338(1)
Be Sensitive to Learners' Emotions
338(2)
Scaffold and Teach Emotion Regulation
340(1)
Create a Positive Atmosphere
340(1)
Interventions for Depression
341(1)
8-3 Understanding Others' Emotions
342(10)
Brain Research: Mirror Neurons
343(2)
8-3a Age Trends in Understanding Others' Emotions
345(1)
Infancy and Toddlerhood (Birth to 2 Years)
345(1)
Early Childhood (3 to 5 Years)
345(1)
Middle Childhood (6 to 12 Years)
346(1)
Adolescence (13 to 19 Years)
347(1)
8-3b Individual Diversity in Understanding Others' Emotions
347(1)
What Does Understanding Others' Emotions Predict?
348(1)
What Predicts Understanding Others' Emotions?
348(1)
8-3c Group Diversity in Understanding Others' Emotions
349(1)
Gender
349(1)
Culture
350(1)
8-3d Classroom Implications of Understanding Others' Emotions
350(2)
8-4 Emotions and Thought
352(11)
8-4a Positive Emotions
353(1)
8-4b Negative Emotions
353(1)
8-4c Classroom Implications of Emotions and Thought
354(1)
Box 8.2 Challenges in Development: Test Anxiety
355(3)
Reflections on Practice: Checklist for Teachers
358(1)
Summary of Age Trends in Emotional Competence
359(2)
Chapter Summary
361(1)
Accompanying Education CourseMate Website Resources
362(1)
Section 4 The Social Child
363(138)
9 Social Cognition
365(42)
9-1 Theory of Mind
366(11)
Box 9.1 Challenges in Development: Autism Spectrum Disorder
367(2)
9-1a Age Trends in Theory of Mind
369(1)
Infancy and Toddlerhood (Birth to 2 Years)
369(1)
TeachSource Video Case: Tyler: Augmentative Communication Techniques for a Kindergarten Student with Autism and Language Issues
370(1)
TeachSource Video Case: Rebecca and Ben: Creating Structured Educational Programs for Students with Autism
370(1)
Early Childhood (3 to 5 Years)
371(1)
Middle Childhood (6 to 12 Years)
371(1)
Brain Research: The Puzzle of Autistic Brains
371(1)
Adolescence (13 to 19 Years)
372(1)
9-1b Individual Diversity in Theory of Mind
373(1)
What Do Individual Differences in Theory of Mind Predict?
373(1)
What Predicts Individual Differences in Theory of Mind?
373(3)
9-1c Group Diversity in Theory of Mind
376(1)
9-1d Classroom Implications of Theory of Mind
376(1)
9-2 Humor
377(8)
9-2a What Is Humor?
377(1)
Causes and Functions of Humor
377(1)
Box 9.2 Theories & Theorists: Sigmund Freud
378(1)
Playful Teasing
379(1)
9-2b Age Trends in Humor
380(1)
Infancy and Toddlerhood (Birth to 2 Years)
380(1)
Early Childhood (3 to 5 Years)
380(1)
Middle Childhood (6 to 12 Years)
381(1)
Adolescence (13 to 19 Years)
381(1)
9-2c Individual Diversity in Humor
381(1)
What Do Individual Differences in Humor Predict?
382(1)
What Predicts Individual Differences in Humor?
382(1)
9-2d Group Diversity in Humor
383(1)
9-2e Classroom Implications of Humor
384(1)
Be Humorous Yourself
384(1)
Accept Children's Humor (When Appropriate)
384(1)
9-3 Moral Judgment
385(22)
9-3a Different Views of Moral Judgment
386(1)
Piaget's View
386(1)
Kohlberg's View
386(2)
Prosocial Reasoning
388(1)
Lying
388(1)
Box 9.3 Challenges in Development: Academic Dishonesty
389(1)
9-3b Age Trends in Moral Judgment
390(1)
Infancy and Toddlerhood (Birth to 2 Years)
390(1)
Early Childhood (3 to 5 Years)
390(2)
Middle Childhood (6 to 12 Years)
392(1)
TeachSource Video Case: 5-11 Years: Moral Development in Middle Childhood
392(1)
TeachSource Video Case: 12-18 Years: Moral Development in Adolescence
393(1)
Adolescence (13 to 19 Years)
393(1)
9-3c Individual Diversity in Moral Judgment
393(1)
What do Individual Differences in Moral Judgment Predict?
394(1)
What Predicts Individual Differences in Moral Judgment and Behavior?
395(2)
9-3d Group Diversity in Moral Judgment
397(1)
Gender
397(1)
Socioeconomic Status
397(1)
9-3e Classroom Implications of Moral Judgment
398(1)
Moral Education (Constructing Morality)
398(2)
Character Education (Handing Down Morality)
400(1)
Does Moral or Character Education Work?
400(1)
Teach Morality through Everyday Interactions
401(1)
Reflections on Practice: Checklist for Teachers
402(1)
Summary of Age Trends in Social Cognition
403(2)
Chapter Summary
405(1)
Accompanying Education CourseMate Website Resources
406(1)
10 Social Behavior
407(46)
10-1 Prosocial Behavior
408(11)
10-1a Age Trends in Prosocial Behavior
409(1)
Infancy and Toddlerhood (Birth to 2 Years)
409(1)
Early Childhood (3 to 5 Years)
409(1)
Middle Childhood (6 to 12 Years)
410(1)
Adolescence (13 to 19 Years)
410(1)
10-1b Individual Diversity in Prosocial Behavior
411(1)
What Do Individual Differences in Prosocial Behavior Predict?
411(1)
What Predicts Individual Differences in Prosocial Behavior?
412(2)
10-1c Gender Diversity in Prosocial Behavior
414(1)
10-1d Classroom Implications of Prosocial Behavior
414(3)
Help Learners Feel Responsible for Others
417(1)
Provide Opportunities to Practice Prosocial Behavior
418(1)
School-Based Interventions
418(1)
10-2 Antisocial Behavior and Aggression
419(22)
Box 10.1 Challenges in Development: Conduct Disorder
420(1)
10-2a Types of Aggression
421(1)
Physical, Verbal, and Social Aggression
421(1)
Reactive Aggression and Bullying
421(2)
10-2b Age Trends in Antisocial Behavior
423(1)
Infancy and Toddlerhood (Birth to 2 Years)
423(1)
Box 10.2 Challenges in Development: Victims
424(1)
Early Childhood (3 to 5 Years)
425(1)
Middle Childhood (6 to 12 Years)
426(1)
Adolescence (13 to 19 Years)
426(1)
10-2c Individual Diversity in Antisocial Behavior
427(1)
What Do Individual Differences in Antisocial Behavior Predict?
427(3)
What Predicts Individual Differences in Antisocial Behavior?
430(3)
10-2d Group Diversity in Antisocial Behavior
433(1)
Gender
433(1)
Box 10.3 Theories & Theorists: The Social Information Processing Model
434(2)
Socioeconomic Status
436(1)
Ethnicity
437(1)
10-2e Classroom Implications of Antisocial Behavior
437(1)
Reducing Bullying and Aggression
438(2)
School-Based Interventions
440(1)
10-3 Conflict Resolution
441(12)
10-3a How Should Conflict Be Resolved?
442(1)
10-3b Age Trends in Conflict Resolution
442(1)
Infancy and Toddlerhood (Birth to 2 Years)
442(1)
Early Childhood (3 to 5 Years)
442(1)
Middle Childhood to Adolescence (6 to 19 Years)
442(1)
10-3c Individual Diversity in Conflict Resolution
443(1)
What Do Conflict Resolution Skills Predict?
443(1)
What Predicts Conflict Resolution Skills?
443(1)
10-3d Classroom Implications of Conflict Resolution
444(1)
Promoting Conflict Resolution Skills
444(1)
Conflict Resolution Education
445(3)
Reflections on Practice: Checklist for Teachers
448(1)
Summary of Age Trends in Social Behavior
449(2)
Chapter Summary
451(1)
Accompanying Education CourseMate Website Resources
452(1)
11 Peers, Friends, and Play
453(48)
11-1 Peer Status
454(12)
11-1a Individual Diversity in Peer Status
456(1)
What Does Peer Rejection Predict?
456(1)
Brain Research: Social Rejection Hurts
457(1)
What Predicts Peer Status?
458(1)
TeachSource Video Case: 5-11 Years: Peer Acceptance in Middle Childhood
459(2)
11-1b Group Diversity in Peer Status
461(1)
Gender
461(1)
Socioeconomic Status
461(1)
Ethnicity
462(1)
11-1c Classroom Implications of Peer Status
462(1)
Improve Behavior
463(1)
Influence Learners' Reputation
464(1)
Provide Opportunity for Peer Interaction at School--Cooperative Learning
464(2)
11-2 Friendship and Peer Networks
466(17)
11-2a Birds of a Feather Flock Together
467(1)
11-2b Peer Pressure: Is It Good or Bad?
467(1)
11-2c Age Trends in Friendship and Peer Networks
468(1)
Infancy and Toddlerhood (Birth to 2 Years)
468(1)
Early Childhood (3 to 5 Years)
469(1)
TeachSource Video Case: 12-18 Years: Peers and Domain Influences in Adolescence
469(1)
TeachSource Video Case: 12-18 Years: Cliques, Crowds, and Conformity in Adolescence
469(1)
Middle Childhood (6 to 12 Years)
469(2)
Adolescence (13 to 19 Years)
471(4)
Box 11.1 Challenges in Development: STIs and HIV/AIDS
475(1)
11-2d Individual Diversity in Friendship and Peer Networks
476(1)
What Do Individual Differences in Friendship Predict?
477(2)
What Predicts Quantity and Quality of Friendships?
479(2)
11-2e Group Diversity in Friendship and Peer Networks
481(1)
Gender
481(1)
Ethnicity
481(1)
11-2f Classroom Implications of Friendship and Peer Networks
482(1)
11-3 Play
483(18)
11-3a Types of Play
484(1)
11-3b Age Trends in Play
485(1)
Infancy and Toddlerhood (Birth to 2 Years)
485(1)
Early Childhood (3 to 5 Years)
485(1)
TeachSource Video Case: 2-5 Years: Play in Early Childhood
486(1)
Middle Childhood (6 to 12 Years)
486(1)
Adolescence (13 to 19 Years)
487(1)
11-3c Individual Diversity in Play
487(1)
What Do Individual Differences in Play Predict?
487(1)
What Predicts Individual Differences in Play?
488(1)
A Cautionary Note about Solitary Play
489(1)
Sports
489(1)
11-3d Group Diversity in Play
490(1)
Gender
490(1)
Socioeconomic Status
491(1)
11-3e Classroom Implications of Play
491(1)
Use Play in Your Classroom to Support Learning
491(2)
Consider Using Educational Electronic Games
493(1)
Promote Recess
493(2)
Reflections on Practice: Checklist for Teachers
495(1)
Summary of Age Trends in Peer Status, Friendship, and Play
496(2)
Chapter Summary
498(1)
Accompanying Education CourseMate Website Resources
499(2)
Section 5 The Whole Child
501(141)
12 Language and Literacy
503(46)
12-1 Language Development
504(20)
12-1a Types of Language: Nonverbal and Verbal
504(1)
12-1b Age Trends in Language
505(1)
Infancy and Toddlerhood (Birth to 2 Years)
505(1)
Brain Research: Efficient Brains Can Make Language Learning Harder
506(1)
TeachSource Video Case: 0-2 Years: Language Development in Infants and Toddlers
506(1)
Early Childhood (3 to 5 Years)
506(2)
TeachSource Video Case: 2-5 Years: Language Development for Early Childhood
508(1)
Middle Childhood (6 to 12 Years)
508(1)
Adolescence (13 to 19 Years)
508(1)
Language Learning Is Remarkable
509(1)
Box 12.1 Theories & Theorists: Language as Core Knowledge--The Great Debate
510(1)
12-1c Individual Diversity in Language
511(1)
What Do Individual Differences in Language Ability Predict?
511(1)
What Predicts Individual Differences in Language Ability?
512(2)
12-1d Group Diversity in Language
514(1)
Gender
514(1)
Socioeconomic Status
515(1)
African American Vernacular English
515(1)
Immigrant Students and Bilingualism
516(2)
TeachSource Video Case: Teaching English Language Learners: A Middle School Teacher's Story
518(1)
12-1e Classroom Implications of Language
518(1)
TeachSource Video Case: Language Development: Oral and Literacy-Related Activities in an Early Childhood Setting
519(1)
Nonverbal Language in the Classroom
519(2)
Bilingual Education
521(3)
12-2 Literacy
524(16)
12-2a Age Trends in Literacy
524(1)
Infancy and Toddlerhood (Birth to 2 Years)
524(1)
Early Childhood (3 to 5 Years)
525(1)
Middle Childhood (6 to 12 Years)
525(1)
Adolescence (13 to 19 Years)
526(2)
12-2b Individual Diversity in Literacy
528(1)
Stability of Individual Differences in Literacy
528(1)
What Do Individual Differences in Literacy Predict?
528(1)
What Predicts Individual Differences in Literacy?
528(1)
Box 12.2 Challenges in Development: Specific Reading Disability
529(2)
12-2c Group Diversity in Literacy
531(1)
Gender
531(1)
Socioeconomic Status
532(1)
Ethnicity
532(1)
12-2d Classroom Implications of Literacy Development
533(1)
Promote Phonological Awareness and Decoding Skills
534(1)
Promote Print Concepts
535(1)
Promote Fluency
535(1)
Promote Vocabulary and Comprehension
536(1)
Promote Writing Skills
536(1)
TeachSource Video Case: Elementary Reading Instruction: A Balanced Literacy Program
537(1)
Bridge Cultural Borders
537(1)
Support Bilingual and Biliterate Students
538(2)
12-3 Putting the Theories to Work: The Case of Literacy
540(9)
12-3a Implications for Teachers from Different Theories
540(1)
Behaviorism and Literacy
540(1)
Piaget's Theory of Cognitive Development and Literacy
541(1)
Vygotsky's Sociocultural Theory and Literacy
541(1)
The Information Processing Model and Literacy
542(1)
12-3b Comparing the Theories
543(1)
Reflections on Practice: Checklist for Teachers
544(1)
Summary of Age Trends in Language and Literacy
545(2)
Chapter Summary
547(1)
Accompanying Education CourseMate Website Resources
548(1)
13 The Self-System and Motivation
549(45)
13-1 The Self-System
550(11)
13-1a Self-Esteem, Self-Concept, and Self-Efficacy
550(1)
Box 13.1 Theories & Theorists: Erikson's Psychosocial Theory
551(1)
13-1b Age Trends in the Self
552(1)
Infancy and Toddlerhood (Birth to 2 Years)
552(1)
Early Childhood (3 to 5 Years)
553(1)
Middle Childhood (6 to 12 Years)
553(1)
TeachSource Video Case: 5-11 Years: Self-Concept in Middle Childhood
553(1)
Adolescence (13 to 19 Years)
554(1)
13-1c Individual Differences in the Self
554(1)
What Do Views of the Self Predict?
554(2)
What Predicts Views of the Self?
556(2)
13-1d Group Diversity in the Self
558(1)
Gender
558(1)
Ethnicity
558(1)
13-1e Classroom Implications of the Self
559(2)
13-2 Social Identity: Gender and Ethnicity
561(13)
13-2a Gender Identity
561(1)
Infancy and Toddlerhood (Birth to 2 Years)
561(1)
TeachSource Video Case: 0-2 Years: Gender in Infants and Toddlers
562(1)
TeachSource Video Case: 2-5 Years: Gender in Early Childhood
562(1)
Early Childhood (3 to 5 Years)
562(1)
Middle Childhood (6 to 12 Years)
562(1)
TeachSource Video Case: 5-11 Years: Gender in Middle Childhood
563(1)
Adolescence (13 to 19 Years)
563(1)
13-2b Ethnic Identity
564(1)
Age Trends in Ethnic Identity
564(1)
Individual Differences in Ethnic Identity
565(1)
13-2c Sexism and Racism
566(2)
13-2d Classroom Implications of Gender and Ethnic Identity
568(1)
Stereotype Threat
568(2)
Promote Positive Social Identity
570(1)
Box 13.2 Theories & Theorists: Kenneth and Mamie Clark
571(1)
TeachSource Video Case: Gender Equity in the Classroom: Girls and Science
572(1)
Reduce Prejudice
573(1)
13-3 Motivation
574(20)
13-3a Age Trends in Motivation
575(1)
13-3b Can I Do This?
575(1)
Self-Efficacy
576(1)
TeachSource Video Case: Modeling: Social Cognitive Theory in a High School Chemistry Lesson
577(1)
Views of Ability
577(1)
Attributions
577(1)
13-3c Classroom Implications of "Can I Do This?"
578(2)
13-3d Do I Want to Do This?
580(1)
Goals
580(2)
Self-Determination
582(1)
Interest
582(1)
13-3e Classroom Implications of "Do I Want to Do This?"
583(4)
TeachSource Video Case: Motivating Adolescent Learners: Curriculum Based on Real Life
587(2)
Reflections on Practice: Checklist for Teachers
589(1)
Summary of Age Trends in the Self-System and Motivation
590(2)
Chapter Summary
592(1)
Accompanying Education CourseMate Website Resources
593(1)
14 The Child in Context: Family Structure, Child Care, and Media
594(48)
14-1 Family Structure
595(15)
14-1a What Does Family Structure Predict?
596(1)
Divorce
596(1)
Single-Parent and Stepfamilies
597(1)
Teenage Mothers
597(1)
Cohabiting Families
598(1)
Gay and Lesbian Families
598(1)
14-1b How Might Family Structure Influence Children?
599(1)
Father Presence
599(1)
Parents' Conflict
600(1)
Quality of Parenting
601(1)
Revisiting Risk and Resilience
601(1)
14-1c Group Diversity in Family Structure
602(1)
Gender
602(1)
Socioeconomic Status
602(1)
Box 14.1 Challenges in Development: Orphanages, Foster Care, and Adoption
603(1)
Ethnicity
604(1)
Brain Research: Deprivation Harms Brains
605(1)
14-1d Classroom Implications of Family Structure and Parent Involvement
605(1)
Involving Parents in Education
606(3)
TeachSource Video Case: Parental involvement in School Culture: A Literacy Project
609(1)
TeachSource Video Case: Communicating with Parents: Tips and Strategies for Future Teachers
609(1)
14-2 Maternal Employment and Child Care
610(13)
14-2a Maternal Employment
610(2)
14-2b Child Care
612(1)
14-2c Age Trends in Child Care
613(1)
Infancy to Early Childhood (Birth to 5 Years)
613(1)
Middle Childhood and Adolescence (6 to 19 Years)
613(2)
14-2d What Does Child Care Predict?
615(1)
Language and Cognitive Development
615(1)
Attachment
615(1)
Stress
616(1)
Social Competence
617(1)
Play
618(1)
Does Parenting or Child Care Have a Larger Effect?
618(1)
14-2e Group Diversity in Child Care
619(1)
Gender
620(1)
Socioeconomic Status
620(1)
14-2f Classroom Implications of Maternal Employment and Child Care
621(2)
14-3 Television and Other Media
623(13)
14-3a The Issue of Time
623(1)
14-3b The Issue of Content
623(1)
14-3c Age Trends in Media Use
624(1)
Infancy and Toddlerhood (Birth to 2 Years)
624(1)
Early Childhood (3 to 5 Years)
624(1)
Middle Childhood (6 to 12 Years)
625(1)
Adolescence (13 to 19 Years)
625(1)
14-3d Individual Diversity in Media Use
625(1)
What Do Differences in Media Use Predict?
625(3)
Brain Research: Violent Video Games Alter the Brain's Response to Violence
628(2)
Thinking Like a Scientist
630(1)
What Predicts Individual Differences in Media Use?
631(1)
14-3e Group Diversity in Media Use
631(1)
Gender
631(1)
Socioeconomic Status
632(1)
Ethnicity
633(1)
14-3f Classroom Implications of Media Use
633(1)
Reducing the Negative Effects of Violent Media
633(1)
Using Computers in Your Classroom
634(1)
TeachSource Video Case: Expanding the Definition of Literacy: Meaningful Ways to Use Technology
634(1)
TeachSource Video Case: Using Technology to Promote Discovery Learning: A High School Geometry Lesson
634(1)
TeachSource Video Case: Integrating Technology to Improve Student Learning: A High School Science Simulation
634(1)
Box 14.2 Theories & Theorists: The Bioecological Model Revisited
635(1)
14-4 Farewell
636(6)
Reflections on Practice: Checklist for Teachers
637(1)
Summary of Age Trends of the Child in Context
638(2)
Chapter Summary
640(1)
Accompanying Education CourseMate Website Resources
641(1)
Glossary 642(8)
References 650(46)
Name Index 696(1)
Subject Index 697
Christi Bergin earned a Ph.D. in child development and early childhood education at Stanford University and is a developmental psychologist. Her research focuses on the socio-emotional development of typical children as well as the physical, cognitive and socio-emotional development of infants and children in families struggling with poverty, drug use and child abuse. She has observed hundreds of parent-child interactions, including in-home visits to so-called "crack houses." Dr. Bergin has conducted research in both schools and medical centers. She has published in journals such as the Journal of Literacy Research, Early Childhood Research Quarterly, Journal of Applied Developmental Psychology, Child Maltreatment, Journal of Adolescence and Infant Mental Health Journal, among others. Through her research, experience as a preschool teacher and work as a community volunteer, she has extensive experience with children from diverse socioeconomic backgrounds. She is the co-founder of the Network for Educator Effectiveness, which has 302 member school districts. Through this network she has trained hundreds of principals to accurately measure teaching practices and provide useful feedback to help teachers grow professionally. Dr. Christi Bergin directs the nations premiere research lab on prosocial education, that is, improving the social interaction and positive behavior of school-age children. She is president-elect of the social-emotional learning group of the American Educational Research Association. David Bergin earned a Ph.D. in education at Stanford University and is an educational psychologist. He has been a teacher-educator for over 30 years. His research focuses on motivation and achievement, including talented youth of color. He has helped engineering professors evaluate science curricula. He is a past president of Division 15 Educational Psychology of the American Psychological Association and has published in journals such as Journal of Educational Psychology, Contemporary Educational Psychology, Journal of Negro Education, Early Childhood Research Quarterly, IEEE Transactions on Education and Journal of Adolescent Research, among others. He has served on the editorial boards of the Journal of Educational Psychology, Journal of Counseling Psychology and Contemporary Educational Psychology. Like his co-author, David Bergin has extensive experience working with a diverse range of children. He speaks Spanish, has lived in Central America and has done university outreach in Mexico and Guatemala. He was a Fulbright scholar in Chile.