| Section 1: Foundations Of Child Development |
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1 | (38) |
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1 Ways of Thinking about Children |
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1.1 The Science of Child Development |
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2 | (9) |
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1.1a Child Development Theories: A Brief Overview |
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2 | (3) |
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5 | (6) |
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5 | (1) |
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Nonexperimental Correlational Designs |
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6 | (1) |
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7 | (1) |
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Studies of Change over Time |
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7 | (1) |
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8 | (1) |
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8 | (1) |
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9 | (1) |
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9 | (2) |
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11 | (10) |
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1.2a Nature: The Role of Genes in Individual Diversity |
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11 | (5) |
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11 | (1) |
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Box 1.1: Theories & Theorists: The Bioecological Model |
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12 | (1) |
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Shared (SE) and Nonshared Environment (NSE) |
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13 | (1) |
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Is the Family a Shared or Nonshared Environment? |
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14 | (1) |
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Problems with Estimating Heritability |
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14 | (1) |
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How Can Genes Influence Behavior? |
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14 | (2) |
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1.2b Nurture: The Role of Culture in Group Diversity |
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16 | (4) |
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16 | (1) |
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16 | (1) |
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17 | (1) |
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18 | (1) |
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Classroom Implications of Culture |
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19 | (1) |
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1.2c Reconciling the Role of Genes and Culture |
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20 | (1) |
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21 | (10) |
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22 | (1) |
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1.3b Accumulation of Risk |
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23 | (2) |
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1.3c Stability in Development |
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25 | (1) |
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Stability of Risk across Childhood |
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25 | (1) |
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The Importance of Early Experience |
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25 | (1) |
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1.3d Maternal Depression as a Risk Factor |
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26 | (1) |
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1.3e Poverty as a Risk Factor |
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27 | (4) |
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How Does Poverty Have These Effects? |
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29 | (1) |
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30 | (1) |
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Classroom Implications of Poverty |
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30 | (1) |
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1.4 Classroom Implications: The Case of School Readiness and Preschool |
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31 | (4) |
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31 | (2) |
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Measuring School Readiness |
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32 | (1) |
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What Should Be Done for Children Who Are Not Ready for School? |
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32 | (1) |
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1.4b What Does the Research on Preschools for Children at Risk Say? |
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33 | (7) |
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33 | (1) |
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34 | (1) |
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35 | (4) |
| Section 2: Infancy And Toddlerhood |
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39 | (122) |
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2 Physical Development in Infancy and Toddlerhood |
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39 | (18) |
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2.1 Brain Development in Infancy and Toddlerhood |
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40 | (7) |
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2.1a Structure and Function of the Brain |
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40 | (2) |
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Box 2.1: Challenges in Development: Behavioral Teratogens |
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42 | (1) |
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2.1b Sequence of Development in the Brain |
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43 | (1) |
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2.1c Individual Diversity in Brain Development |
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44 | (3) |
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What Do Individual Differences in the Brain Predict? |
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44 | (1) |
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What Predicts Individual Differences in Brain Development? |
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45 | (2) |
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2.1d Classroom Implications of Brain Development |
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47 | (1) |
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2.2 Growth and Motor Development in Infancy and Toddlerhood |
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47 | (1) |
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Box 2.2: Challenges in Development: Low Birth Weight |
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48 | (1) |
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2.2a Individual Diversity in Growth and Motor Development |
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48 | (5) |
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What Do Individual Differences in Growth and Motor Skills Predict? |
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49 | (1) |
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What Predicts Individual Differences in Growth and Motor Skills? |
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50 | (3) |
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2.2b Group Diversity in Growth and Motor Development |
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53 | (5) |
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53 | (1) |
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54 | (1) |
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54 | (3) |
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3 Cognitive Development in Infancy and Toddlerhood |
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57 | (28) |
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58 | (4) |
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3.1a Classical Conditioning |
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58 | (2) |
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3.1b Operant Conditioning |
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60 | (5) |
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Reinforcement and Punishment |
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60 | (1) |
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Box 3.1: Theories & Theorists: B.F. Skinner |
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61 | (1) |
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62 | (1) |
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62 | (1) |
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3.2 Piaget's Cognitive Developmental Theory in Infancy and Toddlerhood |
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62 | (3) |
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3.3 Information Processing in Infancy and Toddlerhood |
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65 | (7) |
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3.3a Components of the Information-Processing Model |
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66 | (1) |
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66 | (1) |
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66 | (1) |
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67 | (1) |
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3.3b Development of Information Processing |
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67 | (1) |
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3.3c Individual Diversity in Information Processing |
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68 | (1) |
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69 | (1) |
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3.3e Reasoning and Problem Solving |
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70 | (1) |
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3.3f Habituation and Core Knowledge |
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71 | (1) |
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3.4 Language Development in Infancy and Toddlerhood |
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72 | (10) |
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3.4a Development of Language |
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73 | (2) |
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Efficient Brains Can Make Language Learning Harder |
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75 | (1) |
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3.4b Language Learning Is Remarkable |
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75 | (1) |
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3.4c Individual Diversity in Language |
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76 | (5) |
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What Do Individual Differences in Language Ability Predict? |
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76 | (1) |
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Box 3.2: Theories & Theorists: Language as Core Knowledge The Great Debate |
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77 | (1) |
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What Predicts Individual Differences in Language Ability? |
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78 | (3) |
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3.4d Group Diversity in Language |
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81 | (1) |
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81 | (1) |
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81 | (1) |
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3.4e Classroom Implications of Language |
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82 | (1) |
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82 | (3) |
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4 Emotional Development in Infancy and Toddlerhood |
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85 | (38) |
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86 | (8) |
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4.1a What Emotions Do Infants and Toddlers Have? |
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86 | (3) |
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86 | (1) |
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Box 4.1: Theories & Theorists: Charles Darwin |
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87 | (1) |
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88 | (1) |
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89 | (1) |
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4.1b What Are the Functions of Emotions? |
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89 | (1) |
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4.1c Emotion Regulation in Infancy and Toddlerhood |
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90 | (1) |
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4.1d Understanding Others' Emotions in Infancy and Toddlerhood |
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91 | (1) |
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Brain Research: Mirror Neurons |
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92 | (1) |
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4.1e Classroom Implications of Emotions in Infancy and Toddlerhood |
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92 | (2) |
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4.2 Attachment in Infancy and Toddlerhood |
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94 | (12) |
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4.2a What Is the Function of Attachment? |
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94 | (1) |
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Box 4.2: Theories & Theorists: John Bowlby and Mary Ainsworth |
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95 | (1) |
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Box 4.3: Theories & Theorists: Ethology and Critical Periods |
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96 | (1) |
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4.2b Development of Attachment Behaviors in Infants and Toddlers |
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96 | (1) |
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4.2c Individual Diversity in Attachment |
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97 | (7) |
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97 | (1) |
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How Stable Is Attachment? |
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98 | (1) |
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What Do Individual Differences in Attachment Predict? |
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98 | (2) |
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What Predicts Individual Differences in Attachment? |
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100 | (2) |
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102 | (1) |
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102 | (1) |
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How Does Attachment Have Such Far-Reaching Consequences? |
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102 | (1) |
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Brain Research: Secure Brains Learn Better |
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104 | (1) |
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4.2d Group Diversity in Attachment |
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104 | (1) |
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4.2e Classroom Implications of Attachment |
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105 | (1) |
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4.3 Temperament and Personality in Infancy and Toddlerhood |
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106 | (14) |
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4.3a Development of Temperament and Personality |
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108 | (2) |
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4.3b Individual Diversity in Temperament and Personality |
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110 | (7) |
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How Stable Are Individual Differences in Temperament and Personality? |
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110 | (1) |
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How Stable Is Personality across Situations? |
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111 | (1) |
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What Do Temperament and Personality Predict? |
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111 | (2) |
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What Predicts Temperament and Personality? |
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113 | (1) |
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Brain Research: Brain Differences in Personality |
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114 | (1) |
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Box 4.4: Theories & Theorists: Revisiting Nature and Nurture-Epigenetics |
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115 | (2) |
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4.3c Gender Diversity in Temperament and Personality |
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117 | (1) |
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4.3d Classroom Implications of Temperament and Personality |
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117 | (7) |
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Change Your Perceptions of the Learner's Personality |
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117 | (1) |
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118 | (2) |
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Shape the Learner's Personality |
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120 | (1) |
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120 | (3) |
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5 Social Development in Infancy and Toddlerhood |
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123 | (38) |
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5.1 Social Cognition-Learning to Read People |
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124 | (4) |
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5.1a Joint Attention and Media |
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125 | (1) |
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5.1b Inferring Others' Mental States |
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126 | (1) |
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5.1c What Does Social Cognition Predict? |
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126 | (2) |
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126 | (1) |
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127 | (1) |
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127 | (1) |
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5.2 Antisocial and Prosocial Behavior in Infancy and Toddlerhood |
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128 | (17) |
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5.2a Development of Aggression |
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128 | (1) |
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5.2b What Is Prosocial Behavior? |
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128 | (1) |
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5.2c Development of Prosocial Behavior |
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129 | (1) |
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5.2d Individual Diversity in Prosocial Behavior |
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130 | (13) |
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Box 5.1: Challenges in Development: Orphanages, Foster Care, and Adoption |
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143 | (1) |
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144 | (1) |
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Brain Research: Deprivation Harms Brains |
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144 | (1) |
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5.3d Classroom Implications of Family Structure and Parent Involvement |
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145 | (1) |
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5.4 Maternal Employment and Child Care |
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145 | (10) |
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146 | (1) |
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147 | (7) |
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Individual Differences in Child Care |
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148 | (1) |
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What Does Child Care Predict? |
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149 | (3) |
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Does Parenting or Child Care Have a Larger Effect? |
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152 | (1) |
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Group Diversity in Child Care |
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153 | (1) |
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5.4c Classroom Implications of Maternal Employment and Child Care |
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154 | (1) |
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155 | |
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What Predicts Individual Differences in Prosocial Behavior? |
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131 | (1) |
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5.2e Classroom Implications of Prosocial Behavior |
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132 | (1) |
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133 | (24) |
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5.3a What Does Family Structure Predict? |
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134 | (4) |
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135 | (1) |
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Single-Parent Families and Stepfamilies |
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136 | (1) |
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136 | (1) |
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136 | (2) |
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138 | (1) |
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5.3b How Might Family Structure Influence Children? |
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138 | (4) |
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138 | (2) |
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140 | (1) |
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140 | (1) |
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Revisiting Risk and Resilience |
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141 | (1) |
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5.3c Group Diversity in Family Structure |
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142 | (20) |
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142 | (1) |
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142 | (15) |
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Summary of Infant and Toddler Development (Prenatal to 2 Years) |
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157 | (4) |
| Section 3: Early Childhood |
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161 | |
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6 Physical Development and Health in Early Childhood |
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161 | (12) |
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6.1 Brain Development in Early Childhood |
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162 | (1) |
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Box 6.1: Theories & Theorists: Maslow's Hierarchy of Needs |
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162 | (2) |
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6.1a Individual Diversity and Brain Plasticity |
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164 | (1) |
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6.1b Classroom Implications of Brain Development |
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164 | (2) |
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6.2 Growth and Motor Development in Early Childhood |
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166 | (5) |
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6.2a Individual Diversity in Growth and Motor Skills |
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167 | (2) |
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6.2b Classroom Implications of Growth and Motor Development |
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169 | (5) |
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170 | (1) |
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Physical Activity at School |
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170 | (1) |
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Motor Skills in the Classroom |
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171 | (1) |
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171 | (2) |
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7 Cognitive Development in Early Childhood |
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173 | (50) |
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7.1 Piaget's Cognitive Developmental Theory in Early Childhood |
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174 | (8) |
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7.1a The Preoperational Stage (about Ages 2 through 7) |
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174 | (3) |
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174 | (1) |
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Lack of Hierarchical Classification |
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174 | (1) |
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175 | (1) |
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175 | (2) |
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7.1b Advances in Knowledge since Piaget |
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177 | (3) |
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Underestimation of Abilities |
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178 | (1) |
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179 | (1) |
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7.1c Classroom Implications of Cognitive Developmental Theory |
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180 | (2) |
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180 | (1) |
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Developmentally Appropriate Practice |
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181 | (1) |
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7.2 Vygotsky's Sociocultural Theory in Early Childhood |
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182 | (5) |
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7.2a The Role of Social Interaction |
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182 | (1) |
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7.2b Zone of Proximal Development |
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183 | (1) |
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184 | (1) |
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7.2d Language and Private Speech |
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184 | (1) |
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Brain Research: Private Speech Builds Brains |
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185 | (1) |
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7.2e Diversity in Sociocultural Theory |
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185 | (1) |
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7.2f Classroom Implications of Sociocultural Theory |
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186 | (1) |
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7.3 Information Processing in Early Childhood |
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187 | (10) |
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188 | (1) |
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188 | (1) |
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188 | (1) |
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Brain Research: Brains Can Be Trained |
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189 | (1) |
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7.3b Development of Information Processing |
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189 | (1) |
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7.3c Individual Diversity in Information Processing |
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190 | (2) |
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What Do Individual Differences in Information Processing Predict? |
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190 | (1) |
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What Predicts Individual Differences in Information Processing? |
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191 | (1) |
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192 | (2) |
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192 | (1) |
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193 | (1) |
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Individual Diversity in Memory |
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194 | (1) |
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7.3e Reasoning and Problem Solving |
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194 | (1) |
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7.3f Classroom Implications of Information Processing |
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195 | (2) |
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Reduce Working Memory and Executive Load |
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195 | (1) |
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196 | (1) |
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Strengthen Executive Functions |
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196 | (1) |
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7.4 Language and Literacy Development in Early Childhood |
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197 | (13) |
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7.4a Development in Language |
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198 | (1) |
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7.4b Individual Diversity in Language and Literacy |
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199 | (1) |
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What Do Individual Differences in Language and Literacy Predict? |
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199 | (1) |
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What Predicts Individual Differences in Language and Literacy? |
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199 | (1) |
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7.4c Group Differences in Language and Literacy |
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200 | (4) |
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200 | (1) |
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201 | (1) |
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Immigrant Students and Bilingualism |
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202 | (2) |
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7.4d Classroom Implications of Language |
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204 | (6) |
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Promote Students' Verbal Ability |
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204 | (1) |
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205 | (2) |
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207 | (1) |
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Support Bilingual Learners |
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208 | (2) |
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7.5 Putting the Theories to Work: The Case of Mathematics |
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210 | (9) |
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7.5a Age Trends in Early Mathematics |
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210 | (3) |
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210 | (1) |
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211 | (1) |
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212 | (1) |
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7.5b Implications for Teachers from Different Theories |
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213 | (11) |
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213 | (1) |
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Piaget's Theory of Cognitive Development and Math |
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214 | (2) |
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Vygotsky's Sociocultural Theory and Math |
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216 | (1) |
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The Information-Processing Model and Math |
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217 | (2) |
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219 | (4) |
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8 Emotional Development in Early Childhood |
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223 | (40) |
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8.1 Emotions in Early Childhood |
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224 | (5) |
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8.1a Development in Emotion Regulation |
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224 | (1) |
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8.1b Development in Understanding Others' Emotions |
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225 | (1) |
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8.1c Development in Humor |
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226 | (3) |
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226 | (1) |
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Causes and Functions of Humor |
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226 | (1) |
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What Do Preschoolers Find Funny? |
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227 | (1) |
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What Predicts Individual Differences in Humor? |
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227 | (1) |
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Box 8.1: Theories & Theorists: Sigmund Freud |
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228 | (1) |
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8.2 Attachment and Sense of Self in Early Childhood |
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229 | (3) |
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230 | (1) |
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230 | (1) |
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231 | (1) |
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8.3 Self-Control in Early Childhood |
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232 | (7) |
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8.3a Individual Diversity in Self-Control |
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233 | (4) |
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234 | (1) |
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Stability across Situations |
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234 | (1) |
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What Do Individual Differences in Self-Control Predict? |
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235 | (1) |
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What Predicts Individual Differences in Self-Control? |
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236 | (1) |
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8.3b Group Diversity in Self-Control |
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237 | (1) |
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8.3c Classroom Implications of Self-Control |
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237 | (1) |
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Box 8.2: Theories & Theorists: Collectivism and Individualism |
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238 | (1) |
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239 | (21) |
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8.4a The Goal of Discipline |
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240 | (1) |
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8.4b Responses to Discipline |
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241 | (1) |
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241 | (3) |
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241 | (1) |
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242 | (1) |
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243 | (1) |
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8.4d Principles of Effective Discipline |
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244 | (1) |
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Box 8.3: Challenges in Development: Child Abuse |
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245 | (3) |
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Applying the Principles of Effective Discipline: Persistent Persuasion |
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248 | (1) |
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Why Persistent Persuasion Should Work |
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248 | (1) |
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Applying the Principles of Effective Discipline: Skill Development |
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249 | (1) |
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8.4e Group Diversity in Discipline |
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250 | (1) |
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250 | (1) |
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250 | (1) |
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8.4f Classroom Implications of Discipline |
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251 | (5) |
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251 | (4) |
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255 | (1) |
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8.5 Teaching Self-Control: What Parenting Styles Tell Us |
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256 | (1) |
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8.5a Four Styles of Parenting |
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256 | (2) |
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256 | (1) |
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257 | (1) |
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257 | (1) |
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257 | (1) |
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8.5b Group Diversity in Parenting Style |
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258 | (1) |
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8.5c Classroom Implications of Parenting Style |
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259 | (1) |
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260 | (3) |
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9 Social Development in Early Childhood |
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263 | |
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9.1 Theory of Mind in Early Childhood |
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264 | (1) |
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Box 9.1: Challenges in Development: Autism Spectrum Disorder |
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265 | (1) |
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266 | (1) |
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9.1b Individual Diversity in Theory of Mind |
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267 | (4) |
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What Do Individual Differences in Theory of Mind Predict? |
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267 | (1) |
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Brain Research: The Puzzle of Autistic Brains |
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268 | (1) |
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What Predicts Individual Differences in Theory of Mind? |
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268 | (3) |
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9.1c Group Diversity in Theory of Mind |
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271 | (1) |
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9.1d Classroom Implications of Theory of Mind |
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271 | (1) |
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9.2 Moral Judgment in Early Childhood |
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271 | (8) |
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9.2a Different Views of Moral Judgment |
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272 | (1) |
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272 | (1) |
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272 | (1) |
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273 | (1) |
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9.2b Development of Moral Judgment in Early Childhood |
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273 | (2) |
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9.2c Individual Diversity in Moral Judgment and Behavior |
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275 | (2) |
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What Predicts Individual Differences in Moral Judgment? |
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275 | (2) |
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9.2d Classroom Implications of Moral Judgment |
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277 | (2) |
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Moral Education (Constructing Morality) |
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277 | (1) |
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Character Education (Handing down Morality) |
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278 | (1) |
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Teach Morality through Everyday Interactions |
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278 | (1) |
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9.3 Prosocial and Antisocial Behavior in Early Childhood |
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279 | |
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279 | (1) |
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279 | (1) |
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9.3c Development of Antisocial Behavior and Aggression |
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280 | (3) |
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280 | (1) |
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Box 9.2: Challenges in Development: Oppositional Defiant Disorder and Conduct Disorder |
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281 | (1) |
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Aggression in Early Childhood |
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282 | (1) |
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9.3d Individual Diversity in Antisocial Behavior |
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283 | (5) |
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What Do Individual Differences in Antisocial Behavior Predict? |
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283 | (3) |
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What Predicts Individual Differences in Antisocial Behavior? |
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286 | (2) |
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9.3e Group Diversity in Antisocial Behavior |
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288 | (1) |
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288 | (1) |
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288 | (1) |
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9.3f Classroom Implications of Antisocial Behavior |
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289 | |
