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Child and Adolescent Development in Your Classroom, Topical Approach 3rd edition [Minkštas viršelis]

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(University of Missouri), (University of Missouri)
  • Formatas: Paperback / softback, 736 pages, aukštis x plotis x storis: 38x213x271 mm, weight: 1678 g
  • Išleidimo metai: 01-Jan-2017
  • Leidėjas: Wadsworth Publishing Co Inc
  • ISBN-10: 1305964241
  • ISBN-13: 9781305964242
Kitos knygos pagal šią temą:
Child and Adolescent Development in Your Classroom, Topical Approach 3rd editionDidesnis paveikslėlis
  • Formatas: Paperback / softback, 736 pages, aukštis x plotis x storis: 38x213x271 mm, weight: 1678 g
  • Išleidimo metai: 01-Jan-2017
  • Leidėjas: Wadsworth Publishing Co Inc
  • ISBN-10: 1305964241
  • ISBN-13: 9781305964242
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781305964242.html
Raktažodžiai:
Covering development from early childhood through high school in an easy-to-follow format, this book provides you with authentic, research-based strategies and guidelines for your future classrooms. The authors apply child development concepts to topics of high interest and relevance to teachers, including social-emotional development, classroom discipline, humor, constructivism, and many others. Group and individual diversity and multicultural issues are integrated throughout. Case studies and real-world vignettes further bridge the distance between research and the classroom, helping to prepare you to create an environment that promotes optimal development in children. With its practical classroom-based focus, this text will help you view all students more positively, give you the tools to deal effectively with them, and make teaching more enjoyable. Also available: the MindTap online learning experience, with videos, applied activities, an e-portfolio, and more.
SECTION 1 FOUNDATIONS OF CHILD DEVELOPMENT
1(86)
1 Ways of Thinking about Children
1(38)
1-1 The Science of Child Development
2(9)
1-1a Child Development Theories: A Brief Overview
2(3)
1-1b Research Methods
5(1)
Experimental Designs
5(1)
Nonexperimental Correlational Designs
6(1)
Qualitative Designs
7(1)
Studies of Change over Time
7(1)
Causality
8(1)
Measurement
8(1)
Generalizability
9(1)
Effect Size
9(2)
1-2 Nature and Nurture
11(10)
1-2a Nature: The Role of Genes in Individual Diversity
11(1)
Genes and Heritability
11(1)
BOX 1.1 Theories & Theorists: The Bioecological Model
12(1)
Shared (SE) and Nonshared Environment (NSE)
13(1)
Is the Family a Shared or Nonshared Environment?
14(1)
Problems with Estimating Heritability
14(1)
How Can Genes Influence Behavior?
14(2)
1-2b Nurture: The Role of Culture in Group Diversity
16(1)
What Is Culture?
16(1)
Ethnicity
16(1)
Cultural Capital
17(1)
Cultural Mismatch
18(1)
Classroom Implications of Culture
19(1)
1-2c Reconciling the Role of Genes and Culture
20(1)
1-3 Risk and Resilience
21(10)
1-3a Protective Factors
22(1)
1-3b Accumulation of Risk
23(2)
1-3c Stability in Development
25(1)
Stability of Risk across Childhood
25(1)
The Importance of Early Experience
25(1)
1-3d Maternal Depression as a Risk Factor
26(1)
1-3e Poverty as a Risk Factor
27(2)
How Does Poverty Have These Effects?
29(1)
Ethnicity and Poverty
30(1)
Classroom Implications of Poverty
30(1)
1-4 Classroom Implications: The Case of School Readiness and Preschool
31(8)
1-4a School Readiness
31(1)
Measuring School Readiness
32(1)
What Should Be Done for Children Who Are Not Ready for School?
33(1)
1-4b What Does the Research on Preschools for Children at Risk Say?
33(1)
Head Start
33(1)
Prekindergarten
34(2)
Reflections on Practice: My Teaching
36(1)
Chapter Summary
36(3)
2 Physical Development and Health
39(48)
2-1 The Brain
40(11)
2-1a Structure and Function of the Brain
40(1)
BOX 2.1 Theories & Theorists: Maslow's Hierarchy of Needs
41(3)
2-1b Age Trends in Brain Development
44(1)
Infancy and Toddlerhood (Prenatal to 2 Years)
44(1)
Early Childhood (3 to 5 Years)
44(1)
Middle Childhood (6 to 12 Years)
45(1)
Adolescence (13 to 19 Years)
45(1)
2-1c Individual Diversity in Brain Development
46(1)
What Do Individual Differences in the Brain Predict?
46(1)
What Predicts Individual Differences in Brain Development?
47(3)
2-1d Classroom Implications of Brain Development
50(1)
2-2 Growth and Motor Development
51(18)
2-2a Age Trends in Growth and Motor Development
51(1)
Infancy and Toddlerhood (Prenatal to 2 Years)
52(2)
Early Childhood (3 to 5 Years)
54(1)
Middle Childhood (6 to 12 Years)
54(1)
Adolescence (13 to 19 Years)
55(1)
2-2b Individual Diversity in Growth and Motor Development
56(1)
What Do Individual Differences in Growth and Motor Skills Predict?
56(1)
BOX 2.2 Challenges in Development: Low Birth Weight
57(2)
What Predicts Individual Differences in Growth and Motor Skills?
59(2)
Brain Research: Exercise Builds Better Brains
61(3)
2-2c Group Diversity in Growth and Motor Development
64(1)
Gender
64(1)
Socioeconomic Status
65(1)
Ethnicity
65(1)
2-2d Classroom Implications of Growth and Motor Development
66(1)
In-School Nutrition
66(1)
Physical Activity at School
67(1)
Motor Skills in the Classroom
68(1)
2-3 Contemporary Health Challenges
69(18)
2-3a Sleep Deprivation
69(1)
Age Trends in Sleep Patterns
70(1)
Sleep Disorders
71(1)
Improving Sleep
72(1)
Classroom Implications of Sleep Deprivation
72(1)
2-3b Obesity and Other Eating Disorders
73(1)
Age Trends in Obesity
74(1)
What Does Obesity Predict?
74(1)
What Predicts Obesity?
75(1)
Group Diversity in Obesity
76(1)
Classroom Implications of Obesity
76(1)
Other Eating Disorders
77(1)
2-3c Drug Use
78(1)
Age Trends in Drug Use
78(1)
What Does Drug Use Predict?
79(1)
What Predicts Drug Use?
79(1)
Group Diversity in Drug Use
80(1)
Brain Research: Drug Use Harms Young Brains
80(1)
Classroom Implications of Drug Use
81(1)
Prenatal Drug Exposure---Behavioral Teratogens
82(2)
Reflections on Practice: My Teaching
84(1)
Chapter Summary
84(1)
Summary of Age Trends in Physical Development
85(2)
SECTION 2 THE COGNITIVE CHILD
87(134)
3 Classic Theories of Learning and Cognition
87(44)
3-1 Behaviorism
88(9)
3-1a Classical Conditioning
88(2)
3-1b Operant Conditioning
90(1)
Reinforcement and Punishment
90(2)
BOX 3.1 Theories & Theorists: B. F. Skinner
92(1)
Shaping
92(1)
Stability and Extinction
93(1)
3-1c Classroom Implications of Behaviorism
93(1)
Operant Conditioning in Classrooms
94(1)
Direct Instruction
95(2)
3-2 Piaget's Theory of Cognitive Development
97(16)
3-2a Age Trends in Piaget's Cognitive Developmental Theory
99(1)
The Sensorimotor Stage (Birth to 2 Years)
99(2)
The Preoperational Stage (About Ages 2 through 7)
101(3)
The Concrete Operational Stage (About Ages 7 through 11)
104(1)
The Formal Operational Stage (About Age 12 and Older)
105(1)
3-2b Advances in Knowledge since Piaget
106(1)
Underestimation and Overestimation of Abilities
106(2)
Primacy of Language
108(1)
3-2c Diversity in Cognitive Developmental Theory
109(1)
3-2d Classroom Implications of Cognitive Developmental Theory
110(1)
Developmentally Appropriate Practice
110(1)
Constructivist Teaching
111(2)
3-3 Vygotsky's Sociocultural Theory
113(9)
3-3a The Role of Social Interaction
114(1)
3-3b Zone of Proximal Development
114(1)
3-3c Scaffolding
115(1)
3-3d Language and Private Speech
115(1)
3-3e Age Trends in Sociocultural Theory
116(1)
3-3f Diversity in Sociocultural Theory
116(1)
Brain Research: Private Speech Builds Brains
117(1)
3-3g Classroom Implications of Sociocultural Theory
118(1)
Social Constructivism
119(3)
A Note of Caution about Constructivist Instruction
122(1)
3-4 Comparing Theories of Learning and Cognition
122(9)
BOX 3.2 Theories & Theorists: Social Cognitive Theory
124(2)
Reflections on Practice: My Teaching
126(1)
Summary of Age Trends in Learning and Cognition
127(1)
Chapter Summary
128(3)
4 Information Processing, Memory, and Problem Solving
131(48)
4-1 Information Processing
132(13)
4-1a Components of the Information-Processing Model
132(1)
Sensory Register
132(1)
Long-Term Memory
132(1)
Executive Functions
133(2)
4-1b Age Trends in Information Processing
135(1)
Infancy and Toddlerhood (Birth to 2 Years)
135(1)
Early Childhood (3 to 5 Years)
136(1)
Middle Childhood (6 to 12 Years)
137(1)
Adolescence (13 to 19 Years)
138(1)
Brain Research: Mature Brains Have Better Executives
138(1)
4-1c Individual Diversity in Information Processing
138(2)
BOX 4.1 Challenges in Development: ADHD
140(2)
4-1d Classroom Implications of Information Processing
142(1)
Reduce Working Memory and Executive Load
143(1)
Focus Attention
143(1)
Strengthen Executive Functions
144(1)
Brain Research: Brains Can Be Trained
144(1)
4-2 Memory
145(11)
4-2a Remember? Maybe, Maybe Not
145(1)
Memory Errors
145(2)
Memory Strategies
147(1)
4-2b Age Trends in Memory
147(1)
Infancy and Toddlerhood (Prenatal to 2 Years)
148(1)
Early Childhood (3 to 5 Years)
148(1)
Middle Childhood (6 to 12 Years)
149(1)
Adolescence (13 to 19 Years)
150(1)
4-2c Individual Diversity in Memory
150(1)
What Do Individual Differences in Memory Predict?
150(1)
What Predicts Individual Differences in Memory?
151(1)
4-2d Classroom Implications of Memory
152(1)
Connect Knowledge
152(1)
Facilitate Memory Strategies
153(1)
Increase Exposure to Material to Be Learned
154(1)
Spaced Practice
154(1)
Test Students
155(1)
4-3 Reasoning and Problem Solving
156(10)
4-3a Age Trends in Reasoning and Problem Solving
157(1)
Infancy and Toddlerhood (Birth to 2 Years)
157(1)
Early Childhood (3 to 5 Years)
158(1)
Middle Childhood (6 to 12 Years)
159(1)
Adolescence (13 to 19 Years)
160(1)
4-3b Individual Diversity in Reasoning and Problem Solving
161(1)
What Do Individual Differences in Reasoning Predict?
161(1)
What Predicts Individual Differences in Reasoning?
161(1)
4-3c Classroom Implications of Reasoning and Problem Solving
162(1)
Increase Knowledge
162(1)
Require Explanations
163(1)
Teach Effective Strategies
163(1)
Foster Argument
164(1)
Use Inquiry-Based Lessons
164(1)
Directly Train Reasoning
165(1)
4-4 Putting the Theories to Work: The Case of Mathematics
166(13)
4-4a Age Trends in Mathematics
167(1)
Informal Math
167(1)
School-Age Math
168(1)
4-4b Implications for Teachers from Different Theories
169(1)
Behaviorism and Math
169(1)
Piaget's Theory of Cognitive Development and Math
170(2)
Vygotsky's Sociocultural Theory and Math
172(1)
The Information Processing Model and Math
172(2)
Reflections on Practice: My Teaching
174(1)
Summary of Age Trends in Information Processing
175(1)
Chapter Summary
176(3)
5 Cognitive Ability: Intelligence, Talent, and Achievement
179(42)
5-1 Intelligence
180(16)
5-1a What Is Intelligence?
180(1)
Intelligence as g
181(1)
Theory of Successful Intelligence
181(1)
Multiple Intelligences
182(2)
Measurement of Intelligence
184(1)
5-1b Individual Diversity in Intelligence
184(1)
Stability of Intelligence
184(1)
What Do Individual Differences in Intelligence Predict?
185(1)
BOX 5.1 Theories & Theorists: Habituation and Core Knowledge
186(1)
What Predicts Individual Differences in Intelligence?
187(2)
5-1c Group Diversity in Intelligence
189(1)
Gender
189(1)
Brain Research: Boy vs. Girl Brains
190(1)
Socioeconomic Status
190(1)
Ethnicity
190(1)
Culture
191(1)
Test Bias
191(1)
Cohort Effect---Rising Intelligence
192(1)
5-1d Classroom Implications of Intelligence
193(1)
Multiple Intelligences in the Classroom
193(1)
Intelligence Tests and the Classroom
194(1)
BOX 5.2 Challenges in Development: Learning Disabilities
195(1)
5-2 Talent and Expertise
196(7)
5-2a Age Trends in Talent and Expertise
196(1)
5-2b Individual Diversity in Talent and Expertise
197(1)
What Do Individual Differences in Expertise Predict?
197(1)
What Predicts Individual Differences in Expertise?
197(2)
5-2c Group Diversity in Talent and Expertise
199(1)
5-2d Classroom Implications of Talent and Expertise
200(1)
Expert Teaching
201(2)
5-3 Achievement
203(18)
5-3a Age Trends in Achievement
203(1)
5-3b Individual Diversity in Achievement
204(1)
Stability of Individual Differences in Achievement
204(1)
What Do Individual Differences in Achievement Predict?
204(1)
What Predicts Individual Differences in Achievement?
205(1)
5-3c Group Diversity in Achievement
205(1)
Gender
205(1)
Socioeconomic Status
205(2)
Ethnicity
207(1)
Cross-National Comparisons
208(3)
5-3d Classroom Implications of Research on Achievement
211(1)
Testing
212(1)
Study Skills
212(1)
Time-on-Task
212(1)
Homework
213(1)
Retention in Grade
214(1)
Class Size
215(1)
High-Stakes Tests
215(2)
Reflections on Practice: My Teaching
217(1)
Summary of Age Trends in Cognitive Ability
218(1)
Chapter Summary
219(2)
SECTION 3 THE EMOTIONAL CHILD
221(130)
6 Attachment and Personality
221(32)
6-1 Attachment
222(20)
BOX 6.1 Theories & Theorists: John Bowlby and Mary Ainsworth
223(1)
BOX 6.2 Theories & Theorists: Ethology and Critical Periods
224(1)
6-1a Age Trends in Attachment
224(1)
Infancy and Toddlerhood (Birth to 2 Years)
224(1)
Early and Middle Childhood (3 to 12 Years)
225(1)
Adolescence (13 to 19 Years)
225(1)
6-1b Individual Diversity in Attachment
226(1)
Secure Attachment
227(1)
Insecure Avoidant Attachment
227(1)
Insecure Resistant Attachment
228(1)
Disorganized Attachment
228(1)
How Stable Is Attachment?
229(1)
Attachment in Adult Romantic Relationships
229(1)
What Do Individual Differences in Attachment Predict?
230(2)
What Predicts Individual Differences in Attachment?
232(1)
Improving Attachment
233(1)
Attachment to Father
234(1)
How Does Attachment Have Such Far-Reaching Consequences?
234(2)
6-1c Group Diversity in Attachment
236(1)
Brain Research: Secure Brains Learn Better
236(1)
Socioeconomic Status and Ethnicity
236(1)
6-1d Classroom Implications of Attachment
237(1)
Teacher-Student Relationships
237(3)
School Bonding
240(2)
6-2 Temperament and Personality
242(11)
6-2a Age Trends in Temperament and Personality
244(2)
6-2b Individual Diversity in Temperament and Personality
246(1)
How Stable Are Individual Differences in Temperament and Personality?
246(1)
How Stable Is Personality Across Situations?
247(1)
What Do Temperament and Personality Predict?
247(2)
What Predicts Temperament and Personality?
249(1)
Brain Research: Brain Differences in Personality
250(1)
6-2c Group Diversity in Temperament and Personality
251(1)
Gender
251(1)
Socioeconomic Status
251(1)
Box 6.3 Theories & Theorists: Revisiting Nature and Nurture---Epigenetics
252(1)
Cohort Effect
253(1)
6-2d Classroom Implications of Temperament and Personality
254(1)
Change Your Perceptions of the Learner's Personality
254(1)
Create a Good Fit
255(2)
Shape the Student's Personality
257(1)
Reflections on Practice: My Teaching
258(1)
Summary of Age Trends in Attachment and Personality
259(1)
Chapter Summary
260
7 Self-Control and Discipline
253(54)
7-1 Self-Control
264(9)
7-1a Age Trends in Self-Control
264(1)
Infancy and Toddlerhood (Birth to 2 Years)
264(1)
Early Childhood (3 to 5 Years)
264(1)
Middle Childhood (6 to 12 Years)
265(1)
Adolescence (13 to 19 Years)
265(1)
Brain Research: Some Teen Brains Find Risk Rewarding
266(1)
7-1b Individual Diversity in Self-Control
266(1)
Stability Across Time
266(1)
Stability Across Situations
267(1)
What Do Individual Differences in Self-Control Predict?
267(1)
What Predicts Individual Differences in Self-Control?
268(3)
7-1c Group Diversity in Self-Control
271(1)
7-1d Classroom Implications of Self-Control
271(1)
BOX 7.1 Theories & Theorists: Collectivism and Individualism
272(1)
7-2 Effective Discipline
273(21)
7-2a The Goal of Discipline
274(1)
7-2b Types of Discipline
275(1)
Induction
275(1)
Psychological Control
276(1)
Power Assertion
277(1)
7-2c Principles of Effective Discipline
278(1)
BOX 7.2 Challenges in Development: Child Abuse
279(3)
Applying the Principles of Effective Discipline: Persistent Persuasion
282(1)
Why Persistent Persuasion Should Work
283(1)
Applying the Principles of Effective Discipline: Skill Development
284(1)
7-2d Group Diversity in Discipline
285(1)
Socioeconomic Status
285(1)
Ethnicity
285(1)
Discipline Gap
286(1)
7-2e Classroom Implications of Discipline
287(1)
Revisiting Behavior Modification
288(4)
Classroom Management
292(1)
Culturally Responsive Classroom Management
293(1)
7-3 Teaching Self-Control: What Parenting Styles Tell Us
294(13)
7-3a Four Styles of Parenting
295(1)
Indifferent Style
295(1)
Indulgent Style
295(1)
Authoritarian Style
296(1)
Authoritative Style
296(1)
The Adolescent Challenge
297(1)
7-3b Group Diversity in Parenting Style
298(1)
Ethnicity
298(1)
7-3c Classroom Implications of Parenting Style
299(3)
Reflections on Practice: My Teaching
302(1)
Summary of Age Trends in Self-Control and Discipline
303(1)
Chapter Summary
304(3)
8 Emotional Development
307(44)
8-1 Emotions
308(6)
8-1a What Emotions Do Children Have?
309(1)
Early Basic Emotions
309(1)
BOX 8.1 Theories & Theorists: Charles Darwin
309(2)
Complex Social Emotions
311(1)
8-1b Why Do Children Have Emotions?
312(1)
8-1c Emotions Influence Learning and Thought
312(1)
Positive Emotions
313(1)
Negative Emotions
313(1)
8-2 Regulating One's Own Emotions
314(23)
8-2a Strategies to Regulate Emotion
314(2)
8-2b Emotional Dissemblance---Faking It
316(1)
8-2c Age Trends in Emotion Regulation
316(1)
Infancy and Toddlerhood (Birth to 2 Years)
316(1)
Early Childhood (3 to 5 Years)
317(1)
Middle Childhood (6 to 12 Years)
318(1)
Adolescence (13 to 19 Years)
318(1)
8-2d Individual Diversity in Emotion Regulation
319(1)
What Does Emotion Regulation Predict?
320(1)
What Predicts Emotion Regulation?
321(2)
Brain Research: Extreme Stress Alters Brains
323(2)
8-2e Depression and Anxiety: Emotion Regulation Gone Awry
325(1)
Prevalence of Depression and Anxiety
326(1)
Antecedents and Consequences of Depression and Anxiety
326(1)
BOX 8.2 Challenges in Development: Test and Math Anxiety
327(3)
8-2f Group Diversity in Emotion Regulation
330(1)
Gender
330(1)
Socioeconomic Status
331(1)
Ethnicity
331(1)
BOX 8.3 Challenges in Development: Military-Connected Children
332(1)
8-2g Classroom Implications of Emotion Regulation
332(1)
Talk About Emotions
333(1)
Be Sensitive to Learners' Emotions
333(1)
Scaffold and Teach Emotion Regulation
334(1)
Create a Positive Classroom Climate
335(1)
Helping Depressed Students
336(1)
Helping Anxious Students
337(1)
8-3 Understanding Others' Emotions
337(14)
Brain Research: Mirror Neurons
338(1)
8-3a Age Trends in Understanding Others' Emotions
339(1)
Infancy and Toddlerhood (Birth to 2 Years)
339(1)
Early Childhood (3 to 5 Years)
340(1)
Middle Childhood (6 to 12 Years)
341(1)
Adolescence (13 to 19 Years)
341(1)
8-3b Individual Diversity in Understanding Others' Emotions
342(1)
What Does Understanding Others' Emotions Predict?
342(1)
What Predicts Understanding Others' Emotions?
343(1)
8-3c Group Diversity in Understanding Others' Emotions
344(1)
Gender
344(1)
Culture
345(1)
8-3d Classroom Implications of Understanding Others' Emotions
345(2)
Reflections on Practice: My Teaching
347(1)
Summary of Age Trends in Emotional Competence
348(1)
Chapter Summary
349(2)
SECTION 4 THE SOCIAL CHILD
351(136)
9 Social Cognition
351(44)
9-1 Theory of Mind
352(10)
BOX 9.1 Challenges in Development: Autism Spectrum Conditions
353(1)
9-1a Age Trends in Theory of Mind
354(1)
Infancy and Toddlerhood (Birth to 2 Years)
354(2)
Early Childhood (3 to 5 Years)
356(1)
Middle Childhood (6 to 12 Years)
356(1)
Brain Research: The Puzzle of Autistic Brains
357(1)
Adolescence (13 to 19 Years)
357(1)
9-1b Individual Diversity in Theory of Mind
358(1)
What Do Individual Differences in Theory of Mind Predict?
358(1)
What Predicts Individual Differences in Theory of Mind?
359(2)
9-1c Group Diversity in Theory of Mind
361(1)
9-1d Classroom Implications of Theory of Mind
361(1)
9-2 Humor
362(8)
9-2a What Is Humor?
362(1)
Causes and Functions of Humor
363(1)
Playful Teasing
363(1)
BOX 9.2 Theories & Theorists: Sigmund Freud
364(1)
9-2b Age Trends in Humor
364(1)
Infancy and Toddlerhood (Birth to 2 Years)
364(1)
Early Childhood (3 to 5 Years)
365(1)
Middle Childhood (6 to 12 Years)
366(1)
Adolescence (13 to 19 Years)
366(1)
9-2c Individual Diversity in Humor
367(1)
What Do Individual Differences in Humor Predict?
367(1)
What Predicts Individual Differences in Humor?
367(1)
9-2d Group Diversity in Humor
368(1)
9-2e Classroom Implications of Humor
368(1)
Be Humorous Yourself
369(1)
Accept Children's Humor (When Appropriate)
369(1)
9-3 Moral Judgment
370(25)
9-3a Different Views of Moral Judgment
371(1)
Piaget's View
371(1)
Kohlberg's View
371(1)
Level I Preconventional Morality: Punishment and Obedience to Authority
372(1)
Level II Conventional Morality: Laws Are Supreme
372(1)
Level III Postconventional Morality: Abstract Principles of Justice and Rights
372(1)
Prosocial Reasoning
372(1)
Honesty and Lying
373(1)
9-3b Age Trends in Moral Judgment
373(1)
Infancy and Toddlerhood (Birth to 2 Years)
373(1)
Early Childhood (3 to 5 Years)
374(2)
Middle Childhood (6 to 12 Years)
376(1)
Adolescence (13 to 19 Years)
377(1)
9-3c Individual Diversity in Moral Judgment
377(1)
What Do Individual Differences in Moral Judgment Predict?
378(1)
What Predicts Individual Differences in Moral Judgment and Behavior?
379(2)
9-3d Group Diversity in Moral Judgment
381(1)
Gender
381(1)
Socioeconomic Status
382(1)
9-3e Classroom Implications of Moral Judgment
382(1)
Moral Education (Constructing Morality)
383(1)
Character Education (Handing Down Morality)
384(1)
Does Moral or Character Education Work?
385(1)
BOX 9.3 Challenges in Development: Academic Dishonesty
386(1)
Teach Morality through Everyday Interactions
387(2)
Reflections on Practice: My Teaching
389(1)
Summary of Age Trends in Social Cognition
390(2)
Chapter Summary
392(3)
10 Social Behavior
395(46)
10-1 Prosocial Behavior
396(33)
10-1a Age Trends in Prosocial Behavior
397(1)
Infancy and Toddlerhood (Birth to 2 Years)
397(1)
Early Childhood (3 to 5 Years)
398(1)
Middle Childhood (6 to 12 Years)
398(1)
Adolescence (13 to 19 Years)
398(1)
10-1b Individual Diversity in Prosocial Behavior
399(1)
What Do Individual Differences in Prosocial Behavior Predict?
399(1)
What Predicts Individual Differences in Prosocial Behavior?
400(3)
10-1c Gender Diversity in Prosocial Behavior
403(1)
10-1d Classroom Implications of Prosocial Behavior
403(2)
Help Learners Feel Responsible for Others
405(1)
Provide Opportunities to Practice Prosocial Behavior
406(1)
School-Based Interventions
407(1)
10-2 Antisocial Behavior and Aggression
408(1)
BOX 10.1 Challenges in Development: Conduct Disorder
409(1)
10-2a Types of Aggression
409(1)
Physical, Verbal, and Social Aggression
410(1)
Reactive Aggression and Bullying
410(1)
BOX 10.2 Challenges in Development: Victims
411(2)
10-2b Age Trends in Antisocial Behavior
413(1)
Infancy and Toddlerhood (Birth to 2 Years)
413(1)
Early Childhood (3 to 5 Years)
413(1)
Middle Childhood (6 to 12 Years)
414(1)
Adolescence (13 to 19 Years)
415(1)
10-2c Individual Diversity in Antisocial Behavior
415(1)
What Do Individual Differences in Antisocial Behavior Predict?
415(3)
What Predicts Individual Differences in Antisocial Behavior?
418(4)
BOX 10.3 Theories & Theorists: The Social Information Processing Model
422(2)
10-2d Group Diversity in Antisocial Behavior
424(1)
Gender
424(1)
Socioeconomic Status
424(1)
Ethnicity
425(1)
10-2e Classroom Implications of Antisocial Behavior
426(1)
Reducing Bullying and Aggression
426(3)
School-Based Interventions
429(1)
10-3 Conflict Resolution
429(12)
10-3a How Should Conflict Be Resolved?
430(1)
10-3b Age Trends in Conflict Resolution
430(1)
Infancy and Toddlerhood (Birth to 2 Years)
430(1)
Early Childhood (3 to 5 Years)
430(1)
Middle Childhood to Adolescence (6 to 19 Years)
431(1)
10-3c Individual Diversity in Conflict Resolution
431(1)
What Do Conflict Resolution Skills Predict?
431(1)
What Predicts Conflict-Resolution Skills?
431(1)
10-3d Classroom Implications of Conflict Resolution
432(1)
Promoting Conflict-Resolution Skills
432(1)
Conflict-Resolution Education
433(3)
Reflections on Practice: My Teaching
436(1)
Summary of Age Trends in Social Behavior
437(1)
Chapter Summary
438(3)
11 Peers, Friends, and Play
441(46)
11-1 Peer Status
442(12)
11-1a Individual Diversity in Peer Status
444(1)
What Does Peer Rejection Predict?
444(1)
Brain Research: Social Rejection Hurts
445(1)
What Predicts Peer Status?
446(3)
11-1b Group Diversity in Peer Status
449(1)
Gender
449(1)
Socioeconomic Status (SES)
449(1)
Ethnicity
449(1)
11-1c Classroom Implications of Peer Status
450(1)
Improve Behavior
450(2)
Influence Learners' Reputation
452(1)
Provide Opportunity for Peer Interaction
452(2)
11-2 Friendship and Peer Networks
454(17)
11-2a Birds of a Feather Flock Together
455(1)
11-2b Peer Pressure: Is It Good or Bad?
455(1)
11-2c Age Trends in Friendship and Peer Networks
456(1)
Infancy and Toddlerhood (Birth to 2 Years)
456(1)
Early Childhood (3 to 5 Years)
456(1)
Middle Childhood (6 to 12 Years)
457(1)
Adolescence (13 to 19 Years)
458(4)
BOX 11.1 Challenges in Development: STIs and HIV/AIDS
462(2)
11-2d Individual Diversity in Friendship and Peer Networks
464(1)
What Do Individual Differences in Friendship Predict?
464(2)
What Predicts Quantity and Quality of Friendships?
466(2)
11-2e Group Diversity in Friendship and Peer Networks
468(1)
Gender
468(1)
Ethnicity
468(1)
11-2f Classroom Implications of Friendship and Peer Networks
469(2)
11-3 Play
471(16)
11-3a Types of Play
471(1)
11-3b Age Trends in Play
472(1)
Infancy and Toddlerhood (Birth to 2 Years)
472(1)
Early Childhood (3 to 5 Years)
473(1)
Middle Childhood (6 to 12 Years)
473(1)
Adolescence (13 to 19 Years)
474(1)
11-3c Individual Diversity in Play
474(1)
What Do Individual Differences in Play Predict?
475(1)
What Predicts Individual Differences in Play?
476(1)
A Cautionary Note about Solitary Play
476(1)
Sports
477(1)
11-3d Group Diversity in Play
477(1)
Gender
477(1)
Socioeconomic Status
478(1)
11-3e Classroom Implications of Play
478(1)
Use Play in Your Classroom to Support Learning
478(2)
Consider Using Educational Electronic Games
480(1)
Promote Recess
480(2)
Reflections on Practice: My Teaching
482(1)
Summary of Age Trends in Peer Status, Friendship, and Play
483(1)
Chapter Summary
484(3)
SECTION 5 THE WHOLE CHILD
487(134)
12 Language and Literacy
487(48)
12-1 Language Development
488(20)
12-1a Types of Language: Nonverbal and Verbal
488(1)
12-1b Age Trends in Language
489(1)
Infancy and Toddlerhood (Birth to 2 Years)
489(1)
Brain Research: Efficient Brains Can Make Language Learning Harder
490(1)
Early Childhood (3 to 5 Years)
490(1)
Middle Childhood (6 to 12 Years)
490(2)
Adolescence (13 to 19 Years)
492(1)
Language Learning Is Remarkable
492(1)
12-1c Individual Diversity in Language
493(1)
BOX 12.1 Theories & Theorists: Language as Core Knowledge---The Great Debate
494(1)
What Do Individual Differences in Language Ability Predict?
494(2)
What Predicts Individual Differences in Language Ability?
496(3)
12-1d Group Diversity in Language
499(1)
Gender
499(1)
Socioeconomic Status
499(1)
African American English
500(1)
Immigrant Students and Bilingualism
501(2)
12-1e Classroom Implications of Language
503(1)
Nonverbal Language in the Classroom
504(2)
Bilingual Education
506(2)
12-2 Literacy
508(17)
12-2a Age Trends in Literacy
509(1)
Infancy and Toddlerhood (Birth to 2 Years)
509(1)
Early Childhood (3 to 5 Years)
510(1)
Middle Childhood (6 to 12 Years)
510(2)
Adolescence (13 to 19 Years)
512(1)
12-2b Individual Diversity in Literacy
512(1)
What Do Individual Differences in Literacy Predict?
513(1)
BOX 12.2 Challenges in Development: Specific Reading Disability
514(1)
What Predicts Individual Differences in Literacy?
514(3)
12-2c Group Diversity in Literacy
517(1)
Gender
517(1)
Socioeconomic Status
517(1)
Ethnicity
518(1)
12-2d Classroom Implications of Literacy Development
519(1)
Promote Phonological Awareness and Decoding Skills
520(1)
Promote Print Concepts
521(1)
Promote Fluency
521(1)
Promote Vocabulary and Comprehension
521(1)
Promote Writing Skills
522(1)
Bridge Cultural Borders
523(1)
Support Bilingual and Biliterate Students
524(1)
12-3 Putting the Theories to Work: The Case of Literacy
525(10)
12-3a Implications for Teachers from Different Theories
525(1)
Behaviorism and Literacy
526(1)
Piaget's Theory of Cognitive Development and Literacy
526(1)
Vygotsky's Sociocultural Theory and Literacy
527(1)
The Information-Processing Model and Literacy
528(1)
12-3b Comparing the Theories
528(2)
Reflections on Practice: My Teaching
530(1)
Summary of Age Trends in Language and Literacy
531(1)
Chapter Summary
532(3)
13 The Self-System and Motivation
535(38)
13-1 The Self-System
536(9)
13-1a Self-Esteem, Self-Concept, and Self-Efficacy
536(1)
BOX 13.1 Theories & Theorists: Erikson's Psychosocial Theory
537(1)
13-1b Age Trends in the Self
538(1)
Infancy and Toddlerhood (Birth to 2 Years)
538(1)
Early Childhood (3 to 5 Years)
539(1)
Middle Childhood (6 to 12 Years)
539(1)
Adolescence (13 to 19 Years)
539(1)
13-1c Individual Differences in the Self
539(1)
What Do Views of the Self Predict?
539(2)
What Predicts Views of the Self?
541(1)
13-1d Group Diversity in the Self
542(1)
Gender
542(1)
Ethnicity
543(1)
13-1e Classroom Implications of the Self
543(2)
13-2 Social Identity: Gender and Ethnicity
545(11)
13-2a Gender Identity
545(1)
Infancy and Toddlerhood (Birth to 2 Years)
545(1)
Early Childhood (3 to 5 Years)
545(1)
Middle Childhood (6 to 12 Years)
546(1)
Adolescence (13 to 19 Years)
547(1)
13-2b Ethnic Identity
547(1)
Age Trends in Ethnic Identity
548(1)
Individual Differences in Ethnic Identity
549(1)
13-2c Sexism and Racism
549(2)
13-2d Classroom Implications of Gender and Ethnic Identity
551(1)
Stereotype Threat
552(1)
Promote Positive Social Identity
553(1)
Reduce Prejudice
554(2)
13-3 Motivation
556(17)
13-3a Can I Do This?
557(1)
Self-Efficacy Affects Learners' Answer to "Can I Do This?"
557(1)
Views of Ability Affect Learners' Answer to "Can I Do This?"
558(1)
Attributions Affect Learners' Answer to "Can I Do This?"
558(1)
13-3b Classroom Implications of "Can I Do This?"
559(2)
13-3c Do I Want to Do This?
561(1)
Goals Affect Learners' Answer to "Do I Want to Do This?"
561(2)
Self-Determination Affects Learners' Answer to "Do I Want to Do This?"
563(1)
Interest Affects Learners' Answer to "Do I Want to Do This?"
563(2)
13-3d Classroom Implications of "Do I Want to Do This?"
565(4)
Reflections on Practice: My Teaching
569(1)
Summary of Age Trends in the Self-System and Motivation
570(1)
Chapter Summary
571(2)
14 The Child in Context: Family Structure, Child Care, and Media
573(48)
14-1 Family Structure
574(15)
14-1a What Does Family Structure Predict?
575(1)
Divorce
575(1)
Single-Parent Families and Stepfamilies
576(1)
Teenage Mothers
576(2)
Cohabiting Families
578(1)
Gay and Lesbian Families
578(1)
14-1b How Might Family Structure Influence Children?
579(1)
Father Presence
579(1)
Parental Conflict
580(1)
Quality of Parenting
581(1)
Revisiting Risk and Resilience
581(1)
14-1c Group Diversity in Family Structure
582(1)
Gender
582(1)
Socioeconomic Status
582(1)
BOX 14.1 Challenges in Development: Orphanages, Foster Care, and Adoption
583(1)
Ethnicity
584(1)
Brain Research: Deprivation Harms Brains
585(1)
14-1d Classroom Implications of Family Structure and Parent Involvement
585(1)
Involving Parents in Education
586(3)
14-2 Maternal Employment and Child Care
589(12)
14-2a Maternal Employment
590(1)
14-2b Child Care
591(1)
14-2c Age Trends in Child Care
592(1)
Infancy to Early Childhood (Birth to 5 Years)
592(1)
Middle Childhood and Adolescence (6 to 19 Years)
593(1)
14-2d What Does Child Care Predict?
594(1)
Language and Cognitive Development
594(1)
Attachment
594(1)
Stress
595(1)
Social Competence
596(1)
Play
597(1)
Does Parenting or Child Care Have a Larger Effect?
597(1)
14-2e Group Diversity in Child Care
598(1)
Gender
598(1)
Socioeconomic Status
599(1)
14-2f Classroom Implications of Maternal Employment and Child Care
600(1)
14-3 Television and Other Media
601(14)
14-3a The Issue of Time
602(1)
14-3b The Issue of Content
602(1)
14-3c Age Trends in Media Use
603(1)
Infancy and Toddlerhood (Birth to 2 Years)
603(1)
Early Childhood (3 to 5 Years)
603(1)
Middle Childhood (6 to 12 Years)
603(1)
Adolescence (13 to 19 Years)
604(1)
14-3d Individual Diversity in Media Use
605(1)
What Do Differences in Media Use Predict?
605(3)
Brain Research: Violent Video Games Alter the Brain's Response to Violence
608(2)
Thinking Like a Scientist
610(2)
What Predicts Individual Differences in Media Use?
612(1)
14-3e Group Diversity in Media Use
612(1)
Gender
612(1)
Socioeconomic Status
612(1)
Ethnicity
613(1)
14-3f Classroom Implications of Media Use
614(1)
Reducing the Negative Effects of Violent Media
614(1)
Using Computers in Your Classroom
615(1)
14-4 Farewell
615(6)
BOX 14.2 Theories & Theorists: The Bioecological Model Revisited
616(1)
Reflections on Practice: My Teaching
617(1)
Summary of Age Trends of the Child in Context
618(1)
Chapter Summary
619(2)
Glossary 621(10)
References 631(62)
Name Index 693(2)
Subject Index 695
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.