| Preface |
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xx | |
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Chapter 1 An Introduction to Child Development |
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1 | (38) |
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Reasons to Learn About Child Development |
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3 | (5) |
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3 | (1) |
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4 | (2) |
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Understanding Human Nature |
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6 | (1) |
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7 | (1) |
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Historical Foundations of the Study of Child Development |
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8 | (2) |
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Early Philosophers' Views of Children's Development |
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8 | (1) |
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9 | (1) |
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Darwin's Theory of Evolution |
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10 | (1) |
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The Beginnings of Research-Based Theories of Child Development |
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10 | (1) |
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10 | (1) |
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Enduring Themes in Child Development |
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10 | (13) |
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1 Nature and Nurture: How Do Nature and Nurture Together Shape Development? |
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11 | (1) |
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2 The Active Child: How Do Children Shape Their Own Development? |
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12 | (1) |
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3 Continuity/Discontinuity: In What Ways Is Development Continuous, and in What Ways Is It Discontinuous? |
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13 | (3) |
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4 Mechanisms of Development: How Does Change Occur? |
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16 | (2) |
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5 The Sociocultural Context: How Does the Sociocultural Context Influence Development? |
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18 | (2) |
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6 Individual Differences: How Do Children Become So Different from One Another? |
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20 | (1) |
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7 Research and Children's Welfare: How Can Research Promote Children's Well-Being? |
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21 | (1) |
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22 | (1) |
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Methods for Studying Child Development |
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23 | (16) |
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23 | (2) |
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Contexts for Gathering Data About Children |
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25 | (3) |
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Correlation and Causation |
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28 | (4) |
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Designs for Examining Development |
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32 | (2) |
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Ethical Issues in Child-Development Research |
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34 | (1) |
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35 | (4) |
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Chapter 2 Prenatal Development and the Newborn Period |
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39 | (46) |
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41 | (25) |
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Box 2.1 A Closer Look Beng Beginnings |
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41 | (1) |
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42 | (2) |
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Box 2.2 Individual Differences The First---and Last---Sex Differences |
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44 | (1) |
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45 | (1) |
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Box 2.3 A Closer Look Phylogenetic Continuity |
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46 | (1) |
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47 | (1) |
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An Illustrated Summary of Prenatal Development |
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48 | (3) |
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51 | (1) |
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52 | (2) |
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54 | (2) |
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Hazards to Prenatal Development |
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56 | (7) |
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Box 2.4 Applications Back to Sleep |
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63 | (3) |
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66 | (1) |
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66 | (4) |
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Diversity of Childbirth Practices |
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68 | (1) |
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69 | (1) |
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70 | (15) |
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70 | (4) |
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Negative Outcomes at Birth |
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74 | (3) |
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Box 2.5 Applications Parenting a Low-Birth-Weight Baby |
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77 | (4) |
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81 | (4) |
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Chapter 3 Biology and Behaviour |
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85 | (44) |
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87 | (19) |
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Genetic and Environmental Forces |
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89 | (5) |
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Box 3.1 Applications Genetic Transmission of Disorders |
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94 | (5) |
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99 | (2) |
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Box 3.2 Individual Differences Identical Twins Reared Apart |
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101 | (5) |
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106 | (1) |
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106 | (13) |
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107 | (3) |
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Box 3.3 A Closer Look Mapping the Mind |
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110 | (1) |
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110 | (4) |
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The Importance of Experience |
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114 | (4) |
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Brain Damage and Recovery |
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118 | (1) |
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119 | (1) |
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The Body: Physical Growth and Development |
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119 | (10) |
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119 | (2) |
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121 | (5) |
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126 | (3) |
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Chapter 4 Theories of Cognitive Development |
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129 | (42) |
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132 | (13) |
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View of Children's Nature |
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132 | (1) |
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Central Developmental Issues |
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133 | (2) |
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The Sensorimotor Stage (Birth to Age 2 Years) |
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135 | (3) |
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The Preoperational Stage (Ages 2 to 7) |
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138 | (3) |
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The Concrete Operational Stage (Ages 7 to 12) |
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141 | (1) |
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The Formal Operational Stage (Age 12 and Beyond) |
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141 | (1) |
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142 | (1) |
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Box 4.1 Applications Educational Applications of Piaget's Theory |
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143 | (1) |
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144 | (1) |
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Information-Processing Theories |
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145 | (10) |
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View of Children's Nature |
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146 | (1) |
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Central Developmental Issues |
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147 | (7) |
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Box 4.2 Applications Educational Applications of Information-Processing Theories |
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154 | (1) |
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155 | (1) |
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155 | (7) |
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View of Children's Nature |
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156 | (2) |
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Central Developmental Issues |
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158 | (2) |
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160 | (1) |
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Box 4.3 Applications Educational Applications of Sociocultural Theories |
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161 | (1) |
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162 | (9) |
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View of Children's Nature |
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164 | (1) |
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Central Development Issues |
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165 | (2) |
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Box 4.4 Applications Educational Applications of Dynamic-Systems Theories |
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167 | (1) |
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167 | (4) |
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Chapter 5 Seeing, Thinking, and Doing in Infancy |
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171 | (44) |
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173 | (16) |
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173 | (3) |
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Box 5.1 A Closer Look Infants' Face Perception |
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176 | (6) |
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182 | (1) |
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Box 5.2 A Closer Look Picture Perception |
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183 | (3) |
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186 | (1) |
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186 | (1) |
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187 | (1) |
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188 | (1) |
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189 | (9) |
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189 | (1) |
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190 | (1) |
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Current Views of Motor Development |
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191 | (1) |
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The Expanding World of the Infant |
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191 | (1) |
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Box 5.3 A Closer Look "The Case of the Disappearing Reflex" |
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192 | (3) |
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Box 5.4 Applications A Recent Secular Change in Motor Development |
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195 | (1) |
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Box 5.5 A Closer Look "Gangway---I'm Coming Down" |
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196 | (2) |
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198 | (1) |
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198 | (7) |
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198 | (1) |
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199 | (1) |
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200 | (1) |
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201 | (1) |
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Instrumental Conditioning |
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201 | (1) |
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Observational Learning/Imitation |
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202 | (2) |
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204 | (1) |
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205 | (1) |
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205 | (10) |
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206 | (1) |
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207 | (1) |
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208 | (3) |
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211 | (1) |
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212 | (3) |
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Chapter 6 Development of Language and Symbol Use |
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215 | (46) |
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216 | (37) |
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The Components of Language |
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217 | (1) |
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What Is Required for Language? |
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218 | (6) |
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Box 6.1 Applications Two Languages Are Better Than One |
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224 | (1) |
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The Process of Language Acquisition |
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224 | (12) |
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Box 6.2 Individual Differences The Role of Family and School Context in Early Language Development |
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236 | (4) |
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Box 6.3 Applications: iBabies: Technology and Language Learning |
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240 | (7) |
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Theoretical Issues in Language Development |
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247 | (3) |
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Box 6.4 A Closer Look: "I Just Can't Talk Without My Hands": What Gestures Tell Us About Language |
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250 | (2) |
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Box 6.5 Individual Differences Developmental Language Disorders |
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252 | (1) |
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253 | (1) |
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Nonlinguistic Symbols and Development |
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253 | (8) |
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Using Symbols as Information |
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254 | (1) |
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255 | (2) |
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257 | (4) |
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Chapter 7 Conceptual Development |
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261 | (38) |
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Understanding Who or What |
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263 | (18) |
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Dividing Objects into Categories |
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263 | (5) |
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Knowledge of Other People and Oneself |
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268 | (5) |
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Box 7.1 Individual Differences Children with Autism Spectrum Disorders (ASD) |
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273 | (2) |
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Box 7.2 Individual Differences Imaginary Companions |
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275 | (1) |
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Knowledge of Living Things |
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276 | (4) |
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280 | (1) |
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Understanding Why, Where, When, and How Many |
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281 | (18) |
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281 | (3) |
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Box 7.3 A Closer Look Magical Thinking and Fantasy |
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284 | (1) |
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285 | (4) |
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289 | (1) |
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290 | (4) |
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Relations Among Understanding of Space, Time, and Number |
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294 | (1) |
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295 | (4) |
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Chapter 8 Intelligence and Academic Achievement |
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299 | (42) |
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301 | (2) |
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Intelligence as a Single Trait |
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301 | (1) |
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Intelligence as a Few Basic Abilities |
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301 | (1) |
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Intelligence as Numerous Processes |
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302 | (1) |
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302 | (1) |
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303 | (1) |
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303 | (6) |
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The Contents of Intelligence Tests |
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304 | (2) |
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The Intelligence Quotient (IQ) |
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306 | (1) |
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307 | (1) |
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Box 8.1 Individual Differences Gifted Children |
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308 | (1) |
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309 | (1) |
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IQ Scores as Predictors of Important Outcomes |
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309 | (1) |
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310 | (1) |
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Genes, Environment, and the Development of Intelligence |
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310 | (12) |
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311 | (1) |
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Influence of the Immediate Environment |
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312 | (3) |
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315 | (5) |
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Box 8.2 Applications: Successful Prevention and Early Intervention Projects: The Better Beginnings, Better Futures Project and the Carolina Abecedarian Project |
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320 | (2) |
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322 | (1) |
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Alternative Perspectives on Intelligence |
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322 | (2) |
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323 | (1) |
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Acquisition of Academic Skills: Reading, Writing, and Mathematics |
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324 | (17) |
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324 | (4) |
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Box 8.3 Individual Differences Dyslexia |
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328 | (2) |
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330 | (2) |
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332 | (4) |
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336 | (1) |
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Box 8.4 Applications Mathematics Disabilities |
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337 | (1) |
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337 | (4) |
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Chapter 9 Theories of Social Development |
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341 | (42) |
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343 | (7) |
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View of Children's Nature |
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344 | (1) |
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Central Developmental Issues |
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344 | (1) |
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Freud's Theory of Psychosexual Development |
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344 | (3) |
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Erikson's Theory of Psychosocial Development |
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347 | (2) |
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349 | (1) |
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350 | (1) |
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350 | (7) |
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View of Children's Nature |
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350 | (1) |
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Central Developmental Issues |
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351 | (1) |
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351 | (1) |
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Skinner's Operant Conditioning |
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352 | (1) |
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353 | (1) |
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Box 9.1 A Closer Look Bandura and Bobo |
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354 | (3) |
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357 | (1) |
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357 | (1) |
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Theories of Social Cognition |
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357 | (6) |
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View of Children's Nature |
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358 | (1) |
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Central Developmental Issues |
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358 | (1) |
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Selman's Stage Theory of Role Taking |
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358 | (1) |
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Dodge's Information-Processing Theory of Social Problem Solving |
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359 | (1) |
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Dweck's Theory of Self-Attributions and Achievement Motivation |
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360 | (2) |
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362 | (1) |
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363 | (1) |
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Ecological Theories of Development |
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363 | (20) |
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View of Children's Nature |
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363 | (1) |
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Central Developmental Issues |
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364 | (1) |
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Ethological and Evolutionary Theories |
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364 | (4) |
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Bronfenbrenner's Bioecological Model |
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368 | (4) |
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Box 9.2 Individual Differences Attention Deficit Hyperactivity Disorder |
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372 | (3) |
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Box 9.3 Applications Preventing Child Abuse |
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375 | (4) |
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379 | (1) |
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380 | (3) |
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Chapter 10 Emotional Development |
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383 | (42) |
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The Development of Emotions in Childhood |
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385 | (13) |
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Theories on the Nature and Emergence of Emotion |
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386 | (1) |
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The Emergence of Emotion in the Early Years and Childhood |
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387 | (9) |
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Box 10.1 Individual Differences Gender Differences in Adolescent Depression |
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396 | (1) |
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397 | (1) |
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398 | (4) |
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The Development of Emotional Regulation |
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398 | (3) |
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The Relation of Emotional Self-Regulation to Social Competence and Adjustment |
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401 | (1) |
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402 | (1) |
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Individual Differences in Emotion and Its Regulation |
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402 | (8) |
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403 | (3) |
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Box 10.2 A Closer Look Measurement of Temperament |
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406 | (4) |
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410 | (1) |
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Children's Emotional Development in the Family |
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410 | (5) |
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Quality of the Child's Relationships with Parents |
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411 | (1) |
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Parental Socialization of Children's Emotional Responding |
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411 | (3) |
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414 | (1) |
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Culture and Children's Emotional Development |
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415 | (2) |
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417 | (1) |
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Children's Understanding of Emotion |
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417 | (8) |
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Identifying the Emotions of Others |
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417 | (1) |
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Understanding the Causes and Dynamics of Emotion |
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418 | (2) |
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Children's Understanding of Real and False Emotions |
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420 | (2) |
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422 | (3) |
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Chapter 11 Attachment to Others and Development of Self |
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425 | (42) |
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The Caregiver---Child Attachment Relationship |
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427 | (12) |
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428 | (2) |
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Measurement of Attachment Security in Infancy |
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430 | (2) |
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Box 11.1 Individual Differences Parental Attachment Status |
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432 | (2) |
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Cultural Variations in Attachment |
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434 | (1) |
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Factors Associated with the Security of Children's Attachment |
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435 | (1) |
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Box 11.2 Applications Interventions and Attachment |
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436 | (1) |
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Does Security of Attachment Have Long-Term Effects? |
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437 | (2) |
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439 | (1) |
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439 | (11) |
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The Development of Conceptions of Self |
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440 | (6) |
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446 | (3) |
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449 | (1) |
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450 | (4) |
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Ethnic Identity in Childhood |
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450 | (1) |
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Ethnic Identity in Adolescence |
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451 | (2) |
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453 | (1) |
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Sexual Identity or Orientation |
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454 | (5) |
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The Origins of Youths' Sexual Identity |
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454 | (1) |
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Sexual Identity in Sexual-Minority Youth |
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454 | (4) |
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458 | (1) |
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459 | (8) |
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459 | (3) |
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Self-Esteem in Minority Children |
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462 | (1) |
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463 | (1) |
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464 | (3) |
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467 | (42) |
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470 | (2) |
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Box 12.1 A Closer Look Parent---Child Relationships in Adolescence |
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471 | (1) |
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472 | (1) |
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The Role of Parental Socialization |
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472 | (10) |
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Parenting Styles and Practices |
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472 | (4) |
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The Child as an Influence on Parenting |
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476 | (3) |
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Socioeconomic Influences on Parenting |
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479 | (1) |
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Box 12.2 A Closer Look Homelessness |
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480 | (2) |
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482 | (1) |
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Mothers, Fathers, and Siblings |
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482 | (3) |
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Differences in Mothers' and Fathers' Interactions with Their Children |
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482 | (1) |
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483 | (2) |
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485 | (1) |
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Changes in Families in Canada |
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485 | (13) |
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Box 12.3 Individual Differences Adolescents as Parents |
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486 | (2) |
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488 | (1) |
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489 | (6) |
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495 | (2) |
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497 | (1) |
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498 | (1) |
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Maternal Employment and Child Care |
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498 | (11) |
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The Effects of Maternal Employment |
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499 | (1) |
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The Effects of Child Care |
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500 | (6) |
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506 | (3) |
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Chapter 13 Peer Relationships |
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509 | (44) |
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What Is Special About Peer Relationships? |
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512 | (1) |
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513 | (13) |
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Early Peer Interactions and Friendships |
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513 | (2) |
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Developmental Changes in Friendship |
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515 | (2) |
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The Functions of Friendships |
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517 | (3) |
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Effects of Friendships on Psychological Functioning and Behaviour over Time |
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520 | (3) |
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Children's Choice of Friends |
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523 | (1) |
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Box 13.1 Individual Differences Culture and Children's Peer Experience |
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524 | (2) |
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526 | (1) |
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526 | (7) |
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The Nature of Young Children's Groups |
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526 | (1) |
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Cliques and Social Networks in Middle Childhood and Early Adolescence |
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526 | (1) |
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Cliques and Social Networks in Adolescence |
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527 | (2) |
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Negative Influences of Cliques and Social Networks |
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529 | (1) |
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Box 13.2 A Closer Look Cyberspace and Children's Peer Experience |
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530 | (1) |
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Romantic Relationships with Peers |
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530 | (3) |
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533 | (1) |
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533 | (12) |
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Measurement of Peer Status |
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533 | (1) |
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Characteristics Associated with Sociometric Status |
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534 | (4) |
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Box 13.3 Applications Fostering Children's Peer Acceptance |
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538 | (1) |
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Stability of Sociometric Status |
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539 | (1) |
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Cross-Cultural Similarities and Differences in Factors Related to Peer Status |
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540 | (1) |
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Peer Status as a Predictor of Risk |
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541 | (3) |
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544 | (1) |
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The Role of Parents in Children's Peer Relationships |
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545 | (8) |
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Relations Between Attachment and Competence with Peers |
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545 | (1) |
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Quality of Ongoing Parent---Child Interactions and Peer Relationships |
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546 | (1) |
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547 | (1) |
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548 | (1) |
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Family Stress and Children's Social Competence |
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549 | (1) |
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549 | (4) |
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Chapter 14 Moral Development |
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553 | (40) |
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555 | (11) |
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Piaget's Theory of Moral Judgment |
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555 | (3) |
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Kohlberg's Theory of Moral Judgment |
|
|
558 | (4) |
|
|
|
562 | (1) |
|
Domains of Social Judgment |
|
|
563 | (3) |
|
|
|
566 | (1) |
|
The Early Development of Conscience |
|
|
566 | (2) |
|
Factors Affecting the Development of Conscience |
|
|
567 | (1) |
|
|
|
568 | (1) |
|
|
|
568 | (10) |
|
The Development of Prosocial Behaviour |
|
|
569 | (2) |
|
The Origins of Individual Differences in Prosocial Behaviour |
|
|
571 | (2) |
|
Box 14.1 A Closer Look Cultural Contributions to Children's Prosocial and Antisocial Tendencies |
|
|
573 | (4) |
|
Box 14.2 Applications School-Based Interventions for Promoting Prosocial Behaviour: Roots of Empathy |
|
|
577 | (1) |
|
|
|
578 | (1) |
|
|
|
578 | (15) |
|
The Development of Aggression and Other Antisocial Behaviours |
|
|
578 | (2) |
|
Consistency of Aggressive and Antisocial Behaviour |
|
|
580 | (1) |
|
Box 14.3 A Closer Look Oppositional Defiant Disorder and Conduct Disorder |
|
|
581 | (1) |
|
Characteristics of Aggressive-Antisocial Children and Adolescents |
|
|
582 | (1) |
|
The Origins of Aggression |
|
|
583 | (5) |
|
Biology and Socialization: Their Joint Influence on Children's Antisocial Behaviour |
|
|
588 | (1) |
|
Box 14.4 Applications The Fast Track Intervention |
|
|
588 | (2) |
|
|
|
590 | (3) |
|
Chapter 15 Gender Development |
|
|
593 | (44) |
|
Theoretical Approaches to Gender Development |
|
|
595 | (12) |
|
|
|
595 | (3) |
|
Box 15.1 A Closer Look: Gender Identity: More than Socialization? |
|
|
598 | (1) |
|
Cognitive and Motivational Influences |
|
|
599 | (5) |
|
Box 15.2 A Closer Look Gender Typing at Home |
|
|
604 | (1) |
|
Box 15.3 Applications Where Are SpongeSally SquarePants and Curious Jane? |
|
|
605 | (1) |
|
|
|
606 | (1) |
|
|
|
606 | (1) |
|
Milestones in Gender Development |
|
|
607 | (7) |
|
|
|
607 | (1) |
|
|
|
608 | (1) |
|
|
|
609 | (2) |
|
|
|
611 | (1) |
|
Box 15.4 A Closer Look Gender Flexibility and Asymmetry |
|
|
612 | (1) |
|
|
|
613 | (1) |
|
|
|
614 | (23) |
|
Physical Growth: Prenatal Development Through Adolescence |
|
|
615 | (3) |
|
Cognitive Abilities and Academic Achievement |
|
|
618 | (7) |
|
|
|
625 | (1) |
|
Interpersonal Goals and Communication |
|
|
626 | (1) |
|
Box 15.5 A Closer Look Gender and Children's Communication Styles |
|
|
626 | (2) |
|
|
|
628 | (3) |
|
Box 15.6 Applications Sexual Harassment and Dating Violence |
|
|
631 | (1) |
|
|
|
632 | (5) |
|
|
|
637 | |
|
Theme 1 Nature and Nurture: All Interactions, All the Time |
|
|
638 | (3) |
|
Nature and Nurture Begin Interacting Before Birth |
|
|
638 | (1) |
|
Infants' Nature Elicits Nurture |
|
|
639 | (1) |
|
|
|
639 | (1) |
|
Nature Does Not Reveal Itself All at Once |
|
|
640 | (1) |
|
Everything Influences Everything |
|
|
641 | (1) |
|
Theme 2 Children Play Active Roles in Their Own Development |
|
|
641 | (4) |
|
|
|
642 | (1) |
|
Active Interpretation of Experience |
|
|
643 | (1) |
|
|
|
643 | (1) |
|
Eliciting Reactions from Other People |
|
|
644 | (1) |
|
Theme 3 Development Is Both Continuous and Discontinuous |
|
|
645 | (3) |
|
Continuity/Discontinuity of Individual Differences |
|
|
645 | (1) |
|
Continuity/Discontinuity of Overall Development: The Question of Stages |
|
|
646 | (2) |
|
Theme 4 Mechanisms of Developmental Change |
|
|
648 | (5) |
|
Biological Change Mechanisms |
|
|
648 | (1) |
|
Behavioural Change Mechanisms |
|
|
649 | (2) |
|
Cognitive Change Mechanisms |
|
|
651 | (2) |
|
Change Mechanisms Work Together |
|
|
653 | (1) |
|
Theme 5 The Sociocultural Context Shapes Development |
|
|
653 | (3) |
|
Growing Up in Societies with Different Practices and Values |
|
|
653 | (1) |
|
Growing Up in Different Times and Places |
|
|
654 | (1) |
|
Growing Up in Different Circumstances Within a Society |
|
|
655 | (1) |
|
Theme 6 Individual Differences |
|
|
656 | (4) |
|
Breadth of Individual Differences at a Given Time |
|
|
657 | (1) |
|
|
|
658 | (1) |
|
Predicting Future Individual Differences on Other Dimensions |
|
|
658 | (1) |
|
Determinants of Individual Differences |
|
|
659 | (1) |
|
Theme 7 Child-Development Research Can Improve Children's Lives |
|
|
660 | |
|
Implications for Parenting |
|
|
660 | (2) |
|
Implications for Education |
|
|
662 | (1) |
|
Implications for Helping Children at Risk |
|
|
662 | (2) |
|
|
|
664 | |
| Glossary |
|
1 | (1) |
| References |
|
1 | (1) |
| Name Index |
|
1 | (1) |
| Subject Index |
|
1 | |
