The developing child /
Helen Bee, Denise Boyd.
- Twelfth edition.
- xxviii, 544 pages : illustrations (chiefly colour) ; 29 cm
Includes bibliographical references (pages 459-519) and index.
Features -- To the student -- To the instructor -- Acknowledgments -- Part 1: Introduction -- 1: Basic issues in the study of development -- Issues in the study of development -- Two key questions -- Influences on development -- Ecological perspective -- Vulnerability and resilience -- Three kinds of change -- Theories of development -- Psychoanalytic theories -- Cognitive theories -- Learning theories -- Developmental science in the real world: Helping children who are afraid to go to school -- Comparing theories -- Finding the answers: research designs and methods -- Goals of developmental science -- Studying age-related changes -- Descriptive methods -- Experimental methods -- Thinking about research: Responding to media reports of research -- Cross-cultural research -- Research ethics -- Think critically -- Conduct your own research -- Summary -- Key terms -- Part 2: Beginnings Of Life -- 2: Prenatal development -- Conception and genetics -- Process of conception -- Thinking about research: Assisted reproductive technology -- Genotypes, phenotypes, and patterns of genetic inheritance -- Development from conception to birth -- Stages of prenatal development -- Sex differences in prenatal development -- Prenatal behavior -- Problems in prenatal development -- Genetic disorders -- Developmental science in the real world: Fetal assessment and treatment -- Chromosomal errors -- Teratogens: maternal diseases -- Teratogens: drugs -- Other teratogens and maternal factors -- Think critically -- Conduct your own research -- Summary -- Key terms -- 3: Birth and early infancy -- Birth -- Birth choices -- Process of birth -- Low birth weight -- Behavior in early infancy -- Thinking about research: Variations in infants' cries -- Motor, sensory, and perpetual abilities -- Learning -- Temperament and social skills -- Health and wellness in early infancy -- Nutrition, health care, and immunizations -- Development science in the real world: Breast or bottle? -- Illnesses -- Infant mortality -- Think critically -- Conduct your own research -- Summary -- Key terms -- Part 3: Physical Child -- 4: Physical development -- Brain and nervous system -- Growth spurts -- Synaptic development -- Myelination -- Lateralization -- Size, shape, and skills -- Growth -- Bones, muscles, and fat -- Using the body -- Endocrine and reproductive systems -- Hormones -- Sequence of changes in girls and boys -- Timing of puberty -- Sexual behavior in adolescence -- Prevalence and predictors of sexual behavior -- Sexually transmitted diseases -- Teenage pregnancy -- Sexual minority youth -- Health and wellness -- Health in childhood -- Developmental science in the real world: Good night's sleep for kids (and parents, too!) -- Thinking about research: Causes and consequences of child abuse and neglect -- Excessive weight gain -- Poverty and children's health -- Risky behavior in adolescence -- Mortality -- Think critically -- Conduct your own research -- Summary -- Key terms -- 5: Perceptual development -- Thinking about perceptual development -- Ways of studying perceptual skills -- Explanations of perceptual development -- Sensory skills -- Seeing -- Hearing and other senses -- Perceptual skills -- Looking -- Thinking about research: Langlois's studies of babies' preferences for attractive faces -- Listening -- Combining information from several senses -- Ignoring perceptual information -- Object concept -- Object perception -- Object permanence -- Perception of social signals -- Early discrimination of emotional expressions -- Developmental science in the real world: Infant responses to maternal depression -- Cross-cultural commonalities and variations -- Think critically -- Conduct your own research -- Summary -- Key terms -- Part 4: Thinking Child -- 6: Cognitive development I: structure and process -- Piaget's basic ideas -- Schemes -- Adaptation -- Causes of cognitive development -- Infancy -- Piaget's view of the sensorimotor period -- Challenges to Piaget's view of infancy -- Preschool years -- Piaget's view of the preoperational stage -- Challenges to Piaget's view of early childhood -- Theories of mind -- False belief and theory of mind across cultures -- Alternative theories of early childhood thinking -- School-aged child -- Piaget's view of concrete operations -- Different approaches to concrete operational thought -- Adolescence -- Piaget's view of formal operations -- Post-Piagetian work on adolescent thought -- Thinking about research: Elkind's adolescent egocentrism -- Development of information-processing skills -- Development science in the real world: Leading questions and children's memory -- Changes in processing capacity and efficiency -- Memory strategies -- Metamemory and metacognition -- Expertise -- Think critically -- Conduct your own research -- Summary -- Key terms -- 7: Cognitive development II: individual differences in cognitive abilities -- Measuring intellectual power -- First IQ tests -- Modern IQ tests -- Thinking about research: Flynn effect -- Stability of test scores -- What IQ scores predict -- Explaining individual differences in IQ scores -- Twin and adoption studies -- Family characteristics and IQ scores -- Early interventions and IQ scores -- Interactions of heredity and environment -- Explaining group differences in IQ or achievement test scores -- Ethnic differences -- Development science in the real world: Stereotype threat -- Cross-cultural differences -- Sex differences -- Alternative views of intelligence -- Information-processing theory -- Sternberg's triarchic theory of intelligence -- Gardner's multiple intelligences -- Creativity -- Think critically -- Conduct your own research -- Summary -- Key terms -- 8: Development of language -- Before the first word: the prelinguistic phase -- Early sounds and gestures -- Thinking about research: Sign language and gestures in children who are deaf -- Receptive language -- Learning words and word meanings -- First words -- Later word learning -- Constraints on word learning -- Learning the rules: development of grammar and pragmatics -- Holophrases and first sentences -- Grammar explosion -- Later grammar learning -- Pragmatics -- Explaining language development -- Environmental theories -- Nativist theories -- Constructivist theories -- Individual and group differences in language development -- Differences in rate -- Cross-cultural differences in language development -- Learning to read and write -- Early foundation: phonological awareness -- Becoming literate in school -- Learning a second language -- Development science in the real world: One language or two? -- Think critically -- Conduct your own research -- Summary -- Key terms -- Part 5: Social Child -- 9: Personality development: alternative views -- Defining personality -- Temperament -- Developmental science in the real world: Temperamental surgency in the toddler classroom -- Big five -- Genetic and biological explanations of personality -- Biological argument -- Critique of biological theories -- Learning explanations of personality -- Learning argument -- Critique of learning models -- Thinking about research: Locus of control and adolescent health -- Psychoanalytic explanations of personality -- Psychoanalytic argument -- Freud's psychosexual stages -- Erikson's psychosocial stages -- Evidence and applications -- Critique of psychoanalytic theories -- Possible synthesis -- Think critically -- Conduct your own research -- Summary -- Key terms -- 10: Concepts of self, gender, and sex roles -- Concept of self -- Subjective self -- Objective self -- Emotional self -- Self-concept at school age -- Self-concept and identity in adolescence -- Ethnic identity in adolescence -- Developmental science in the real world: Adolescent rites of passage -- Self-esteem -- Development of self-esteem -- Consistency of self-esteem over time -- Development of the concepts of gender and sex roles -- Developmental patterns -- Thinking about research: Gender differences in temperament: real or imagined? -- Sex-role concepts and stereotypes -- Explaining sex-role development -- Biological approaches -- Think critically -- Conduct your own research -- Summary -- Key terms -- 11: Development of social relationships -- Relationships with parents -- Attachment theory -- Parent's bond to the child -- Child's attachment to the parent -- Parent-child relationships in adolescence -- Variations in the quality of attachments -- Secure and insecure attachments -- Temperament and attachment -- Stability and long-term consequences of attachment quality -- Relationships with peers -- Peer relationships in infancy and the preschool years -- Peer relationships at school age -- Social status -- Peer relationships in adolescence -- Sibling relationships -- Behavior with peers -- Prosocial behavior -- Aggression -- Developmental science in the real world: Rearing helpful and altruistic children -- Thinking about research: Bullies and victims -- Trait aggression -- Think critically -- Conduct your own research -- Summary -- Key terms -- 12: Thinking about relationships: social-cognitive and moral development -- Development of social cognition -- Some general principles and issues -- Describing other people -- Developmental science in the real world: Learning and unlearning prejudice -- Reading others' feelings -- Thinking about research: Preventing violence by increasing children's emotional competence -- Describing friendships -- Understanding rules and intentions -- Moral development -- Dimensions of moral development -- Kohlberg's stages of moral development -- Causes and consequences of moral development -- Alternative views -- Think critically -- Conduct your own research -- Summary -- Key terms -- Part 6: Whole Child -- 13: Ecology of development: the child within the family system -- Understanding the family system -- Family systems theory -- Bronfenbrenner's bioecological approach -- Dimensions of family interaction -- Individuals in the family system -- Warmth and responsiveness -- Methods of control and communication patterns -- Thinking about research: To spank or not to spank? -- Parenting styles -- Types of parenting styles -- Parenting styles and development -- Ethnic and socioeconomic differences in parenting styles -- Family structure, divorce, and parental employment -- Family structure -- Divorce -- Developmental science in the real world: When divorce is unavoidable -- Parents' jobs -- Social support for parents -- Think critically -- Conduct your own research -- Summary -- Key terms -- 14: Beyond the family: the impact of the broader culture -- Nonparental care -- Difficulties in studying nonparental care -- Effects of early nonparental care on development -- Before-and after-school care -- Developmental science in the real world: Choosing a child-care center -- Impact of schools -- Early childhood education -- Elementary school -- Transition to secondary school -- Engagement in and disengagement from secondary school -- Thinking about research: Effects of teenaged employment -- Homeschooling -- Impact of entertainment media -- Television and video games -- Computers and electronic multitasking -- Macrosystem effects: impact of the larger culture -- Socioeconomic status and development -- Race and ethnicity -- Culture as a whole -- Think critically -- Conduct your own research -- Summary -- Key terms -- 15: Atypical development -- Understanding atypical development -- Types of problems -- Developmental science in the real world: Knowing when to seek professional help -- Theoretical perspectives on atypical development -- Development psychopathology -- Attention problems and externalizing problems -- Attention deficit hyperactivity disorder -- Oppositional defiant disorder -- Conduct disorder -- Internalizing problems -- Eating disorders -- Depression -- Thinking about research: Pediatric bipolar disorder -- Adolescent suicide -- Atypical intellectual and social development -- Mental retardation -- Learning disabilities -- Giftedness -- Pervasive developmental disorders -- Schooling for atypical children -- Think critically -- Conduct your own research -- Summary -- Key terms -- Epilogue: Putting it all together: the developing child -- Transitions, consolidations, and systems -- From birth to 24 months -- Central processes -- Influences on the basic processes -- Preschool years -- Central processes -- Influences on the basic processes -- Elementary school years -- Transition between 5 and 7 -- Central processes -- Influences on the basic processes: role of culture -- Adolescence -- Early and late adolescence -- Central processes and their connections -- Influences on the basic processes -- Return to some basic questions -- What are the major influences on development? -- Does timing matter? -- What is the nature of developmental change? -- What is the significance of individual differences? -- Final point: joy of development -- Glossary -- References -- Photo credits -- Name index -- Subject index.
Product Description: The Developing Child gives students the tools they require to organize, retain and apply information from the broad field of child psychology, while offering balanced coverage of theory and application, with a strong emphasis on culture. Key Topics: Prenatal Development; Birth and Early Infancy; Physical Development; Perceptual Development; Cognitive Development; Development of Language; Personality Development; Development of Social Relationships; Family System; Atypical Development. For individuals seeking to understand to better understand children. Want to learn more about MyVirtualChild? Visit www.mydevelopmentlab.com and click on the 'watch this video' link to learn about MyVirtualChild. MyDevelpmentLab with MyVirtualChild is available at www.mydevelopmentlab.com.