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| Preface | |
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| Beliefs About Babies: Historical Perspectives on Children and Childhood | |
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| Why Do We Study Infants? | |
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| Development as Transformation | |
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| Impact of Early Experience | |
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| Research Methods and Tools | |
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| Interdisciplinary Collaboration | |
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| Recurring Themes in the Study of Child Development | |
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| The Path of Development: Stages versus Continuous Change | |
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| Heredity and the Environment | |
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| Active or Passive Development? | |
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| Normal and Atypical Development | |
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| Culture and Context | |
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| Historical Perspectives on Infancy and Early Childhood | |
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| Historical Studies of Children and Childhood | |
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| Views of Children | |
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| Ancient Greece and Rome | |
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| Medieval Europe | |
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| The Renaissance | |
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| Colonial America | |
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| Family Life | |
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| Education | |
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| The Development of Child Development | |
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| G. Stanley Hall | |
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| James Mark Baldwin | |
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| John B. Watson | |
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| Arnold Gesell | |
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| Child Research Institutes: Research and Dissemination | |
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| John Bowlby | |
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| Sharing the Results | |
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| Wrapping It Up: Summary and Conclusion | |
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| Think About It: Questions for Reading and Discussion | |
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| Key Words | |
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| Research Methods | |
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| Research Settings | |
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| Naturalistic Studies | |
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| Laboratory Studies | |
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| Research Designs | |
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| Case Studies and Single-Subject Research | |
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| Quasi-Experimental Studies | |
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| Experimental Studies | |
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| Research Designs for Studying Development | |
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| Longitudinal Research | |
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| Cross-Sectional Research | |
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| Microgenetic Research | |
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| Research Measures | |
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| Behavioral Responses | |
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| Psychophysiological Measures | |
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| Measures of Visual Behavior | |
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| Conditioned Behavior | |
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| Parental Reports | |
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| Archival Research | |
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| Issues in Research with Infants | |
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| Behavioral State | |
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| Inference and Interpretation | |
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| Ethical Concerns | |
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| Where Do Babies Come From? | |
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| Wrapping It Up: Summary and Conclusion | |
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| Think About It: Questions for Reading and Discussion | |
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| Key Words | |
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| Genetics, Conception, and Prenatal Development | |
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| Genetics and the Human Genome | |
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| Genetics and Disease | |
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| Genetics and Prenatal Development | |
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| Conception | |
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| Twins and Other Multiples | |
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| Sex Chromosome Abnormalities | |
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| Infertility and Assisted Reproduction | |
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| Prenatal Development | |
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| The Germinal Stage, Fertilization to 2 Weeks | |
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| The Embryonic Stage, 2 to 8 Weeks | |
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| The Fetal Stage, 8 Weeks to Birth (38 Weeks) | |
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| Miscarriage | |
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| Stillbirth | |
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| Birth Defects | |
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| Neural Tube Defects | |
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| Congenital Heart Defects | |
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| Prenatal Diagnosis and Treatment | |
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| Preimplantation Genetic Diagnosis (PGD) | |
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| Ultrasound | |
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| Maternal Blood Screening | |
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| Chorionic Villus Sampling (CVS) | |
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| Amniocentesis | |
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| Fetal Echocardiography | |
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| Fetal Therapy | |
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| Prenatal Influences | |
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| Nutrition | |
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| Alcohol and Drugs | |
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| Alcohol | |
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| Illicit Drugs | |
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| Medication | |
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| Nicotine | |
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| Caffeine | |
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| Disease | |
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| HIV and Other Infections | |
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| Preexisting Chronic Diseases | |
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| Rh Disease | |
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| Stress | |
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| Environmental Hazards | |
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| Paternal Influences | |
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| Wrapping It Up: Summary and Conclusion | |
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| Think About It: Questions for Reading and Discussion | |
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| Key Words | |
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| Birth and the Newborn | |
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| The Birth Process: Stages of Childbirth | |
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| The First Stage: Contractions, Dilatation, and Effacement | |
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| The Second Stage: Delivery of the Infant | |
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| The Third Stage: Placental Expulsion | |
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| Complications of Childbirth | |
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| Failure to Progress | |
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| Breech Presentation | |
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| Preterm Birth | |
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| Low Birthweight | |
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| Postdate Birth | |
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| Twins and Other Multiple Births | |
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| Childbirth Options | |
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| Medical Interventions | |
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| Induction of Labor | |
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| Electronic Fetal Monitoring | |
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| Pain Relief | |
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| Forceps and Vacuum Extraction | |
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| Episiotomy | |
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| Cesarean Delivery | |
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| Hospital, Home, or Birth Center? | |
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| Birth Attendants and Settings | |
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| Hospital Versus Home Birth | |
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| Birth Centers | |
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| Neonatal Assessment | |
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| Assessment at Birth | |
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| Reflexes | |
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| Sensory Abilities | |
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| Adaptations during the Neonatal Period | |
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| Wrapping It Up: Summary and Conclusion | |
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| Think About It: Questions for Reading and Discussion | |
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| Key Words | |
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| Physical Growth, Health, and Nutrition | |
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| Physical Growth | |
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| Measuring and Predicting Growth | |
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| Failure to Thrive | |
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| Brain Development | |
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| Maltreatment, the Brain, and Shaken Baby Syndrome | |
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| Health and Safety | |
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| Newborn Screening | |
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| Screening for Lead Poisoning | |
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| Infant Mortality | |
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| Common Illnesses and Immunizations | |
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| Accidental Injuries | |
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| Sudden Infant Death Syndrome | |
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| Nutrition and Feeding | |
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| Nutritional Requirements in Infancy | |
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| Breast Milk | |
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| Infant Formula | |
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| Nutritional Requirements in Toddlerhood | |
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| The Problem of Malnutrition | |
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| Wrapping It Up: Summary and Conclusion | |
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| Think About It: Questions for Reading and Discussion | |
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| Key Words | |
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| Sensation, Perception, and Motor Development | |
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| Sensory Abilities and Perceptual Development | |
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| Theories of Infant Perception | |
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| Empiricist Perspectives | |
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| Nativist Perspectives | |
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| Gestalt Perspectives | |
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| Ecological Perspectives | |
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| Dynamic Systems Perspectives | |
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| Vision | |
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| Newborn Abilities | |
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| Perceiving Objects | |
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| Perceiving Depth | |
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| Hearing | |
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| Locating Sounds | |
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| Perceiving Sounds | |
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| Touch | |
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| Reflexes | |
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| Pain | |
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| Taste | |
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| Innate Preferences | |
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| Effects of Experience | |
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| Smell | |
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| Innate Preferences | |
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| Effects of Experience | |
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| Other Senses | |
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| Intermodal and Cross-Modal Perception | |
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| Intermodal Abilities | |
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| Cross-Modal Abilities | |
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| Motor Development | |
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| Reaching, Grasping, and Manipulating: Fine Motor Skills | |
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| Crawling and Walking: Gross Motor Skills | |
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| Implications for Parents and Caregivers | |
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| Wrapping It Up: Summary and Conclusion | |
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| Think About It: Questions for Reading and Discussion | |
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| Key Words | |
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| Cognition, Learning, and Intelligence | |
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| The Development of Play | |
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| Play with Objects | |
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| Social Play | |
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| Pretend/Symbolic Play | |
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| Piaget's Theory: Constructing and Representing Knowledge | |
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| Sensorimotor and Preoperational Intelligence | |
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| Object Permanence | |
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| The A-not-B Error | |
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| Understanding and Using Representations of Space | |
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| Vygotsky's Sociocultural Theory: Learning as a Social Activity | |
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| The Zone of Proximal Development | |
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| Guided Participation | |
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| Cognitive Science Perspectives | |
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| Attention | |
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| Gaze Following, Joint Attention, and Theory of Mind | |
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| Memory | |
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| Categorization | |
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| Defining and Testing Intelligence in Infancy | |
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| Traditional Tests | |
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| Information Processing Assessments | |
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| Wrapping It Up: Summary and Conclusion | |
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| Think About It: Questions for Reading and Discussion | |
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| Key Words | |
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| Language and Communication | |
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| Studying Language Development | |
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| Why Language Matters | |
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| Systems of Language | |
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| Theoretical Foundations | |
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| Prelinguistic Communication | |
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| Receptivity to Language | |
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| Speech Perception | |
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| Early Production: Babbling | |
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| Gestural Communication | |
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| Semantic Development | |
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| Milestones in the Acquisition of Meaning | |
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| One-Word Utterances | |
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| Individual Differences in Language Experience | |
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| Cultural and Linguistic Influences | |
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| Explaining Early Word Learning | |
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| Social and Pragmatic Cues | |
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| Constraints and Principles | |
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| Grammatical Cues | |
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| Contrasting Semantic Relations | |
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| The Acquisition of Grammar | |
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| Multiword Utterances | |
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| Grammatical Morphemes | |
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| Overregularization | |
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| Individual Differences in Early Grammar | |
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| Cross-Linguistic Studies of the Acquisition of Grammar | |
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| Atypical Language Development | |
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| Measuring Language Development | |
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| Early Language Delay | |
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| Language and Communication in Children with Autism | |
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| Wrapping It Up: Summary and Conclusion | |
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| Think About It: Questions for Reading and Discussion | |
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| Key Words | |
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| Relationships and Social Development | |
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| Infant-Caregiver Relationships | |
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| Patterns of Care and Interaction: Beliefs About Infants | |
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| Cross-Cultural Differences in Mothers' Involvement | |
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| Father-Infant Caregiving and Interaction | |
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| Cross-Cultural Differences in Fathers' Involvement | |
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| Disturbances in Infant-Caregiver Relationships | |
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| PostPartum Depression | |
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| Maltreatment: Abuse and Neglect | |
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| Early Institutionalization and Social Deprivation | |
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| Developing Trust, Becoming Attached | |
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| Bowlby's Theory of Infant-Caregiver Attachment | |
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| Assessing Attachment Relationships | |
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| Attachment to Other Caregivers | |
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| Infants' Influence on Attachment | |
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| Culture and Attachment | |
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| Attachment and Subsequent Development | |
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| Sibling Relationships | |
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| Becoming a Sibling | |
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| How Siblings Contribute to Development | |
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| Peer Relationships and Friendship | |
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| Peer Interactions | |
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| Friendship | |
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| Wrapping It Up: Summary and Conclusion | |
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| Think About It: Questions for Reading and Discussion | |
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| Key Words | |
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| Temperament, Emotions, and the Self | |
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| Temperament | |
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| Defining and Measuring Temperament | |
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| Using Parental Reports | |
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| Thomas and Chess's Model | |
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| Rothbart's Framework | |
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| Buss and Plomin's Approach | |
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| Goldsmith's Model | |
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| Temperament and Biology | |
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| Heart Rate | |
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| The Stress-Response System | |
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| Reactivity and Inhibition | |
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| Temperament and Attachment | |
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| Temperament and Personality | |
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| Emotions | |
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| Expressing Emotions | |
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| Perceiving Emotions | |
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| Communicating with Emotions | |
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| Regulating Emotions | |
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| Developing and Using Social Emotions | |
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| The Self | |
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| Recognizing the Self | |
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| Evaluating the Self | |
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| Wrapping It Up: Summary and Conclusion | |
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| Think About It: Questions for Reading and Discussion | |
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| Key Words | |
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| Building Better Babies: Child Care and Early Intervention | |
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| Child Care | |
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| Maternal Employment | |
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| Parental Leave Policies | |
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| Policies in the United States | |
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| Policies in Other Countries | |
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| Child Care Arrangements | |
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| Effects of Child Care: the NICHD Study of Early Child Care and Youth Development | |
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| The Sample | |
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| Patterns of Child Care Use | |
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| Defining Quality Child Care | |
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| Effects on the Infant-Parent Relationship | |
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| Effects on Social Development | |
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| Effects on Language and Cognitive Development | |
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| Including Children with Disabilities in Child Care | |
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| Early Intervention | |
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| Poverty as a Risk Factor: Implications for Prevention and Intervention | |
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| Early Intervention through Child Care and Preschool | |
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| The High/Scope Perry Preschool Project | |
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| The Abecedarian Project and Project CARE | |
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| The Infant Health and Development Project | |
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| The Chicago Longitudinal Study | |
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| Early Head Start | |
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| Measuring the Impact of Early Childhood Intervention | |
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| Pre-Kindergarten and Early Childhood Education | |
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| Wrapping It Up: Summary and Conclusion | |
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| Think About It: Questions for Reading and Discussion | |
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| Key Words | |
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| Babies of Today and Tomorrow: Music, Media, and Computers | |
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| Music | |
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| Listening to Music | |
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| Music Perception | |
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| Singing to Infants | |
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| Making Music | |
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| Learning to Sing | |
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| Playing Instruments | |
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| The Mozart Effect | |
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| Media | |
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| Television for Infants and Toddlers | |
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| Infant Perception of Video Images | |
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| Young Children's Responses to Television | |
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| Barney & Friends | |
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| Computers | |
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| Computers in the Home | |
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| Computers in Early Childhood Classrooms | |
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| Interactive Books and Toys | |
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| Interactive Books | |
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| "Smart" Infant Toys | |
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| Wrapping It Up: Summary and Conclusion | |
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| Think About It: Questions for Reading and Discussion | |
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| Key Words | |
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| Glossary | |
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| References | |
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| Index | |
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| Photo Credits | |