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| Foreword | |
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| Introduction | |
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| Growing Up in Society | |
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| Society | |
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| Agrarian Societies | |
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| Industrial Societies | |
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| Postindustrial Societies on Information Economics | |
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| Culture | |
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| Components of Culture | |
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| Subcultures | |
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| Counterculture | |
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| High Culture and Popular Culture | |
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| Multicultural or Anti-bias Environment | |
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| Social Classes in the United States | |
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| Family Characteristics and Options for Children | |
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| Upper Class and Lower Class | |
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| Middle Class and Working Class | |
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| Underclass | |
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| Race and Ethnicity | |
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| Gender | |
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| Ways Children Are Socialized | |
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| An Ecological Model | |
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| Agents of Socialization | |
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| Family, Child Care, School, Peers, Media, Government, and Community | |
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| Religion | |
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| Childhood: Yesterday and Today | |
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| War on Poverty | |
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| Current Trends | |
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| Key Points | |
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| Critical Thinking Questions | |
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| Resources and References | |
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| The Family Shapes the Child | |
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| How Forces in Society Affect Family Life | |
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| Family: A Facilitating Environment | |
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| The Family Provides Emotional Attachment | |
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| Infants First Attachments | |
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| Characteristics of Interactions Affecting Attachment | |
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| Secure and Insecure Attachments | |
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| Attachment Failure and Loss | |
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| The Family Provides Nurturing | |
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| Qualities of Temperament | |
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| The Family Facilitates Personal and Social Development | |
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| Goodness of Fit | |
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| Social Cognition | |
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| Acquiring a Sense of Self | |
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| Self as Observable Surface Attributes | |
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| Psychological Self | |
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| Determinants of Self-Concept | |
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| The "Looking-Glass Self" | |
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| Verbal Attribution | |
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| Self-Observation | |
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| Causal Attribution of Behavior | |
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| Social Comparison | |
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| Acquiring a Sense of Others | |
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| Causal Attribution | |
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| Perspective Taking | |
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| Self-Esteem | |
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| High Self-Esteem and Violence and Aggression | |
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| Race/Ethnicity and Self-Esteem | |
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| Cultural Identity and Self-Esteem | |
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| Moral Development | |
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| Kohlberg's Stages of Moral Reasoning | |
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| Family's Influences on Moral Development | |
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| Sex Differences and Gender Identity | |
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| Biological Determinants | |
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| Gender Development | |
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| Family Influences on Gender Role Acquisition | |
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| Traditional Roles and Androgynous Roles | |
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| Room to Grow | |
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| A Child's Membership in the Family | |
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| Children: Society's Future | |
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| Key Points | |
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| Critical Thinking Questions | |
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| Resources and References | |
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| The Rich Diversity of Family Forms | |
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| Origin of the Family | |
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| Contemporary Families | |
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| Extended Families | |
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| The Nuclear Family | |
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| Family Structure: Organization, Roles of Parents and Children | |
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| Challenges of Nuclear Families | |
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| Strengths of This Family Form | |
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| Single-Parent Families | |
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| Family Structure | |
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| Challenges | |
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| Strengths of This Family Form | |
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| Blended Families | |
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| Family Structure | |
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| Challenges of Parents and Children | |
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| Strengths of Blended Families | |
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| Current Trends | |
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| Key Points: Families, Origin, Contemporary, Extended, and Nuclear | |
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| Critical Thinking Questions | |
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| Key Points: Single-Parent Families | |
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| Critical Thinking Questions | |
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| Key Points: Blended Families | |
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| Critical Thinking Questions | |
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| Resources and References | |
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| Related Readings | |
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| References: Families, Origin, Contemporary, Extended, Nuclear | |
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| References: Single-Parent Families | |
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| References: Blended Family | |
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| Routes to Parenting | |
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| Teens as Parents | |
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| Societal Conditions | |
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| Structure | |
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| Challenges for Parents, and Children, and Society | |
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| Current Trends | |
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| Foster Parents | |
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| History of Foster Care | |
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| Roles of Foster Parents and Children | |
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| Challenges for Foster Parents, Children, and Society | |
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| Societal Support Services | |
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| Current Trends | |
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| Adoptive Families | |
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| History of Adoption | |
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| Family Structure | |
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| Challenges of Parents and Children | |
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| Types of Adoption | |
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| Sources of Adoption | |
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| Societal Responsibilities | |
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| Current Trends in Adoption | |
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| Grandparents as Parents: Kinship Care | |
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| Grandparent Households | |
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| Challenges for Grandparents and Grandchildren | |
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| Society's Response | |
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| Current Trends | |
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| Lesbian and Gay Parents | |
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| History | |
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| Family Structure | |
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| Challenges for Lesbian and Gay Families | |
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| Research on Children of Gay and/or Lesbian Families | |
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| Challenges for Society | |
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| Current Trends | |
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| Key Points: Teens as Parents | |
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| Critical Thinking Questions | |
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| Key Points: Foster Care | |
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| Critical Thinking Questions | |
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| Key Points: Adoption | |
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| Critical Thinking Questions | |
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| Key Points: Grandparents as Parents | |
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| Critical Thinking Questions | |
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| Key Points: Lesbian and Gay Parents | |
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| Critical Thinking Questions | |
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| Resources and References | |
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| References: Teen Families | |
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| References: Foster Care | |
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| References: Adoption | |
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| References: Grandparents as Parents | |
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| References: Gay and Lesbian Families | |
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| Child Rearing | |
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| A Challenge for Parents and for Society | |
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| Influences on Child-Rearing Practices | |
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| Temperament | |
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| Parental Child-Rearing Experiences | |
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| Religious Beliefs | |
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| Cultural and Ethnic Groups | |
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| Socioeconomic Status | |
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| Scientific and Popular Media Information | |
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| Societal Conditions | |
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| Changing Roles of Parents | |
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| Fathers in Today's Families | |
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| Redefining and Supporting Fatherhood | |
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| Benefits from Fathers' Involvement in Child Rearing | |
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| Worldwide Interest in the Role of Fathers | |
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| Children's Developmental Stages | |
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| Erikson's Eight Stages of Psychosocial Development | |
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| Stages of Parenthood | |
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| Galinsky's Six Parental Stages | |
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| Styles of Parenting | |
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| Four Basic Parenting Styles | |
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| Effects of Parenting Styles on Children's Behavior | |
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| Cultural Differences in Parenting Styles | |
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| Ethnic/Racial Child-Rearing Patterns | |
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| African American Families | |
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| Asian American Families | |
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| Hispanic American Families | |
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| Native American Families | |
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| Parenting a Child with Special Needs | |
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| Initial Adjustments | |
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| Support Systems | |
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| Acceptance | |
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| Parenting Education | |
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| Parenting Programs for Enhancement, Remediation, and for Fathers | |
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| Discipline and Punishment | |
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| Positive Discipline | |
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| Punishment | |
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| Physical Punishment of Children | |
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| Societal Norms Supporting Punishment and Violence | |
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| ABC's of Good Parenting | |
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| Key Points: Child Rearing | |
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| Critical Thinking Questions | |
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| Resources and References | |
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| Family Strengths and Stresses | |
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| Healthy and Unhealthy Family Characteristics | |
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| Sense of Stability or Instability | |
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| Clear, Open Communication or Confused, Closed Messages | |
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| Nurturing and Mutuality or Neglect and Isolation | |
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| Individuality to Enmeshment of Members | |
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| Roles: Complimentary and Realistic to Poorly Defined and Unrealistic | |
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| Values and Standards: Clear and Consistent or Inconsistent | |
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| Solve Problems Coping with Stress or Disintegration | |
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| Strong Ties with Friends and Community or Lack of Outside Involvement | |
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| Stress | |
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| Types of Stressors | |
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| Stages of Stress and Coping Strategies | |
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| Family Stressors and Coping Skills | |
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| Divorce | |
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| Phases of Divorce | |
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| What to Tell Children | |
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| Coping with Divorce | |
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| Joint Custody | |
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| Death of a Parent | |
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| Children's Reactions | |
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| What to Tell Children | |
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| Resilient Children | |
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| Characteristics of Supportive Environments | |
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| Current Trends | |
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| Key Points | |
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| Critical Thinking Questions | |
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| Resources and References | |
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| Early Education and Child Care: New Challenges | |
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| Effects of Early Childhood Education and Care | |
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| Effects of Mothers' Employment on Children's Development | |
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| Infant Development | |
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| Preschool and School-Age Children | |
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| Child-Care Options | |
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| Family Child-Care Homes | |
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| Center-Based Programs | |
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| Preschool and Nursery School Programs | |
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| Parent Cooperatives | |
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| Employer-Supported Child Care | |
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| Full-Day Child-Care Centers | |
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| Infant Centers | |
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| Head Start | |
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| Early Head Start | |
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| The Nanny Program | |
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| Contrasting Curriculums: Approaches to Learning | |
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| Teacher-Initiated Approaches | |
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| Child-Teacher-Initiated Approaches | |
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| Child-Initiated Approaches | |
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| The Reggio Emilia Approach to Early Childhood Education | |
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| Quality Care and Assessment | |
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| Multicultural, Anti-Bias Environment | |
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| Anti-Bias Environment | |
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| How Can High-Quality Care Be Measured? | |
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| Voluntary Accreditation of Child-Care Programs | |
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| Military and Nonmilitary Child Care | |
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| Parent Involvement | |
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| Building Blocks for Good Relationships between Parents and Teachers | |
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| Stumbling Blocks | |
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| Parent-Teacher Conferences | |
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| What Parents Should Look for in Child Care | |
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| Homeless Children and High-Quality, Comprehensive Child Care | |
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| Can Early Childhood Education Intervention Make a Lasting Difference? | |
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| School-Age Children and Out-of School Care | |
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| Latchkey or Self-Care Children | |
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| School-Age Child Care or Out-of-School Care | |
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| Funding and Partnerships | |
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| Defining High Quality in School-Age Child Care | |
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| Community Planning | |
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| Early Childhood Education and Care for the Twenty-First Century | |
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| Key Points | |
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| Critical Thinking Questions | |
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| Resources and References | |
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| Schooling | |
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| The American Education System | |
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| Functions of Education | |
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| Sources of Funding and Control for Schools | |
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| Conditions Affecting the Functions of Schools | |
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| Teachers' Influences | |
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| Roles of Teachers | |
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| Children's Learning Styles | |
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| Multiple Intelligence Theory | |
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| Integrating Learning Styles with Multiple Intelligences | |
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| Family School Involvements | |
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| Encouraging Parent Involvement | |
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| Parent-Teacher Relationships | |
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| Ways to Communicate with Parents | |
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| Methods to Support Parental Involvement in Schools | |
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| Difficult Problems: Irate Parents and Chronic Complainers | |
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| Kindergarten | |
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| School Readiness | |
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| Developmentally and Culturally Appropriate Programs | |
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| Private Schooling | |
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| Magnet Schools | |
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| Home Schooling | |
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| Schooling for Special Needs Children | |
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| Inclusion or Full Inclusion | |
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| The Charter School Experiment | |
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| Freedom, Responsibility, and Accountability | |
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| Charter Schools: A Smorgasbord of Schools | |
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| Evaluation of Charter Schools | |
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| Educating and Supporting Homeless Children | |
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| Needs of School Age Homeless Children | |
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| Assessment of Public Schools | |
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| National Goals for Education by the Year 2000 | |
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| Computers, the Internet, Schools, and the Twenty-First Century | |
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| Schools Help Equalize Access to Computers | |
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| Current Trends | |
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| Key Points | |
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| Critical Thinking Questions | |
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| Resources and References | |
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| Siblings, Peers, and Friends | |
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| Sibling's Special Place | |
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| Qualities of Sibling Relationships | |
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| Influences on Sibling Relationships | |
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| Birth Order | |
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| Spacing, Gender, and Age | |
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| Family Size | |
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| Effect of Parent-Child Relationships on Sibling Relationships | |
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| Individual Children's Characteristics and Sibling Relationships | |
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| Effects of Sibling Interaction on Development | |
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| Peers | |
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| Development of the Peer Group | |
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| Age, Gender, Race/Ethnicity, and Culture | |
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| Functions of Peer Groups | |
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| Build Social Competence | |
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| Provide Companionship | |
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| Testing for One's Identity | |
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| Explore Behavior, Morals, and Values | |
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| Teach Peer Culture | |
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| Facilitate Personal Independence | |
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| Facilitate Learning about the Adult World and Societal Values | |
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| Skills Facilitating Peer Acceptance | |
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| Adult Support in Development of Peer Acceptance and Friendships | |
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| Adult-Sponsored Activities That Build Peer Relationships | |
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| Sports and Recreational Programs | |
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| Friends | |
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| Development of Friendships | |
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| Understanding of Friendships | |
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| Basis for Selection | |
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| Environmental Conditions Affecting the Selection of Friends | |
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| Characteristics of Popular, Rejected, and Ignored Children | |
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| Loneliness in Children | |
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| Contributing Factors and Consequences | |
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| Strategies for Teachers | |
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| Shy or Withdrawn Students | |
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| Contributing Factors and Consequences | |
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| Strategies for Teachers | |
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| Problems in Relationships | |
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| Aggression | |
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| Teasing | |
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| How Parents and Teachers Can Help | |
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| Bullying | |
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| Characteristics of Bullies and Victims | |
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| Intervention Programs | |
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| Current Trends | |
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| Key Points: Siblings | |
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| Critical Thinking Questions | |
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| Key Points: Peers and Friends | |
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| Critical Thinking Questions | |
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| Resources and References | |
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| Mass Media and Technology | |
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| Role of Mass Media | |
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| Provide Formal and Informal Education | |
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| Provide Entertainment | |
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| Provide a Broader View of the World | |
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| Reflect Ideas, Values, and Problems of a Society | |
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| Shape Behavior and Social Values | |
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| Control of the Media | |
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| Regulations and Laws Governing the Media | |
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| Who Controls the Messages of Mass Media? | |
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| Private and Public Television and Radio | |
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| Television, Video Games, Computers, and the Internet | |
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| Television and Children | |
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| Influence of TV on Developmental Needs of Children | |
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| Programs Enhancing Learning and Providing Healthy Entertainment | |
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| Television Violence and Children's Aggressive Behavior | |
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| Challenge for Change: Whose Responsibility? | |
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| Video Games | |
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| Computers and the Internet | |
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| Print Media and Children | |
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| Influence on the Developmental Needs of Children | |
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| Minimizing Effects of Violence, Advertisers, and Stereotyping | |
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| Current Trends | |
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| Key Points | |
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| Critical Thinking Questions | |
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| Resources and References | |
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| Violence in the Lives of Children and Peaceful Alternatives | |
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| Roots and Consequences of Violence | |
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| Effects of Violence on Development | |
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| Forms of Violence | |
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| Child Maltreatment: Abuse and Neglect | |
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| Causes and Conditions Surrounding Child Maltreatment | |
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| Community; State, and National Resources | |
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| Domestic Violence | |
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| Substance Abuse in the Family | |
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| Dysfunctional Family: Compulsive Behavior and Survival Roles | |
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| Gun Violence | |
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| School Violence | |
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| Juvenile Offenders | |
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| Helping Children Cope with Violence | |
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| Family Influences | |
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| School, and Recreational Program Staff Influences | |
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| Peaceful Alternatives to Violence | |
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| Societal Responses | |
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| Prevention Programs and Peaceful Alternatives | |
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| Current Trends | |
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| Key Points | |
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| Critical Thinking Questions | |
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| Resources and References | |
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| Effects of Government and All Social Policies on Children and Families | |
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| Roles of Government | |
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| Policies at the National, State, and Local Levels | |
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| Legislative, Administrative, and Legal/Judicial Systems | |
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| Juvenile Justice System | |
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| Federal Programs Supporting Children and Families | |
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| Conditions Impacting Children and Their Families | |
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| Children with a Parent(s) in Prison | |
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| Support Programs | |
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| Advocacy | |
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| Advocacy, Coalitions, and Networking | |
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| Advocacy Groups and Projects | |
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| Where America Stands | |
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| Current Trends | |
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| Key Points | |
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| Critical Thinking Questions | |
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| Resources and References | |
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| Community: Its Influence on Children | |
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| Functions of a Community | |
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| Life in Cities, Suburbs, and Rural Communities | |
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| Cities | |
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| Sense of Belonging and Segregation | |
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| Control over Personal Events or Conditions and Safety | |
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| Effects of Noise | |
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| Suburbs | |
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| Rural Communities | |
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| Characteristics Affecting All Communities | |
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| Economic Conditions | |
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| Neighborhoods | |
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| Environmental Problems | |
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| Community Services | |
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| Public and Private Agencies | |
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| Health Care: A Right or a Privilege? | |
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| Quality of Medical Care | |
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| Availability of Health Care | |
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| Affordable Health Care | |
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| Preventive Health Care | |
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| Obesity: A Growing Risk for Children | |
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| Mental Health Care | |
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| Hospice Care | |
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| Religious Organizations | |
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| Community Play Areas and Parks and Recreation Programs | |
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| Parks and Playgrounds Reflecting the Needs of Children | |
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| Six New York City Playgrounds | |
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| Playgrounds for All: Disabled and Nondisabled Children | |
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| Public-Private Partnerships for Play Space | |
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| Current Trends | |
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| Key Points | |
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| Critical Thinking Questions | |
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| Resources and References | |
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| Piaget's Stages of Cognitive Development | |
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| Author Index | |
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| Subject Index | |