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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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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: Investigation and Dissemination | |
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Child Development after World War II | |
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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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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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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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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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Hospital, Home, or Birth Center? | |
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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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Tooth Development | |
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Brain Development | |
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Maltreatment and the Brain | |
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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 | |
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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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Nutritional Requirements in Toddlerhood and Early Childhood | |
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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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Vision | |
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Hearing | |
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Touch | |
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Taste | |
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Smell | |
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Intermodal and Cross-Modal Perception | |
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Other Senses | |
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Motor Development | |
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Reaching, Grasping, and Manipulating Objects | |
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Crawling and Walking | |
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The Role of Experience: 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 of Cognitive Development | |
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Sensorimotor Intelligence: Constructing Knowledge through Action | |
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Six Stages of Sensorimotor Development | |
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Evaluating Piaget's Theory of Sensorimotor Intelligence | |
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Vygotsky's Sociocultural Theory | |
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The Zone of Proximal Development | |
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Guided Participation: Learning as a Social Activity | |
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Evaluating Vygotsky's Sociocultural Theory | |
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Cognitive Science Perspectives on Early Learning and Memory | |
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The Development of Attention | |
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The Development of Memory | |
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Categorization | |
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Defining and Testing Intelligence in Infancy | |
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Traditional Tests of Infant Intelligence | |
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Information Processing Assessments of Infant Intelligence | |
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Wrapping Things 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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Why Language Matters | |
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Studying Language Development | |
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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: The Role of Language Experience | |
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Cultural and Linguistic Influences | |
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Explaining Early Word Learning | |
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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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Maternal 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 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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Temperament and Neurophysiological Responses | |
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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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Parental Leave Policies | |
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Maternal Employment | |
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Child Care Arrangements | |
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Effects of Child Care on Infants and Toddlers | |
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Including Children with Disabilities in Child Care | |
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Early Intervention | |
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Early Intervention through Child Care and Preschool | |
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Early Head Start | |
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Poverty as a Risk Factor: Implications for Prevention and Intervention | |
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Measuring the Impact of Early Childhood Intervention | |
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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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Making Music | |
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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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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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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 | |