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| Preface | |
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| Ecology of the Child | |
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| Prologue | |
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| Ecology, Change, and Children | |
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| Socialization and Child Development | |
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| Socialization as a Unique Human Process | |
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| Socialization as a Reciprocal Dynamic Process | |
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| Intentional and Unintentional Socialization | |
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| Socialization, Change, and Challenge | |
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| Change and the Concept of Childhood | |
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| Socialization and Adaptation | |
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| Theories Relating to Socialization | |
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| Examining Socialization in an Ecological Context | |
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| Microsystems | |
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| Mesosystems | |
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| Exosystems | |
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| Macrosystems | |
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| Interaction of Ecological Systems Over Time: The Chronosystem | |
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| Impact of Significant Historical Events | |
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| Impact of Ongoing Events | |
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| Contemporary Ecology | |
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| Epilogue | |
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| Summary | |
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| Activity | |
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| Related Readings | |
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| Ecology of Socialization | |
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| Prologue | |
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| Socialization Processes | |
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| Aims of Socialization | |
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| Develop a Self-Concept | |
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| Enable Self-Regulation | |
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| Empower Achievement | |
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| Teach Appropriate Social Roles | |
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| Implement Developmental Skills | |
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| Agents of Socialization | |
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| Family | |
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| School and Child Care | |
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| Peers | |
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| Mass Media | |
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| Community | |
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| Methods of Socialization | |
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| Affective Methods (Effect Emerges from Feeling) | |
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| Operant Methods (Effect Emerges from Acting) | |
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| Observational Methods (Effect Emerges from Imitating) | |
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| Cognitive Methods (Effect Emerges from Information Processing) | |
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| Sociocultural Methods (Effect Emerges from Conforming) | |
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| Apprenticeship Methods (Effect Emerges from Guided Participation) | |
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| Outcomes of Socialization | |
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| Values | |
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| Attitudes | |
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| Motives and Attributions | |
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| Self-Esteem | |
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| Self-Regulation/Behavior | |
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| Morals | |
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| Gender Roles | |
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| Epilogue | |
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| Summary | |
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| Activity | |
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| Related Readings | |
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| Ecology of the Family | |
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| Prologue | |
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| Family Systems | |
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| Basic Family Structures | |
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| Basic Family Functions | |
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| Family Transitions | |
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| Structural Family Changes | |
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| Functional Family Changes | |
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| Macrosystem Influences on Families, Socialization, and Children | |
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| Socioeconomic Status | |
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| Ethnic Orientation | |
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| Religious Orientation | |
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| Chronosystem Influences on Families, Socialization, and Children | |
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| Sociopolitical Changes | |
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| Economic Changes | |
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| Technological Changes | |
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| Meeting the Challenge of Change: Family Empowerment | |
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| Epilogue | |
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| Summary | |
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| Activity | |
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| Related Readings | |
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| Ecology of Parenting | |
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| Prologue | |
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| Parenting | |
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| Macrosystem Influences on Parenting | |
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| Political Ideology | |
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| Culture | |
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| Socioeconomic Status | |
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| Ethnicity/Religion | |
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| Chronosystem Influences on Parenting | |
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| Historical Trends | |
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| Family Dynamics | |
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| Parenting Styles | |
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| Microsystem Influences: Between Parent and Child | |
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| Mesosystem Influences: Between Parent and Others | |
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| Appropriate Parenting Practices | |
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| Developmental Appropriateness | |
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| Guidance and Discipline | |
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| Inappropriate Parenting Practices | |
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| Child Maltreatment: Abuse and Neglect | |
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| Correlates and Consequences of Child Maltreatment | |
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| Epilogue | |
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| Summary | |
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| Activity | |
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| Related Readings | |
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| Ecology of Child Care | |
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| Prologue | |
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| Child Care | |
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| Components of Optimal Quality Care | |
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| Macrosystem Influences on Child Care | |
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| Chronosystem Influences on Child Care: Correlates and Consequences | |
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| Child Care and Psychological Development | |
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| Child Care and Social Development | |
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| Child Care and Cognitive Development | |
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| Mesosystem Influences on Child Care | |
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| School and Community Involvement in Child Care | |
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| Government and Business Involvement in Child Care | |
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| Child Care and Socialization | |
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| Socialization Effects of Different Preschool Programs | |
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| Socialization Effects of Child-Care Ideologies | |
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| Developmentally Appropriate Caregiving | |
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| Collaborative Caregiving | |
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| Caregivers and Child Protection | |
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| Epilogue | |
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| Summary | |
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| Activity | |
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| Related Readings | |
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| Ecology of the School | |
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| Prologue | |
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| The School's Function as a Socializing Agent | |
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| Macrosystem Influences on Schools | |
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| Educational Decisions | |
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| School Choice | |
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| Diversity and Equity | |
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| Chronosystem Influences on Schools | |
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| Adaptations to Societal Change | |
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| Technology | |
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| Violence | |
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| Substance Use/Abuse | |
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| Mesosystem Influences on Schools | |
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| School-Child Linkages | |
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| School-Family Linkages | |
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| School-Peer Group Linkages | |
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| School-Media Linkages | |
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| School-Community Linkages | |
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| Epilogue | |
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| Summary | |
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| Activity | |
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| Related Readings | |
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| Ecology of Teaching | |
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| Prologue | |
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| The Teacher's Role as a Socializing Agent | |
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| Teacher Characteristics and Student Learning | |
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| Teachers as Leaders | |
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| Teachers as Managers | |
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| Teachers' Expectations | |
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| Student Characteristics and Teacher Interaction | |
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| Gender | |
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| Ethnicity | |
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| Socioeconomic Status | |
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| Learning Styles | |
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| Disability | |
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| Risk and Resilience | |
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| Macrosystem Influences on Teaching | |
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| Philosophies of Teaching and Learning | |
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| Socialization Outcomes of Different Classroom Contexts | |
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| Accountability and Standardization | |
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| Mesosystem Influences on Teaching | |
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| Family Involvement in Learning | |
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| Developmentally Appropriate Learning and Assessment | |
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| Epilogue | |
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| Summary | |
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| Activity | |
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| Related Readings | |
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| Ecology of the Peer Group | |
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| Prologue | |
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| The Peer Group as a Socializing Agent | |
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| The Significance of Peers to Development | |
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| Psychological Development: Emotions | |
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| Social Development: Social Competence | |
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| Cognitive Development: Social Cognition | |
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| Peer Group Socializing Mechanisms | |
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| Macrosystem Influences on the Peer Group: Developmental Tasks | |
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| Getting Along With Others | |
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| Developing Morals and Values | |
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| Learning Appropriate Sociocultural Roles | |
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| Achieving Personal Independence and Identity | |
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| Chronosystem Influences on the Peer Group: Play/Activities | |
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| The Significance and Development of Play | |
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| Infant/Toddler Peer Activities | |
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| Early Childhood Peer Activities | |
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| Middle Childhood/Preadolescent Peer Activities | |
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| Adolescent Peer Activities | |
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| Peer Group Interaction | |
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| Development of Friendship | |
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| Acceptance/Neglect/Rejection by Peers | |
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| Peer Sociotherapy | |
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| Peer Group Dynamics and Social Hierarchies | |
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| Inclusion and Exclusion | |
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| Bullies/Victims | |
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| Gangs | |
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| Peer Collaboration, Tutoring, and Counseling | |
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| Mesosystem Influences on the Peer Group | |
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| Adult-Mediated Group Interaction | |
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| Adult Leadership Styles | |
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| Team Sports | |
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| Epilogue | |
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| Summary | |
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| Activity | |
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| Related Readings | |
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| Ecology of the Mass Media | |
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| Prologue | |
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| Understanding Mass Media | |
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| Chronosystem Influences on Mass Media | |
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| Macrosystem Influences on Mass Media | |
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| Screen Media: Television and Movies (Videos, DVDs) | |
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| Concerns About Television and Movies | |
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| Mediating Influences on Socialization Outcomes | |
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| Mesosystem Influences | |
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| Community-Media Linkages | |
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| School-Media Linkages | |
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| Peer-Media Linkages | |
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| Family-Media Linkages | |
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| Print Media: Books and Magazines | |
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| How Books and Magazines Socialize Children | |
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| Concerns About Books and Magazines | |
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| Books, Socialization, and Developmental Levels of Children | |
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| Audio Media: Popular Music | |
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| Interactive and Multimedia | |
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| Computers and the Internet | |
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| Computerized Video/CD Games | |
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| Epilogue | |
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| Summary | |
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| Activity | |
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| Related Readings | |
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| Ecology of the Community | |
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| Prologue | |
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| Community: Structure and Functions | |
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| The Community's Influence on Socialization | |
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| Physical Factors | |
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| Economic Factors | |
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| Social and Personal Factors | |
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| The Community as a Learning Environment | |
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| The Community as a Support System | |
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| Chronosystem and Macrosystem Influences on Community Services | |
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| Preventive, Supportive, and Rehabilitative Services | |
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| Creating Caring Communities | |
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| Economic Assistance | |
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| Health Care | |
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| Support for Families | |
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| Special Child-Care Services | |
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| Mesosystem Influences: Linking Community Services to Families and Schools | |
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| Involvement and Advocacy | |
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| Types of Advocacy Groups | |
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| Advocating for Child Protection | |
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| Epilogue | |
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| Summary | |
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| Activity | |
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| Related Readings | |
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| Emotional and Cognitive Socialization Outcomes | |
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| Prologue | |
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| Values | |
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| Values Clarification | |
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| Attitudes | |
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| Development of Attitudes | |
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| Influences on Attitude Development | |
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| Changing Attitudes About Diversity | |
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| Motives and Attributions | |
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| Achievement Motivation | |
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| Locus of Control | |
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| Learned Helplessness | |
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| Self-Efficacy | |
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| Self-Esteem | |
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| Development of Self-Esteem | |
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| Influences on the Development of Self-Esteem | |
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| Epilogue | |
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| Summary | |
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| Activity | |
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| Related Readings | |
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| Social and Behavioral Socialization Outcomes | |
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| Prologue | |
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| Self-Regulation/Behavior | |
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| Antisocial Behavior: Aggression | |
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| Prosocial Behavior: Altruism | |
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| Morals | |
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| Moral Development | |
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| Influences on Moral Development | |
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| Gender Roles | |
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| Development of Gender Roles | |
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| Influences on Gender Role Development | |
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| Epilogue | |
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| Summary | |
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| Activity | |
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| Related Readings | |
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| Core Concepts of Development and Socialization | |
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| Glossary | |
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| References | |
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| Index | |