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| Preface | |
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| An Introduction to Child Development | |
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| Why Study Child Development? | |
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| Raising Children | |
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| Choosing Social Policies | |
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| Understanding Human Nature | |
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| Review | |
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| Historical Foundations of the Study of Child Development | |
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| Early Philosophical Views of Children's Development | |
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| The Beginnings of Research on Children | |
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| Review | |
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| Enduring Themes in Child Development | |
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| Nature and Nurture: How Do Nature and Nurture Together Shape Development? | |
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| The Active Child: How Do Children Shape Their Own Development? | |
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| Continuity/Discontinuity: In What Ways Is Development Continuous, and in What Ways Is It Discontinuous? | |
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| Mechanisms of Developmental Change: How Does Change Occur? | |
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| The Sociocultural Context: How Does the Sociocultural Context Influence Development? | |
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| Individual Differences: How Do Children Become So Different from One Another? | |
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| Research and Children's Welfare: How Can Research Promote Children's Well-Being? | |
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| Review | |
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| Methods for Studying Child Development | |
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| The Scientific Method | |
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| Contexts for Gathering Data About Children | |
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| Correlation and Causation | |
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| Designs for Examining Development | |
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| Ethical Issues in Child-Development Research | |
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| Review | |
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| Chapter Summary | |
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| Prenatal Development and the Newborn Period | |
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| Prenatal Development | |
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| Conception | |
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| Developmental Processes | |
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| Early Development | |
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| An Illustrated Summary of Prenatal Development | |
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| Fetal Behavior | |
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| Fetal Experience | |
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| Fetal Learning | |
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| Hazards to Prenatal Development | |
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| Review | |
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| The Birth Experience | |
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| Diversity of Childbirth Practices | |
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| Review | |
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| The Newborn Infant | |
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| State of Arousal | |
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| Negative Outcomes at Birth | |
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| Review | |
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| Chapter Summary | |
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| Biology and Behavior | |
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| Nature and Nurture | |
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| Genetic and Environmental Forces | |
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| Behavior Genetics | |
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| Review | |
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| Brain Development | |
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| Structures of the Brain | |
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| Developmental Processes | |
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| The Importance of Experience | |
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| Brain Damage and Recovery | |
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| Review | |
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| The Body: Physical Growth and Development | |
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| Growth and Maturation | |
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| Nutritional Behavior | |
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| Review | |
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| Chapter Summary | |
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| Theories of Cognitive Development | |
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| Piaget's Theory | |
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| View of Children's Nature | |
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| Central Developmental Issues | |
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| The Sensorimotor Stage (Birth to 2 Years) | |
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| The Preoperational Stage (Ages 2 to 7) | |
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| The Concrete Operations Stage (Ages 7 to 12) | |
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| The Formal Operations Stage (Age 12 and Beyond) | |
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| Piaget's Legacy | |
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| Review | |
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| Information-Processing Theories | |
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| View of Children's Nature | |
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| Central Developmental Issues | |
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| Review | |
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| Core-Knowledge Theories | |
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| View of Children's Nature | |
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| Central Developmental Issues | |
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| Review | |
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| Sociocultural Theories | |
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| View of Children's Nature | |
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| Central Developmental Issues | |
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| Review | |
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| Chapter Summary | |
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| Seeing, Thinking, and Doing in Infancy | |
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| Perception | |
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| Vision | |
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| Auditory Perception | |
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| Taste and Smell | |
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| Touch | |
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| Intermodal Perception | |
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| Review | |
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| Motor Development | |
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| Reflexes | |
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| Motor Milestones | |
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| Current Views of Motor Development | |
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| The Expanding World of the Infant | |
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| Review | |
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| Learning | |
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| Habituation | |
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| Perceptual Learning | |
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| Statistical Learning | |
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| Classical Conditioning | |
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| Instrumental Conditioning | |
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| Observational Learning | |
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| Review | |
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| Cognition | |
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| Object Knowledge | |
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| Physical Knowledge | |
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| Social Knowledge | |
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| Looking Ahead | |
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| Review | |
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| Chapter Summary | |
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| Development of Language and Symbol Use | |
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| Language Development | |
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| The Components of Language | |
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| What Is Required for Language? | |
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| The Process of Language Acquisition | |
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| Current Theoretical Issues in Language Development | |
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| Review | |
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| Nonlinguistic Symbols and Development | |
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| Using Symbols as Information | |
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| Drawing | |
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| Review | |
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| Chapter Summary | |
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| Conceptual Development | |
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| Understanding Who or What | |
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| Dividing Objects into Categories | |
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| Knowledge of Other People and Oneself | |
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| Knowledge of Living Things | |
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| Review | |
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| Understanding Where, When, Why, and How Many | |
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| Space | |
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| Time | |
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| Causality | |
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| Number | |
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| Review | |
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| Chapter Summary | |
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| Intelligence and Academic Achievement | |
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| What is Intelligence? | |
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| Intelligence as a Single Trait | |
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| Intelligence as a Few Basic Abilities | |
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| Intelligence as Multiple Processes | |
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| A Proposed Resolution | |
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| Review | |
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| Measuring Intelligence | |
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| The Contents of Intelligence Tests | |
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| The Intelligence Quotient (IQ) | |
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| Review | |
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| IQ Scores as Predictors of Important Outcomes | |
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| Review | |
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| Genes, Environment, and the Development of Intelligence | |
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| Qualities of the Child | |
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| Influence of the Immediate Environment | |
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| Influence of Society | |
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| Review | |
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| Alternative Perspectives on Intelligence | |
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| Review | |
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| Acquisition of Academic Skills: Reading, Writing, and Mathematics | |
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| Reading | |
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| Writing | |
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| Mathematics | |
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| Review | |
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| Chapter Summary | |
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| Theories of Social Development | |
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| Psychoanalytic Theories | |
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| View of Children's Nature | |
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| Central Developmental Issues | |
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| Freud's Theory of Psychosexual Development | |
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| Erikson's Theory of Psychosocial Development | |
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| Current Perspectives | |
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| Review | |
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| Learning Theories | |
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| View of Children's Nature | |
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| Central Developmental Issues | |
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| Watson's Behaviorism | |
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| Skinner's Operant Conditioning | |
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| Social Learning Theory | |
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| Current Perspectives | |
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| Review | |
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| Theories of Social Cognition | |
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| View of Children's Nature | |
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| Central Developmental Issues | |
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| Selman's Stage Theory of Role Taking | |
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| Dodge's Information-Processing Theory of Social Problem Solving | |
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| Dweck's Theory of Self-Attributions and Achievement Motivation | |
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| Current Perspectives | |
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| Review | |
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| Ecological Theories of Development | |
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| View of Children's Nature | |
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| Central Developmental Issues | |
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| Ethological and Evolutionary Theories | |
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| The Bioecological Model | |
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| Current Perspectives | |
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| Review | |
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| Chapter Summary | |
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| Emotional Development | |
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| The Development of Emotions in Childhood | |
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| Theories on the Nature and Emergence of Emotion | |
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| The Emergence of Emotion in the Early Years and Childhood | |
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| Review | |
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| Regulation of Emotion | |
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| The Development of Emotional Regulation | |
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| The Relation of Emotional Regulation to Social Competence and Adjustment | |
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| Review | |
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| Individual Differences in Emotion and Its Regulation | |
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| Temperament | |
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| Review | |
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| Children's Emotional Development in the Family | |
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| Quality of the Child's Relationships with Parents | |
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| Parental Socialization of Children's Emotional Responding | |
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| Review | |
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| Culture and Children's Emotional Development | |
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| Review | |
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| Children's Understanding of Emotion | |
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| Identifying the Emotions of Others | |
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| Understanding the Causes of Emotion | |
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| Children's Understanding of Real and False Emotions | |
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| Understanding Simultaneous and Ambivalent Emotions | |
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| Review | |
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| Chapter Summary | |
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| Attachment to Others and Development of Self | |
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| The Caregiver-Child Attachment Relationship | |
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| Attachment Theory | |
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| Measurement of Attachment Security | |
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| Cultural Variations in Attachment | |
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| Factors Associated with the Security of Children's Attachment | |
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| Does Security of Attachment Have Long-Term Effects? | |
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| Review | |
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| Conceptions of the Self | |
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| The Development of Conceptions of Self | |
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| Identity in Adolescence | |
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| Review | |
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| Ethnic Identity | |
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| Ethnic Identity in Childhood | |
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| Ethnic Identity in Adolescence | |
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| Review | |
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| Sexual Identity or Orientation | |
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| The Origins of Youths' Sexual Identity | |
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| Sexual Identity in Sexual-Minority Youth | |
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| Review | |
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| Self-Esteem | |
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| Sources of Self-Esteem | |
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| Self-Esteem in Minority Children | |
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| Culture and Self-Esteem | |
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| Review | |
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| Chapter Summary | |
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| The Family | |
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| The Nature and Functions of the Family | |
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| Functions of Families | |
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| Family Dynamics | |
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| Review | |
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| The Influence of Parental Socialization | |
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| Parenting Style and Practices | |
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| The Child as an Influence on Parenting | |
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| Socioeconomic Influences on Parenting | |
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| Review | |
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| Mothers, Fathers, and Siblings | |
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| Differences in Mothers' and Fathers' Interactions with Their Children | |
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| Sibling Relationships | |
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| Review | |
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| Changes in Families in the United States | |
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| Older Parents | |
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| Divorce | |
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| Stepparenting | |
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| Lesbian and Gay Parents | |
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| Review | |
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| Maternal Employment and Child Care | |
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| The Effects of Maternal Employment | |
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| The Effects of Child Care | |
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| Review | |
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| Chapter Summary | |
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| Peer Relationships | |
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| What Is Special About Peer Relationships? | |
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| Friendships | |
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| Early Peer Interactions and Friendships | |
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| Developmental Changes in Friendship | |
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| The Functions of Friendships | |
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| Effects of Friendships on Psychological Functioning and Behavior over Time | |
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| Children's Choice of Friends | |
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| Review | |
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| Peers in Groups | |
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| The Nature of Young Children's Groups | |
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| Cliques and Social Networks in Middle Childhood and Early Adolescence | |
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| Cliques and Social Networks in Adolescence | |
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| Boys and Girls in Cliques and Crowds | |
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| Negative Influences of Cliques and Social Networks | |
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| Review | |
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| Status in the Peer Group | |
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| Measurement of Peer Status | |
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| Characteristics Associated with Sociometric Status | |
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| Stability of Sociometric Status | |
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| Developmental Trends in Predictors of Children's Sociometric Status | |
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| Cross-Cultural Similarities and Differences in Factors Related to Peer Status | |
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| Peer Status as a Predictor of Risk | |
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| Review | |
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| The Role of Parents in Children's Peer Relationships | |
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| Relations Between Attachment and Competence with Peers | |
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| Quality of Ongoing Parent-Child Interactions and Peer Relationships | |
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| Parental Beliefs and Behaviors | |
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| Gatekeeping, Coaching, and Modeling by Parents | |
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| Family Stress and Children's Social Competence | |
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| Review | |
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| Chapter Summary | |
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| Moral Development | |
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| Moral Judgment | |
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| Piaget's Theory of Moral Judgment | |
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| Kohlberg's Theory of Moral Judgment | |
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| Prosocial Moral Judgment | |
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| Domains of Social Judgment | |
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| Review | |
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| The Early Development of Conscience | |
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| Factors Affecting the Development of Conscience | |
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| Review | |
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| Prosocial Behavior | |
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| The Development of Prosocial Behavior | |
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| The Origins of Individual Differences in Prosocial Behavior | |
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| Review | |
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| Antisocial Behavior | |
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| The Development of Aggression and Other Antisocial Behaviors | |
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| Consistency of Aggressive and Antisocial Behavior | |
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| Characteristics of Aggressive-Antisocial Children and Adolescents | |
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| The Origins of Aggression | |
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| Biology and Socialization: Their Joint Influence on Children's Antisocial Behavior | |
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| Review | |
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| Chapter Summary | |
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| Gender Development | |
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| Development of Gender Knowledge and Gender-typed Behavior | |
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| Milestones in Gender Development | |
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| Review | |
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| Perspectives on Gender Development | |
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| Biological Perspectives | |
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| Gender Socialization | |
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| Review | |
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| Gender Comparisons | |
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| Physical Growth: Infancy Through Adolescence | |
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| Cognitive Abilities | |
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| Social Behavior | |
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| Gender Flexibility and Asymmetry | |
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| Catherine and Colin: What's in a Picture? | |
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| Review | |
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| Chapter Summary | |
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| Conclusions | |
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| Nature and Nurture: All Interactions. All the Time | |
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| Nature and Nurture Begin Interacting Before Birth | |
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| Infants' Nature Elicits Nurture | |
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| Timing Matters | |
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| Nature Does Not Reveal Itself All at Once | |
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| Everything Influences Everything | |
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| Children Play Active Roles in Their Own Development | |
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| Self-Initiated Activity | |
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| Active Interpretation of Experience | |
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| Self-Regulation | |
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| Eliciting Reactions from Other People | |
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| Development Is Both Continuous and Discontinuous | |
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| Continuity/Discontinuity of Individual Differences | |
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| Continuity/Discontinuity of Overall Development: The Question of Stages | |
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| Mechanisms of Developmental Change | |
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| Biological Change Mechanisms | |
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| Behavioral Change Mechanisms | |
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| Cognitive Change Mechanisms | |
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| The Sociocultural Context Shapes Development | |
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| Growing Up in Societies with Different Values | |
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| Growing Up in Different Times and Places | |
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| Growing Up in Different Circumstances Within a Society | |
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| How Do Children Become So Different from One Another? | |
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| Breadth of Individual Differences at a Given Time | |
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| Stability over Time | |
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| Predicting Future Individual Differences on Other Dimensions | |
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| Determinants of Individual Differences | |
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| Child-Development Research Can Improve Children's Lives | |
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| Implications for Parenting | |
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| Implications for Education | |
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| Implications for Helping Children at Risk | |
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| Improving Social Policy | |
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| Glossary | |
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| References | |
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| Name Index | |
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| Subject Index | |