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| Theoretical Perspectives in Child Development | |
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| Introduction to Child Development and Education | |
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| The Great Debates about Human Development | |
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| Nature versus Nurture | |
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| Stages of Development versus Continuous Development | |
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| Universals in Development versus Culture-Specific Developments | |
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| Trait-Like Consistency in Behaviors versus Situational Determination of Behavior | |
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| Active versus Passive Child | |
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| Lasting Early Effects of Experience versus Transient Early Effects of Experience | |
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| Environmental Influences: A Closer Look | |
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| Summary of the Great Debates | |
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| Research Methods in Child Development and Education | |
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| Quantitative Methods | |
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| Qualitative Methods | |
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| Specific Approaches to Developmental Research | |
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| Summary of Research Methods in Development and Education | |
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| Review of Key Terms | |
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| Biological Development | |
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| Foundations of Neurological Development | |
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| Neurological Development Following Birth | |
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| Maturation of the Nervous System | |
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| Early Intervention | |
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| Patterns of Physical Development | |
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| Timing of Maturation | |
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| Landmarks in Motor Development | |
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| Biological Determination of Individual Differences: The Example of Intelligence | |
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| Individual Differences in Intelligence: Heredity and the Environment | |
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| Reaction Range: Genotypes and Phenotypes | |
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| The Effects of High-Quality Environments on Intelligence | |
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| Disruptions of Normal Biological Development | |
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| Teratogens | |
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| Malnutrition | |
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| Neurological Injury | |
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| Premature Delivery | |
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| Interventions for Low-Birthweight Children | |
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| Biological Risk after Infancy | |
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| Biologically Determined Biases and Constraints | |
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| Canalization | |
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| Cognitive Capacity Constraints | |
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| Hemispheric Specialization | |
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| Biological Foundations of Academic Competence | |
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| Reading | |
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| Dyslexia | |
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| Mathematics | |
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| Chapter Summary and Evaluation | |
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| Developmental Debates | |
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| Review of Key Terms | |
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| Cognitive Development: Piaget's Stage Theory | |
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| Piaget's Four-Stage Theory | |
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| Progress through the Stages | |
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| Mechanisms of Cognitive Change | |
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| Cognitive Conflict and Overcoming Scientific Misconceptions | |
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| Evaluation of Piaget's Theory | |
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| Neo-Piagetian Perspectives on Development | |
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| Case's Theory of Cognitive Development | |
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| Fischer's Theories of Cognitive Development | |
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| Moral Judgment: An Approach in the Tradition of Piaget | |
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| Piaget's Theory of the Development of Moral Reasoning | |
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| Kohlberg's Stage Theory of Moral Reasoning | |
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| Education and the Development of Moral Judgment | |
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| Constructivist Approaches to Education | |
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| Constructivism and Mathematics Education | |
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| Alternative Approaches to Constructivism | |
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| Chapter Summary and Evaluation | |
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| Developmental Debates | |
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| Review of Key Terms | |
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| Cognitive Development: Information-Processing Theory | |
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| Basic Memory Capacities and Mechanisms | |
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| Explanations of Developmental Increases in Functional Capacity of Short-Term Memory | |
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| Strategies | |
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| Definition of Strategies | |
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| Development of Strategy Use in Young Children | |
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| Strategy Use by Preschoolers | |
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| Development of Strategic Competence in the School Years | |
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| Teaching Strategies | |
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| Continued Use of Strategies Following Instruction | |
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| Monitoring Strategy Effectiveness | |
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| Representation of Knowledge | |
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| Procedural Knowledge | |
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| Concepts | |
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| Neural Networks | |
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| Images | |
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| Schemata | |
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| Situated, Distributed Knowledge | |
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| Chapter Summary and Evaluation | |
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| Developmental Debates | |
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| Review of Key Terms | |
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| Social Theories of Development and Learning | |
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| Social Learning Theory | |
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| Observational Learning of Behaviors and Expectancies | |
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| Cognitive Mechanisms of Social Learning | |
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| Other Mechanisms of Social Learning | |
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| Behavior Modification: Applied Operant Conditioning | |
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| Cognitive-Behavior Modification | |
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| Classroom Management | |
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| Development According to Freud: The Psychosexual Stage Theory | |
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| Psychosexual Stages of Development | |
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| Anxiety and Defense Mechanisms | |
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| Unconscious and Conscious Processing | |
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| Psychoanalysis and Education | |
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| Evaluation of Freudian Theory | |
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| Development According to Erikson: The Psychosocial Stage Theory | |
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| Psychosocial Stages of Development | |
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| Identity and Identity Crises | |
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| Evaluation of Eriksonian Theory | |
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| Chapter Summary and Evaluation | |
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| Developmental Debates | |
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| Review of Key Terms | |
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| Sociocultural Theories of Development and Education | |
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| Vygotsky's Sociocultural Approaches to Mind | |
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| The Developmental Relationship between Thought and Speech | |
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| Development of Sophisticated Thought | |
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| Apprenticeship | |
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| Research Validating Sociocultural Positions | |
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| The Challenges of Scaffolding and Teaching as Apprenticeship | |
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| Cultural Differences and Their Implications for Classroom Practice | |
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| Macroethnographic Analyses | |
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| Microethnographic Research | |
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| Cross-Cultural Differences and the Testing of Minority Students | |
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| Cross-Cultural Insights about the Effects of Schooling on Cognitive Development | |
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| Chapter Summary and Evaluation | |
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| Developmental Debates | |
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| Review of Key Terms | |
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| Key Topics in Child Development and Education | |
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| Language Development and Linguistic Diversity | |
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| Biological Foundations of Language | |
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| Left-Hemisphere Involvement in Language | |
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| Genetic Studies of Language Functioning | |
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| Critical Periods for Language Development | |
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| Speed of Acquisition Relative to the Amount of Input for Language Development | |
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| Language Acquisition | |
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| Prelinguistic Development: Speech Perception and Production | |
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| Semantic Development | |
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| Syntactic Development | |
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| Pragmatics | |
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| Metalinguistic Awareness | |
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| Concluding Comment on First-Language Development | |
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| Bilingualism | |
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| Bilingual Language Development | |
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| Bilingualism and Cognitive Development | |
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| The Nature and Effects of Education on Bilingual Students | |
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| Language Disorders | |
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| Phonological Impairment | |
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| Semantic (Vocabulary) Impairments | |
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| Grammatical Impairments | |
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| Pragmatic Impairments | |
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| Deafness | |
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| Oral Communication versus Sign Language Debate | |
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| Language Development | |
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| Cognitive Differences in Deaf and Hearing-Normal Individuals | |
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| Chapter Summary and Evaluation | |
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| Developmental Debates | |
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| Review of Key Terms | |
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| Intelligence and Individual Differences in Academic Competence | |
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| Standardized Tests | |
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| Reliability | |
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| Validity | |
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| Questions Educators Should Ask about Tests | |
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| Intelligence Testing | |
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| Wechsler Intelligence Scales | |
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| Other Intelligence Tests for Children | |
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| Group Measures of Intelligence | |
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| Intellectual Competencies across the Lifespan | |
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| Cattell and Horn's Theory of Intelligence across the Lifespan | |
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| Continuing Debates about the Nature of Intelligence | |
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| Bias in Mental Testing | |
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| Differences in Test Performance Related to Socioeconomic Level | |
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| Other Potential Sources of Test Bias | |
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| Testing and the Law | |
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| Learner Diversity | |
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| Giftedness | |
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| Learning Disabilities | |
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| Mental Retardation | |
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| Other Students at Risk for School Difficulties and Failure | |
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| Chapter Summary and Evaluation | |
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| Developmental Debates | |
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| Review of Key Terms | |
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| The Development of Academic Motivation | |
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| Why Does Academic Motivation Decline with Increasing Grade in School? | |
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| Self-Efficacy | |
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| Attributions for Success and Failure | |
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| Classroom Competition | |
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| Views of Intelligence | |
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| Overjustification Effects | |
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| Promoting Motivation in School | |
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| Cooperative Learning | |
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| Attribution Retraining | |
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| Making Academic Tasks More Interesting | |
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| Nurturing Possible Selves | |
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| How Do Really Motivating Teachers Motivate Their Students? | |
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| Contextual Determination of Academic Motivation | |
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| Microsystem | |
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| Macrosystem | |
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| Microsystem-Macrosystem Interactions | |
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| Biological Contextual Effects | |
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| Role of the Individual Child | |
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| Chapter Summary and Evaluation | |
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| Developmental Debates | |
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| Review of Key Terms | |
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| Family and Peer Relationships | |
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| The Child's First Relationship: Adult-Infant Attachment | |
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| Infant Cognitive Development and Attachment | |
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| Measurement of Attachment: The Strange Situation | |
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| Other Measures of Attachment | |
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| The Nature of Maternal Responsiveness | |
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| Attachment and Subsequent Social Relations | |
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| Attachment and Subsequent Cognitive Interactions | |
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| Family and Development after Infancy | |
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| Parental Style | |
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| Specific Socialization Mechanisms | |
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| Beyond the Family: Peer Relationships | |
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| Development of Peer Relations | |
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| Development of Social-Cognitive Abilities | |
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| The Gender of Friends | |
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| Popular and Unpopular Children | |
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| Parental and Peer Pressures | |
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| Why Have Friends?: The Developmental Significance of Friendship | |
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| How Does Daycare Affect Social and Academic Development? | |
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| The Characteristics Determining the Quality of Daycare | |
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| Daycare Effects on Attachment | |
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| Daycare Effects on Cognitive Competence | |
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| Daycare for School-Age Children | |
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| How Do Social Relationships Affect Academic Achievement? | |
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| Chapter Summary and Evaluation | |
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| Developmental Debates | |
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| Review of Key Terms | |
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| Gender Role Development | |
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| Gender Stereotypes versus Gender Differences | |
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| Social and Personality Differences | |
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| Cognitive Differences | |
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| Androgyny | |
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| Theoretical Explanations of Gender Differences | |
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| Biological Theories | |
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| Social Learning Theories of Gender Role Development | |
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| Cognitive Theories | |
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| Motivation and Gender Differences in Academic Performance | |
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| Expectancies about Academic Success and Reactions to Failures | |
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| Societal, Parental, and Teacher Input and Reactions | |
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| Lifestyle Preferences | |
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| Interpretive Summary | |
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| Development of Sexuality | |
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| Chapter Summary and Evaluation | |
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| Developmental Debates | |
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| Review of Key Terms | |
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| Recognizing and Understanding Student Mental Health Problems | |
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| Themes to Keep in Mind | |
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| The Quantity and Quality of the Problem Behavior | |
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| The Context in Which the Problem Behavior Occurs | |
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| The "It's Probably Not a Zebra!" Issue | |
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| What's an Educator to Do? | |
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| Psychological Problems Often First Detected in Early Childhood | |
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| Pervasive Developmental Disorders | |
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| What Can Teachers Do When Working with Children with PDDs? | |
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| Psychological Problems Present during the Elementary-School Years | |
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| Children's Anxieties | |
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| What Can Teachers Do to Attend to Children's Anxiety? | |
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| Disruptive Behavior Disorders | |
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| What Can Teachers Do to Assess and Intervene for Disruptive Behavior Disorders? | |
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| Psychological Problems That Are Prevalent during Adolescence | |
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| Adolescent Substance Misuse | |
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| Mood Disorders | |
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| What Can Teachers Do to Support and Assist Troubled Adolescents? | |
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| Chapter Summary and Evaluation | |
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| Developmental Debates | |
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| Review of Key Terms | |
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| Integrative Review of Major Concepts | |
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| The Major Periods of Development | |
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| Prenatal Development | |
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| Infancy | |
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| Early Childhood | |
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| Middle Childhood | |
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| Adolescence | |
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| Summary and Concluding Comment | |
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| Mechanisms of Development and the Determinants of Individual Differences | |
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| The Nature of Nature | |
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| The Nature of Nurture | |
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| Summary and Concluding Comment | |
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| References | |
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| Index | |