|
|
Child Development : Principles & PerspectivesStock informationGeneral Fields
Special Fields
DescriptionChild Development: Principles and Perspectives, 2E shows students the power of developmental research in practice!
The topically-organized Child Development, Second Edition combines streamlined coverage with an application-driven active learning system. Cook and Cook focus students on how they can promote positive child development by putting the science to work outside of the classroom. New To This Edition top NEW- MyDevelopmentLab is an exciting learning and assessment tool designed to increase student success in the classroom, and provide instructors with every resource needed to teach and administer their course. The latest version of MyDevelopmentLab also features Virtual Child.
NEW- Virtual Child: This interactive simulation offers students the opportunity to act as a parent and raise a virtual child. By making decisions about specific scenarios, students raise their child from birth to age 18 and see how their own decisions and parenting actions affect their child over time. At each age, students are given feedback about the various milestones their child has attained. As in real life, certain “unplanned” events may randomly be presented for students. Key stages of the child’s development will include personalized feedback. Virtual Child is available as a stand alone product or as part of MyDevelopmentLab.
Chapters changes include: In response to reviewer feedback, the previously separate chapter on atypical development (previously Ch. 14) which covered giftedness, behavioral, emotional, developmental, and learning problems, and abuse and neglect, has been broken up and the content distributed throughout the text where most appropriate.
A new standalone chapter on Moral Development (chapter 10) has been added, separate from chapter 9, Becoming Who We Are: Development of Self and Gender.
Cutting-edge research topics have been added or expanded throughout. For example, the new edition integrates: new coverage of probabilistic epigenesis (chapter 2); new research on health and safety issues (chapter 4); recent sociocultural views of cognitive development (chapter 5); research on autism spectrum disorders (chapter 6); new assessment approaches (chapter 7); new research on bilingualism and social and cultural dialects (chapter 8); the development of sexual orientation (chapter 9); new research on aggressive behavior, risk-taking behavior and positive youth development (chapter 11); adolescent romantic relationships (chapter 12); research on the family system, sibling relationships, grandparents and the extended family (chapter 13); research on video game playing and Internet use (chapter 14).
A new critical thinking feature, Thinking Critically, replaces the Your Perspective boxes from the first edition.
Approximately 500 new references have been added throughout.
Roughly one-third of the Personal Perspective and Professional Perspective interviews have been replaced. Every effort was made to provide both a more diverse group of interviewees as well as to include more interviewees from the education field.
Data, figures, and tables have been updated throughout. Features and Benefits top Are you looking to move away from an encyclopedic textbook to a text that balances science with application? Are your students interested in how child development research might be useful to them in their future lives?
How do you get students to think critically about and make a personal connection with child development science?
How do you help students to become better active learners?
Is diversity coverage an important consideration for you?
Are your students asking for additional help learning and applying the concepts found in the textbook?
Table of Contents top CHAPTER 1 EXPLORING CHILD DEVELOPMENT DEFINING THE FIELD What Develops? What Drives Development? Nature, and Nurture, and Reciprocal Relationships THEORIES OF CHILD DEVELOPMENT What Is a Theory, and Why Are Theories Useful? Psychoanalytic Theories Behavioral and Social Learning Theories Cognitive Theories Biological Theories Contextual and Systems Theories USING THE SCIENTIFIC METHOD: RESEARCH IN CHILD DEVELOPMENT Descriptive Research Methods Correlational Research Methods: Measuring Associations Experimental Research Methods: Determining Cause and Effect Methods for Assessing Development Ethics in Research with Children APPLICATIONS OF CHILD DEVELOPMENT RESEARCH AND CAREERS RELATED TO CHILDREN Practical Applications of Child Development Research Personal Perspective “Meet First-Time Expectant Parents” Social Policy Perspective: “Every Day in America” Careers Related to Children Professional Perspective: “Career Focus: Meet a School Social Worker” CHAPTER 2 HEREDITY AND THE ENVIRONMENT GENES AND HUMAN REPRODUCTION Genes and the Magical Four-Letter Code Social Policy Perspective: “Protecting the Genetic Privacy of Citizens” Human Reproduction and Cell Division Personal Perspective: “Meet a Couple Who Used Artificial Insemination ” HOW TRAITS AND GENETIC ABNORMALITIES ARE INHERITED Dominant—Recessive Traits Chromosome Abnormalities Prenatal Screening and Genetic Testing Professional Perspective: “Career Focus: Meet a Genetic Counselor” HOW GENES AND ENVIRONMENTS INTERACT Range of Reaction Canalization Niche-Picking: I Gotta Be Me ... Probabilistic Epigenesis: Activating Your Genes BEHAVIOR GENETICS: MEASURING THE HERITABILITY OF TRAITS Behavior Genetics, Heritability, and Shared and Nonshared Environments How Is Heritability Estimated? Heritability of Complex Characteristics CHAPTER 3 PRENATAL DEVELOPMENT AND BIRTH PRENATAL DEVELOPMENT Conception Stages of Prenatal Development TERATOGENS: HEALTH RISKS FOR THE BABY Alcohol Personal Perspective: “Meet a Family Who Adopted a Child with FAS” Cocaine Cigarette Smoking Social Policy Perspective: “The Case of Malissa Ann Crawley” Maternal Health Maternal Age Critical Periods The Role of Fathers THE PROCESS OF BIRTH Stages of Birth Options in Giving Birth: Choices and Alternatives Professional Perspective: “Career Focus: Meet a Certified Nurse—Midwife.” Drugs during Labor and Delivery The Partner’s Role: Helping During Birth Birthing Complications: Something Isn’t Right Here’s the Newborn! INFANTS AT RISK: PREMATURITY AND INFANT MORTALITY What Is Prematurity? Infant Mortality Prenatal Care: Having a Healthy Baby BECOMING A FAMILY: PSYCHOLOGICAL ADJUSTMENTS TO HAVING A NEWBORN The Transition to Parenthood Becoming the Big Brother or Sister CHAPTER 4 PHYSICAL DEVELOPMENT: BODY, BRAIN, AND PERCEPTION PHYSICAL GROWTH AND THE DEVELOPMENT OF MOTOR COORDINATION Physical Growth Reflexes: The Infant’s First Coordinated Movements Voluntary Movements: The Motor Milestones Professional Perspective: “Career Focus: Meet a Physical Therapist” Nutrition and Eating-Related Problems DEVELOPMENT OF THE BRAIN AND NERVOUS SYSTEM Structure of the Brain and Nervous System Forming the Brain and Nervous System The Role of Experience in Brain Development Social Policy Perspective: “Can Mozart Stimulate Neural Connections in Infants?” Neural Plasticity and Sensitive Periods Larger Developmental Patterns in the Brain PERCEPTUAL DEVELOPMENT Robert Fantz and Visual Preferences Habituation—Dishabituation Research Vision Auditory Perception Perception of Smell and Taste Intermodal Perception HEALTH AND SAFETY ISSUES Childhood Deaths and Safety Issues Child Abuse and Neglect Personal Perspective: One Survivor’s Story CHAPTER 5 COGNITIVE DEVELOPMENT: PIAGETIAN AND SOCIOCULTURAL VIEWS PIAGET’S CONSTRUCTIVIST VIEW OF COGNITIVE DEVELOPMENT Piaget as a Child Prodigy Constructivism and Interaction with the Environment PIAGET’S STAGES OF COGNITIVE DEVELOPMENT Stage 1: Sensorimotor Thought (Birth to 2 Years) Personal Perspective: “Where Did It Go?” Stage 2: Preoperational Thought (2 to 7 Years) Stage 3: Concrete Operational Thought (7 to 11 Years) Stage 4: Formal Operational Thought (Approximately Age 12 and Above) Evaluation of Piaget’s Theory Piaget’s Legacy Professional Perspective: “Career Focus:Meet a Constructivist Teacher” VYGOTSKY’S SOCIOCULTURAL VIEW OF COGNITIVE DEVELOPMENT Vygotsky’s Background: The Sociocultural Context for a New Theory The Role of Speech and Language Mediation: With a Little Help from Your Friends The Zone of Proximal Development Social Policy Perspective: “When Should Children Start School?” Scaffolding: Support during Learning RECENT SOCIOCULTURAL VIEWS OF COGNITIVE DEVELOPMENT Situated Cognition Guided Participation Thinking as Socially Shared Cognition: Two Heads Are Better than One CHAPTER 6: INFORMATION PROCESSING: THE DEVELOPMENT OF MEMORY AND THOUGHT INFORMATION PROCESSING AND COGNITIVE DEVELOPMENT What Is the Information-Processing Approach? Processing Capacity and Efficiency Attention and Attention Defecit/Hyperactivity Disorder Personal Perspective: “Meet a Child with Attention-Deficit/Hyperactivity Disorder” MEMORY DEVELOPMENT Two Models of Memory: Stores and Networks Working Memory Long-Term Memory Other Characteristics of Memory Development Social Policy Perspective: “Children’s Eyewitness Testimony” DEVELOPING KNOWLEDGE AND STRATEGIES Knowledge Base Strategy Development Professional Perspective: “Teaching Memory Strategies in the Classroom” METACOGNITION AND THE CHILD’S DEVELOPING THEORY OF MIND Metacognition and Metamemory Theory of Mind Autism and Autistic Spectrum Disorders CURRENT APPROACHES TO UNDERSTANDING COGNITIVE DEVELOPMENT Computational Models of Thought Fuzzy Trace Theory Information Processing: Where Does It Stand? CHAPTER 7 Intelligence and Academic Skills Theories of Intelligence Psychometric Approaches Sternberg’s Triarchic Theory Gardner’s Theory of Multiple Intelligences What about Creativity? Assessing Intelligence History of Intelligence Testing Intelligence Testing Today Professional Perspective: “Career Focus: Meet a School Psychologist” Extremes of Intelligence Ethnic Differences and Questions about Cultural Bias Social Policy Perspective: “Ethnicity and IQ” DEVELOPING Academic Skills Mathematics Reading Personal Perspective: “Meet a Literacy Volunteer” Writing Problems with Academics: Communication and Learning Disorders
CHAPTER 8 Language Development What Is Language? Characteristics of Language The Structure of Language Theories of Language Development Learning Theory: Language as a Learned Skill Nativist Theory: Born to Talk Interaction Theories: Cognitive and Social Interactionist Approaches Development of Language: What Happens When? Infant Communication: How Language Starts From First Words to Conversation: Language in Early Childhood Perfecting Communication: Language in Middle Childhood and Adolescence Professional Perspective: “Career Focus: Meet a School Speech—Language Therapist” Issues in Language Development Bilingualism: Learning Two Languages Personal Perspective: “Meet a Bilingual Family” Social Policy Perspective: “Bilingual Education” Social and Cultural Dialects CHAPTER 9 Attachment, Temperament, and Emotion Attachment The Story of Attachment Research Mary Ainsworth and the Strange Situation Parent, Child, and Cultural Factors in Attachment Professional Perspective: “Career Focus: Meet a Preschool Teacher” Fathers, Day Care, and Attachment Social Policy Perspective: “Parental Leave Policies in the United States and Other Nations” Early Attachment and Long-Term Outcomes Other Measures of Attachment Temperament Types of Temperaments Personal Perspective: “Meet the Parent of a Difficult Child” Other Approaches to Temperament Appreciating Temperamental Differences Emotion Infants’ Responses to Emotions Childhood Emotional Development Depression, Suicide, and Resilient Children Tying It Together: Attachment, Temperament, and Emotional Development CHAPTER 10 THE DEVELOPMENT OF SELF AND GENDER WHO AM I? THE DEVELOPMENT OF SELF What Is “Self”? Changes in Self-Representation across Ages Personal Perspective: “Developing an Ethnic Identity” SELF-EVALUATION AND SELF-REGULATION Evaluating the Self Professional Perspective: “Career Focus: Meet a High School Guidance Counselor” Self-Regulation SEXUAL MATURATION AND SEXUAL ORIENTATION Sexual Maturation Early and Late Maturation The Development of Sexual Orientation THEORIES AND ISSUES IN GENDER DEVELOPMENT Similarities and Differences Between Boys and Girls Social Policy Perspective: “Single Sex Schools: Increasing Opportunity or a Return to Educational Segregation?” Theories of Gender Development: A Brief Survey The Development of Gender Concepts and Sex-Typed Behaviors
CHAPTER 11 MORAL DEVELOPMENT MORAL REASONING AND EMOTIONS Kohlberg’s Stages of Moral Reasoning Guilt and Empathy: The Roles of Emotions in Moral Development MORAL DEVELOPMENT AND AGGRESSION Aggressive Behavior Bullying Conduct Disorder Juvenile Delinquency and Gangs Professional Perspective: “Career Focus: Meet a Juvenile Probation Officer” MORAL DEVELOPMENT AND RISKY BEHAVIORS Substance Use and Abuse Teen Driving Teen Sexual Activity Teenage Pregnancy Social Policy Perspective: “The Sex Education Debate” POSITIVE YOUTH DEVELOPMENT What is Positive Youth Development? Prosocial Reasoning and Behavior Religiosity and Spirituality Personal Perspective: “Through Our Eyes” Resilient Children How Can Adults Help Foster Positive Youth Development? CHAPTER 12 PEERS, PLAY, AND POPULARITY Peer Relations, Friendships, AND DATING Social Relations among Infants and Toddlers Friendships during the Preschool and Childhood Years Gender Segregation among Childhood Friends Friends and Peers in Adolescence Transition to Dating and Romantic Relationships CHILDREN’S PLAY The Social Levels of Play: Parten’s Classic Study Types of Play from Infancy through Adolescence Professional Perspective: “Career Focus: Meet a Toy Company Executive” Personal Perspective: “Play at Different Ages” Cultural Differences in Play POPULAR AND UNPOPULAR CHILDREN Categories of Popular and Unpopular Children A Social Cognition Model of Peer Relations Consequences of Peer Rejection Social Policy Perspective: “How Should We Deal with Aggressive Students?” CHAPTER 13 Families FAMILY LIFE The Family System Parenting: Best Practices for Raising Children Discipline: What’s a Parent to Do? Social Policy Perspective: “Should Parents Be Licensed?” Personal Perspective: “Carrots or Sticks?” Mothers, Fathers, and Co-Parenting Sibling Relationships Grandparents and the Family System Changing Family Structures Marital Conflict and Divorce Professional Perspective: “Career Focus: Meet a Psychotherapist Who Works with Divorced Parents and Children” Never-Married Households Starting Over: Stepfamilies Adopted Children Families with Lesbian or Gay Parents Ethnic Minority Families CHILD CARE: WHO’S WATCHING THE KIDS? Nonparental Care and Its Effects Child Care Quality Self-Care: Latchkey Kids Chapter 14 Schools, Media, and Culture Schools and Development Early Childhood Education and Kindergarten Readiness Social Policy Perspective: “Project Head Start: What Lies Ahead?” Effective Schooling: What Does It Take? Cross-National and Ethnic Differences in Schooling Personal Perspective: “Meet a Teen With a Music Talent” How Can We Prevent Problems in Schooling? Children and the Media What Kinds of Media Are Children Using? What Are the Effects of Media? State of the Art: Newer Forms of Media Explaining Media’s Effects Professional Perspective: “Career Focus: Meet a Marketing Executive” Cultural Contexts for Development Cultural Orientations: Individualism and Collectivism What’s the Neighborhood Like? Urban and Rural Poverty Coming to America: Immigration and Acculturation Explaining Culture’s Influence Author descriptionJoan Littlefield Cook teaches in the Psychology Department at the University of Wisconsin-Whitewater. As an undergraduate she majored in Psychology at Tennessee Technological University. She earned a Ph.D. in Psychology and Human Development at Vanderbilt University. Over the last 18 years she has taught courses related to child and adolescent development, educational psychology, and cognitive psychology at the University of Wisconsin-Whitewater, the University of Wisconsin-Madison, and Middle Tennessee State University. Her classes have ranged from large lecture courses (with 300 or more students) to small seminars. Students have always appreciated her knowledge of the field and her ability to present information in a way that is useful, motivating, and friendly. In fact, the Student Association at the University of Wisconsin-Madison voted her as one of their most outstanding professors. Joan's research is on mathematical problem solving and cognitive development. She and her colleagues have published paperrs in the Journal of Educational Psychology, Intelligence, Cogition & Instruction, Memory & Cognition, the Gifted Child Quarterly, and the Journal of Experimental Psychology. She has co-authored two other books and numerous instructional materials. Greg Cook also teaches Psychology at the University of Wisconsin-Whitewater. He majored in Psychology at the University of Dayton and later received his Ph.D. in Psychology at Vanderbilt University. For the last 18 years he has taught courses in child development, research methods, statistics, and related topics at Whitewater as well as at the Madison and Richland Center campuses in the University of Wisconsin system and Vanderbilt University. At Whitewater, he received a departmental award for excellence in teaching. Students consistently comment on his ability to present difficult information in a clear and understandable way. His research in cognitive development ahs been published in scholarly journals such as Child Development, Developmental Psychology, and the Journal of Experimental Child Psychology. He also collaborated with colleagues in the College of Education on studies published in the Journal of Experimental Education, the Journal of Research & Development in Education, and the Journal of Reading Education. |