The developing child / Helen Bee, Denise Boyd.
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| Edition: | 12th ed. |
|---|---|
| Published: |
Boston :
Allyn & Bacon,
c2010.
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| Main Author: | |
| Other Authors: | |
| Subjects: | |
| Format: | Book |
Table of Contents:
- Features
- To the student
- To the instructor
- Acknowledgments
- Part 1: Introduction
- 1: Basic issues in the study of development
- Issues in the study of development
- Two key questions
- Influences on development
- Ecological perspective
- Vulnerability and resilience
- Three kinds of change
- Theories of development
- Psychoanalytic theories
- Cognitive theories
- Learning theories
- Developmental science in the real world: Helping children who are afraid to go to school
- Comparing theories
- Finding the answers: research designs and methods
- Goals of developmental science
- Studying age-related changes
- Descriptive methods
- Experimental methods
- Thinking about research: Responding to media reports of research
- Cross-cultural research
- Research ethics
- Think critically
- Conduct your own research
- Summary
- Key terms
- Part 2: Beginnings Of Life
- 2: Prenatal development
- Conception and genetics
- Process of conception
- Thinking about research: Assisted reproductive technology
- Genotypes, phenotypes, and patterns of genetic inheritance
- Development from conception to birth
- Stages of prenatal development
- Sex differences in prenatal development
- Prenatal behavior
- Problems in prenatal development
- Genetic disorders
- Developmental science in the real world: Fetal assessment and treatment
- Chromosomal errors
- Teratogens: maternal diseases
- Teratogens: drugs
- Other teratogens and maternal factors
- Think critically
- Conduct your own research
- Summary
- Key terms
- 3: Birth and early infancy
- Birth
- Birth choices
- Process of birth
- Low birth weight
- Behavior in early infancy
- Thinking about research: Variations in infants' cries
- Motor, sensory, and perpetual abilities
- Learning
- Temperament and social skills
- Health and wellness in early infancy
- Nutrition, health care, and immunizations
- Development science in the real world: Breast or bottle?
- Illnesses
- Infant mortality
- Think critically
- Conduct your own research
- Summary
- Key terms
- Part 3: Physical Child
- 4: Physical development
- Brain and nervous system
- Growth spurts
- Synaptic development
- Myelination
- Lateralization
- Size, shape, and skills
- Growth
- Bones, muscles, and fat
- Using the body
- Endocrine and reproductive systems
- Hormones
- Sequence of changes in girls and boys
- Timing of puberty
- Sexual behavior in adolescence
- Prevalence and predictors of sexual behavior
- Sexually transmitted diseases
- Teenage pregnancy
- Sexual minority youth
- Health and wellness
- Health in childhood
- Developmental science in the real world: Good night's sleep for kids (and parents, too!)
- Thinking about research: Causes and consequences of child abuse and neglect
- Excessive weight gain
- Poverty and children's health
- Risky behavior in adolescence
- Mortality
- Think critically
- Conduct your own research
- Summary
- Key terms
- 5: Perceptual development
- Thinking about perceptual development
- Ways of studying perceptual skills
- Explanations of perceptual development
- Sensory skills
- Seeing
- Hearing and other senses
- Perceptual skills
- Looking
- Thinking about research: Langlois's studies of babies' preferences for attractive faces
- Listening
- Combining information from several senses
- Ignoring perceptual information
- Object concept
- Object perception
- Object permanence
- Perception of social signals
- Early discrimination of emotional expressions
- Developmental science in the real world: Infant responses to maternal depression
- Cross-cultural commonalities and variations
- Think critically
- Conduct your own research
- Summary
- Key terms
- Part 4: Thinking Child
- 6: Cognitive development I: structure and process
- Piaget's basic ideas
- Schemes
- Adaptation
- Causes of cognitive development
- Infancy
- Piaget's view of the sensorimotor period
- Challenges to Piaget's view of infancy
- Preschool years
- Piaget's view of the preoperational stage
- Challenges to Piaget's view of early childhood
- Theories of mind
- False belief and theory of mind across cultures
- Alternative theories of early childhood thinking
- School-aged child
- Piaget's view of concrete operations
- Different approaches to concrete operational thought
- Adolescence
- Piaget's view of formal operations
- Post-Piagetian work on adolescent thought
- Thinking about research: Elkind's adolescent egocentrism
- Development of information-processing skills
- Development science in the real world: Leading questions and children's memory
- Changes in processing capacity and efficiency
- Memory strategies
- Metamemory and metacognition
- Expertise
- Think critically
- Conduct your own research
- Summary
- Key terms
- 7: Cognitive development II: individual differences in cognitive abilities
- Measuring intellectual power
- First IQ tests
- Modern IQ tests
- Thinking about research: Flynn effect
- Stability of test scores
- What IQ scores predict
- Explaining individual differences in IQ scores
- Twin and adoption studies
- Family characteristics and IQ scores
- Early interventions and IQ scores
- Interactions of heredity and environment
- Explaining group differences in IQ or achievement test scores
- Ethnic differences
- Development science in the real world: Stereotype threat
- Cross-cultural differences
- Sex differences
- Alternative views of intelligence
- Information-processing theory
- Sternberg's triarchic theory of intelligence
- Gardner's multiple intelligences
- Creativity
- Think critically
- Conduct your own research
- Summary
- Key terms
- 8: Development of language
- Before the first word: the prelinguistic phase
- Early sounds and gestures
- Thinking about research: Sign language and gestures in children who are deaf
- Receptive language
- Learning words and word meanings
- First words
- Later word learning
- Constraints on word learning
- Learning the rules: development of grammar and pragmatics
- Holophrases and first sentences
- Grammar explosion
- Later grammar learning
- Pragmatics
- Explaining language development
- Environmental theories
- Nativist theories
- Constructivist theories
- Individual and group differences in language development
- Differences in rate
- Cross-cultural differences in language development
- Learning to read and write
- Early foundation: phonological awareness
- Becoming literate in school
- Learning a second language
- Development science in the real world: One language or two?
- Think critically
- Conduct your own research
- Summary
- Key terms
- Part 5: Social Child
- 9: Personality development: alternative views
- Defining personality
- Temperament
- Developmental science in the real world: Temperamental surgency in the toddler classroom
- Big five
- Genetic and biological explanations of personality
- Biological argument
- Critique of biological theories
- Learning explanations of personality
- Learning argument
- Critique of learning models
- Thinking about research: Locus of control and adolescent health
- Psychoanalytic explanations of personality
- Pyschoanalytic argument
- Freud's psychosexual stages
- Erikson's psychosocial stages
- Evidence and applications
- Critique of psychoanalytic theories
- Possible synthesis
- Think critically
- Conduct your own research
- Summary
- Key terms
- 10: Concepts of self, gender, and sex roles
- Concept of self
- Subjective self
- Objective self
- Emotional self
- Self-concept at school age
- Self-concept and identity in adolescence
- Ethnic identity in adolescence
- Developmental science in the real world: Adolescent rites of passage
- Self-esteem
- Development of self-esteem
- Consistency of self-esteem over time
- Development of the concepts of gender and sex roles
- Developmental patterns
- Thinking about research: Gender differences in temperament: real or imagined?
- Sex-role concepts and stereotypes
- Explaining sex-role development
- Biological approaches
- Think critically
- Conduct your own research
- Summary
- Key terms
- 11: Development of social relationships
- Relationships with parents
- Attachment theory
- Parent's bond to the child
- Child's attachment to the parent
- Parent-child relationships in adolescence
- Variations in the quality of attachments
- Secure and insecure attachments
- Temperament and attachment
- Stability and long-term consequences of attachment quality
- Relationships with peers
- Peer relationships in infancy and the preschool years
- Peer relationships at school age
- Social status
- Peer relationships in adolescence
- Sibling relationships
- Behavior with peers
- Prosocial behavior
- Aggression
- Developmental science in the real world: Rearing helpful and altruistic children
- Thinking about research: Bullies and victims
- Trait aggression
- Think critically
- Conduct your own research
- Summary
- Key terms
- 12: Thinking about relationships: social-cognitive and moral development
- Development of social cognition
- Some general principles and issues
- Describing other people
- Developmental science in the real world: Learning and unlearning prejudice
- Reading others' feelings
- Thinking about research: Preventing violence by increasing children's emotional competence
- Describing friendships
- Understanding rules and intentions
- Moral development
- Dimensions of moral development
- Kohlberg's stages of moral development
- Causes and consequences of moral development
- Alternative views
- Think critically
- Conduct your own research
- Summary
- Key terms
- Part 6: Whole Child
- 13: Ecology of development: the child within the family system
- Understanding the family system
- Family systems theory
- Bronfenbrenner's bioecological approach
- Dimensions of family interaction
- Individuals in the family system
- Warmth and responsiveness
- Methods of control and communication patterns
- Thinking about research: To spank or not to spank?
- Parenting styles
- Types of parenting styles
- Parenting styles and development
- Ethnic and socioeconomic differences in parenting styles
- Family structure, divorce, and parental employment
- Family structure
- Divorce
- Developmental science in the real world: When divorce is unavoidable
- Parents' jobs
- Social support for parents
- Think critically
- Conduct your own research
- Summary
- Key terms
- 14: Beyond the family: the impact of the broader culture
- Nonparental care
- Difficulties in studying nonparental care
- Effects of early nonparental care on development
- Before-and after-school care
- Developmental science in the real world: Choosing a child-care center
- Impact of schools
- Early childhood education
- Elementary school
- Transition to secondary school
- Engagement in and disengagement from secondary school
- Thinking about research: Effects of teenaged employment
- Homeschooling
- Impact of entertainment media
- Television and video games
- Computers and electronic multitasking
- Macrosystem effects: impact of the larger culture
- Socioeconomic status and development
- Race and ethnicity
- Culture as a whole
- Think critically
- Conduct your own research
- Summary
- Key terms
- 15: Atypical development
- Understanding atypical development
- Types of problems
- Developmental science in the real world: Knowing when to seek professional help
- Theoretical perspectives on atypical development
- Development psychopathology
- Attention problems and externalizing problems
- Attention deficit hyperactivity disorder
- Oppositional defiant disorder
- Conduct disorder
- Internalizing problems
- Eating disorders
- Depression
- Thinking about research: Pediatric bipolar disorder
- Adolescent suicide
- Atypical intellectual and social development
- Mental retardation
- Learning disabilities
- Giftedness
- Pervasive developmental disorders
- Schooling for atypical children
- Think critically
- Conduct your own research
- Summary
- Key terms
- Epilogue: Putting it all together: the developing child
- Transitions, consolidations, and systems
- From birth to 24 months
- Central processes
- Influences on the basic processes
- Preschool years
- Central processes
- Influences on the basic processes
- Elementary school years
- Transition between 5 and 7
- Central processes
- Influences on the basic processes: role of culture
- Adolescence
- Early and late adolescence
- Central processes and their connections
- Influences on the basic processes
- Return to some basic questions
- What are the major influences on development?
- Does timing matter?
- What is the nature of developmental change?
- What is the significance of individual differences?
- Final point: joy of development
- Glossary
- References
- Photo credits
- Name index
- Subject index.
