Child Development From Infancy to Adolescence - International Student Edition

Laura E. Levine received her PhD in developmental and clinical psychology from the University of Michigan. After working with children and families at the Children’s Psychiatric Hospital and in private practice in Ann Arbor for 10 years, she moved to Connecticut and was a stay-at-home mother of her two children for 6 years. She returned to academia in 1994 and taught child psychology and life span development for 20 years at Central Connecticut State University, where she is currently a professor emerita of the Department of Psychological Science. She has received three university teaching awards, and her research on the social development of young children and on the relation between media use and attention difficulties has appeared in journals such as Developmental Psychology, the Journal of Applied Developmental Psychology, Infant Mental Health Journal, Infant and Child Development, Computers and Education, and CyberPsychology, Behavior, and Social Networking.Dr. Levine has been very active in promoting excellence in college teaching. She was involved in the creation of the Center for Teaching Excellence at Central Connecticut State University and served on the board of the Connecticut Consortium to Enhance Learning and Teaching. She created numerous programs for faculty both at her university and at regional and national conferences. Her work on the scholarship of teaching and learning can be found in New Directions for Teaching and Learning, College Teaching and the International Journal for the Scholarship of Teaching and Learning.Joyce Munsch received her PhD in human development and family studies from Cornell University. She was a faculty member in human development and family studies at Texas Tech University for 14 years, where she also served as associate dean for research in the College of Human Sciences for 2 years. In 2002, Dr. Munsch went to the California State University at Northridge as the founding chair and professor in the Department of Child and Adolescent Development. She currently is an emeritus professor in the Department. Dr. Munsch’s research has focused on adolescent stress and coping and social network research. Her work has been published in the Journal of School Psychology, Adolescence, The Journal of Early Adolescence, the Journal of Research on Adolescence, and the American Journal of Orthopsychiatry. Throughout her career, Dr. Munsch administered grants that supported community-based programs. She was the codirector of the Early Head Start program at Texas Tech University and co–principal investigator for three Texas Youth Commission (Department of Juvenile Justice) grants. At Cal State Northridge, she administered the Jumpstart program for over 10 years. Her commitment to community service learning was recognized in 2005 when she was awarded the CSUN Visionary Community Service Learning Award. In 2012, her service to the County of Los Angeles was recognized by a commendation from the County Board of Supervisors. At Texas Tech, she was the College of Human Sciences nominee for the Hemphill-Wells New Professor Excellence in Teaching Award, the Barnie E. Rushing Jr. Faculty Distinguished Research Award, the El Paso Energy Foundation Faculty Achievement Award, and the President’s Excellence in Teaching Award, and she received the Kathryn Burleson Faculty Service Award and the College of Human Sciences Outstanding Researcher Award.

• List of Active LearningList of Journey of ResearchPrefaceAbout the AuthorsPART I: UNDERSTANDING DEVELOPMENT: WHY AND HOW WE STUDY CHILDREN AND ADOLESCENTSCHAPTER 1. ISSUES AND THEMES IN CHILD DEVELOPMENTWhy Study Childhood?Understanding How Development HappensContexts of DevelopmentBeing a Smart Consumer of Information About DevelopmentConclusionChapter SummaryKey TermsCHAPTER 2. THEORY AND RESEARCH IN DEVELOPMENTWhy Theories of Development are ImportantTheories of Child and Adolescent DevelopmentPsychoanalytic TheoryLearning TheoriesTheories of Cognitive DevelopmentEvolutionary Theory: EthologyEcological TheoryDynamic Systems TheoryThe Impact of Biology and Culture on Child Development Theory and ResearchComparison of Developmental TheoriesResearch MethodsEthics in Research With Children and AdolescentsConclusionChapter SummaryKey TermsPART II : FOUNDATIONS OF CHILD DEVELOPMENTCHAPTER 3. NATURE THROUGH NURTURE: GENES AND ENVIRONMENTThe Study of Genes and BehaviorMolecular Genetics: Chromosomes, Genes, and DNAGenetic DisordersBehavioral GeneticsThe Interaction of Genes and EnvironmentConclusionChapter SummaryKey TermsCHAPTER 4. PRENATAL DEVELOPMENT, THE NEWBORN, AND THE TRANSITION TO PARENTHOODThe Three Stages of Prenatal DevelopmentHealth and Risks in PregnancyThe Birth ExperienceThe NewbornThe Transition to ParenthoodConclusionChapter SummaryKey TermsPART III : INFANCY AND TODDLERHOODCHAPTER 5. PHYSICAL DEVELOPMENT IN INFANCY AND TODDLERHOODBrain DevelopmentSensation and PerceptionInfant Body Growth and Motor DevelopmentHealth and NutritionConclusionChapter SummaryKey TermsCHAPTER 6. COGNITIVE DEVELOPMENT IN INFANCY AND TODDLERHOODPiaget’s Theory of Cognitive DevelopmentTheory of Core KnowledgeLearningCognitive ProcessesIndividual Differences in Cognitive AbilitiesLanguage DevelopmentThreats to and Support for Cognitive and Language DevelopmentConclusionChapter SummaryKey TermsCHAPTER 7. SOCIAL AND EMOTIONAL DEVELOPMENT IN INFANCY AND TODDLERHOODEmotions and Temperament: Universality and DifferenceThe Self in Infants and ToddlersAttachmentContexts of DevelopmentConclusionChapter SummaryKey TermsPART IV: EARLY CHILDHOODCHAPTER 8. PHYSICAL DEVELOPMENT IN EARLY CHILDHOODBody Growth and ChangesBody Awareness, Body Image, and SexualityBrain DevelopmentHealth and NutritionIllnesses and Threats to HealthChild MaltreatmentConclusionChapter SummaryKey TermsCHAPTER 9. COGNITIVE DEVELOPMENT IN EARLY CHILDHOODPiaget’s Theory of Cognitive Development: The Preoperational Stage (2–7 Years)Vygotsky’s Sociocultural Theory of Cognitive DevelopmentCognitive ProcessesPlay and Cognitive DevelopmentLanguage Development in Early ChildhoodPreacademic Skills: Reading, Writing, and ArithmeticRisk Factors and Supports for Cognitive and Language Development in Early ChildhoodConclusionChapter SummaryKey TermsCHAPTER 10. SOCIAL AND EMOTIONAL DEVELOPMENT IN EARLY CHILDHOODEmotional DevelopmentSelf-Concept, Self-Esteem, and Self-ControlDevelopment of Gender IdentityMoral DevelopmentFamily RelationshipsPeer Relationships and the Role of PlayRisks, Resources, and ResilienceConclusionChapter SummaryKey TermsPART V: MIDDLE CHILDHOODCHAPTER 11. PHYSICAL DEVELOPMENT IN MIDDLE CHILDHOODBody Growth and ChangesBrain DevelopmentHealth and Well-BeingPhysical ActivityChildren and the Natural WorldConclusionChapter SummaryKey TermsCHAPTER 12. COGNITIVE DEVELOPMENT IN MIDDLE CHILDHOODPiaget’s Stage of Concrete Operations (7–12 Years)Cognitive ProcessesLanguage DevelopmentIntelligenceCognitive Deficits and Intellectual GiftsAcademic AchievementConclusionChapter SummaryKey TermsCHAPTER 13. SOCIAL AND EMOTIONAL DEVELOPMENT IN MIDDLE CHILDHOODThe Self and Identity in School-Age ChildrenEmotional Development and Emotional ProblemsFamily RelationshipsDiversity in Family LifePeer RelationshipsStress, Coping, and ResilienceConclusionChapter SummaryKey TermsPART VI: ADOLESCENCECHAPTER 14. PHYSICAL DEVELOPMENT IN ADOLESCENCEBrain DevelopmentBody Growth and ChangesTeens and SexualityHealth and NutritionStress and CopingConclusionChapter SummaryKey TermsCHAPTER 15. COGNITIVE DEVELOPMENT IN ADOLESCENCEPiaget’s Stage of Formal Operations (12 Years and Older)Cognitive ProcessesMoral JudgmentThe Language of TeenagersAdolescent Cognitive Development in ContextRisk and Success in Secondary EducationConclusionChapter SummaryKey TermsCHAPTER 16. SOCIAL AND EMOTIONAL DEVELOPMENT IN ADOLESCENCEThe Self in AdolescenceEmotionsFamily RelationshipsPeer RelationshipsBeyond Parents and Peers: Important Nonparental AdultsThe Daily Lives of AdolescentsEmerging AdulthoodConclusionChapter SummaryKey TermsGlossaryReferencesName IndexSubject Index