the National Institute for Child Health and Human Development, the National Institute for Mental Health, and the National Science Foundation to support her research. She waslead author of the volume Societal Contexts of Child Development, which won the 2014Society for Research on Adolescence Social Policy Award for Best Edited Book, and of a new book, Endingthe Physical Punishment of Children: AGuide for Clinicians and Practitioners. She wasan Associate Editor at the journal Developmental Psychology and isPresident-Elect of the Society for Child and Family Policy and Practice, which isDivision 37of the American Psychological Association. She isan internationally recognized expert on the effects of physical punishment on children, and her research on the topic hasbeen recognized with a Lifetime Legacy Achievement Award from the Center for the Human Rightsof Children at Loyola University Chicago and the Nicholas HobbsAward from Division 37of the American Psychological Association
NANCYEISENBERGisRegents’ Professor of Psychology at Arizona State University. Her research interestsinclude social, emotional, and moral development, aswell associalization influences, especially in the areasof self-regulation and adjustment. She haspublished numerousempirical studies, aswell asbooksand chapterson these topics. She hasalso been editor of Psychological Bulletin and the Handbook of Child Psychology and wasthe founding editor of the Society for Research in Child Development journal Child Development Perspectives Dr Eisenberg hasbeen a recipient of Research Scientist Development Awardsand a Research Scientist Award from the National Institutesof Health (NICHD and NIMH). She hasserved asPresident of the Western Psychological Association and of Division 7of the American Psychological Association and ispresident-elect of the Association for Psychological Science. She isthe 2007recipient of the Ernest R Hilgard Award for a Career Contribution to General Psychology, Division 1, American Psychological Association; the 2008recipient of the International Society for the Study of Behavioral Development Distinguished Scientific Contribution Award; the 2009recipient of the G. Stanley Hall Award for Distinguished Contribution to Developmental Psychology, Division 7, American Psychological Association; and the 2011recipient of the William James Fellow Award for Career Contributionsin the Basic Science of Psychology from the Association for Psychological Science
Preface
CHAPTER1 An Introduction to Child Development
Reasons to Learn About Child Development
Raising Children
Choosing Social Policies
BOX 1.1
ACloser Look: The Romanian Adoption Study
Understanding Human Nature
HistoricalFoundations of the Study of Child Development
Early Philosophers’ Viewsof Children’sDevelopment
Social Reform Movements
Darwin’sTheory of Evolution
EnduringThemes in Child Development
1 Nature and Nurture: How Do Nature and Nurture Together Shape Development?
2. The Active Child: How Do Children Shape Their Own Development?
3. Continuity/Discontinuity: In What WaysIsDevelopment Continuous, and in What WaysIsIt Discontinuous?
4. Mechanisms of Change: How DoesChange Occur?
5 The SocioculturalContext: How Doesthe Sociocultural Context Influence Development?
6 IndividualDifferences: How Do Children Become So Different from One Another?
7. Research and Children’s Welfare: How Can Research Promote Children’sWell-Being?
BOX 1.2
IndividualDifferences: Can Children Learn to Be More Intelligent?
Methods for StudyingChild Development
The Scientific Method
Contextsfor Gathering Data About Children
Correlation and Causation
Research Designsfor Examining Children’sDevelopment
Ethical Issuesin Child-Development Research
CHAPTERSUMMARY
CHAPTER2 PrenatalDevelopment and the Newborn Period
PrenatalDevelopment
BOX 2.1 ACloser Look: Beng Beginnings
Conception
BOX 2.2 IndividualDifferences: Do GirlsOutnumber Boys?
Developmental Processes
Early Development
An Illustrated Summary of Prenatal Development
Fetal Experience and Behavior
Fetal Learning
Hazards to PrenatalDevelopment
Teratogens
BOX 2.3 Applications: Sudden Infant Death Syndrome
BOX 14.3 ACloser Look: Oppositional Defiant Disorder and Conduct Disorder
Interventionsfor Aggressive and Antisocial Children
BOX 14.4 Applications: Positive Youth Development and Service Learning CHAPTERSUMMARY
CHAPTER15 Gender Development
Sex and Gender
BOX 15.1 ACloser Look: Challengesto the Gender Binary
Comparisonsof Girlsand Boys
TheoreticalApproaches to Gender Development
Biological Influences
Cognitive and Motivational Influences
BOX 15.2 Applications: Where Are SpongeSally SquarePantsand CuriousJane?
Cultural Influences
Milestones in Gender Development
Infancy and Toddlerhood
Preschool Years
Middle Childhood
Adolescence
Patterns of Gender Development
Physical Growth: Prenatal Development
Adolescence
Cognitive Abilitiesand Academic Achievement
Interpersonal Goalsand Communication
Aggressive Behavior
BOX 15.3 Applications: Sexual Harassment and Dating Violence
CHAPTERSUMMARY
CHAPTER16 Conclusions
Theme 1: Nature and Nurture: AllInteractions, Allthe Time
Nature and Nurture Begin Interacting Before Birth
Infants’ Nature ElicitsNurture
Timing Matters
Nature DoesNot Reveal Itself All at Once
Everything InfluencesEverything
Theme 2: Children Play Active Roles in Their Own Development
Self-Initiated Activity
Active Interpretation of Experience
Self-Regulation
Eliciting Reactionsfrom Other People
Theme 3: Development Is Both Continuous and Discontinuous
Continuity/Discontinuity of Individual Differences
Continuity/Discontinuity of Overall Development: The Question of Stages
Theme 4: Mechanisms of DevelopmentalChange
Biological Change Mechanisms
Behavioral Change Mechanisms
Cognitive Change Mechanisms
Change MechanismsWork Together
Theme 5: The SocioculturalContext Shapes Development
Growing Up in Societieswith Different Practicesand Values
Growing Up in Different Timesand Places
Growing
Theme 6: IndividualDifferences
Breadth of Individual Differencesat a Given Time
Stability Over Time
Predicting Future Individual Differenceson Other Dimensions
Determinantsof Individual Differences
Theme 7: Child-Development Research Can Improve Children’s Lives
Implicationsfor Parenting
Implicationsfor Education
Implicationsfor Helping Children at Risk
Improving Social Policy
Glossary
References
Name Index
Subject Index
Preface Preface
Thisisan exciting time in the field of child development. Recent yearshave brought new theories, new waysof thinking, new areasof research, and innumerable new findings. We originally wrote HowChildren Develop to describe thiseverimproving body of knowledge of children and their development and to convey our excitement about the progressthat is being made in understanding the developmental process. We are pleased to continue thisendeavor with the publication of the sixth edition of HowChildren Develop.
Asteachersof child development courses, we appreciate the challenge that instructorsface in trying to present these advancesand discoveries aswell asthe major older ideasand findings in a one-semester course Therefore, rather than aim at encyclopedic coverage, we focuson identifying the most important developmental phenomena and describing them in sufficient depth to make them meaningful and memorable to students. In short, our goal hasbeen to write a textbook that makesthe child development course coherent and enjoyable for studentsand teachersalike.
ClassicThemes ClassicThemes
The basic premise of the book isthat all areasof child development are unified by a small set of enduring themes. These themescan be stated in the form of questionsthat child-development research triesto answer:
1. How do nature and nurture together shape development?
2 How do children shape their own development?
3 In what waysisdevelopment continuous, and in what waysisit discontinuous?
4. How doeschange occur?
5. How doesthe sociocultural context influence development?
6. How do children become so different from one another?
7. How can research promote children’swell-being?
These seven themesprovide the core structure of the book. They are introduced and illustrated in Chapter 1; highlighted repeatedly, where relevant, in the subsequent 14content chapters; and utilized in the final chapter asa framework for integrating findingsrelevant to each theme from all areasof development. The continuing coverage of these themes allowsusto tell a story that hasa beginning (the introduction of the themes), a middle (discussion of specific findings relevant to them), and an ending (the overview of what studentshave learned about the themes). We believe that this thematic emphasisand structure will not only help studentsunderstand enduring questionsabout child development but will also leave them with a greater sense of satisfaction and completion at the end of the course.
ContemporaryPerspective ContemporaryPerspective
The goal of providing a thoroughly contemporary perspective on how children develop hasinfluenced the organization of our book aswell asitscontents. Whole new areasand perspectiveshave emerged that barely existed when most of today’schild-development textbookswere originally written. The organization of HowChildren Develop isdesigned to present these new topicsand approachesin the context of the field asit currently stands, rather than trying to shoehorn them into organizationsthat once fit the field but no longer do
Consider the case of Piaget’stheory and current research relevant to it. Piaget’stheory often ispresented in itsown chapter, most of which describesthe theory in full detail and the rest of which offerscontemporary research that demonstratesproblemswith the theory Thisapproach often leavesstudentswondering why so much time wasspent on Piaget’stheory if modern research showsit to be wrong in so many ways.
The fact isthat the line of research that began more than 50yearsago asan effort to challenge Piaget’stheory has emerged since then asa vital area in itsown right the area of conceptual development. Research in conceptual development providesextensive information on children’sunderstanding of such fascinating topicsashuman beings, plantsand animals, and the physical universe. Aswith other research areas, most studiesin thisfield are aimed primarily at uncovering evidence relevant to current claims, not those of Piaget
We adapted to thischanging intellectual landscape in two ways First, our chapter “Theoriesof Cognitive Development” (Chapter 4) describesthe fundamental aspectsof Piaget’stheory in depth and honorshislegacy by focusing on the aspectsof hiswork that have proven to be the most enduring. Second, a first-of-its-kind chapter called “Conceptual Development” (Chapter 7) addressesthe typesof issuesthat inspired Piaget’stheory but concentrateson modern perspectivesand findingsregarding those issues. Thisapproach allowsusto tell studentsabout the numerousintriguing proposalsand observationsthat are being made in thisfield, without the artificiality of classifying the findingsas“proPiagetian” or “anti-Piagetian.”
The opportunity to create a textbook based on current understanding also led usto assign prominent positionsto such rapidly emerging areasasepigenetics, behavioral genetics, brain development, prenatal learning, infant cognition, acquisition of academic skills, emotional development, prosocial behavior, and friendship patterns. All these areashave seen major breakthroughsin recent years, and their growing prominence hasled to even greater emphasison them in thisedition.
GettingRighttothePoint GettingRighttothePoint
Our desire to offer a contemporary, streamlined approach led to other departuresfrom the traditional organization. It is our experience that today’sstudentstake child-development coursesfor a variety of practical reasonsand are eager to learn about children. Traditionally, however, they have had to wait two or three or even four chapters on the history of the field, on major theories, on research methods, on genetics before actually getting to the study of children We wanted to build on their initial motivation from the start.
Rather than beginning the book, then, with an extensive examination of the history of the field, we include in Chapter 1a brief overview of the social and intellectual context in which the scientific study of children arose and provide historical background wherever it ispertinent in subsequent chapters. Rather than have an early chapter of “blockbuster” theories that coversall the major cognitive and social theoriesat once (at a point far removed from the content chaptersto which the theoriesapply), we present a chapter on cognitive developmental theoriesjust before the chaptersthat focuson specific aspectsof cognitive development, and we similarly present a chapter on social developmental theoriesjust before the chaptersthat focuson specific aspectsof social development.
Likewise, rather than have a separate chapter on genetics, we include basic aspectsof geneticsaspart of Chapter 3, “Biology and Behavior,” and then discussthe contributionsof geneticsto some of the differencesamong individuals throughout the book. When we originally chose thisorganization, we hoped that it would allow us, from the first weeksof the course, to kindle students’ enthusiasm for finding out how children develop. Judging by the overwhelmingly positive response we have received from studentsand instructorsalike, it has
Features Features
The most important feature of thisbook isthe exposition, which we have tried to make asclear and compelling as possible. Asin previouseditions, we have given extra attention to making it accessible to a broad range of students.
To further enhance the appeal and accessibility of the text, we have retained three typesof discussion boxesthat explore topicsof special interest:
Among the applicationsthat are summed up in these boxesare genetic testing, which probesthe depthsof an individual’sgenetic makeup; board-game proceduresfor improving preschoolers’ understanding of numbers; the Carolina Abecedarian Project; interventionsto reduce child abuse; programs, such asPATHS, for helping rejected children gain acceptance from their peers; and Positive Youth Development and Service Learning Programs, which seek to reduce problem behaviorsand increase positive behaviors.
“Individual Differences” boxesfocuson populationsthat differ from the norm with regard to the specific topic under consideration, or on variationsamong children in the general population. Some of these boxeshighlight developmental problemssuch asautism, ADHD, dyslexia, specific language impairment, visual impairments, and conduct disorder, whereasothersfocuson differencesin the development of children that center on attachment status, gender, socioeconomic status, and cultural differences.
“A Closer Look” boxesexamine important and interesting research in greater depth than would otherwise be possible: the areasexamined range from brain-mapping techniquesto explorationsof gender nonbinary identity to the developmental impact of homelessnessand disparitiesbetween poverty and health.
In place of the brief section summariesused in previouseditions, we cap each major section with a thought-provoking Review Question. These promptsserve the dual purpose of encouraging deeper thinking about the material and of forcing the student to pause before diving ahead in the chapter.
We have also retained a number of other featuresintended to improve students’ learning. These featuresinclude boldfacing key termsand supplying definitionsboth within the immediate text and in marginal glossaries; extensive, bulleted Summariesat the end of each chapter; Test Yourself quizzesfor studentsto quickly test their comprehension and understanding of the material in preparation for examsor simply asa way to review; and Critical Thinking Questions intended to promote deeper consideration of essential topics.
In every edition, we endeavor to addressnew developmentsin the field, bring in fresh examplesdrawn from current events, and incorporate research in areasthat have become increasingly important in recent yearsfor both the students of child development and the instructorswho teach it. In addition to these goals, we have sought in thissixth edition to balance the inclusion of thisnew material with judiciouscutsand consolidation of coverage. We have worked to remove outdated and lessrelevant material, eliminate overlapping coverage acrosschapters, and present core conceptsin a more concise manner. The result isa leaner, more visually appealing text that deliversthe same wealth of coverage found in prior editions, but in a manner that we hope you, and more importantly your students, will find more manageable and digestible.
In the following paragraphs, we outline some of the most significant highlightsof the sixth edition. We hope you find it to be useful and appealing.
Chapter1 Chapter1
Updated presentation of long-term consequencesand later findingsin Box 1 1: The Romanian Adoption Study Updatesand revisionsmade throughout the presentation section on Enduring Themesin Child Development, notably in Theme 2: The Active Child (expanded discussion of play), Theme 4: Mechanismsof Change (additional examplesand recent research added), and Theme 5: The Sociocultural Context (updated discussion of SES).
Chapter2 Chapter2
Exposition updated and tightened throughout, most notably in the discussionsof conception, early and prenatal development, teratogens, infant sleep, and crying.
Updated the subsection on Fetal Experience, including a new discussion of prenatal visual preferencesand of phylogenetic continuity.
Updatesto the discussion of Drugsand Maternal Factorsin the section on Teratogens, including a significant revision of the section on Maternal Emotional State
Updated and revised subsection on Intervention Programsincluded in the section on
Chapter3 Chapter3
Significant reorganization and update to the discussion of heredity in the section on Parents’ Genotype–Child’s Genotype.
Updated (and reduced length of) Box 3.1: Genetic Testing, with new content covering non-invasive prenatal testing. Expanded and updated discussion of methylation, including a new figure, and epigenetic effects.
In the section on Behavioral Genetics, revised and updated the discussion of Heritability, particularly the discussion of misconceptions, and expanded and updated the discussion of molecular geneticsresearch design with new coverage of candidate gene studies
In the section on Brain Development, added new figuresand expanded discussionsof arborization, neurogenesis, and synapse production and elimination.
New subsection on Vaccinesadded to section on Physical Growth and Development.
Chapter4 Chapter4
Opening section discussing Piaget’sTheory of Cognitive Development hasbeen shortened for a more concise presentation.
Presentation of Sociocultural Theorieshasbeen restructured and shortened.
New research added to the discussion of executive functioning in the section on Information-Processing Theories.
Chapter5 Chapter5
Section on Cognition hasbeen eliminated, with topicsdistributed to other sectionsin the chapter (aswell asto Chapter 7).
Section on Learning hasbeen retitled Learning and Memory, and a corresponding subsection on Memory hasbeen added.
Expanded and updated discussion of Taste and Smell.
New Table 5 1charting Infant Reflexeshasbeen added to thissection
Chapter6 Chapter6
All Boxesshortened and updated with current research.
Section on Componentsof Language hasbeen revised to be more concise.
Chapter7 Chapter7
Expanded discussion of causal understanding now includesa discussion of object knowledge (adapted from material previously found in Chapter 5).
Expanded discussion of Naïve Psychology in Infancy, with additional material previously found in Chapter 5, now adapted and updated for thissection.
Chapter8 Chapter8
Updated discussion of the impact of technology, such asvideo games, on fluid intelligence
Updated discussion of the effectsof poverty on measuresof intelligence and academic achievement, including a new figure showing current poverty ratesacrossseveral countries.
Discussion of intervention programsupdated to reflect recent findings.
Revamped and shortened presentation of Gardner’stheory of multiple intelligencesand Sternberg’stheory of successful intelligence
Updatesthroughout the section on Acquisition of Academic Skills, including new coverage of the simple view of reading and new research on math achievement and math anxiety.
Chapter9 Chapter9
Each section covering a major theoretical approach hasbeen streamlined for a more concise presentation
Updated discussion of Parental Leave, including a new figure plotting the length of maternity leave in a sampling of countries.
Subsection SES and development hasbeen cut from the chapter, and the subsection on child maltreatment has been moved from thischapter to Chapter 12, to allow for an expanded and updated subsection on Children and the Media
Chapter10 Chapter10
Coverage hasbeen streamlined and updated throughout, most notably to the sectionson Understanding Emotions and Emotion Regulation.
New research added throughout the sectionson the Emergence of Emotions.
Relocation and restructuring of the sectionson the Role of Family and on Temperament, for better flow through the chapter.
Chapter11 Chapter11
Coverage hasbeen streamlined and updated throughout, particularly in the coverage of Attachment Theory in the opening section and in the section on The Self.
New research included in the discussionsof parenting and attachment stylesand on genetic influenceson attachment styles.
Significant revisionsand updatesthroughout the discussion of Identity, including new research added on acculturation in the context of children of immigrants, and new survey data related to sexual-minority youth.
Chapter12 Chapter12
Substantial updatesto the section on Family Structure
Section on Child Maltreatment added to thischapter, expanding and updating material previously found in Chapter 9.
Box 12.3: Preventing Child Abuse, previously included in Chapter 9, hasbeen updated and reworked to focuson strategiesrecommended by the Centersfor Disease Control and Prevention.
Substantial revisionsand updatesto Box 12.5: Family Leave Policies.
Chapter13 Chapter13
Significant streamlining of material throughout chapter to make for a more concise presentation.
New major section on Play opensthe chapter, with a new Box 13.1: The Development of Children’sSocial Play. Box 13.2: Culture and Children’sPeer Experience hasbeen substantially revised.
Subsection on Cyberbullying hasbeen thoroughly updated.
Chapter14 Chapter14
Discussion of Piaget’sTheory of Moral Judgment and Kohlberg’sTheory of Moral Reasoning have been reworked for a more concise treatment.
Heavily revised coverage of Social Domain Theory of moral development, including the introduction of several new key terms.
New research added to the discussion of Cultural and Socioeconomic Differencesin moral reasoning, including a seriesof new figuresbased on a study done on charitable giving.
Updated and streamlined section on Prosocial Behaviorsfor a more concise presentation; discussion of Hamlin’s helper/hinderer study added from Chapter 5.
Updated and streamlined section on Antisocial and Aggressive Behaviors, including the addition of a new subsection on Interventionsfor Aggressive and Antisocial Children
Chapter15 Chapter15
Extensive updating and restructuring throughout the chapter, including a focuson issuesand research related to transgender and gender-nonbinary populations, where applicable.
New opening section on Sex and Gender, including the introduction of several new key terms; discussion of major gender differencesacrossseveral dimensions, including new Box 15.1: Challengesto the Gender Binary; Table 15.1: Summary of Average Gender Differenceshasalso been moved from later in the chapter to thisopening section. Section on Theoretical Approachesto Gender Development hasbeen updated and restructured, with a new discussion of Integrative Theoretical Approaches, including a new figure diagramming the gender self-socialization model.
Revised and updated section on Milestonesin Gender Development, including a new discussion of ambivalent sexism in the discussion of development during adolescence.
Final section Patternsof Gender Development hasbeen updated and reorganized with a new subsection on STEMRelated Skills
Supplements Supplements
HowChildren Develop, Sixth Edition, featuresa wide array of multimedia toolsthat are designed for the individual needs of studentsand teachers. For more information about any of the itemslisted below, please visit the online catalog at www macmillanlearning com
Acomprehensive webresource for teachingand learningpsychology
LaunchPad combinesMacmillan Learning’saward-winning media with an innovative platform for easy navigation. For students, it isthe ultimate online study guide with rich interactive tutorials, videos, e-book, and the LearningCurve adaptive quizzing system. For instructors, LaunchPad isa full course space where classdocumentscan be posted, quizzes are easily assigned and graded, and students’ progresscan be assessed and recorded Whether you are looking for the most effective study toolsor a robust platform for an online course, LaunchPad isa powerful way to enhance your class.
LaunchPad for HowChildren Develop, Sixth Edition, can be previewed and purchased at launchpadworks.com.
HowChildren Develop, Sixth Edition, and LaunchPad can be ordered together with ISBN-10: 1-319-26955-9/ ISBN-13: 978-1319-26955-5
LaunchPad for HowChildren Develop, Sixth Edition, includesthe following resources:
The LearningCurve quizzing system wasdesigned based on the latest findingsfrom learning and memory research. It combinesadaptive question selection, immediate and valuable feedback, and a game-like interface to engage studentsin a learning experience that isunique to them. Each LearningCurve quiz isfully integrated with other resourcesin LaunchPad through the Personalized Study Plan, so studentswill be able to review with Worth’s extensive library of videosand activities. And state-of-the-art question analysisreportsallow instructorsto track the progressof individual students, aswell astheir classasa whole.
An interactive e-book allowsstudentsto highlight, bookmark, and make their own notes, just asthey would with a printed textbook. Digital enhancementsinclude full-text search and in-text glossary definitions. Student Video Activities include more than 100engaging video modulesthat instructorscan easily assign for student assessment Videoscover classic experiments, current newsfootage, and cutting-edge research, all of which are sure to spark discussion and encourage critical thinking
Deepintegration isavailable between LaunchPad productsand most learning management systems, including Blackboard, Brightspace by D2L, Canvas, and Moodle. These deep integrationsoffer educatorssingle sign-on and gradebook sync, now with auto refresh. These best-in-classintegrationsoffer deep linking to all Macmillan digital content at the chapter and asset levels, giving professorsmaximum flexibility within their LMS.
AchieveRead&Practice AchieveRead&Practice
Achieve Read & Practice marriesMacmillan Learning’smobile-accessible e-book with the acclaimed LearningCurve adaptive quizzing It isan easy-to-use yet exceptionally powerful teaching and learning option that streamlinesthe processof increasing student engagement and understanding. If studentsstruggle with a particular topic, they are encouraged to reread the material and answer a few short additional questions. The gradebook providesanalyticsfor student performance individually and for the whole class, by chapter, section, and topic, helping instructorsprepare for classand one-on-one discussions Instructorscan assign reading simply, studentscan complete assignmentson any device, and the cost issignificantly lessthan that of a printed book. Find out more about thisalternative to LaunchPad at http://macmillanlearning.com/readandpractice.
Presentation slidesare available in two formatsthat can be used asthey are or can be customized. One set includesall the textbook’sillustrationsand tables. The second set consistsof lecture slidesthat focuson key themesand termsin the book and include text illustrationsand tables. Both of these prebuilt PowerPoint presentationsare available through LaunchPad at launchpadworks com
PresentationVideos PresentationVideos
Worth’svideo clipsfor developmental psychology span the full range of topicsfor the child development course. With hundredsof clipsto choose from, thispremium collection includesresearch and newsfootage on topicsranging from prenatal development to the experience of child soldiersto empathy in adolescence. These clipsare made available to instructorsfor lecturing in the classroom and also through LaunchPad
Written by Lynne Baker-Ward of North Carolina State University, and revised by Barinder Bhavra, thisinnovative Instructor’s Resource Manual includeshandoutsfor student projects, reading listsof journal articles, course-planning suggestions, and supplementary readings, in addition to lecture guides, chapter overviews, and learning objectives The Instructor’s Resource Manual can be downloaded in LaunchPad at launchpadworks com
MacmillanCommunity MacmillanCommunity
Macmillan Community isan online forum where teacherscan find and share favorite teaching ideasand materials, including videos, animations, images, PowerPoint slides, newsstories, articles, web links, and lecture activities. It isalso the home of Worth’sabundant social media content, including tweets, blog posts, webinars, and more! Browse the site and share your favorite materialsfor teaching psychology at https://community macmillan com
Assessment
The Test Bank for HowChildren Develop by ChrysalisWright of the University of Central Florida and Jill L Saxon features more than 100multiple-choice and essay questionsfor each chapter. Each question iskeyed to the textbook by topic, type, and level of difficulty. The Test Bank isavailable through LaunchPad at launchpadworks.com.
Acknowledgments Acknowledgments
So many people have contributed (directly and indirectly) to thistextbook that it isimpossible to know where to start or where to stop in thanking them. All of ushave been given exceptional support by our spousesand significant others Jerry Harris, Xiaodong Lin, Seth Pollak, and Andrew Gershoff and by our children Benjamin Clore; Michael Harris; Todd, Beth, and Aaron Siegler; Avianna McGhee; Eli and Nell Pollak; and Noah and Ella Gershoff aswell asby our parents, relatives, friends, and other loved ones. Our advisorsin college and graduate school, Richard Aslin, Ann Brown, LesCohen, Ted Dix, Harry Hake, George Holden, Robert Liebert, Jim Morgan, Paul Mussen, Elissa Newport, and Jim Pate, helped to launch our careersand taught ushow to recognize and appreciate good research.
We also have all benefited from collaboratorswho shared our quest for understanding child development and from a great many exceptionally helpful and generouscolleagues, including Larry Aber, Karen Adolph, Martha Alibali, Renee Baillargeon, Sharon Carver, Zhe Chen, Robert Crosnoe, Richard Fabes, Cindy Fisher, Aletha Huston, Andrew GroganKaylor, Melanie Jones, David Klahr, Patrick Lemaire, Casey Lew-Williams, Angeline Lillard, John Opfer, Elizabeth Planalp, Karl Rosengren, Kristin Shutts, Tracy Spinrad, David Uttal, CarlosValiente, and Erica Wojcik. We owe special
thanksto our assistants, Sheri Towe and Theresa Treasure, who helped in innumerable waysin preparing the book, and to Shanting Chen and Kathleen Holloway for their thorough work reviewing the video library that accompaniesthis edition.
We would also like to thank the many reviewerswho contributed to thisand previouseditions: Daisuke Akiba, Queens College, City University of New York; Kimberly Alkins, QueensCollege, City University of New York; Hiram Allen, College of New Rochelle; Dina Anselmi, Trinity College; Lynne Baker-Ward, North Carolina State University; Hilary Barth, Wesleyan University; Christie Bartholomew, Kent State University; Christopher Beevers, University of Texasat Austin; Martha Bell, Virginia Tech; Cynthia Berg, University of Utah; Rebecca Bigler, University of Texasat Austin; Margaret Borkowski, Saginaw Valley State University; Lyn Boulter, Catawba College; Renia Brown-Cobb, Virginia State University; Eric Buhs, University of Nebraska–Lincoln; G. Leonard Burns, Washington State University; Allison Butler, Bryant University; Wendy Carlson, Shenandoah University; Erik W. Cheries, University of Massachusetts Amherst; MelJoseph Ciena, University of San Francisco; KristiCordell-McNulty, Angelo State University; Myra Cox, Harold Washington College; Maria Crisafi, Columbia University; Kimberly Cuevas, University of Connecticut; Emily Davidson, TexasA&M University–Main Campus; Peggy DeCooke, The State University of New York at Purchase; Ed de St. Aubin, Marquette University; Marissa Diener, University of Utah; Julie Earles, WilkesHonorsCollege, Florida Atlantic University; Sharon Eaves, Shawnee State University; Jessica Espinosa, Miami Dade College; Guadalupe Espinoza, California State University, Fullerton; Elisa Esposito, Widener University; Urminda Firlan, Grand Rapids Community College; Dorothy Fragaszy, University of Georgia; Jeffery Gagne, University of Texas–Arlington; Jennifer Ganger, University of Pittsburgh; Alice Ganzel, Cornell College; Catherine Gaze, Elmhurst College; Janet Gebelt, Westfield State University; Peter Gerhardstein, Binghamton University; Melissa Ghera, St. John Fisher College; Helana Girgis, Hartwick College; Susan Graham, University of Calgary; Andrea Greenhoot, University of Kansas; Jessica Greenlee, Virginia Commonwealth University; Shelia Greenlee, Christopher Newport University; Frederick Grote, Western Washington University; John Gruszkos, ReynoldsUniversity; Hanna Gustafsson, University of North Carolina; Alma Guyse, Midland College; Louise Hainline, Brooklyn College; Lauren Harris, Michigan State University; SybilHart, TexasTech University; Karen Hartlep, California State University–Bakersfield; Patricia Hawley, University of Kansas–Main; Joan Henley, ArkansasState University; Susan Hespos, Northwestern University; Doris Hiatt, Monmouth University; Aline Hitti, University of San Francisco; Susan Holt, Central Connecticut State University; Wendy Jung, Tulane University; Lana Karasik, The College of Staten Island; Lisa Huffman, Ball State University; Kathryn Kipp, University of Georgia; Rosemary Krawczyk, Minnesota State University; Amber Kreischer, University of Texasat Austin; Raymond Krukovsky, Union County College; Tara Kuther, Western Connecticut State University; Martin Lampert, Holy NamesUniversity; Richard Lanthier, George Washington University; Elida Laski, Boston College; Kathryn Lemery, Arizona State University; Barbara Licht, Florida State University; Jeffrey Liew, TexasA&M University; Angeline Lillard, University of Virginia; LoriMarkson, Washington University in St. Louis; Marsha J. McCartney, University of Kansas; Wayne McMillin, Northwestern State University; Martha Mendez-Baldwin, Manhattan College; Scott Miller, University of Florida; Keith Nelson, Pennsylvania State University–Main Campus; PaulNicodemus, Austin Peay State University; Tracy Nishida, Arizona State University; Katherine O’Doherty, Vanderbilt University; Christin Ogle, American University; John Opfer, The Ohio State University; Beverly Pead, Springfield Technical Community College; Ann Repp, University of Texasat Austin; Nicole Rivera, North Central College; Shannon Ross-Sheehy, University of Tennessee; Sarah Sanborn, Clemson University; Leigh A. Shaw, Weber State University; Jennifer Simonds, Westminster College; Rebekah Smith, University of Texas–San Antonio; Tara Stoppa, Eastern University; Mark Strauss, University of Pittsburgh–Main; Spencer Thompson, University of Texas–Permian Basin; MariselTorresCrespo, Hood College; Lisa Travis, University of IllinoisUrbana–Champaign; Roger Webb, University of Arkansas–Little Rock; KeriWeed, University of South Carolina–Aiken; SherriWiden, Boston College; FeiXu, The University of California, Berkeley.
We would especially like to thank Campbell Leaper, University of California, Santa Cruz, for hismajor contributionsto the revision of our chapter on gender development (Chapter 15) We are indebted to Campbell for bringing to the sixth edition hisexpertise and keen insight in thisimportant area.
Psychology, Daniel DeBonisprovided exceptional support and any number of excellent suggestions. We would also like to thank Marge Byers, who nurtured our first edition from itsinception and helped usto realize our vision. Peter Deane, our development editor for the first four editions, isin a classby himself in both skill and dedication. Peter’screative thinking and firm understanding of the field enhanced the content of the book in innumerable ways. We are deeply grateful to him Special thanksgo to the development editor for the latest two editions, Andrew Sylvester, who provided consistently outstanding help throughout the process, aswell asto assistant editor Anna Munroe, senior content project manager Vivien Weiss, director of content management enhancement Tracey Kuehn, art manager Matthew McAdams, cover designer John Callahan, interior designer Victoria Tomaselli, design manager Natasha Wolfe, executive permissionseditor Cecilia Varas, photo researcher Jennifer Atkins, senior workflow project manager Paul Rohloff, and compositor Lumina Datamatics, and Subramaniam Vengatakrishnan in particular, for their excellent work. They have helped create a book that we hope you will find a pleasure to look at aswell asto read. Executive marketing manager Katherine Nurre provided outstanding promotional materialsto inform professorsabout the book. Associate media editor Stephanie Matamorosmanaged the superb package of ancillary material
An Introduction to Child Development An Introduction to Child Development
Water BabyandtheMoon
Reasons to Learn About Child Development HistoricalFoundations of the Study of Child Development
EnduringThemes in Child Development Methods for StudyingChild Development
THEMES THEMES
NATURE ANDNURTURE THE ACTIVE CHILD CONTINUITY/DISCONTINUITY MECHANISMSOFCHANGE THE SOCIOCULTURALCONTEXT INDIVIDUALDIFFERENCES RESEARCHANDCHILDREN’SWELFARE
In 1955, a group of child-development researchersbegan a unique study Their goal, like that of many developmental researchers, wasto find out how biological and environmental factorsinfluence children’sintellectual, social, and emotional growth. What made their study unique wasthat they examined these diverse aspectsof development for all 698children born that year on the Hawaiian island of Kauai and continued studying the children’sdevelopment for 40 years
With the parents’ consent, the research team, headed by Emmy Werner, collected many typesof data about the children. To learn about possible complicationsduring the prenatal period and birth, they examined physicians’ records To learn about family interactionsand the children’sbehavior at home, they arranged for nursesand social workersto observe the familiesand to interview the children’smotherswhen the children were 1year old and again when they were 10 yearsold. The researchersalso interviewed teachersabout the children’sacademic performance and classroom behavior
