Early ChildhoodDevelopment
Seventh Edition
Jeffrey Trawick-Smith
EasternConnecticutStateUniversity
330HudsonStreet,NY,NY10013
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Copyright©2018,2014,2010byPearsonEducation,Inc.oritsaffiliates.
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ISBN10:0-13-452296-6
ISBN13:978-0-13-452296-8
Preface
EarlyChildhoodDevelopment:AMulticulturalPerspective,seventhedition, isabookaboutthedevelopmentofallchildrenintheworld.Itexamines thephysical,social,emotional,linguistic,andintellectualcharacteristics ofchildrenofdiverseculturalbackgroundswithinandoutsidetheUnited States.Itdiscussestypicalaswellasatypicaldevelopment;childrenwith challengingconditionsareprofiled.
Thebookcanbeusedastheprimarytextforchilddevelopmentorearly childdevelopmentcoursesincommunitycollegesor4-yearprogramsin educationorpsychology.Itcanalsobeusedasasupplementarytextin graduate-level,life-spanhumandevelopmentcourseswhereagoalisto promoteculturalunderstandingandsensitivity.Someofmycolleagues haveuseditasasupplementincoursesinmulticulturaleducationorthe antibiascurriculum.Thebookisintendedtoassistfutureteachers,childcareproviders,andfamilyserviceandmentalhealthprofessionalsin understandingandcelebratingtherichdiversityofdevelopmentamong childreninallneighborhoodsintheUnitedStatesandaroundtheglobe.
Text Organization and Features
Aninitialexaminationofthecontentswillshowthatthebookresembles othertextsinchilddevelopment.Itincludescurrentandimportantissues andtopics.Thebookisorganizedinaconventionalages-and-stages format.Acloserlook,however,revealsseveraluniquefeatures.First, eachtopicisexaminedfromamulticulturalperspective.Sectionson languagedevelopment,forexample,includedescriptionsofsecondlanguagelearningandthelinguisticdevelopmentofnon-English speakers.Chaptersonintellectualdevelopmenthighlightcultural diversityincognitivestyles.Attachmentpatternsandpeerrelations amongchildrenofdiversebackgroundsareexplored.Culturalvariations inmotorplayanddevelopmentareexamined.
Aseconduniquefeatureisthattopicsinatypicaldevelopmentandspecial educationaresmoothlyintegratedintothecoredevelopmentchapters. Forexample,autismandseriousemotionaldisturbancearefully examinedinsectionsonsocialdevelopment,andlearningdisabilitiesare extensivelydescribedinchaptersdealingwithcognition.Onepurposeof thetextistoassistprofessionalswhoworkwithchildrenandfamiliesin understandingandappreciatingthecharacteristicsofchildrenwith challengingconditions,whowillbeincreasinglyintegratedintoregular classrooms.
Afinalimportantfeatureofthebookisitsreal-life,practicalorientation. Itisintendedasahands-onguide,withsuggestionsforprofessional practicepresentedineachchapter.Eachchapterendswitha Research Into Practice sectionthatoutlinespracticalclassroomandparenting applications.A Child Guidance featureinmostchaptershighlightsa provenresearch-basedtechniqueforenhancingchildren’ssocial, emotional,cognitive,orlanguagegrowth.Thechaptersincludenumerous Trawick-Smith,
storiesdrawnfromdiversecultureswithinandoutsidetheUnitedStates, whichbringtheoryandresearchtolife.
Why Study Child Development from a Multicultural Perspective?
Whyisamulticulturalfocusinchilddevelopmentsoimportant?During the21stcentury,traditionallyunderrepresentedgroups—oftencalled minorities—willconstituteanewmajoritywithintheUnitedStates.
Childrenfromfamiliesofhistoricallyunderrepresentedgroups makeupa growingpercentageofthepreschoolandschool-agepopulation.Early childhoodclassroomsarebecomingincreasinglydiverse,andteachers andotherprofessionalsmustbepreparedtomeettheuniqueneedsof youngchildrenofvaryingbackgrounds.Eventeachersofmonocultural classroomsmustassisttheirstudentsinunderstandingandappreciating othercultures.Aprimarygoalofearlychildhoodeducationtodayisto providetheskills,understanding,andsensitivitythatchildrenneedina pluralisticsociety.Thistextbookisdesignedtoassistprofessionalsin meetingthatgoalbyprovidingaculturallysensitiveaccountof developmentalprocesses.
New to This Edition
Thisseventheditionhasthefollowingadditionsandupdates:
Eachchapternowstartswithasetoflearningobjectivesthatdetail theconceptsthatthechapterwillpresent.Eachobjectiveistiedtoa mainsectionofthetext.
Recentresearchinneuroscienceispresented,whichhelpsusbetter understandhowchildrenthink,learn,feel,andbehave. Greateremphasisisplacedonnewerormoreculturallyinclusive theoriesofdevelopment—neo-Piagetian,postmodern,andbiological theories,forexample.
Amoreextensiveexaminationofdual-languagelearnersisincluded. Newlydiscoveredadvancementsinhowyoungchildrenfrom bilingualhomeslearnanddevelopareprofiled.
Thebookcontainsdiscussionsofmorethan400newresearchstudies andarticlesonearlychildhooddevelopmentthathavebeen publishedsincethelastedition.
Anend-of-chapterfeaturetitled ApplyingChapter Ideas hasbeen added.Thisfeatureprovidesreal-world,hands-onexercisesalong withquestionstoponderrelatedtothoseexercises.
MyEducationLab®
Themostvisiblechangeintheseventhedition(andcertainlyoneofthe mostsignificantchanges)istheexpansionofthedigitallearningand assessmentresourcesembeddedintheetext.Thesedigitallearning featuresaredesignedtobringyoumoredirectlyintotheworldofearly childhooddevelopmentandtohelpyouseetheveryrealimpactthat educationalpsychologyconceptshaveonearlychildhooddevelopment. TheonlineresourcesavailableintheEnhancedEtextwith MyEducationLabincludethefollowing:
VideoExamples. Withineachchapter,embeddedvideosprovide illustrationsofearlychildhooddevelopmentprinciplesorconceptsin action.
Self-Checks. Attheendofeachchapter,youwillfindSelf-Check quizzes.Theyaremeanttohelpyouassesshowwellyouhave masteredtheconceptscoveredinthechapteryoujustread.These self-checksaremadeupofself-gradingmultiple-choiceitemsthatnot onlyprovidefeedbackonwhetheryouansweredthequestions correctlyorincorrectlybutalsoprovideyouwithrationalesforboth correctandincorrectanswers.
Application Exercises. Alsoattheendofeachchapter,youcanfind oneortwoapplicationexercisesthatchallengeyoutousechapter contenttoreflectonteachingandlearninginrealclassrooms.The questionsyouanswerintheseexercisesareusuallyconstructedresponseitems.Onceyouprovideyourownanswerstothe questions,youreceivefeedbackintheformofmodelanswerswritten byexperts.
Supplementary Materials
Thefollowingsupplementstothetextbookareavailablefordownloadon www.pearsonhighered.com.Simplyentertheauthor,title,orISBN,and thenselectthistextbook.Clickonthe“Resources”tabtoviewand downloadthesupplementsdetailedinthefollowingsections.
Online Instructor’s Manual
TheOnlineInstructor’sManual(0-13-347812-2)includesadiscussionof criticaltopicsforeachchapterandasetofcooperativelearningactivities thatinstructorscanuseintheirclasses.Twoormoreoftheseactivities areprovidedforeachchapterinthebook.Thesecreative,field-tested activitiesmaybecopiedforclassroomuse.
Online Test Bank
TheOnlineTestBank(0-13-286936-5)containsthreedifferenttypesof items:recall,analysisandapplication,andessayquestions.
Online TestGen
TestGen(0-13-286937-3),computerizedtestbanksoftware,allows instructorstocreateandcustomizeexamsforclassroomtestingandfor otherspecializeddeliveryoptions,suchasoveralocalareanetworkoron theWeb.Atestbanktypicallycontainsalargesetoftestitems,organized bychapterandreadyforyouruseincreatingatest,basedonthe associatedtextbookmaterial.Thetestscanbedownloadedinthe followingformats:
TestGenTestBankfile—PC
TestGenTestBankfile—MAC
TestGenTestBank—Blackboard9
TestGenTestBank—BlackboardCE/Vista(WebCT)
AngelTestBank
D2LTestBank
MoodleTestBank
SakaiTestBank
Online PowerPoint Slides
ThePowerPoint slides(0-13-286934-9)highlightkeyconceptsand summarizetextcontent.Theseguidesaredesignedtoprovidestructure toinstructorpresentationsandgivestudentsanorganizedperspectiveon eachchapter’scontent.
Trawick-Smith, Early Childhood Development A Multicultural Perspective, 7e - Jeffrey Trawick-Smith
Correlation Guide to MyEducationLab®
MyEducationLabforChildDevelopmentincludesmanyactivitiesthatcan beusedtosupplement EarlyChildhoodDevelopment:AMulticultural Perspective,seventhedition.TheCorrelationGuide(0-13-315469-6) providessomeguidanceinaligningtheactivitieswithchaptercontent. YoumayfindthatadditionalmaterialsinMyEducationLab,notlistedin theguide,alsofitwithinparticulartopicsofyoursyllabus.
Acknowledgments
Writingabookofthiskindisachallenge.Suchanundertakingisnot possiblewithoutsupportandencouragementfrommanyindividuals.I wouldliketothankmyfamily—Nancy,Benjamin,andJoseph.Theyhave alwayshelpedmeknowwhenitwastimetostepawayfromthe computer,putdownthemanuscript,andtakeamomenttoenjoyfully whatismostimportantinlife:theirlove.
IwanttothankElsaNuñez,thepresidentofEasternConnecticutState University—avisionary,aleader,andawarm,encouragingcolleague— whohasrecognized,supported,andinspiredmyscholarship.Ialsowish tothankmyuniversitycolleagues,particularlyJuliaDeLappandSudha Swaminathan,whokeptmethinkingandlaughingasIworkedonthis edition.Ialsowanttothankmywonderfulstudentresearchers—Daphne Boderon,RachelBorden,SarahCoady,StefanieDominguez,Dominique McLean,SamanthaNormington,LivPalen,LiahSinquefield,and AmandaTerrenzi.AveryspecialthanksgoestoLeahSlawinowski,a competentandcuriousstudentresearcherinpsychologyandearly childhoodeducation,whohascontributedsomanyinsightsandworked withmeonnumerousstudiesoverthelastfewyears.
IwouldliketogiveaspecialthankstoPattyMartinez-Merittfromthe UniversityofAlaska,whohas,withherstudents,providedsomany wonderfulideasandsuggestionsforthebookovertheyears.Iwouldlike toacknowledgethoseindividualswhoprovidedthestories,quotes,and culturaldescriptionsthatenrichthisbook.Inparticular,Iwouldliketo thankDebAdams,IngridEschholz,TualaFitzgerald,IvyGoduka,Jill Huels,DianaKimiatek,HariKoirala,LirioMartinez,ElsyNegron,Randy Rush,WilsonSoto,andAsomgyeePamoga.Otherpeopleprovided technicalexpertiseinthewritingofsomesections.IwanttothankDavid Trawickforhiscommentsandsuggestionsonchaptersaddressing
geneticsandmedicalissues.JeffDanforthprovidedhelpfulinsights regardingchildrenwithattention-deficit/hyperactivitydisorder,notto mentionaveryfinebluestape.
IwishtothankKevinDavisatPearsonforkeenprofessionalinsights, kindness,andtirelesspatience.Heunderstandswelltheemotionalneeds ofanauthorwhoiswritingacomplextextbook.Theentireediting, production,andmarketingstaffofPearsonwasremarkablyhelpfuland supportive.
Thesuggestionsandcommentsofthefollowingreviewersoftheearlier editionswereinvaluable:MaeP.Arntzen,MottCommunityCollege; YashBhagwanji,FloridaAtlanticUniversity;ToniCampbell,SanJose StateUniversity;LindaA.Carson,DesMoinesAreaCommunityCollege; ChristineChaillé,PortlandStateUniversity;SusanBertramEisner,Hood College;ColleenFinegan,WrightStateUniversity;KathleenE.Fite, SouthwestTexasStateUniversity;IvyN.Goduka,CentralMichigan University;ReyA.Gomez,ArizonaStateUniversity;LauraGruntmeir, RedlandsCommunityCollege;CraigH.Hart,BrighamYoungUniversity; AliceS.Honig,SyracuseUniversity;JamesE.Johnson,NortheasternState University;HermanKnopf,UniversityofSouthCarolina,Columbia;Sim Lesser,MiamiDadeCommunityCollege,Kendall;AndreaMcCourt, TexasTechUniversity;JeanneB.Morris,IllinoisStateUniversity;Cathy Nathan,TexasTechUniversity;RobinOcheltree,ArizonaState University;SherrillRicharz,WashingtonStateUniversity;BarbaraJ. Rodrigues,UniversityofCentralFlorida;BobbieH.Rowland,University ofNorthCarolina,Charlotte;MichelleL.Rupiper,UniversityofNebraska, Lincoln;NancyE.Sayre,ClarionUniversity;andKreshaWarnock,Ball StateUniversity.
I’dliketothank,aswell,thereviewerswhoprovidedsuggestionsfor improvingthisseventhedition:GloriaBoutte,UniversityofSouth