We have worked hard to make our text above all interesting and accessible to the student reader.We believe that the text’s comfortable writing style and the clarity with which concepts are introduced,discussed,and interrelated will enable students to read and understand a rigorous treatment of the issues.Users of previous editions have consistently praised the text’s accessibility.
In addition,we have focused throughout the text on real-world relevance and application.This is particularly evident in our use of the Applications and Conversations features in every chapter.
PEDAGOGICAL FEATURES
In our effort to be complete and up to date,we have not forgotten that this is a textbook whose audience includes college sophomores.We have designed into the book a number of features to maximize the likelihood that students will learn the material.
Chapter-Opening Vignettes
Each of the chapters begins with a brief story designed to capture the student’s interest and to introduce the topic under consideration.In Chapter 3,for example,we open with the story of Carbon Copy,the cloned kitten,and we consider some of the intriguing ethical questions posed by the research.In Chapter 8 we preview the discussion of information processing with the true story of Josh Waitzkin, child chess champion,and ask students to consider what types of thinking might distinguish a novice from an expert in a given domain.
The Research and Society Feature,which appears in every chapter,is designed to make students aware of recent and exciting research findings that have high real-world relevance and application.Among the topics singled out for such coverage are the Human Genome Project (Chapter 3),Technology and Gender Selection (Chapter 4),Imaging the Brain (Chapter 6),Bilingual Education (Chapter 10),and Bullying and Victimization (Chapter 15).
ment,who talk about the families and children they serve. In Conversations,these professionals explain,for example, how knowledge of child development helps them in the challenges and rewards of working with infants and children.Examples include conversations with an adoption social worker (Chapter 3),a pediatric physical therapist (Chapter 5),a speech-language pathologist (Chapter 10), and men in nontraditional roles (Chapter 13).
This feature appears in every chapter and presents examples of research programs and findings that have been applied to the solution of practical problems in schools, homes,hospitals,and other real-world settings.Examples include Society,Teens and Sexuality (Chapter 6),Brains in a Box:Do New Age Toys Deliver on the Promise? (Chapter 8),and Reducing Stereotype Threat in Minority Populations (Chapter 9).
Test Your Mastery Sections
At the end of each major section in a chapter,questions are presented that link to the learning objective for that section.This organization encourages students to pause and reflect on what they have just read and helps set the stage for the sections that follow.Learning is reinforced when the answers to the Test Your Mastery sections are provided in the Chapter Summary.
Chapter Summaries
Each chapter ends with a summary of the major points and issues to help students organize and review the chapter’s material.These summaries are designed to facilitate learning by linking clearly to the learning objectives and Test Your Mastery sections for each chapter.
Running Glossary
Boldfaced glossary items in the text highlight terms of continuing importance to students.These items are defined in the margin on the same page,as well as at the end of the book,providing a convenient guide for reviewing the material.
For Discussion Questions
• This feature,appearing in every chapter,showcases actual professionals in diverse fields related to child develop-
Included in each chapter are a set of questions designed to foster critical thinking.Each question notes a finding or principle from the chapter and asks the student to apply it to an issue of real-world or personal relevance.
Margin Links to Related Content
Each chapter features links to related content in other chapters,provided in the margins.This gives students a greater appreciation for the ways in which development in one domain relates to development in other domains.
Illustration Program
We reworked many of the figures and drawings from the previous edition to create new,effective illustrations in a full-color format.We also carefully selected many new color photos that depict situations and events described inthe text,along with some that illustrate laboratory techniques and other research methods.
SUPPLEMENTARY MATERIALS
Accompanying the text is a full package of materials to support student learning and classroom teaching.The package includes the following.
Student Study Guide
The study guide for students contains chapter outlines, learning objectives,key terms,application exercises,critical thinking exercises,self-test questions,and practice exams. This guide was prepared by Claire Novosad of Southern Connecticut State University.
Instructor’s Resource Manual
The Instructor’s Resource Manual contains guidelines for the first-time instructor,chapter outlines,learning objectives,key terms,lecture topics,discussion questions,inclass and out-of-class activities,supplemental readings,
video guide,and media materials.The guide was prepared by Joyce Hemphill of the University of Wisconsin, Madison,and is available on-line at www.wiley.com/ college/harwood
Test Bank
The test bank provides approximately 120 questions for each chapter,keyed to the text in multiple-choice and essay formats.Each question notes the text page on which the answer can be found and whether the question is factual or conceptual.The test bank was prepared by Susan Siaw of the California State Polytechnic University, Pomona and is available on-line at www.wiley.com/ college/harwood
POWERPOINT FILES
A set of files with accompanying lecture notes is available on-line at www.wiley.com/college/harwood for instructor use.The PowerPoint slides were prepared by Jennifer Lindner.
Video Library
Instructors can choose from a variety of videos and clips for class presentation from the Child Psychology Video Library.Please contact your local Wiley representative for more details about the different video options.
Web Site
Using the Vasta Web site,located at http://www.wiley.com/ college/harwood,students can take practice quizzes for each chapter,and instructors can download the text supplements directly to their computers.
Acknowledgments
A project of this size requires the participation of many people. We thank Lisa Comparini for her work on Chapter 7; Gretchen Van de Walle for her work on Chapters 7 and 8; Stephen Burgess for his work on Chapters 9, 10, and 12; and Kathryn Jtineant and Gozde Demir for their work on the reference list. We are grateful to Alastair Younger for his contributions to the third and current editions of the text, especially Chapter 2, and to Marshall Haith and Shari Ellis, who were coauthors of earlier editions of the book. Finally, we are grateful to our colleagues who supplied material for the Culture and Society, Conversations, and Applications features: Frances Waksler, Lisa Comparini, Vivian Carlson, Jeannine Pinto, Patricia Greenfield, Caroline Johnston, Gail Rollins, Amy Miller, Kathy Hirsh-Pasek, Chloe Bland, Joan Miller, Ronald Rohner, and Abdul Khaleque.
This book is about children, and we never would have entered the field of child psychology—let alone have pursued its study with such pleasure—without the inspiration of our own wonderful children. They always have our deepest gratitude.
We owe special thanks to our Developmental Editor, Mary Ellen Lepionka. This book couldnot have been completed without her assistance and dedication.
We would also like to acknowledge the contributions of the many colleagues who have provided reviews or suggestions that have helped to strengthen the various editions of this text. The following individuals served as reviewers or provided other forms of input for the current edition.
Mary Beth Ahlum Nebraska Wesleyan University
Daisuke Akiba Queens College ofthe City University ofNew York
Dana Albright Clovis Community College
Maria Bravo Central Texas College
Nancy Budwig Clark University
Bruce Carter Syracuse University
Juan F.Casas University ofNebraska,Omaha
Dionne Clabaugh Gavilon College
Robert Cohen University ofMemphis
Donna Couchenour Shippensburg University ofPennsylvania
Bill Curry Wesleyan College
Shawn E.Davis University ofHoustonDowntown
Melanie Deckert-Pelton University ofWest Florida
John Dilworth Kellogg Community College
Janet DiPietro Johns Hopkins University
Rosanne K.Dlugosz Scottsdale Community College
Ken Dobush Bridgewater State College
Gina Annunziato Dow Denisen University
Jerome B.Dusek Syracuse University
Anne O.Eisbach Quinnipiac University
Khaya Novick Eisenberg University ofDetroitMercy
David Estell Indiana University
S.A.Fenwick Augustana College
Donna Fisher-Thompson Niagara University
William Franklin California State University
Harvey J.Ginsburg Southwest Texas State University
Dennis M.Goff Randolph-Macon Woman’s College
Allen Gottfried California State University
Elizabeth K.Gray North Park University
Joelle K.Greene Pomona College
Jiansheng Guo California State University
Rob Guttentag University ofNorth CarolinaGreensboro
Dorathea Halpert Brooklyn College,City University ofNew York
Steven J.Hayduk Southern Wesleyan University
Beth Hentges University ofHouston-Clear Lake
Jennifer M.Hill City University ofNew York Graduate Center
Jeffrey A.Howard Eckerd College
Margaret Hellie Huyck Illinois Institute of Technology
Marsha Ironsmith East Carolina University
Elaine M.Justice Old Dominion University
Kathleen N.Kannass University ofKansas
Kevin Keating Broward Community CollegeNorth Campus
Cheri L.Kittrell University ofTampa
Paul Klaczynski Pennsylvania State University
Kathy F.Kufskie Florissant Valley Community College
Lloyd Lorin La Rouge The University of Wisconsin,Whitewater
Lana Larsen University ofMaryland,University College
Cynthia Legin-Bucell Edinboro University of Pennsylvania
Angeline Lillard University ofVirginia
Wendy M.Little Westmont College
Glenn Lowery Springfield College
Arlene R.Lundquist Utica College
Saramma T.Mathew Troy State University
Jessica Miller Mesa State College
Terry C.Miller Wilmington College ofOhio
Mary Mindess Lesley University
Elizabeth A.Mosco University ofNevada, Reno
Ron Mulson Hudson Valley Community College
Robin Musselman Lehigh Carbon Community College
Jeffrey Nagelbush Ferris State University
Dawn Niedner Purdue University Calumet
Sonia Nieves Broward Community College
Claire Novosad Southern Connecticut State University
Alan Y.Oda Azusa Pacific University
Rose R.Oliver Amherst College
Leanne Olson Wisconsin Lutheran College
Robert Pasternak George Mason University
Margarita Pérez Worcester State College
Wayne J.Robinson Monroe Community College
Stephanie Rowley University ofMichigan
Claire Rubman Suffolk County Community College
Larissa Samuelson University ofIowa
Nicholas R.Santilli John Carroll University
Pamela Braverman Schmidt Salem State College
Billy M.Seay Louisiana State University
Tam Spitzer St.John Fisher College
Richard A.Sprott California State UniversityHayward
Ric Steele University ofKansas
Mary Steir University ofHartford
Margaret Szweczyk University ofIllinois, Urbana-Champaign
Francis Terrell University ofNorth Texas
David G.Thomas Oklahoma State University
Lesa Rae Vartanian Indiana University— Purdue University Fort Wayne
Amy Wagenfeld Lasell College
Alida Westman Eastern Michigan University
Matthew Westra Longview Community College
Colin William Columbus State Community College
Herkie Lee Williams Compton Community College
Laurie A.Wolfe Raritan Valley Community College
Gretchen Miller Wrobel Bethel College
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Continued
Observation 42
Interview Methods 44
Case Studies 45
Correlational Research 45
■ CONVERSATIONS Conversations with a Cross-Cultural Psychologist 48
Experimental Research 48
Studying Development 52
Longitudinal Research 53
■ APPLICATIONS Wise Consumers of Research on Development 54
Cross-Sectional Research 54
Cross-Sequential Design 55
Microgenetic Method 56
Issues in the Study of Children 56
Ethical Considerations in Child Development Research 57
Cultural Considerations in Child Development Research 58
■ CONVERSATIONS Studying AIDS Orphans in Africa 60
3 The Biological Context of Development
Mechanisms of Inheritance 68
Cell Division 68
Inside the Chromosome 70
Mendel’s Studies 70
Principles of Genetic Transmission 72
Principles of Inheritance Since Mendel 72
Genes and Behavior 73
Family Studies 73
Adoption Studies 74
Twin Studies 75
Interaction of Genes and Environment 77
Reaction Range 77
Gene–Environment Correlations 79
Nonshared Environment 80
Genetic Disorders 81
Hereditary Autosomal Disorders 82
Dominant Traits 82
Recessive Traits 82
X-Linked Disorders 84
■ RESEARCH & SOCIETY The Human Genome Project 86
Structural Defects in the Chromosome 87
Autosomal Defects 88
Disorders of the Sex Chromosomes 88
Genetic Counseling 89
A Counseling Session 90
Population Screening 90
■ RESEARCH & SOCIETY Infants’ Perception of Motion 174
Perception of Depth 174
The Integrated Senses 176
Exploration 177
Representation 177
Attention and Action 178
Development of Attention 178
Helping Children with Attentional Problems 181
6 The Brain, Physical Growth, and Health
The Brain 192
Structure of the Brain 193
Development of the Brain 193
Hemispheric Specialization 195
The Developing Brain and Early Experience 196
■ RESEARCH & SOCIETY Imaging the Brain 198
Physical Growth 200
Changes in Physical Growth Across Time and Place 200
Individual Differences in Growth Rates 201
Gender 201
Genetic Factors 202
Malnutrition and Illness 203
Changes in Body Proportion and Composition 203
Puberty Changes and Timing 204
Cultural and Social Attitudes toward Puberty 205
Physical Health in Infancy 205
Infant Mortality 206
Nutrition 207
Breastfeeding 207
Cultural Perspectives on Weaning and Feeding 209
Malnutrition 209
■ CONVERSATIONS Conversations with a Family Nutritionist 210
Sleep 210
Immunization and Child Health Care 212
Sudden Infant Death Syndrome (SIDS) 214
Physical Health in Childhood and Adolescence 215
Physical Activity and Sports Participation 216
Obesity 216
Eating Disorders 217
Substance Use and Abuse 218
■ APPLICATIONS Just Say No? Teens, Sexuality, and Society 220
PART III CONTEXTS OF COGNITIVE DEVELOPMENT
7
Piaget and Vygotsky
Piaget’s Cognitive-Developmental Theory 231 Mechanisms of Cognitive Change 231
The Concept of Stages 232
Cognition During Infancy: The Sensorimotor Period 233
Six Substages of Sensorimotor Thought 234 Object Permanence 237
Testing Piaget: Recent Work on Infant Cognition 238 Violation of Expectancy Method 239 Representing Hidden Objects 239 Deferred Imitation 240
Thought in the Preschooler: The Preoperational Period 241 Symbolic Function 241
Emergence of Symbolic Play 242
Symbolic Advances of Early Childhood 242
■ APPLICATIONS Selecting Developmentally Appropriate Play Materials 244 Strengths of Preoperational Thought 244 Limitations of Preoperational Thought 245
Egocentrism 245
Perspective-Taking Abilities 245 Centration 245
Focus on Appearances 247
Middle-Childhood Intelligence: The Concrete Operational Period 248
The Concept of Operations 248
Conservation 248
Relational Reasoning: Class Inclusion and Seriation 249
Testing Piaget: Operational vs. Preoperational Differences 250
Preoperational Perspective Taking 250
Preoperational Conservation 251
Adolescent and Adult: The Formal Operational Period 251
Hypothetical-Deductive Reasoning 251
Reasoning about Pendulums 252
Testing Piaget: Formal Operations vs. Concrete Operations 253 Evaluating Piaget’s Theory 254
The Issue of Stages 254
The Issue of Universality 254
Vygotsky and the Sociocultural Approach 255
The Temporal Contexts of Development 256
The Social Origins of Thought 256
The Use of Cultural Tools and Artifacts 257
Interacting with Toys and Objects 257
■ RESEARCH & SOCIETY Weaving Generations Together: Evolving Creativity in the Maya of Chiapas 258 Implications of Object Play for Development 260
■ CONVERSATIONS Conversations with a Special Educator 355
Intrinsic and Extrinsic Motivation 356
Other Factors Associated with Motivation 357
Culture, Diversity, and Schooling 358
Ethnicity 358
Socioeconomic Status 359
An Ounce of Prevention: Compensatory Education 360
The Abecedarian Project 360
Head Start 360
Culture, Classrooms, and Academic Performance 362
10
Language and Communication
Components of Language 376
Sounds and Words 377
Sentences and Communication 377
Theories of Language Development 378
Learning Approach 378
Nativist Approach 379
Cognitive-Developmental Approach 380
Sociocultural Approach 380
Preverbal Communication in Infancy 383
Speech Perception 383
Early Sounds and Gestures 384
Semantics: First Words and Vocabulary 385
Early Vocabulary Development 385
Individual and Cultural Differences 386
Children’s First Words and Word Combinations 387
Learning the Meaning of Words 389
Roles of Parents and Children in Semantic Learning 391
Grammar: Communicating in Sentences 392
■ CONVERSATIONS Conversations with a Speech-Language Pathologist 393
Development of Grammar 394
Mechanisms of Grammar Acquisition 395
Environmental Contributions to Mastery of Grammar 397
Development of Pragmatics: Socially Appropriate Use of Language 399
Speech Acts 399 Discourse 400
Social Referential Communication 401
Contexts That Influence Language Development 402
Learning Language in Diverse Family Contexts 402
Early Experiences with Books and Oral Language 403
Early Experiences with Television and Computers 405
■ APPLICATIONS Teaching Children to Read 406
Language Development in Multilingual Settings 408
■ RESEARCH & SOCIETY Bilingual Education 410
Language Development Across Cultures 411
PART IV CONTEXTS OF SOCIAL AND EMOTIONAL DEVELOPMENT
11 Social and Emotional Worlds of Infants and Young Children
Temperament 428
How Is Infant Temperament Measured? 429
Dimensions of Temperament 429
Understanding Different Temperament Profiles 430
Goodness of Fit: Parenting and Temperament 431
Stability of Temperament and Later Personality 431
Emotions and Early Communication 432
Understanding Emotions 432 Development of Emotional Expression 433 Emotions and Responding to Others 434
Stranger Anxiety 435
Social Referencing 435
Emotions and Parent-Infant Interactions 436
Parent-Infant Interaction Cycles 436
Parent-Infant Interaction Patterns 437
Problems in Parent-Infant Interaction 437
Emotions in Cross-Cultural Perspective 438
Socialization of Emotions 438
Emotional Display Rules 439
Attachment to Others 440
Why Do Infants Become Attached? 441
Drive Reduction Theories 441
Other Psychoanalytic Perspectives 442
Ethological Approaches 442
Bowlby’s Ethological Theory of Attachment 442
Individual Differences in Attachment 443
■ APPLICATIONS Promoting Healthy Parent-Infant Relationships 445 Causes and Consequences of Individual Differences in Attachment 446
Temperament and Attachment 446
Consequences of Attachment 446
Attachment Across Generations 446
Culture and Attachment 447
Attachment Relationships in a Changing World 448 Nonparental Care and Attachment 449
Gender Role Development 535
Development of Gender Knowledge 535
Flexibility of Gender Stereotypes 535
■ CONVERSATIONS Conversations with Men in Nontraditional Roles 536
Influences of Gender Knowledge on Behavior 537
Toy Preferences 537
Motivation 538
Memory 538
Social Judgments 538
Development of Sexual Relationships and Behavior 539
Emergence of Romantic and Sexual Interest 540
Origins of Sexual Orientation 541
Biological Influences 541
Social Influences 542
Gender Identity and Transsexualism 542
14 Moral Development
Theories of Moral Development 552
Piaget’s Model of Moral Development 552
Kohlberg’s Stages of Moral Development 555
Turiel’s Moral Domains 558
Cultural Construction Approach 560
Influences on Moral Development 560
■ RESEARCH & SOCIETY When Are We Obligated to Help Others? Cultural Differences in Children’s Perceptions 561
Peer Influences on Moral Reasoning 562
Parent Influences on Moral Reasoning 562
Psychological Factors that Influence Moral Behavior 563
Prosocial Behavior 564
Empathy and Sympathy 564
Helping and Sharing 564
■ CONVERSATIONS Conversations with a Marriage and Family Therapist 565
Conflict Resolution 567
Individual Differences 567
Gender Differences 568
Social and Cultural Differences 568
Determinants of Prosocial Behavior 569
Kin Selection and Reciprocal Altruism 569
Moral Affect and Moral Reasoning 569
Social Participation and Socialization 570
Aggression 572
Age and Gender Differences in Aggression 572
Biological Determinants of Aggression 573
Cognitive and Affective Influences on Aggression 574
Sociocultural and Family Determinants of Aggression 575
Family Processes 575
Peer Relations 576
Television and Real-Life Violence 577
Controlling Childhood Aggression 578
Parent and Child Training 579
School-Based Programs 581
■ APPLICATIONS Intervening in the Lives of Aggressive Children 582
15 Relationships with Peers
Peer Sociability 596
Types of Play 597
Friendship 599
Determinants of Friendship 600
Behavior with Friends 602
Intimacy 603
Effects of Friendship 603
Peer Acceptance 604
Peer Status 605
Peer Status and Problem-Solving Skills 606
Stability of Peer Status 607
■ RESEARCH & SOCIETY Bullying and Victimization in School 608
Peer Relations in Cultural Perspective 608
■ APPLICATIONS Enhancing Peer Competence among Shy Children 610
The Social Contexts of Peer Relationships 612
Conformity to Peers 613
Family-Peer Connections 613
Siblings and Peers 614
Parents and Peers 614
Peer Relations as a Source of Resilience 616
■ CONVERSATIONS Conversations with a Community Mental Health Practitioner 618
16 Families and Society
Parenting Styles 626
Contextual Influences on Parenting Styles 628
Parenting Roles: Mothers and Fathers 629
■ RESEARCH & SOCIETY Cross-Cultural Perspectives on Parental Acceptance and Rejection 630
The Child’s Contribution 632
The Family as a Social System 633
Siblings 634
Sibling Relationships over Time 634
Effects of Siblings 635
Grandparents 636
Families in Cultural Perspective 636
Social Support and the Family System 637
Frameworks for Development
In what ways does this child's cultural & historical contexts shape his development?
