Preface and Acknowledgments
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Acknowledgements
1
Introduction to Child Development
1.1
Principles of Development
1.2
Periods of Development
1.2.1
Prenatal
1.2.2
Infancy and Toddlerhood
1.2.3
Early Childhood
1.2.4
Middle Childhood
1.2.5
Adolescence
1.3
Issues in Development
1.3.1
Nature and Nurture
1.3.2
Continuity versus Discontinuity
1.3.3
Active versus Passive
1.4
Research Methods
1.4.1
Scientific Methods
1.4.2
Research Methods
1.4.3
Consent and Ethics in Research
1.5
Developmental Theories
1.5.1
What is a theory?
1.5.2
Sigmund Freud’s Psychosexual Theory
1.5.3
Erik Erikson’s Psychosocial Theory
1.5.4
Behaviorism
1.5.5
Jean Piaget’s Theory of Cognitive Development
1.5.6
Lev Vygotsky’s Sociocultural Theory
1.5.7
Comparing Piaget and Vygotsky
1.5.8
Urie Bronfenbrenner’s Ecological Systems Model
2
Conception, Heredity, & Prenatal Development
2.1
Heredity
2.1.1
Nature and Nurture
2.1.2
Genes and Chromosomes
2.2
Prenatal Development
2.2.1
The Germinal Period
2.2.2
The Embryonic Period
2.2.3
The Fetal Period
2.2.4
Teratogen
2.2.5
Maternal Factors
2.2.6
Paternal Impact
3
Birth and the Newborn
3.1
Preparing for Childbirth
3.1.1
Approaches to Childbirth
3.1.2
Choosing Location of Childbirth & Who Will Deliver
3.2
Childbirth
3.2.1
Onset of Labor
3.2.2
Stages of Birth for Vaginal Delivery
3.2.3
Additional Considerations
3.2.4
Medical Interventions in Childbirth
3.3
The Newborn
3.3.1
Assessing the Newborn
3.3.2
Problems of the Newborn
3.3.3
Characteristics of Newborns
4
Physical Development in Infancy & Toddlerhood
4.1
Rapid Physical Changes
4.2
Proportions of the Body
4.3
Reflexes
4.3.1
Some Common Infant Reflexes
4.4
Gross Motor Skills
4.4.1
Physical Gross Motor Milestones
4.5
Fine Motor Skills
4.5.1
Physical Fine Motor Milestones
4.6
Sensory Capacities
4.6.1
Vision
4.6.2
Hearing
4.6.3
Touch and Pain
4.6.4
Taste and Smell
4.7
Nutrition
4.7.1
Breastfeeding
4.7.2
When, What, and How to Introduce Solid Foods
4.7.3
USDA Infant Meal Patterns
4.7.4
Child Malnutrition
4.8
Health
4.8.1
Common Physical Conditions and Issues during Infancy
4.8.2
Protecting Health through Immunization
4.8.3
The Immunization Schedule
4.8.4
Safety in Infancy and Toddlerhood
4.9
Sleep in Infancy and Toddlerhood
4.9.1
Sudden Infant Death Syndrome and Safe Sleep
5
Cognitive Development in Infancy and Toddlerhood
5.1
Piaget
5.1.1
Piaget and Sensorimotor Intelligence
5.1.2
Evaluating Piaget’s Sensorimotor Stage
5.2
Vygotsky
5.2.1
Development Is Determined By Environmental Factors
5.3
Cognitive Milestones
5.4
Language Development in Infancy and Toddlerhood
5.4.1
Stages of Language Development
5.4.2
Language Milestones
5.4.3
Child-Directed Speech
5.4.4
Theories of Language Development (Early Childhood)
5.5
Theories of Cognitive Development, Learning, and Memory
5.5.1
Pavlov
5.5.2
Classical Conditioning
5.5.3
Operant Conditioning
5.5.4
Watson and Behaviorism
5.5.5
Do parents socialize children or do children socialize parents?
5.5.6
Social Learning Theory
5.6
Memory and Attention
5.6.1
Memory
5.6.2
Explicit Memory
5.6.3
Episodic Memory
5.6.4
Implicit Memory
5.6.5
Short-Term Memory Storage
5.6.6
Long-Term Memory Storage
6
Social and Emotional Development in Infancy and Toddlerhood
6.1
Temperament
6.1.1
Parenting Is Bidirectional
6.2
Personality in Infancy and Toddlerhood
6.2.1
Culture and Personality
6.2.2
Gender and Personality
6.3
Infant Emotions
6.4
Social Emotional Milestones
6.5
Forming Attachments
6.5.1
Freud’s Psychoanalytic Theory
6.5.2
Harlow’s Research
6.5.3
Bowlby’s Theory
6.5.4
Erikson: Trust vs. Mistrust
6.5.5
Erikson: Autonomy vs. Shame and Doubt
6.5.6
Mary Ainsworth and the Strange Situation
6.5.7
Caregiver Consistency
6.5.8
Social Deprivation
6.5.9
Reactive Attachment Disorder
6.5.10
Resiliency
6.6
Child Care
6.6.1
Child Care in the United States
7
Physical Development in Early Childhood
7.1
Growth in Early Childhood
7.2
Nutritional Concerns
7.3
Tips for Establishing Healthy Eating Habits
7.3.1
USDA Meal Patterns for Young Children
7.4
Brain Maturation
7.4.1
Brain Weight
7.4.2
Visual Pathways
7.4.3
Growth in the Hemispheres and Corpus Callosum
7.5
Motor Skill Development
7.5.1
Gross Motor Skills in Early Childhood
7.5.2
Fine Motor Skills in Early Childhood
7.6
Sleep and Early Childhood
7.6.1
How Much Sleep Do We Need?
7.6.2
Sleepwalking (Somnambulism)
7.6.3
Sleep Terrors and Nightmare Disorder
7.7
Toilet Training
7.7.1
Elimination Disorders
7.8
Sexual Development in Early Childhood
7.9
Health in Early Childhood
7.9.1
Childhood Obesity
7.9.2
Food Allergies
7.9.3
Oral Health
7.9.4
Protection from Illness
7.10
Safety in Early Childhood
8
Cognitive Development in Early Childhood
8.1
Piaget’s Preoperational Intelligence
8.1.1
Pretend Play
8.1.2
Egocentrism
8.1.3
Syncretism
8.1.4
Animism
8.1.5
Classification Errors
8.1.6
Conservation Errors
8.1.7
Cognitive Schemas
8.2
Vygotsky’s Sociocultural Theory of Cognitive Development
8.2.1
Zone of Proximal Development and Scaffolding
8.2.2
Private Speech
8.2.3
Contrast with Piaget
8.3
Information Processing
8.3.1
Attention
8.3.2
Divided Attention
8.3.3
Selective Attention
8.3.4
Sustained Attention
8.3.5
Memory
8.3.6
Neo-Piagetians
8.4
Children’s Understanding of the World
8.4.1
Theory-Theory
8.4.2
Theory of Mind
8.5
Milestones of Cognitive Development
8.6
Language Development in Early Childhood
8.6.1
Vocabulary Growth
8.6.2
Literal Meanings
8.6.3
Overregularization
8.6.4
The Impact of Training
8.6.5
Language Milestones
8.7
Early Childhood Education
Head Start
8.8
Applications to Early Education
8.8.1
Mathematics
8.8.2
Reading
8.8.3
Continuing Brain Maturation
8.9
Cognitive Differences
8.9.1
Autism: Defining Spectrum Disorder
9
Social Emotional Development in Early Childhood
9.1
Social and Emotional Milestones
9.2
Interactionism and Views of Self
9.2.1
Cooley
9.2.2
Mead
9.2.3
Exaggerated Sense of Self
9.2.4
Self-Esteem
9.2.5
Self-Control
9.3
Erikson: Initiative vs. Guilt
9.4
Gender Identity, Gender Constancy, and Gender Roles
9.4.1
Freud and the Phallic Stage
9.4.2
Chodorow and Mothering
9.4.3
Learning through Reinforcement and Modeling
9.4.4
Gender Dysphoria
9.5
Family Life
9.5.1
Baumrind
9.5.2
Lemasters and Defrain
9.5.3
Cultural Influences on Parenting Styles
9.5.4
Changing Families in a Changing Society
9.5.5
Sibling Relationships
9.5.6
Child Care Concerns
9.6
Peers
9.7
Play
9.8
Social Understanding
9.9
Personality in Early Childhood
9.10
Social and Emotional Competence
9.11
Childhood Stress and Development
9.11.1
Effects of Domestic Abuse
9.11.2
Child Maltreatment
10
Middle Childhood - Physical Development
10.1
Brain Development in Middle Childhood
10.2
Physical Growth in Middle Childhood
10.3
Nutritional Needs
10.3.1
Energy
10.3.2
Children and Vegetarianism
10.3.3
Children and Malnutrition
10.3.4
Food Allergies and Food Intolerance
10.3.5
Being Overweight and Obesity in Children
10.4
Exercise, Physical Fitness, and Sports
10.4.1
Organized Sports: Pros and Cons
10.4.2
Welcome to the World of E-Sports
10.5
Physical Health
10.5.1
Vision and Hearing
10.5.2
Dental Health
10.5.3
Diabetes in Childhood
10.5.4
Asthma
10.5.5
Childhood Stress
10.6
Childhood Mental Health
When You Have a Concern About a Child. What’s in a Label?
10.6.1
Childhood Mental Health Disorders
10.6.2
Developmental Disorders
10.7
Managing Symptoms: Staying Healthy
11
Middle Childhood – Cognitive Development
11.1
Cognitive Theories of Intelligence
11.2
Piaget’s Theory of Cognitive Development
11.2.1
Concrete Operational Thought
11.2.2
Triarchic Theory of Intelligence
11.3
Howard Gardner’s Theory of Multiple Intelligences
11.4
Information Processing: Learning, Memory, and Problem Solving
11.5
Cognitive Processes
11.6
Intelligence Testing: The What, the Why, and the Who
11.6.1
Measuring Intelligence: Standardization and the Intelligence Quotient
11.6.2
The Value of IQ Testing
11.6.3
Intelligence Tests and Those Who Created Them
11.6.4
A Spectrum of Intellectual Development
11.6.5
Distribution of IQ Scores in the General Population
11.6.6
Testing in Schools
11.7
Language Development in the School-Age Child
11.8
Introduction to Linguistics
11.8.1
Major Branches of Linguistics
11.8.2
Cognitive Language and Communication
11.9
Bilingualism - also known as Dual Language Learners or English Language Learners
11.10
Theories of Language Development (Middle Childhood)
11.10.1
Skinner: Operant Conditioning
11.10.2
Chomsky: Language Acquisition Device
11.10.3
Piaget: Assimilation and Accommodation
11.10.4
Vygotsky: Zone of Proximal Development
11.11
Learning to Read
11.11.1
Learning Difficulties
11.12
Children with Disabilities: Legislation
11.12.1
The Rehabilitation Act of 1973, Section 504
11.12.2
Americans with Disabilities Act of 1990 (or ADA)
11.12.3
Individuals with Disabilities Education Act (or IDEA)
12
Middle Childhood - Social Emotional Development
12.1
Social Emotional Theories of Development
12.1.1
Erik Erikson- Industry vs. Inferiority
12.1.2
Sigmund Freud - Psychoanalytic Theory
12.1.3
Lawrence Kohlberg’s Stages of Moral Development
12.2
Self-Understanding
12.3
Motivation as Self-Efficacy
12.3.1
Motivation
12.3.2
Learned Helplessness and Self-Efficacy
12.4
Gender Identity
12.5
Child and the Family
12.5.1
Family Atmosphere
12.5.2
The Family Stress Model
12.5.3
Family Forms
12.5.4
Changes in Families - Divorce
12.6
Friendships, Peers, and Peer groups
12.6.1
Peer Groups
12.7
Peer Relationships
12.8
Aggression, Antisocial Behavior, Bullies, & Victims
12.8.1
Aggression and Antisocial Behavior
12.8.2
Bullying and Victims
13
Adolescence – Physical Development
13.1
Physical Growth in Adolescence
13.2
Brain Growth
13.3
Physical Changes in Adolescence
13.3.1
Male Anatomy
13.3.2
Female Anatomy
13.3.3
Effects of Puberty on Development
13.3.4
The Brain and Sex
13.3.5
Adolescent Pregnancy, Birth Control Methods, and Sexually Transmitted Infections
13.4
Adolescent Health: Sleep, Diet, and Exercise
13.4.1
Sleep Health
13.4.2
Eating: Healthy Habits = Healthy Lives
13.4.3
Weight Management
13.5
Maintaining Emotional Health
13.6
Disorders and Syndromes
13.6.1
The Importance of Maintaining Mental Health and Wellness
14
Adolescence – Cognitive Development
14.1
Cognitive Development in Adolescence
14.2
Cognitive Changes in the Brain
14.3
Cognitive Theorists: Piaget, Elkind, Kohlberg, and Gilligan
14.3.1
Jean Piaget: Formal Operational Stage of Cognitive Development
14.3.2
David Elkind: On Piaget’s Theory
14.3.3
Lawrence Kohlberg: Moral Development
14.3.4
Carol Gilligan: Morality of Care
14.3.5
Position 1: Caring as Survival
14.3.6
Position 2: Conventional Caring
14.3.7
Position 3: Integrated Caring
14.4
Information Processing Theory: Memory, Encoding, and Storage
14.4.1
Memory
14.5
Adolescence (A Time of Transitions)
14.5.1
Academic Achievement, High School Dropouts, and Gap Years
14.5.2
Adolescents and Independence: Career, Work Experience, and Driving
14.6
Wisdom and Risk-Taking
15
Adolescence – Social Emotional Development
15.1
Erik Erikson – Theory of Psychosocial Development
15.1.1
Identity vs. Role Confusion
15.2
James Marcia – Theory of Identity Development
15.3
Development of Identity and Self Concept: Who am I?
15.3.1
Religious Identity
15.3.2
Political Identity
15.3.3
Vocational Identity
15.3.4
Gender Identity
15.3.5
Self-Concept and Self-Esteem
15.4
Development of Gender Identity
15.4.1
The Gender Continuum
15.4.2
Factors that Influence Gender Identity
15.5
Socialization Agents During Adolescence
15.5.1
Parents and Teens: Autonomy and Attachment
15.5.2
The Parent-Child Relationship
15.5.3
Relationships with Peers and Peer Groups
15.6
Community, Society, and Culture
15.6.1
Development of Ethnic Identity
15.6.2
Bicultural/Multiracial Identity
15.7
Media: Influences on Teens
15.8
Development of Sexual Identity
15.8.1
Dating and Romantic Relationships
15.8.2
Sexual Orientation
15.9
Antisocial Behavior in Adolescence
15.9.1
Bullies, Victims, and the Bystander
15.10
Antisocial Behaviors, Violence, and Child Abuse
15.10.1
Antisocial Behaviors
15.11
Violence and Abuse
15.11.1
Adolescent Child Abuse
15.12
Emerging Adulthood: The Bridge Between Adolescence and Adulthood
Understanding the Whole Child: Prenatal Development through Adolescence
Preface and Acknowledgments