9780716770503

The Developing Person Through Childhood and Adolescence

by
  • ISBN13:

    9780716770503

  • ISBN10:

    0716770504

  • Edition: 7th
  • Format: Nonspecific Binding
  • Copyright: 2005-10-19
  • Publisher: Worth Publishers

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Summary

Edition after edition, Kathleen Stassen Berger'sThe Developing Person Through Childhood and Adolescencere-emerges as the ideal textbook for the chronologically-organized development coursea perennial bestseller that always provides an authoritative portrait of the field, carefully crafted learning tools, and a narrative style and emphasis on cultural contexts that make the material relevant to its broad student audience. The new edition continues that tradition, incorporating the latest research, while providing deeper consideration of the impact of diversity on development, and a new generation of media tools.

Table of Contents

Preface xiii
Part I The Beginnings
Introduction
5(30)
Defining Development
5(1)
Five Characteristics of Development
6(12)
Multidirectional
7(1)
Multicontextual
8(2)
Multicultural
10(1)
Multidisciplinary
11(2)
Plasticity
13(1)
A Case to Study: My Nephew David
14(1)
The Person Within the Contexts
15(1)
Issues and Applications: ``My Name Wasn't Mary''
16(2)
Developmental Study as a Science
18(10)
Observation
18(2)
The Experiment
20(1)
The Survey
21(1)
Thinking Like a Scientist: Ethnicity, Race, Culture, and Income
22(1)
The Case Study
23(1)
Studying Change Over Time
23(4)
The Ecological-Systems Approach: A Synthesis
27(1)
Cautions from Science
28(7)
Correlation and Causation
28(1)
Quantity and Quality
29(1)
Ethics
30(5)
Theories of Development
35(30)
What Theories Do
35(1)
Grand Theories
36(22)
Psychoanalytic Theory
37(3)
Behaviorism
40(3)
Thinking Like a Scientist: What's a Mother For?
43(3)
Cognitive Theory
46(3)
Emergent Theories
49(1)
Sociocultural Theory
49(3)
Epigenetic Theory
52(4)
In Person: My Beautiful, Hairless Babies
56(2)
What Theories Contribute
58(7)
The Nature-Nurture Controversy
58(1)
Theoretical Perspectives on Hyperactivity and Homosexuality
59(6)
Heredity and Environment
65(32)
The Genetic Code
65(5)
What Genes Are
65(2)
The Beginnings of Life
67(2)
Issues and Applications: Too Many Boys?
69(1)
From One Cell to Many
70(9)
New Cells, New Functions
70(1)
Gene-Gene Interactions
71(3)
Thinking Like a Scientist: Genetic Diversity
74(1)
Twins and Clones
75(2)
In Person: Enhancing Fertility
77(2)
From Genotype to Phenotype
79(6)
Exploring Genotype--Phenotype Interaction
79(1)
Psychopathology
80(1)
Addiction
81(2)
Visual Acuity
83(1)
Practical Applications
84(1)
Chromosomal and Genetic Abnormalities
85(12)
Not Exactly 46 Chromosomes
86(1)
Single-Gene Disorders
87(4)
Genetic Testing and Counseling
91(6)
Prenatal Development and Birth
97(34)
From Zygote to Newborn
97(7)
Germinal: The First 14 Days
97(2)
Embryo: From the Third Through the Eighth Week
99(1)
Fetus: From the Ninth Week Until Birth
100(4)
Risk Reduction
104(13)
Determining Risk
105(3)
Specific Teratogens
108(2)
Issues and Applications: Should the Government Protect Fetuses from AIDS and Alcohol?
110(2)
Knowledge and Responsibility
112(1)
A Case to Study: ``What Do People Live to Do?''
113(1)
A Case to Study: ``What Did That Say About Me?''
114(1)
Low Birthweight
115(2)
The Birth Process
117(14)
The Newborn's First Minutes
118(1)
Variations
119(2)
Birth Complications
121(2)
Mothers, Fathers, and a Good Start
123(8)
Part II The First Two Years: Infants and Toddlers
The First Two Years: Biosocial Development
131(34)
Body Changes
131(7)
Body Size
131(2)
A Case to Study: Toni's Well-Child Visit
133(1)
Sleep
134(4)
Brain Development
138(8)
Connections in the Brain
138(3)
Experience Enhances the Brain
141(3)
Thinking Like a Scientist: Plasticity and Orphans
144(2)
The Senses and Motor Skills
146(8)
Sensation and Perception
149(1)
Motor Skills
149(4)
In Person: The Normal Berger Daughters
153(1)
Public Health Measures
154(11)
Immunization
155(2)
Sudden Infant Death Syndrome
157(2)
Nutrition
159(6)
The First Two Years: Cognitive Development
165(26)
Sensorimotor Intelligence
165(7)
Stages One and Two: Primary Circular Reactions
166(1)
Stages Three and Four: Secondary Circular Reactions
167(1)
Thinking Like a Scientist: Object Permanence Revisited
168(1)
Stages Five and Six: Tertiary Circular Reactions
169(1)
Piaget and Research Methodology
170(2)
Information Processing
172(6)
Affordances
172(3)
Memory
175(3)
Language: What Develops in Two Years?
178(13)
The Universal Sequence
178(2)
The Language Explosion and Early Grammar
180(2)
Theories of Language Learning
182(5)
A Note for Caregivers
187(4)
The First Two Years: Psychosocial Development
191(32)
A Case to Study: Parents on Autopilot
192(1)
Emotional Development
192(4)
The First Year
192(1)
The Second Year
193(3)
Theories About Infant Psychosocial Development
196(7)
Psychoanalytic Theory
196(1)
Behaviorism
197(1)
Cognitive Theory
198(1)
Epigenetic Theory
198(2)
Sociocultural Theory
200(3)
The Development of Social Bonds
203(12)
Synchrony
203(2)
Thinking Like a Scientist: The Still-Face Technique
205(1)
Attachment
206(4)
Social Referencing
210(2)
Infant Day Care
212(3)
Conclusions in Theory and Practice
215(8)
A Practical Approach for Toni
216(1)
A Practical Approach for Jacob
216(7)
Part III The Play Years
The Play Years: Biosocial Development
223(30)
Body Changes
223(4)
Growth Patterns
223(2)
Eating Habits
225(2)
Brain Development
227(7)
Speed of Thought
227(2)
Planning and Analyzing
229(2)
Emotions and the Brain
231(3)
Motor Skills and Hazards
234(7)
Gross Motor Skills
234(1)
Fine Motor Skills
235(2)
Avoidable Injuries
237(3)
Thinking Like a Scientist: Pool Fences Required?
240(1)
Child Maltreatment
241(12)
Maltreatment Noticed and Defined
242(1)
Warning Signs of Maltreatment
243(2)
A Case to Study: The Neglect of Neglect
245(1)
Consequences of Maltreatment
246(1)
Three Levels of Prevention, Again
247(6)
The Play Years: Cognitive Development
253(32)
Piaget: Children as Thinkers
254(3)
Obstacles to Logical Operations
254(1)
Conservation and Logic
255(1)
Limitations of Piaget's Research
256(1)
Vygotsky: Children as Learners
257(4)
Children as Apprentices
258(1)
Language as a Tool
259(2)
Children's Theories
261(5)
Theory-Theory
262(1)
Theory of Mind
263(3)
Language
266(9)
Vocabulary
267(1)
In Person: Fast-Mapping: Mommy the Brat
268(2)
Grammar
270(1)
Learning Two Languages
271(4)
Early-Childhood Education
275(10)
Child-Centered Programs
275(3)
Teacher-Directed Programs
278(1)
Intervention Programs
279(1)
Quality Matters
280(5)
The Play Years: Psychosocial Development
285(40)
Emotional Development
285(10)
Initiative Versus Guilt
286(2)
Emotional Regulation
288(4)
Cognition and Emotions
292(3)
Play
295(5)
Rough-and-Tumble Play
296(1)
Creativity
297(1)
Aggression
298(2)
Parents
300(11)
Parenting Style
301(3)
Punishment
304(2)
Issues and Applications: Planning Punishment
306(1)
The Challenge of Media
307(4)
Becoming Boys and Girls
311(14)
The Development of Gender Awareness
311(1)
Theories of Gender Differences
312(1)
In Person: Berger and Freud
313(5)
Conclusion: Gender and Destiny
318(7)
Part IV The School Years
The School Years: Biosocial Development
325(32)
A Case to Study: Two Hispanic Children: Typical or Unique?
326(1)
A Healthy Time
327(6)
Size and Shape
327(1)
Overweight Children
328(3)
Chronic Illness
331(2)
Brain Development
333(10)
Advances in Middle Childhood
333(2)
Motor Skills
335(1)
Issues and Applications: Not Enough Places to Play
336(3)
Measuring the Mind
339(4)
Children with Special Needs
343(14)
A Case to Study: Billy: Dynamo or Dynamite?
343(1)
Developmental Psychopathology
344(1)
Pervasive Developmental Delays
345(2)
Learning Disabilities
347(2)
Attention-Deficit Disorders
349(2)
Educating Children with Special Needs
351(6)
The School Years: Cognitive Development
357(38)
Building on Piaget and Vygotsky
357(9)
Logical Principles
358(2)
The Same in Every Nation?
360(2)
Moral Development
362(4)
Information Processing
366(8)
Memory
367(2)
Control Processes
369(1)
Metacognition
370(1)
The Pragmatics of Language
371(3)
Teaching and Learning
374(21)
Around the World
375(2)
Assessment
377(3)
Curriculum Wars and Assumptions
380(2)
In Person: When Did You Learn Tsunami?
382(7)
Culture and Education
389(6)
The School Years: Psychosocial Development
395(36)
The Peer Group
395(11)
The Culture of Children
396(3)
Variations in Social Acceptance
399(3)
Bullies and Their Victims
402(2)
Issues and Applications: Can Bullying Be Stopped?
404(2)
Families and Children
406(10)
Children Need Families
406(1)
Thinking Like a Scientist: Shared and Nonshared Environments
407(2)
Families Are Not the Same
409(3)
Sources of Trouble for Families
412(3)
Issues and Applications: Divorce and Remarriage
415(1)
The Nature of the Child
416(3)
Psychoanalytic Theory
417(1)
Research on Middle Childhood
417(2)
Coping and Overcoming
419(12)
Resilience and Stress
419(4)
Social Support and Religious Faith
423(8)
Part V Adolescence
Adolescence: Biosocial Development
431(34)
Puberty Begins
432(7)
Hormones
433(2)
The Timing of Puberty
435(3)
Too Early, Too Late
438(1)
The Transformations of Puberty
439(6)
Bigger and Stronger
439(1)
Other Body Changes
440(1)
Body Rhythms
441(1)
A Case to Study: The Early Bird Is a Grown-Up
442(1)
Sexual Maturation
443(2)
Brain Development in Adolescence
445(4)
Caution Versus Thrill Seeking
446(2)
Connections: Some Faster, Some Lost, Some Enduring
448(1)
Health Hazards
449(16)
Injury and Death
450(1)
Sex Too Early
450(4)
Drug Use
454(4)
Diet and Disease
458(2)
A Case to Study: ``Too Thin, As If That's Possible''
460(5)
Adolescence: Cognitive Development
465(30)
Adolescent Egocentrism
465(7)
Self-Important Thinking
466(2)
In Person: Bethany and Jim
468(1)
Teaching and Learning in Middle School
469(3)
Thinking Processes During the Teen Years
472(9)
Formal Operational Thought
472(3)
Thinking Like a Scientist: Religious Freedom for All?
475(1)
Intuitive, Emotional Thought
476(5)
Teaching and Learning in High School
481(6)
High-Stakes Testing
481(2)
Student Motivation
483(2)
Violence in Schools
485(2)
Postformal Thought
487(8)
Emotions and Logic
487(1)
Cognitive Flexibility
488(1)
Thinking Like a Scientist: Stereotype Threat
488(1)
Teaching and Learning in College
489(6)
Adolescence: Psychosocial Development
495
Identity
495(10)
Multiple Selves
496(1)
Paths to Identity
496(2)
A Case to Study: ``Give Him a Break''
498(1)
Arenas of Identity: Change and Progress
499(6)
Social Support
505
Support from Adults
505(4)
Peer Relationships
509(1)
In Person: The Berger Women Have Weird Rituals
510(4)
Teenage Sexual Activity
514(6)
Sadness and Anger
520(1)
Less Confidence
520(5)
More Destruction
525(2)
Conclusion
527
Appendix A Supplemental Charts, Graphs, and Tables 1(1)
Appendix B More About Research Methods 1(1)
Appendix C Suggestions for Research Assignments 1(1)
Glossary 1(1)
References 1(1)
Name Index 1(1)
Subject Index 1

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