History, Theory, and Research Strategies | |
The Field of Child Development | |
Periods of Development | |
Domains of Development | |
Basic Issues | |
Continuous or Discontinuous Development? | |
One Course of Development or Many? | |
Nature or Nurture as More Important? | |
A Balanced Point of View | |
Historical Foundations | |
Medieval Times | |
The Reformation | |
Philosophies of the Enlightenment | |
Darwin''s Theory of Evolution | |
Scientific Beginnings | |
Mid-Twentieth-Century Theories | |
The Psychoanalytic Perspective | |
Behaviorism and Social Learning Theory | |
Piaget''s Cognitive-Developmental Theory | |
Recent Theoretical Perspectives | |
Information Processing | |
Ethology | |
Vygotsky''s Sociocultural Theory | |
Ecological Systems Theory | |
New Directions: Development as a Dynamic System | |
Comparing Child Development Theories | |
Studying the Child | |
Common Methods of Gathering Information | |
General Research Designs | |
Designs for Studying Development | |
Ethics in Research on Children | |
Biological and Environmental Foundations | |
Genetic Foundations | |
The Genetic Code | |
The Sex Cells | |
Boy or Girl? Multiple Births | |
Patterns of Genetic Inheritance | |
Chromosomal Abnormalities | |
Reproductive Choices | |
Genetic Counseling | |
Prenatal Diagnosis and Fetal Medicine | |
The Alternative of Adoption | |
Environmental Contexts for Development | |
The Family | |
Socioeconomic Status and Family Functioning | |
The Impact of Poverty | |
Beyond the Family: Neighborhoods, Schools, Towns, and Cities | |
The Cultural Context | |
Understanding the Relationship Between Heredity and Environment | |
The Question, "How Much?" The Question, "How?" | |
Prenatal Development | |
Motivations for Parenthood | |
Why Have Children? How Large a Family? | |
Is There a Best Time During Adulthood to Have a Child? | |
Prenatal Development | |
Conception | |
The Period of the Zygote | |
The Period of the Embryo | |
The Period of the Fetus | |
Prenatal Environmental Influences | |
Teratogens | |
Other Maternal Factors | |
The Importance of Prenatal Health Care | |
Preparing for Parenthood | |
Seeking Information | |
The Baby Becomes a Reality | |
Models of Effective Parenthood | |
Practical Concerns | |
The Parental Relationship | |
Birth And the Newborn Baby | |
The Stages of Childbirth | |
Stage 1: Dilation and Effacement of the Cervix | |
Stage 2: Delivery of the Baby | |
Stage 3: Birth of the Placenta | |
The Baby''s Adaptation to Labor and Delivery | |
The Newborn Baby''s Appearance | |
Assessing the Newborn''s Physical Condition: The Apgar Scale | |
Approaches to Childbirth | |
Natural, or Prepared, Childbirth | |
Home Delivery | |
Medical Interventions | |
Fetal Monitoring | |
Labor and Delivery Medication | |
Instrument Delivery | |
Induced Labor | |
Cesarean Delivery | |
Birth Complications | |
Oxygen Deprivation | |
Preterm and Low-Birth-Weight Infants | |
Postterm Infants | |
Understanding Birth Complications | |
Precious Moments after Birth | |
The Newborn Baby''s Capacities | |
Reflexes | |
States | |
Sensory Capacities | |
Neonatal Behavioral Assessment | |
The Transition to Parenthood | |
Changes in the Family System | |
Parent Interventions | |
Physical Development in Infancy and Toddlerhood | |
Body Growth | |
Changes in Body Size | |
Changes in Body Proportions | |
Changes in Muscle-Fat Makeup | |
Skeletal Growth | |
Appearance of Teeth | |
Brain Development | |
Development of Neurons | |
Development of the Cerebral Cortex | |
Sensitive Periods in Brain Development | |
Changing States of Arousal | |
Factors Affecting Early Physical Growth | |
Heredity | |
Nutrition | |
Malnutrition | |
Emotional Well-Being | |
Learning capacities | |
Classical Conditioning | |
Operant Conditioning | |
Habituation and Dishabituation | |
Imitation | |
Motor Development | |
The Sequence of Motor Development | |
Motor Skills as Dynamic Systems | |
Dynamic Motor Systems in Action | |
Cultural Variations in Motor Development | |
Fine Motor Development: Voluntary Reaching and Grasping | |
Bowel and Bladder Control | |
Perceptual Development | |
Hearing | |
Vision | |
Object Perception | |
Intermodal Perception | |
Understanding Perceptual Development | |
Cognitive Development in Infancy and Toddlerhood | |
Piaget''s Cognitive-Developmental Theory | |
Key Piagetian Concepts | |
The Sensorimotor Stage | |
Recent Research on Sensorimotor Development | |
Evaluation of the Sensorimotor Stage | |
Information Processing | |
Structure of the Information-Processing System | |
Attention | |
Memory | |
Categorization | |
Evaluation of Information-Processing Findings | |
The Social Context of Early Cognitive Development | |
Individual Differences in Early Mental Development | |
Infant Intelligence Tests | |
Early Environment and Mental Development | |
Early Intervention for At-Risk Infants and Toddlers | |
Language Development | |
Three Theories of Language Development | |
Getting Ready to Talk | |
First Words | |
The Two-Word Utterance Phase | |
Comprehension Versus Production | |
Individual and Cultural Differences | |
Supporting Early Language Development | |
Emotional and Social Development in Infancy and Toddlerhood | |
Erikson''s Theory of Infant and Toddler Personality | |
Basic Trust versus Mistrust | |
Autonomy versus Shame and Doubt | |
Emotional Development | |
Development of Basic Emotions | |
Understanding and Responding to the Emotions of Others | |
Emergence of Self-Conscious Emotions | |
Beginnings of Emotional Self-Regulation | |
Temperament and Development | |
The Structure of Temperament | |
Measuring Temperament | |
Stability of Temperament | |
Genetic Influences | |
Environmental Influences | |
Temperament and Child Rearing: The Goodness-of-Fit Model | |
Development of Attachment | |
Early Theories of Attachment | |
Bowlby''s Ethological Theory | |
Measuring the Security of Attachment | |
Stability of Attachment | |
Cultural Variations | |
Factors that Affect Attachment Security | |
Multiple Attachments | |
From Attachment to Peer Sociability | |
Attachment and Later Development | |
Self-Development | |
Self-Awareness | |
Categorizing the Self | |
Emergence of Self-Control | |
Physical Development in Early Childhood | |
Body Growth | |
Changes in Body Size and Proportions | |
Skeletal Growth | |
Asynchronies in Physical Growth | |
Brain Development | |
Synaptic Growth and Pruning | |
Lateralization | |
Handedness | |
Other Advances in Brain Development | |
Factors Affecting Growth and Health | |
Heredity and Hormones | |
Emotional Well-Being | |
Sleep Habits and Problems | |
Nutrition | |
Infectious Disease | |
Childhood Injuries | |
Motor Development | |
Gross Motor Development | |
Fine Motor Development | |
Individual Differences in Motor Skills | |
Enhancing Early Childhood Motor Development | |
Perceptual Development | |
Cognitive Development in Early Childhood | |
Piaget''s Theory: The Preoperational Stage | |
Advances in Mental Representation | |
Make-Believe Play | |
Symbol-Real World Relations | |
Limitations of Preoperational Thought | |
Recent Research on Preoperational Thought | |
Evaluation of the Preoperational Stage | |
Piaget and Education | |
Vygotsky''s Sociocultural Theory | |
Children''s Private Speech | |
Social Origins of Early Childhood Cognition | |
Vygotsky and Education | |
Evaluation of Vygotsky''s Theory | |
Information Processing | |
Attention | |
Memory | |
Problem Solving | |
The Young Child''s Theory of Mind | |
Early Literacy and Mathematical Development | |
Individual Differences in Mental Development | |
Early Childhood Intelligence Tests | |
Home Environment and Mental Development | |
Preschool and Day Care | |
Educational Television | |
Language Development | |
Vocabulary Development | |
Grammatical Development | |
Becoming an Effective Conversationalist | |
Supporting Language Learning in Early Childhood | |
Emotional And Social Development In Early Childhood | |
Erikson''s Theory: Initiative Versus Guilt | |
Self-Development | |
Foundations of Self-Concep | |
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