Preface | p. xi |
Beliefs About Babies: Historical Perspectives on Children and Childhood | p. 1 |
Why Do We Study Infants? | p. 2 |
Development as Transformation | p. 2 |
Impact of Early Experience | p. 3 |
Research Methods and Tools | p. 4 |
Interdisciplinary Collaboration | p. 4 |
Recurring Themes in the Study of Child Development | p. 4 |
The Path of Development: Stages versus Continuous Change | p. 4 |
Heredity and the Environment | p. 5 |
Active or Passive Development? | p. 7 |
Normal and Atypical Development | p. 7 |
Culture and Context | p. 7 |
Historical Perspectives on Infancy and Early Childhood | p. 9 |
Historical Studies of Children and Childhood | p. 10 |
Views of Children | p. 13 |
Family Life | p. 19 |
Education | p. 24 |
The Development of Child Development | p. 26 |
G. Stanley Hall | p. 27 |
James Mark Baldwin | p. 28 |
John B. Watson | p. 29 |
Arnold Gesell | p. 30 |
Child Research Institutes: Investigation and Dissemination | p. 30 |
Child Development after World War II | p. 31 |
Wrapping It Up: Summary and Conclusion | p. 32 |
Think About It: Questions for Reading and Discussion | p. 33 |
Key Words | p. 34 |
Research Methods | p. 35 |
Research Settings | p. 36 |
Naturalistic Studies | p. 36 |
Laboratory Studies | p. 41 |
Research Designs | p. 44 |
Case Studies and Single-Subject Research | p. 44 |
Quasi-Experimental Studies | p. 45 |
Experimental Studies | p. 46 |
Research Designs for Studying Development | p. 47 |
Longitudinal Research | p. 48 |
Cross-Sectional Research | p. 50 |
Microgenetic Research | p. 50 |
Research Measures | p. 51 |
Behavioral Responses | p. 51 |
Parental Reports | p. 55 |
Archival Research | p. 55 |
Issues in Research with Infants | p. 56 |
Behavioral State | p. 56 |
Inference and Interpretation | p. 58 |
Ethical Concerns | p. 59 |
Where Do Babies Come From? | p. 60 |
Wrapping It Up: Summary and Conclusion | p. 60 |
Think About It: Questions for Reading and Discussion | p. 61 |
Key Words | p. 62 |
Genetics, Conception, and Prenatal Development | p. 65 |
Genetics and the Human Genome | p. 67 |
Genetics and Disease | p. 68 |
Genetics and Prenatal Development | p. 71 |
Conception | p. 72 |
Twins and Other Multiples | p. 74 |
Sex Chromosome Abnormalities | p. 74 |
Infertility and Assisted Reproduction | p. 74 |
Prenatal Development | p. 77 |
The Germinal Stage, Fertilization to 2 Weeks | p. 77 |
The Embryonic Stage, 2 to 8 Weeks | p. 79 |
The Fetal Stage, 8 Weeks to Birth (38 Weeks) | p. 82 |
Birth Defects | p. 84 |
Neural Tube Defects | p. 85 |
Congenital Heart Defects | p. 86 |
Prenatal Diagnosis and Treatment | p. 87 |
Preimplantation Genetic Diagnosis (PGD) | p. 88 |
Ultrasound | p. 89 |
Maternal Blood Screening | p. 89 |
Chorionic Villus Sampling (CVS) | p. 90 |
Amniocentesis | p. 90 |
Fetal Echocardiography | p. 91 |
Fetal Therapy | p. 91 |
Prenatal Influences | p. 93 |
Nutrition | p. 93 |
Alcohol and Drugs | p. 94 |
Disease | p. 99 |
Stress | p. 101 |
Environmental Hazards | p. 103 |
Paternal Influences | p. 104 |
Wrapping It Up: Summary and Conclusion | p. 105 |
Think About It: Questions for Reading and Discussion | p. 106 |
Key Words | p. 107 |
Birth and the Newborn | p. 109 |
The Birth Process: Stages of Childbirth | p. 110 |
The First Stage: Contractions, Dilatation, and Effacement | p. 111 |
The Second Stage: Delivery of the Infant | p. 112 |
The Third Stage: Placental Expulsion | p. 112 |
Complications of Childbirth | p. 113 |
Failure to Progress | p. 113 |
Breech Presentation | p. 114 |
Preterm Birth | p. 114 |
Low Birthweight | p. 118 |
Postdate Birth | p. 119 |
Twins and Other Multiple Births | p. 120 |
Childbirth Options | p. 122 |
Medical Interventions | p. 122 |
Hospital, Home, or Birth Center? | p. 128 |
Neonatal Assessment | p. 132 |
Assessment at Birth | p. 133 |
Reflexes | p. 134 |
Sensory Abilities | p. 134 |
Adaptations during the Neonatal Period | p. 135 |
Wrapping It Up: Summary and Conclusion | p. 135 |
Think About It: Questions for Reading and Discussion | p. 138 |
Key Words | p. 139 |
Physical Growth, Health, and Nutrition | p. 141 |
Physical Growth | p. 142 |
Measuring and Predicting Growth | p. 143 |
Failure to Thrive | p. 144 |
Tooth Development | p. 145 |
Brain Development | p. 146 |
Maltreatment and the Brain | p. 149 |
Shaken Baby Syndrome | p. 151 |
Health and Safety | p. 151 |
Newborn Screening | p. 152 |
Screening for Lead Poisoning | p. 152 |
Infant Mortality | p. 154 |
Common Illnesses | p. 156 |
Accidental Injuries | p. 159 |
Sudden Infant Death Syndrome | p. 162 |
Nutrition and Feeding | p. 165 |
Nutritional Requirements in Infancy | p. 165 |
Nutritional Requirements in Toddlerhood and Early Childhood | p. 171 |
The Problem of Malnutrition | p. 172 |
Wrapping It Up: Summary and Conclusion | p. 174 |
Think About It: Questions for Reading and Discussion | p. 175 |
Key Words | p. 175 |
Sensation, Perception, and Motor Development | p. 177 |
Sensory Abilities and Perceptual Development | p. 178 |
Theories of Infant Perception | p. 180 |
Vision | p. 182 |
Hearing | p. 191 |
Touch | p. 192 |
Taste | p. 194 |
Smell | p. 195 |
Intermodal and Cross-Modal Perception | p. 196 |
Other Senses | p. 198 |
Motor Development | p. 199 |
Reaching, Grasping, and Manipulating Objects | p. 201 |
Crawling and Walking | p. 203 |
The Role of Experience: Implications for Parents and Caregivers | p. 205 |
Wrapping It Up: Summary and Conclusion | p. 207 |
Think About It: Questions for Reading and Discussion | p. 208 |
Key Words | p. 208 |
Cognition, Learning, and Intelligence | p. 210 |
The Development of Play | p. 212 |
Play with Objects | p. 212 |
Social Play | p. 214 |
Pretend/Symbolic Play | p. 215 |
Piaget's Theory of Cognitive Development | p. 217 |
Sensorimotor Intelligence: Constructing Knowledge through Action | p. 218 |
Six Stages of Sensorimotor Development | p. 218 |
Evaluating Piaget's Theory of Sensorimotor Intelligence | p. 221 |
Vygotsky's Sociocultural Theory | p. 230 |
The Zone of Proximal Development | p. 230 |
Guided Participation: Learning as a Social Activity | p. 232 |
Evaluating Vygotsky's Sociocultural Theory | p. 233 |
Cognitive Science Perspectives on Early Learning and Memory | p. 234 |
The Development of Attention | p. 235 |
The Development of Memory | p. 236 |
Categorization | p. 241 |
Defining and Testing Intelligence in Infancy | p. 243 |
Traditional Tests of Infant Intelligence | p. 244 |
Information Processing Assessments of Infant Intelligence | p. 244 |
Wrapping Things Up: Summary and Conclusion | p. 245 |
Think About It: Questions for Reading and Discussion | p. 247 |
Key Words | p. 247 |
Language and Communication | p. 250 |
Why Language Matters | p. 251 |
Studying Language Development | p. 252 |
Prelinguistic Communication | p. 255 |
Receptivity to Language | p. 255 |
Speech Perception | p. 257 |
Early Production: Babbling | p. 260 |
Gestural Communication | p. 260 |
Semantic Development | p. 262 |
Milestones in the Acquisition of Meaning | p. 262 |
One-Word Utterances | p. 264 |
Individual Differences: The Role of Language Experience | p. 266 |
Cultural and Linguistic Influences | p. 267 |
Explaining Early Word Learning | p. 269 |
The Acquisition of Grammar | p. 274 |
Multiword Utterances | p. 274 |
Grammatical Morphemes | p. 275 |
Overregularization | p. 277 |
Individual Differences in Early Grammar | p. 277 |
Cross-Linguistic Studies of the Acquisition of Grammar | p. 278 |
Atypical Language Development | p. 279 |
Measuring Language Development | p. 279 |
Early Language Delay | p. 280 |
Language and Communication in Children with Autism | p. 281 |
Wrapping It Up: Summary and Conclusion | p. 283 |
Think About It: Questions for Reading and Discussion | p. 284 |
Key Words | p. 285 |
Relationships and Social Development | p. 287 |
Infant-Caregiver Relationships | p. 288 |
Patterns of Care and Interaction: Beliefs about Infants | p. 289 |
Cross-cultural Differences in Mothers' Involvement | p. 294 |
Father-Infant Caregiving and Interaction | p. 295 |
Cross-cultural Differences in Fathers' Involvement | p. 296 |
Disturbances in Infant-Caregiver Relationships | p. 298 |
Maternal Depression | p. 299 |
Maltreatment: Abuse and Neglect | p. 301 |
Early Institutionalization and Social Deprivation | p. 302 |
Developing Trust, Becoming Attached | p. 305 |
Bowlby's Theory of Infant-Caregiver Attachment | p. 305 |
Assessing Attachment Relationships | p. 307 |
Attachment and Subsequent Development | p. 312 |
Sibling Relationships | p. 314 |
Becoming a Sibling | p. 315 |
How Siblings Contribute to Development | p. 316 |
Peer Relationships and Friendship | p. 317 |
Peer Interactions | p. 318 |
Friendship | p. 318 |
Wrapping It Up: Summary and Conclusion | p. 319 |
Think About It: Questions for Reading and Discussion | p. 320 |
Key Words | p. 320 |
Temperament, Emotions, and the Self | p. 322 |
Temperament | p. 324 |
Defining and Measuring Temperament | p. 324 |
Temperament and Neurophysiological Responses | p. 329 |
Temperament and Attachment | p. 331 |
Temperament and Personality | p. 333 |
Emotions | p. 335 |
Expressing Emotions | p. 335 |
Perceiving Emotions | p. 338 |
Communicating with Emotions | p. 340 |
Regulating Emotions | p. 343 |
Developing and Using Social Emotions | p. 346 |
The Self | p. 349 |
Recognizing the Self | p. 349 |
Evaluating the Self | p. 352 |
Wrapping It Up: Summary and Conclusion | p. 353 |
Think About It: Questions for Reading and Discussion | p. 354 |
Key Words | p. 355 |
Building Better Babies: Child Care and Early Intervention | p. 357 |
Child Care | p. 358 |
Parental Leave Policies | p. 359 |
Maternal Employment | p. 365 |
Child Care Arrangements | p. 365 |
Effects of Child Care on Infants and Toddlers | p. 369 |
Including Children with Disabilities in Child Care | p. 375 |
Early Intervention | p. 377 |
Early Intervention through Child Care and Preschool | p. 378 |
Early Head Start | p. 379 |
Poverty as a Risk Factor: Implications for Prevention and Intervention | p. 380 |
Measuring the Impact of Early Childhood Intervention | p. 382 |
Wrapping It Up: Summary and Conclusion | p. 384 |
Think About It: Questions for Reading and Discussion | p. 385 |
Key Words | p. 385 |
Babies of Today and Tomorrow: Music, Media, and Computers | p. 387 |
Music | p. 389 |
Listening to Music | p. 390 |
Making Music | p. 394 |
The Mozart Effect | p. 398 |
Media | p. 399 |
Television for Infants and Toddlers | p. 400 |
Barney & Friends | p. 406 |
Computers | p. 407 |
Computers in the Home | p. 407 |
Computers in Early Childhood Classrooms | p. 408 |
Interactive Books and Toys | p. 409 |
Wrapping It Up: Summary and Conclusion | p. 411 |
Think About It: Questions for Reading and Discussion | p. 413 |
Key Words | p. 413 |
Glossary | p. 415 |
References | p. 423 |
Index | p. 485 |
Photo Credits | p. 497 |
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