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Dana Gross, Ph.D., is a Professor of Psychology and Affiliated Faculty of Asian Studies and Linguistic Studies at
Preface xi
Chapter 1: Beliefs About Babies: Historical Perspectives on Children and Childhood
Why Do We Study Infants?
Development as Transformation
Impact of Early Experience
Research Methods and Tools
Interdisciplinary Collaboration
Recurring Themes in the Study of Child Development
The Path of Development: Stages versus Continuous Change
Heredity and the Environment
Active or Passive Development?
Normal and Atypical Development
Culture and Context
Historical Perspectives on Infancy and Early Childhood
Historical Studies of Children and Childhood
Views of Children
Ancient Greece and Rome
Medieval Europe
The Renaissance
Colonial America
Family Life
Education
The Development of Child Development
G. Stanley Hall
James Mark Baldwin
John B. Watson
Arnold Gesell
Child Research Institutes: Research and Dissemination
John Bowlby
Sharing the Results
Wrapping It Up: Summary and Conclusion
Think About It: Questions for Reading and Discussion
Key Words
Chapter 2: Research Methods
Research Settings
Naturalistic Studies
Laboratory Studies
Research Designs
Case Studies and Single-Subject Research
Quasi-Experimental Studies
Experimental Studies
Research Designs for Studying Development
Longitudinal Research
Cross-Sectional Research
Microgenetic Research
Research Measures
Behavioral Responses
Psychophysiological Measures
Measures of Visual Behavior
Conditioned Behavior
Parental Reports
Archival Research
Issues in Research with Infants
Behavioral State
Inference and Interpretation
Ethical Concerns
Where Do Babies Come From?
Wrapping It Up: Summary and Conclusion
Think About It: Questions for Reading and Discussion
Key Words
Chapter 3: Genetics, Conception, and Prenatal Development
Genetics and the Human Genome
Genetics and Disease
Genetics and Prenatal Development
Conception
Twins and Other Multiples
Sex Chromosome Abnormalities
Infertility and Assisted Reproduction
Prenatal Development
The Germinal Stage, Fertilization to 2 Weeks
The Embryonic Stage, 2 to 8 Weeks
The Fetal Stage, 8 Weeks to Birth (38 Weeks)
Miscarriage
Stillbirth
Birth Defects
Neural Tube Defects
Congenital Heart Defects
Prenatal Diagnosis and Treatment
Preimplantation Genetic Diagnosis (PGD)
Ultrasound
Maternal Blood Screening
Chorionic Villus Sampling (CVS)
Amniocentesis
Fetal Echocardiography
Fetal Therapy
Prenatal Influences
Nutrition
Alcohol and Drugs
Alcohol
Illicit Drugs
Medication
Nicotine
Caffeine
Disease
HIV and Other Infections
Preexisting Chronic Diseases
Rh Disease
Stress
Environmental Hazards
Paternal Influences
Wrapping It Up: Summary and Conclusion
Think About It: Questions for Reading and Discussion
Key Words
Chapter 4: Birth and the Newborn
The Birth Process: Stages of Childbirth
The First Stage: Contractions, Dilatation, and Effacement
The Second Stage: Delivery of the Infant
The Third Stage: Placental Expulsion
Complications of Childbirth
Failure to Progress
Breech Presentation
Preterm Birth
Low Birthweight
Postdate Birth
Twins and Other Multiple Births
Childbirth Options
Medical Interventions
Induction of Labor
Electronic Fetal Monitoring
Pain Relief
Forceps and Vacuum Extraction
Episiotomy
Cesarean Delivery
Hospital, Home, or Birth Center?
Birth Attendants and Settings
Hospital Versus Home Birth
Birth Centers
Neonatal Assessment
Assessment at Birth
Reflexes
Sensory Abilities
Adaptations during the Neonatal Period
Wrapping It Up: Summary and Conclusion
Think About It: Questions for Reading and Discussion
Key Words
Chapter 5: Physical Growth, Health, and Nutrition
Physical Growth
Measuring and Predicting Growth
Failure to Thrive
Brain Development
Maltreatment, the Brain, and Shaken Baby Syndrome
Health and Safety
Newborn Screening
Screening for Lead Poisoning
Infant Mortality
Common Illnesses and Immunizations
Accidental Injuries
Sudden Infant Death Syndrome
Nutrition and Feeding
Nutritional Requirements in Infancy
Breast Milk
Infant Formula
Nutritional Requirements in Toddlerhood
The Problem of Malnutrition
Wrapping It Up: Summary and Conclusion
Think About It: Questions for Reading and Discussion
Key Words
Chapter 6: Sensation, Perception, and Motor Development
Sensory Abilities and Perceptual Development
Theories of Infant Perception
Empiricist Perspectives
Nativist Perspectives
Gestalt Perspectives
Ecological Perspectives
Dynamic Systems Perspectives
Vision
Newborn Abilities
Perceiving Objects
Perceiving Depth
Hearing
Locating Sounds
Perceiving Sounds
Touch
Reflexes
Pain
Taste
Innate Preferences
Effects of Experience
Smell
Innate Preferences
Effects of Experience
Other Senses
Intermodal and Cross-Modal Perception
Intermodal Abilities
Cross-Modal Abilities
Motor Development
Reaching, Grasping, and Manipulating: Fine Motor Skills
Crawling and Walking: Gross Motor Skills
Implications for Parents and Caregivers
Wrapping It Up: Summary and Conclusion
Think About It: Questions for Reading and Discussion
Key Words
Chapter 7: Cognition, Learning, and Intelligence
The Development of Play
Play with Objects
Social Play
Pretend/Symbolic Play
Piaget’s Theory: Constructing and Representing Knowledge
Sensorimotor and Preoperational Intelligence
Object Permanence
The A-not-B Error
Understanding and Using Representations of Space
Vygotsky’s Sociocultural Theory: Learning as a Social Activity
The Zone of Proximal Development
Guided Participation
Cognitive Science Perspectives
Attention
Gaze Following, Joint Attention, and Theory of Mind
Memory
Categorization
Defining and Testing Intelligence in Infancy
Traditional Tests
Information Processing Assessments
Wrapping It Up: Summary and Conclusion
Think About It: Questions for Reading and Discussion
Key Words
Chapter 8: Language and Communication
Studying Language Development
Why Language Matters
Systems of Language
Theoretical Foundations
Prelinguistic Communication
Receptivity to Language
Speech Perception
Early Production: Babbling
Gestural Communication
Semantic Development
Milestones in the Acquisition of Meaning
One-Word Utterances
Individual Differences in Language Experience
Cultural and Linguistic Influences
Explaining Early Word Learning
Social and Pragmatic Cues
Constraints and Principles
Grammatical Cues
Contrasting Semantic Relations
The Acquisition of Grammar
Multiword Utterances
Grammatical Morphemes
Overregularization
Individual Differences in Early Grammar
Cross-Linguistic Studies of the Acquisition of Grammar
Atypical Language Development
Measuring Language Development
Early Language Delay
Language and Communication in Children with Autism
Wrapping It Up: Summary and Conclusion
Think About It: Questions for Reading and Discussion
Key Words
Chapter 9: Relationships and Social Development
Infant-Caregiver Relationships
Patterns of Care and Interaction: Beliefs About Infants
Cross-Cultural Differences in Mothers’ Involvement
Father-Infant Caregiving and Interaction
Cross-Cultural Differences in Fathers’ Involvement
Disturbances in Infant-Caregiver Relationships
Postpartum Depression
Maltreatment: Abuse and Neglect
Early Institutionalization and Social Deprivation
Developing Trust, Becoming Attached
Bowlby’s Theory of Infant-Caregiver Attachment
Assessing Attachment Relationships
Attachment to Other Caregivers
Infants’ Influence on Attachment
Culture and Attachment
Attachment and Subsequent Development
Sibling Relationships
Becoming a Sibling
How Siblings Contribute to Development
Peer Relationships and Friendship
Peer Interactions
Friendship
Wrapping It Up: Summary and Conclusion
Think About It: Questions for Reading and Discussion
Key Words
Chapter 10: Temperament, Emotions, and the Self
Temperament
Defining and Measuring Temperament
Using Parental Reports
Thomas and Chess’s Model
Rothbart’s Framework
Buss and Plomin’s Approach
Goldsmith’s Model
Temperament and Biology
Heart Rate
The Stress-Response System
Reactivity and Inhibition
Temperament and Attachment
Temperament and Personality
Emotions
Expressing Emotions
Perceiving Emotions
Communicating with Emotions
Regulating Emotions
Developing and Using Social Emotions
The Self
Recognizing the Self
Evaluating the Self
Wrapping It Up: Summary and Conclusion
Think About It: Questions for Reading and Discussion
Key Words
Chapter 11: Building Better Babies: Child Care and Early Intervention
Child Care
Maternal Employment
Parental Leave Policies
Policies in the United States
Policies in Other Countries
Child Care Arrangements
Effects of Child Care: The NICHD Study of Early Child Care and Youth Development
The Sample
Patterns of Child Care Use
Defining Quality Child Care
Effects on the Infant-Parent Relationship
Effects on Social Development
Effects on Language and Cognitive Development
Including Children with Disabilities in Child Care
Early Intervention
Poverty as a Risk Factor: Implications for Prevention and Intervention
Early Intervention through Child Care and Preschool
The High/Scope Perry Preschool Project
The Abecedarian Project and Project CARE
The Infant Health and Development Project
The Chicago Longitudinal Study
Early Head Start
Measuring the Impact of Early Childhood Intervention
Pre-Kindergarten and Early Childhood Education
Wrapping It Up: Summary and Conclusion
Think About It: Questions for Reading and Discussion
Key Words
Chapter 12: Babies of Today and Tomorrow: Music, Media, and Computers
Music
Listening to Music
Music Perception
Singing to Infants
Making Music
Learning to Sing
Playing Instruments
The Mozart Effect
Media
Television for Infants and Toddlers
Infant Perception of Video Images
Young Children’s Responses to Television
Barney & Friends
Computers
Computers in the Home
Computers in Early Childhood Classrooms
Interactive Books and Toys
Interactive Books
“Smart” Infant Toys
Wrapping It Up: Summary and Conclusion
Think About It: Questions for Reading and Discussion
Key Words
Glossary
References
Index
Photo Credits
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