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childdevelopment.pdf
Child Development Eighth Edition
Robert S. Feldman University of Massachusetts Amherst
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Dedication To my children and grandchildren
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Library of Congress Cataloging-in-Publication Data
Feldman, Robert S. (Robert Stephen) Child development /Robert S. Feldman. — Eighth edition. pages cm Includes bibliographical references and index. ISBN 978-0-13-464129-4—ISBN 0-13-464129-9 1. Child development. 2. Child psychology. 3. Adolescence. 4. Adolescent psychology. I. Title. HQ767.9.F43 2019 305.231—dc23 2014043388
1 18 Student Edition: ISBN-10: 0-13-464129-9 ISBN-13: 978-0-13-464129-4
Revel Access Card: ISBN-10: 0-13-471120-3 ISBN-13: 978-0-13-471120-1
a la Carte: ISBN-10: 0-13-471124-6 ISBN-13: 978-0-13-471124-9
IRC/Exam Copy: ISBN-10: 0-13-471127-0 ISBN-13: 978-0-13-471127-0
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Contents
Preface ix Acknowledgments xiv About the Author xv
1 An Introduction to Child Development 1 Prologue: New Conceptions 2 Looking Ahead 2 An Orientation to Child Development 3
Defining the Field of Child Development 3 Characterizing Child Development: The Scope of the Field 4
Developmental Diversity and Your Life: Taking Culture, Ethnicity, and Race into Account 6
Cohort Influences on Development: Developing With Others in a Social World 7
Children: Past, Present, and Future 8 Early Views of Children 8 The 20th Century: Child Development as a Discipline 9 Today’s Key Issues and Questions: Child Development’s Underlying Themes 9 The Future of Child Development 12
From Research to Practice: Preventing Violence Toward Children 13
Becoming an Informed Consumer of Child Development: Assessing Information on Child Development 14
The Case of . . . Too Many Choices 14
Epilogue • Looking Back • Key Terms and Concepts
2 Theoretical Perspectives and Research 17 Prologue: The First Word Spoken 18 Looking Ahead 18 Perspectives on Children 18
The Psychodynamic Perspective: Focusing on Internal Forces 19 The Behavioral Perspective: Focusing on Observable Behavior 21 The Cognitive Perspective: Examining the Roots of Understanding 24 The Contextual Perspective: Taking a Broad Approach to Development 26 Evolutionary Perspectives: Our Ancestors’ Contributions to Behavior 29 Why “Which Perspective Is Right?” Is the Wrong Question 30
The Scientific Method and Research 31 Theories and Hypotheses: Posing Developmental Questions and Choosing a Research Strategy 31
Correlational Studies 33 Experiments: Determining Cause and Effect 36
Developmental Diversity and Your Life: Choosing Research Participants Who Represent the Diversity of Children 40
Research Strategies and Challenges 40 Theoretical and Applied Research: Complementary Approaches 40
From Research to Practice: Using Developmental Research to Improve Public Policy 41
Measuring Developmental Change 42 Ethics and Research 43
Becoming an Informed Consumer of Child Development: Critically Evaluating Developmental Research 44
The Case of . . . A Study in Violence 45
Epilogue • Looking Back • Key Terms and Concepts
3 The Start of Life: Genetics and Prenatal Development 48
Prologue: Going With the Odds 49 Looking Ahead 49 Earliest Development 49
Genes and Chromosomes: The Code of Life 50 The Basics of Genetics: The Mixing and Matching of Traits 52 Transmission of Genetic Information 53 The Human Genome and Behavioral Genetics: Cracking the Genetic Code 55 Genetic Counseling: Predicting the Future From the Genes of the Present 57
From Research to Practice: Prenatal Screenings Are Not Diagnoses 60
The Interaction of Heredity and Environment 60 The Role of the Environment in Determining the Expression of Genes: From Genotypes to Phenotypes 61 Studying Development: How Much Is Nature? How Much Is Nurture? 62 The Role of Genetics on Physical Traits, Intelligence, and Personality 63
Developmental Diversity And Your Life: Cultural Differences in Physical Arousal: Might a Culture’s Philosophical Outlook Be Determined by Genetics? 66
Psychological Disorders: The Role of Genetics and Environment 66 Can Genes Influence the Environment? 68
iii
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Developmental Norms: Comparing the Individual to the Group 123 Nutrition in Infancy: Fueling Motor Development 124
Developmental Diversity and Your Life: The Cultural Dimensions of Motor Development 125 From Research to Practice: The Science of Breast Milk 127
The Development of the Senses 129 Visual Perception: Seeing the World 129 Auditory Perception: The World of Sound 131 Smell, Taste, and Feel 133 Multimodal Perception: Combining Individual Sensory Inputs 134
Becoming an Informed Consumer of Child Development: Exercising Your Infant’s Body and Senses 135
The Case of . . . One Step at a Time 135
Epilogue • Looking Back • Key Terms and Concepts
6 Cognitive Development in Infancy 139 Prologue: Making Things Happen 140 Looking Ahead 140 Piaget’s Approach to Cognitive Development 140
Key Elements of Piaget’s Theory 141 The Sensorimotor Period: Six Substages of Cognitive Development 142 Appraising Piaget: Support and Challenges 145
Information-Processing Approaches to Cognitive Development 147
Encoding, Storage, and Retrieval: The Foundations of Information Processing 147 Memory During Infancy: They Must Remember This. . . 149 The Neurological Basis of Memory 150 Individual Differences in Intelligence: Is One Infant Smarter Than Another? 151
From Research to Practice: Is Brain Growth Responsible for Infantile Amnesia? 151
The Roots of Language 154 The Fundamentals of Language: From Sounds to Symbols 154 The Origins of Language Development 159 Speaking to Children: The Language of Infant-Directed Speech 160
Developmental Diversity and Your Life: Is Infant-Directed Speech Similar in All Cultures? 161
Becoming an Informed Consumer of Child Development: What Can You Do to Promote Infants’ Cognitive Development? 162
The Case of . . . The Unidentified Woggie 163
Epilogue • Looking Back • Key Terms and Concepts
Prenatal Growth and Change 68 The Stages of the Prenatal Period: The Onset of Development 68 Pregnancy Problems 71 The Prenatal Environment: Threats to Development 74
Becoming an Informed Consumer of Child Development: Optimizing the Prenatal Environment 78
The Case of . . . The Genetic Roll of the Dice 79
Epilogue • Looking Back • Key Terms and Concepts
4 Birth and the Newborn Infant 82 Prologue: Expecting the Unexpected 83 Looking Ahead 83 Birth 83
Labor: The Process of Birth Begins 84 Birth: From Fetus to Neonate 85 Approaches to Childbirth: Where Medicine and Attitudes Meet 87
Becoming an Informed Consumer of Child Development: Dealing With Labor 90
Birth Complications 91 Preterm and Postmature Babies 91 Cesarean Delivery: Intervening in the Birth Process 94 Infant Mortality and Stillbirth: The Tragedy of Premature Death 96
Developmental Diversity and Your Life: Overcoming Racial and Cultural Differences in Infant Mortality 97
Postpartum Depression: Moving From the Heights of Joy to the Depths of Despair 99
The Competent Newborn 99 Meeting the Demands of a New Environment 100
From Research to Practice: Are Food Preferences Learned in the Womb? 102
Early Learning Capabilities 102 Social Competence: Responding to Others 103
The Case of . . . No Place Like Home? 105
Epilogue • Looking Back • Key Terms and Concepts
Putting It All Together 108
5 Physical Development in Infancy 110 Prologue: Dreaming of Sleep 111 Looking Ahead 111 Growth and Stability 111
Physical Growth: The Rapid Advances of Infancy 111 The Nervous System and Brain: The Foundations of Development 113 Integrating the Bodily Systems: The Life Cycles of Infancy 116 SIDS and SUID: The Unanticipated Killers 118
Motor Development 119 Reflexes: Our Inborn Physical Skills 119 Motor Development in Infancy: Landmarks of Physical Achievement 121
iv Contents
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Health and Wellness 200 From Research to Practice: Preschoolers Notice What Adults Miss 201
Nutrition: Eating the Right Foods 201 Illness in the Preschool Years 202 Injuries: Playing It Safe 204 Child Abuse and Psychological Maltreatment: The Grim Side of Family Life 205 Resilience: Overcoming the Odds 208
Becoming an Informed Consumer of Child Development: Keeping Preschoolers Healthy 208
Motor Development 210 Gross and Fine Motor Skills 210 Potty Wars: When—and How—Should Children Be Toilet Trained? 212 Handedness and Expression 212
The Case of . . . Frustrated Desires 214
Epilogue • Looking Back • Key Terms and Concepts
9 Cognitive Development in the Preschool Years 217
Prologue: Cognitive Apprentices 218 Looking Ahead 218 Intellectual Development 218
Piaget’s Stage of Preoperational Thinking 218 Information-Processing Approaches to Cognitive Development 224 Vygotsky’s View of Cognitive Development: Taking Culture Into Account 227
The Growth of Language 230 Language Development During the Preschool Years 230
From Research to Practice: How Writing by Hand Stimulates Brain Development 232
How Living in Poverty Affects Language Development 232
Schooling and Society 233 Early Childhood Education: Taking the “Pre-” Out of the Preschool Period 234 The Effectiveness of Child Care 235
Developmental Diversity and Your Life: Preschools Around the World: Why Does the United States Lag Behind? 236
Preparing Preschoolers for Academic Pursuits: Does Head Start Truly Provide a Head Start? 237 The Importance of Reading to Young Children 238 Learning From the Media: Television and Digital Exposure 238
Becoming an Informed Consumer of Child Development: Promoting Cognitive Development in Preschoolers: From Theory to the Classroom 240
The Case of . . . The Secret Reader 241
Epilogue • Looking Back • Key Terms and Concepts
7 Social and Personality Development in Infancy 166
Prologue: Emotional Rollercoaster 167 Looking Ahead 167 Developing the Roots of Sociability 167
Emotions in Infancy 167 The Development of Self: Do Infants Know Who They Are? 170 Social Referencing: Feeling What Others Feel 171 Theory of Mind: Infants’ Perspectives on the Mental Lives of Others—and Themselves 171
From Research to Practice: Do Infants Understand Morality? 172
Stranger Anxiety and Separation Anxiety 173
Forming Relationships 173 Attachment: Forming Social Bonds 174 The Ainsworth Strange Situation and Patterns of Attachment 175 Producing Attachment: The Roles of the Mother and Father 176 Infant Interactions: Developing a Working Relationship 178
Developmental Diversity and Your Life: Does Attachment Differ Across Cultures? 179
Differences Among Infants 181 Personality Development: The Characteristics That Make Infants Unique 181 Temperament: Stabilities in Infant Behavior 182 Gender: Why Do Boys Wear Blue and Girls Wear Pink? 184 Family Life in the 21st Century 186 How Does Infant Child Care Affect Later Development? 186
Becoming An Informed Consumer of Child Development: Choosing the Right Infant Child Care Provider 188
The Case of . . . The Different Temperaments 188
Epilogue • Looking Back • Key Terms and Concepts
Putting It All Together 192
8 Physical Development in Preschoolers 194
Prologue: Depressed in Preschool 195 Looking Ahead 195 Physical Growth 196
The Growing Body 196 The Growing Brain 197 The Links Between Brain Growth and Cognitive and Sensory Development 198
Developmental Diversity and Your Life: Are Gender and Culture Related to the Brain’s Structure? 199
Sleep 200
Contents v
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Children With Special Needs 284 Sensory Difficulties: Visual, Auditory, and Speech Problems 284 Attention-Deficit/Hyperactivity Disorder 286
From Research to Practice: Do ADHD Drugs Produce Long-Term Benefits? 287 Developmental Diversity and Your Life: Mainstreaming and Full Inclusion of Children With Special Needs 288
The Case of . . . Taking a Breather 288
Epilogue • Looking Back • Key Terms and Concepts
12 Cognitive Development in Middle Childhood 291
Prologue: Seeding a Garden 292 Looking Ahead 292 Cognitive and Language Development 292
Piagetian Approaches to Cognitive Development 293 Information Processing in Middle Childhood 295
From Research to Practice: The Key to Better Math Skills Is at Children’s Fingertips 296
Vygotsky’s Approach to Cognitive Development and Classroom Instruction 297 Language Development: What Words Mean 298 Bilingualism: Speaking in Many Tongues 299
Schooling: The Three Rs (and More) of Middle Childhood 300
Schooling Around the World: Who Gets Educated? 300 School Readiness, Reading, and Success 303
Becoming an Informed Consumer of Child Development: Creating an Atmosphere That Promotes School Success 303
Multicultural Education 306 Developmental Diversity and Your Life: Fostering a Bicultural Identity 307
Alternatives to Traditional Public Schooling 308
Intelligence: Determining Individual Strengths 309
Intelligence Benchmarks: Differentiating the Intelligent from the Unintelligent 310 Group Differences in IQ 312 What IQ Tests Don’t Tell: Alternative Conceptions of Intelligence 315 Falling Below and Above Intelligence Norms 317
The Case of . . . The “Big Cheese” 319
Epilogue • Looking Back • Key Terms and Concepts
10 Social and Personality Development in the Preschool Years 244
Prologue: A Helping Hand 245 Looking Ahead 245 Forming a Sense of Self 245
Psychosocial Development and Self-Concept 245 Gender Identity: Developing Femaleness and Maleness 247
Developmental Diversity and Your Life: Developing Racial and Ethnic Awareness 247
Friends and Family: Preschoolers’ Social Lives 251 The Development of Friendships and Play 251 Preschoolers’ Theory of Mind: Understanding What Others Are Thinking 254 Preschoolers’ Family Lives 255
From Research to Practice: How Children Learn to Become Better Liars 256
Cultural Differences in Childrearing Practices 258
Becoming an Informed Consumer of Child Development: Disciplining Children 258
Moral Development and Aggression 259 Developing Morality: Following Society’s Rights and Wrongs 259 Aggression and Violence in Preschoolers 261 Social Learning and Cognitive Approaches to Aggression 263 Violent TV Programs and Video Games: Are They Harmful? 264
Becoming an Informed Consumer of Child Development: Increasing Moral Behavior and Reducing Aggression in Preschool-Age Children 265
The Case of . . . The Wrong Role Models? 266
Epilogue • Looking Back • Key Terms and Concepts
Putting It All Together 270
11 Physical Development in Middle Childhood 272
Prologue: A Heads-Up Play 273 Looking Ahead 273 The Growing Body 274
Physical Development 274 Nutrition: Links to Overall Functioning 274 Childhood Obesity 276
Becoming an Informed Consumer of Child Development: Keeping Children Fit 277
Health During Middle Childhood 278 Psychological Disorders 279
Motor Development and Safety 280 Motor Skills: Continuing Improvement 280 Threats to Children’s Safety, Offline and Online 283
vi Contents
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Stress and Coping 360 Origins of Stress: Reacting to Life’s Challenges 361 Meeting the Challenge of Stress 362
Becoming an Informed Consumer of Child Development: Coping With Stress 362
Threats to Adolescents’ Well-Being 363 Illegal Drugs 363 Alcohol: Use and Abuse 364
Becoming an Informed Consumer of Child Development: Hooked on Drugs or Alcohol? 366
Tobacco: The Dangers of Smoking 367 From Research to Practice: Vaping and Dripping 367
Developmental Diversity and Your Life: Selling Death: Pushing Smoking to the Less Advantaged 368
Sexually Transmitted Infections 368
The Case of . . . Moving Too Fast 370
Epilogue • Looking Back • Key Terms and Concepts
15 Cognitive Development in Adolescence 374
Prologue: Not a Child Anymore 375 Looking Ahead 375 Intellectual Development 375 Piaget’s Formal Operational Stage and Adolescent Cognitive Development 376 From Research to Practice: Do Video Games Improve Cognitive Ability? 378
Information-Processing Perspectives: Gradual Transformations in Abilities 379 Egocentrism in Thinking: Adolescents’ Self-Absorption 379
Moral Development 380 Kohlberg’s Approach to Moral Development 381 Gilligan’s Approach to Moral Development: Gender and Morality 382
Schooling and Cognitive Development 383 The Transition From Elementary School to Middle School 384 Socioeconomic Status, Race, Ethnicity, and School Performance 385 Part-Time Work: Students on the Job 387 College: Pursuing Higher Education 387 Who Goes to College? 388
Developmental Diversity and Your Life: Overcoming Gender and Racial Barriers to Achievement 391
Choosing an Occupation 392 Choosing a Career 392 Gender and Career Choices: Women’s Work 393
Becoming an Informed Consumer of Child Development: Choosing a Career 395
The Case of . . . The Clueless Dreamer 395
Epilogue • Looking Back • Key Terms and Concepts
13 Social and Personality Development in Middle Childhood 323
Prologue: Who Is This Kid? 324 Looking Ahead 324 The Developing Self 324
Psychosocial Development and Self-Understanding in Middle Childhood 324 Self-Esteem: Developing a Positive—or Negative— View of Oneself 327
From Research to Practice: The Danger of Inflated Praise 329 Developmental Diversity and Your Life: Are the Children of Immigrant Families Well Adjusted? 330
Relationships: Building Friendships in Middle Childhood 331
Stages of Friendship: Changing Views of Friends 331 Individual Differences in Friendship: What Makes a Child Popular? 332 Gender and Friendships: The Sex Segregation of Middle Childhood 334
Becoming an Informed Consumer of Child Development: Increasing Children’s Social Competence 334
Cross-Race Friendships: Integration In and Out of the Classroom 336 Schoolyard—and Cyber-Yard—Bullies 336
The Family 337 The Changing Home Environment 337 When Both Parents Work Outside the Home: How Do Children Fare? 338 Diverse Family Arrangements 339 Race, Poverty, and Family Life 342 Group Care: Orphanages in the 21st Century 343
The Case of . . . Too Rich for Me 344
Epilogue • Looking Back • Key Terms and Concepts
Putting It All Together 347
14 Physical Development in Adolescence 349
Prologue: A Jury of Their Peers 350 Looking Ahead 350 Physical Maturation 350
Growth During Adolescence: The Rapid Pace of Physical and Sexual Maturation 351 Body Image: Reactions to Physical Changes in Adolescence 353 Nutrition and Food: Fueling the Growth of Adolescence 355 Eating Disorders: Anorexia Nervosa and Bulimia 357 Brain Development and Thought: Paving the Way for Cognitive Growth 358
Contents vii
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Juvenile Delinquency: The Crimes of Adolescence 417
Dating, Sexual Behavior, and Teenage Pregnancy 417 Dating: Close Relationships in the 21st Century 418
From Research to Practice: When Texting Turns Explicit: Sexting 418
Sexual Relationships 419 Sexual Orientation: Heterosexual, Homosexual, Bisexual, and Transsexual 421 Teenage Pregnancies 422
The Case of. . . Too Much of a Good Thing 424
Epilogue • Looking Back • Key Terms and Concepts
Putting It All Together 428
Glossary 430
References 437
Credits 504
Name Index 509
Subject Index 531
16 Social and Personality Development in Adolescence 398
Prologue: Keeping Up Appearances 399 Looking Ahead 399 Identity: Asking “Who Am I?” 399
Self-Concept and Self-Esteem 400 Identity Formation: Change or Crisis? 401 Marcia’s Approach to Identity Development: Updating Erikson 403 Religion and Spirituality 404 Identity, Race, and Ethnicity 405 Psychological Difficulties in Adolescence 406
Becoming an Informed Consumer of Child Development: Adolescent Suicide: How to Help 408
Relationships: Family and Friends 409 Family Ties: Changing Relationships 409 Relationships With Peers: The Importance of Belonging 412
Developmental Diversity and Your Life: Race Segregation: The Great Divide of Adolescence 414
Popularity and Peer Pressure in Adolescence 415
viii Contents
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diversity of the field. It also illustrates how child developmentalists use theory, research, and applica- tions to help solve significant social problems.
• The second major goal of the text is to explicitly tie development to students’ lives. Findings from the study of child and adolescent development have a significant degree of relevance to students, and this text illustrates how these findings can be applied in a meaningful, practical sense. Applications are pre- sented in a contemporaneous framework, including current news items, timely world events, and contem- porary uses of child development that draw readers into the field. Numerous descriptive scenarios and vignettes reflect everyday situations in people’s lives, explaining how they relate to the field.
For example, each chapter begins with an opening prologue that provides a real-life situation relating to the chapter subject area. All chapters also have a “Becoming an Informed Consumer of Child Develop- ment” section, which explicitly suggests ways to ap- ply developmental findings to students’ experience. These sections portray how these findings can be ap- plied in a practical, hands-on way. Each chapter also includes a feature called “From Research to Practice” that discusses ways developmental research is used to answer the problems that society faces. Finally, nu- merous questions in figure and photo captions ask readers to take the perspective of people in a variety of professions that make use of child development, including health care professionals, educators, and social workers.
• The third goal of this book is to highlight both the com- monalties and diversity of today’s multicultural society. Consequently, every chapter has at least one “Develop- mental Diversity and Your Life” section. These features explicitly consider how cultural factors relevant to de- velopment both unite and diversify our contemporary global society. In addition, the book incorporates mate- rial relevant to diversity throughout every chapter.
• Finally, the fourth goal of the text is one that underlies the other three: making the field of child development engaging, accessible, and interesting to students. Child development is a joy both to study and to teach because so much of it has direct, immediate meaning to our lives. Because all of us are involved in our own developmental paths, we are tied in very personal ways to the content areas covered by the book. Child Development, Eighth Edition, then, is meant to engage
Preface
C hild development is a unique field of study. Unlike other academic disciplines, each of us has experience with its subject matter in very per-
sonal ways. It is not simply a discipline that deals with ideas and concepts and theories, but one that above all has at its heart the forces that have made each of us who we are.
This text, Child Development, Eighth Edition, seeks to capture the discipline in a way that sparks, nurtures, and shapes readers’ interest. It is meant to excite students about the field, to draw them into its way of looking at the world, and to mold their understanding of developmental issues. By exposing readers to both the current content and the promise inherent in child and adolescent development, the text is designed to keep interest in the discipline alive long after students’ formal study of the field has ended.
Overview Child Development, Eighth Edition, provides a broad over- view of the field of development. It covers the full range of childhood and adolescence, from the moment of con- ception through the end of adolescence. The text fur- nishes a broad, comprehensive introduction to the field, covering basic theories and research findings, as well as highlighting current applications outside the labora- tory. It covers childhood and adolescence chronologically, encompassing the prenatal period, infancy and toddler- hood, the preschool years, middle childhood, and adoles- cence. Within these periods, it focuses on physical, cogni- tive, and social and personality development.
The book seeks to accomplish the following four ma- jor goals:
• First and foremost, the book is designed to provide a broad, balanced overview of the field of child de- velopment. It introduces readers to the theories, re- search, and applications that constitute the discipline, examining both the traditional areas of the field as well as more recent innovations. The book pays par- ticular attention to the applications developed by child and adolescent development specialists. With- out slighting theoretical material, the text emphasizes what we know about development across childhood and adolescence, rather than focusing on unanswered questions. It demonstrates how this knowledge may be applied to real-world problems. In sum, the book highlights the interrelationships among theory, re- search, and application, accentuating the scope and
ix
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• Learning Objectives. Every chapter includes se- quentially numbered learning objectives, based on Bloom’s taxonomy. They allow students to clearly understand what they are expected to learn. The learning objectives are tied to the Looking Back sum- mary at the end of each chapter and are also keyed to test bank items.
• From Research to Practice. Each chapter includes a fea- ture that focuses on the ways in which research in child development can be used both in terms of everyday childrearing issues and for setting public policy. These features include discussions on research examining whether food preferences are learned in the womb, the potential long-term benefits of ADHD drugs, and whether video games can improve cognitive ability.
• Developmental Diversity and Your Life. Every chapter has at least one “Developmental Diversity and Your Life” section incorporated into the text. These sections highlight issues relevant to the multicultural society in which we live. Examples of these sections include discussions of the cultural dimensions of motor devel- opment, the adjustment of children from immigrant families, multicultural education, and overcoming gender and racial barriers to achievement.
• Becoming an Informed Consumer of Child Development. Every chapter includes information on specific uses that can be derived from research conducted by devel- opmental investigators. For instance, the text provides concrete information on exercising an infant’s body and senses, keeping preschoolers healthy, increasing children’s competence, and choosing a career.
• From the Perspective of. . . These questions, interspersed throughout each chapter, ask students to take the per- spective of someone working in an occupation that relies on findings of child development, including the fields of health care, education, and social work.
• The Case of. . . Every chapter includes a case study. Case studies describe an intriguing situation related to the topics discussed in the chapter, and they end by asking questions designed to evoke critical thinking about the case and the chapter content.
• End-of-chapter material. Each chapter ends with a sum- mary (keyed to chapter learning objectives) and a list of key terms and concepts. This material is designed to help students study and retain the information in the chapter. Finally, a short epilogue includes critical think- ing questions relating to the prologue at the opening of the chapter. Because the opening prologues serve as case studies that foreshadow the topics the chapter will address, these end-of-chapter thought-provoking questions provide a way of tying the chapter together. They also illustrate how the concepts addressed in the chapter can be applied to the real-world situation de- scribed in the opening prologue.
and nurture this interest, planting a seed that will de- velop and flourish throughout readers’ lifetimes.
• To accomplish this fourth goal, the book is “user-friend- ly.” Written in a direct, conversational voice, it replicates as much as possible a dialogue between author and stu- dent. The text is meant to be understood and mastered on its own, without the intervention of an instructor. To that end, it includes a variety of pedagogical features. Each chapter contains a “Looking Ahead” overview that sets the stage for the chapter, a running glossary, a numbered summary, a list of key terms and concepts, and an epilogue containing critical thinking questions.
The Philosophy Behind Child Development, Eighth Edition. Child Development, Eighth Edition, blends and inte- grates theory, research, and applications. It is not an applied development book, focused solely on techniques for trans- lating the knowledge base of development into answers to societal problems. Nor is it a theory-oriented volume, con- centrating primarily on the field’s abstract theories. Instead, the focus of the text is on the scope and breadth of human development during childhood and adolescence. The strat- egy of concentrating on the scope of the field permits the text to examine both the traditional core areas of the field and the evolving nontraditional areas of development.
Furthermore, the book focuses on the here and now, rather than attempting to provide a detailed historical record of the field. Although it draws on the past where appropri- ate, it does so with a view toward delineating the field as it now stands and the directions toward which it is evolving. Similarly, while the text provides descriptions of classic stud- ies, the emphasis is on current research findings and trends.
The book provides a broad overview of child and adolescent development, integrating the theory, research, and applications of the discipline. It is meant to be a book that readers will want to keep in their own personal li- braries, one they will take off the shelf when considering problems related to that most intriguing of questions: How do people get to be the way they are?
Specific Features • Chapter-opening prologues. Each chapter begins with a
short vignette describing an individual or situation relevant to the basic developmental issues addressed in the chapter. For instance, the chapter on cognitive development in infancy describes a 9-month-old in- fant actively discovering her surroundings, and the chapter on the physical development in adolescence provides an account of teenagers dealing with body image and appearance.
• Looking Ahead. These opening sections orient readers to the topics to be covered, bridging the opening pro- logue with the remainder of the chapter and provid- ing orienting questions.
x Preface
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• End-of-part material. Every part of the book concludes with material that integrates different developmental domains during a particular age range. A vignette that captures a developmental issue or theme is considered jointly from a physical, cognitive, and social and per- sonality point of view, helping students to understand how the various perspectives work together to explain development.
What’s New in This Edition? Child Development, Eighth Edition, includes a set of ex- traordinary online interactivities designed to engage stu- dents and promote their learning. All newly created, these interactivities provide an exciting means for students to explore and more deeply understand the core concepts of child development.
Furthermore, chapter openers and epilogues have been replaced or updated, introducing students to the real-world implications of the chapter topic. Moreover, all From Research to Practice features—which describe a con- temporary developmental research topic and its applied implications—are new to this edition.
Finally, the Eighth Edition incorporates a significant amount of new and updated information. For instance, the revision addresses important issues such as the con- cept of race as a social construct, malnutrition, the effects of poverty on development, and the impact of media and technology on child development. The new edition also incorporates changes relating to psychological disorders reflecting the publication of Diagnostic and Statistical Manual of Mental Health Disorders, Fifth Edition (DSM-5).
New topics appear in every chapter. A sampling of specific topics that have been either newly included or expanded illustrates the scope of the revision:
Chapter 1
Clarified race and ethnicity Introduced concept of race as a social construct Clarified age-graded influences Clarified non-normative life events Added material on Maria Montessori New screen-time rules for children under age 2 from American Academy of Pediatrics Relationship between childhood trauma and violence Bullying as a form of violence Cyberbullying First American baby born using in vitro fertilization
Chapter 2
Cyberbullying Evidence on lack of a link between immunizations and autism
Clarified random assignment New public policy material
Chapter 3
Updated figure on rising multiple births Update on procedure of amniocentesis New information on prenatal screenings Updated statistics on world hunger New term: fetal alcohol syndrome disorder Update on incidence of Down Syndrome Replacement of term mental retardation with intellectual disability Removed example of Dutch Hunger Winter Added examples of polygenic inheritance New statistics on abortion Aftermath of miscarriage Updated information on genetic basis of disorders and traits
Chapter 4
New information on “kangaroo care” for premature infants New figures on race and infant mortality New figure on Caesarean deliveries New figure on international infant mortality Added material on postpartum depression More on skin-to-skin contact between mother and child New From Research to Practice on development of food preferences
Chapter 5
Updated photo of shaken baby brain Incidence of shaken baby syndrome New information on benefits of breastfeeding Updated figure on declining rates of SIDS New key term: sudden unexpected infant death (SUID) Use of baby boxes rather than cribs Updated informçation on malnutrition New figure on undernutrition worldwide New poverty figures New prologue on sleeping through the night SIDS and hippocampus abnormality Brain plasticity in infancy
Chapter 6
New material on brain growth and infantile amnesia Changed key term from scheme to schema New material on memory and hippocampus Supplemented description of learning theory approach to language development
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Chapter 12
Updated figure on languages spoken in the United States Updated material on illiteracy around the world Updated figure on the changing demographics of the United States Revised learning objectives Cultural factors in intelligence and Lev Vygotsky Value of learning cursive for cognitive development New statistics on worldwide illiteracy New figure on rates of illiteracy by geographic area Homeschooling material updated Charter school efficacy data Clarified definition of bilingualism
Chapter 13
Dangers of inflated praise Update on Supreme Court ruling on gay marriage Deleted figure on time use New figure on foster care incidence Categories of bullying Bullying reduction practices that are ineffective Upward social comparison Self-care drawbacks
Chapter 14
Updated section on marijuana use New figure on marijuana use by high school students Updated statistics on sexually transmitted infections among adolescents New prologue on body image Updated statistics on incidence of AIDS HPG axis Role of hormones in activation of behavior and brain organization Binge-eating disorder E-cigarette use Brain development and alcohol use Benefits of adolescent brain immaturity
Chapter 15
Updated statistics and figure on U.S. students’ math performance Updated figure on dropout rates and ethnicity Updated figure on gender wage gap New key term: pseudostupidity Invincibility fable High school graduation rates Statistics on reading proficiency of eighth graders Update of statistics on women’s participation in the workforce Cognitive benefits from playing video games Tribal Colleges and Universities (TCUs)
Chapter 7
Infant understanding of morality New data on child care delivery modalities Still-face technique Infant emotions Mirror-and-rouge technique Clarified and expanded explanation of mirror neurons
Chapter 8
Just-right phenomenon in nutrition Additional information on childhood depression New figures on child abuse and neglect Replacement figure on child abuse and neglect in the United States Additional signs of child abuse Distinction between overweight and obese BMI Reducing media exposure prior to bedtime to help sleep Lead poisoning Change blindness Clarified figure on physicians, visits
Chapter 9
How writing by hand stimulates cognitive development Clarified difference between syntax and grammar Updated information on the effectiveness of Sesame Street New information on children and television viewing New material on screen use American Academy of Pediatrics 2016 policy statement on screen use New figure on children viewing media
Chapter 10
New learning objectives New material on lying and preschoolers Autism spectrum disorder and false belief Role of rough-and-tumble play in brain development and other benefits Warmth of authoritative and permissive parents Parental values in Hispanic families Racial factors in friendships Foreshadowing Kohlberg and Gilligan
Chapter 11
Revised learning objectives New prologue Long-term treatment effects for ADHD New figure showing prevalence of obesity Updated definition of obesity Clarified definition of specific learning disorders Relationship between obesity and recess Increase over time of prevalence in psychological disorders Updated statistics on incidence of psychological disorders in children
xii Preface
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Ancillaries Child Development, Eighth Edition, is accompanied by a superb set of ancillary teaching materials. These include the following:
• Instructor’s Resource Manual (ISBN: 0134711319). De- signed to make your lectures more effective and save you preparation time, this extensive resource gathers together the most effective activities and strategies for teaching your course. The Instructor’s Resource Manual includes learning objectives, key terms and concepts, self-contained lecture suggestions and class activities for each chapter with handouts, and supplemental reading suggestions. The Instructor’s Resource Manu- al can be downloaded via the Instructor’s Resource Center at www.pearsonhighered.com.
• PowerPoint Lecture Slides (ISBN: 0134700821). These PowerPoints provide an active format for presenting concepts from each chapter and feature relevant fig- ures and tables from the text. They are available for download, along with Video-Embedded PowerPoints (ISBN: 0134677838) and Art PowerPoints (ISBN: 0134677862), on the Instructor’s Resource Center at www.pearsonhighered.com.
• Test Item File (ISBN: 0134711327). The test bank contains multiple choice, true/false, and essay ques- tions. Each question has been accuracy-checked to ensure that the correct answer was marked and the page reference was accurate. Tests are available for download on the Instructor ’s Resource Center at www.pearsonhighered.com.
• MyTest Test Bank (ISBN: 0134700848) A powerful assessment-generation program that helps instructors easily create and print quizzes and exams. Questions and tests can be authored online, allowing instructors ultimate flexibility and the ability to efficiently man- age assessments anytime, anywhere! Instructors can easily access existing questions, edit, create, and store using simple drag-and-drop techniques and Word-like controls. Data on each question provide information on difficulty level and page number of corresponding text discussion. In addition, each question maps to the text’s major section and learning objective. For more information, go to www.PearsonMyTest.com.
• MyVirtualChild. MyVirtualChild is an interactive simulation that allows students to raise a child from birth to age 18 and monitor the effects of their parent- ing decisions over time. By incorporating physical, social, emotional, and cognitive development at sev- eral age levels, MyVirtualChild helps students think critically as they apply their course work to the prac- tical experiences of raising a virtual child. You can access MyVirtualChild within Revel, or separately at www.myvirtualchild.com.
Chapter 16
Updated figure on age at which adolescents have sex for the first time New section on transsexuals Updated info on Supreme Court legalizing gay marriage Updated figure on teenage pregnancy rates Clarified description of James Marcia’s theory Suicide attempts in adolescents Differential rates of suicide in gays, lesbians, and transsexuals Native American suicide rates Ethnic/racial disparities in teenage pregnancy rates Sexting
In addition, a wealth of contemporary research is cit- ed in this new edition. Hundreds of new research citations have been added, most from the past few years.
Revel for Child Development Revel™ When students are engaged deeply, they learn more ef- fectively and perform better in their courses. This simple fact inspired the creation of Revel: an interactive learning environment designed for the way today’s students read, think, and learn. Built in collaboration with educators and students nationwide, Revel is the newest, fully digital way to deliver respected Pearson content. Revel enlivens course content with media interactives and assessments— integrated directly within the authors’ narrative—that provide opportunities for students to read about and practice course material in tandem. This immersive edu- cational technology boosts student engagement, which leads to better understanding of concepts and improved performance throughout the course.
Learn More about Revel http://www.pearsonhighered.com/revel/
Rather than simply offering opportunities to read about and study Child Development, Revel facilitates deep, engaging interactions with the concepts that matter most. By providing opportunities to improve skills in analyzing and interpreting sources of evidence, Revel engages students directly and immediately, which leads to a better understanding of course material. A wealth of student and instructor resources and interactive materi- als can be found within Revel. Some of our favorites are mentioned in the information that follows.
For more information about all the tools and re- sources in Revel and access to your own Revel account for Child Development, go to https://www.pearsonhigh- ered.com/revel.
Preface xiii
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I am grateful to the following reviewers who provided a wealth of comments, criticism, and encouragement:
Beth Bigler, Pellissippi State Community College Heidemarie Blumenthal, University of North Texas Jamie Borchardt, Tarleton State University Johnny Castro, Brookhaven College Nate Cottle, University of Central Oklahoma Christie Cunningham, Pellissippi State Community College Lisa Fozio-Thielk, Waubonsee Community College Sara Goldstein, Montclair State University Christina Gotowka, Tunxis Community College Joel Hagaman, University of the Ozarks Nicole Hansen-Rayes, City Colleges of Chicago/ Daley College Myra Harville, Holmes Community College Mary Hughes Stone, San Francisco State University Suzanne Hughes, Southwestern Community College Earleen Huff, Amarillo College Jo Jackson, Lenoir Community College Jennifer Kampmann, South Dakota State University Dr. William Kimberlin, Lorain County Community College Francesca Longo, Boston College Mark Lyerly, Burlington County College Rebecca Marcon, University of North Florida Kathleen Miller Green, North Idaho College Suzanne Mira-Knippel, Southwestern Community College Ron Mulson, Hudson Valley Community College Tara Newman, Stephen F. Austin State University Laura Pirazzi, San Jose State University Katherine K. Rose, Texas Woman’s University Jeffrey Vallon, SUNY Rockland Community College Amy Van Hecke, Marquette University Traci Van Prooyen, University of Illinois at Springfield Angela Williamson, Tarrant County College Melanie Yeschenko, Community College of Allegheny County
Many others deserve a great deal of thanks. I am indebted to the many people who provided me with a superb education, first at Wesleyan University and later at the University of Wisconsin. Specifically, Karl Scheibe played a pivotal role in my undergraduate education, and the late Vernon Allen acted as mentor and guide through my graduate years. It was in graduate school that I learned about development, being exposed to such experts as Ross
Parke, Joel Levin, Herb Klausmeier, and many others. My education continued when I became a professor. I
am especially grateful to my colleagues at the University of Massachusetts, who make the university such a won- derful place in which to teach and do research.
Several people played central roles in the develop- ment of this book. Stephen Hupp and Jeremy Jewell pro- vided extraordinary work on the digital interactivities, and I am thankful for their help. I’m also grateful to John Bickford, who provided significant editorial support. John Graiff was essential in juggling and coordinating the mul- tiple aspects of writing this book, and I am very thankful for the important role he played.
I am also grateful to the superb Pearson team, which was instrumental in the development of this book. Amber Chow, acquisitions editor, always provided good ideas, support, and direction. I am grateful for her enthusiasm and creativity. Developmental editor Stephanie Ventura, master of all details, went way beyond the call of duty to provide direction and support in every respect. I am also grateful to Program Manager Cecilia Turner, who stayed on top of every aspect of the project. Finally, I’d like to thank Marketing Manager Christopher Brown, whose skills I’m counting on. It’s a privilege to be part of this world-class team.
I also wish to acknowledge the members of my fam- ily, who play such a central role in my life. My brother, Mi- chael, my sisters-in-law and brother-in-law, and my nieces and nephews all make up an important part of my life. In addition, I am always indebted to the older generation of my family, who led the way in a manner I can only hope to emulate. I will always be obligated to Harry Brochstein, Mary Vorwerk, and Ethel Radler for their wisdom and support. Most of all, the list is headed by my father, the late Saul Feldman, and my mother, Leah Brochstein.
In the end, my immediate family deserves the great- est thanks. My son Jon, his wife, Leigh, and my grandsons Alex and Miles; my son Josh and his wife, Julie, and my granddaughter Naomi; and my daughter Sarah and her husband, Jeff, and my granddaughter Lilia, not only are nice, smart, and good-looking, but my pride and joy. And ultimately my wife, Katherine Vorwerk, provides the love and grounding that make everything worthwhile. I thank them all, with love.
Robert S. Feldman,
University of Massachusetts Amherst
Acknowledgments
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R obert S. Feldman is a Professor of Psychological and Brain Sciences and the Senior Advisor to the Chancellor at the University of Massachusetts
Amherst. A recipient of the College Distinguished Teacher Award, he has taught classes ranging in size from 10 to nearly 500 students. During the course of his career as a college instructor, he has taught both undergraduate and graduate courses at Mount Holyoke College, Wesleyan University, and Virginia Commonwealth University, in addition to the University of Massachusetts Amherst.
A Fellow of the American Psychological Associa- tion, the Association for Psychological Science, and the American Association for the Advancement of Science, Professor Feldman received a BA with High Honors from Wesleyan University (from which he received the Distin- guished Alumni Award). He has an MS and a PhD from the University of Wisconsin–Madison. He is a winner of a Fulbright Senior Research Scholar and Lecturer award, and he has written more than 200 books, book chapters, and scientific articles. He has edited Development of Non- verbal Behavior in Children, Applications of Nonverbal Behav- ioral Theory and Research, and The First Year of College. He is also author of Development Across the Life Span, Under- standing Psychology, and P.O.W.E.R. Learning: Strategies for Success in College and Life. His books have been translated into many languages, including Spanish, French, Portu-
guese, Dutch, Chinese, Korean, German, Ara- bic, Tagalog, Italian, a n d J a p a n e s e , a n d more than 2.5 million students have used his textbooks.
P r o f e s s o r F e l d - man’s research inter- ests include honesty and deception in eve- ryday life, work that he described in The Liar in Your Life. His research has been supported by grants from the National Institute of Mental Health and the National Institute on Disabilities and Rehabilitation Re- search. He is also Past President of the Federation of Asso- ciations in the Behavioral and Brain Sciences Foundation, an organization that promotes the social sciences, and he is a member of the board of New England Public Radio.
Professor Feldman loves music, is an enthusiastic pianist, and enjoys cooking and traveling. He has three children and four grandchildren. He and his wife, a psy- chologist, live in western Massachusetts in a home over- looking the Holyoke Mountain Range.
About the Author
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