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BERGER

Childhood and Adolescence

The Developing Person Through
The
Developing
Person

Edition
Tenth
Through
www.macmillanhighered.com
Childhood and
Tenth
Adolescence Edition
WORTH
PUBLISHERS WORTH Kathleen Stassen Berger
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About the Author
Kathleen Stassen Berger received her undergraduate education at Stanford Univer-
sity and Radcliffe College, then earned an MAT from Harvard University and an MS and
PhD from Yeshiva University. Her broad experience as an educator includes directing a pre-
school, serving as chair of philosophy at the United Nations International School, and teach-
ing child and adolescent development to graduate students at Fordham University in New
York and undergraduates at Montclair State University in New Jersey and Quinnipiac Univer-
sity in Connecticut. She also taught social psychology to inmates at Sing Sing Prison who
were earning their paralegal degrees.
Currently, and for most of her professional career, Berger is a professor at Bronx Com-
munity College of the City University of New York, where she began as an adjunct in Eng-
lish and for the past decades has been a full professor in the Social Sciences department,
which includes sociology, economics, anthropology, political science, human services, and
psychology. She has taught introduction to psychology, child and adolescent development,
adulthood and aging, social psychology, abnormal psychology, and human motivation.
Her students—who come from many ethnic, economic, and educational back-
grounds and who have a wide range of ages and interests—consistently honor
her with the highest teaching evaluations.
Berger is also the author of The Developing Person Through the Life Span
and Invitation to the Life Span. Her developmental texts are currently being
used at more than 700 colleges and universities worldwide and are avail-
able in Spanish, French, Italian, and Portuguese, as well as English. Her
research interests include adolescent identity, immigration, bullying, and
grandparents, and she has published articles on developmental topics in
the Wiley Encyclopedia of Psychology and in publications of the American
©2016 MACMILLAN
Association for Higher Education and the National Education Association for
Higher Education. She continues teaching and learning from her students as
well as from her four daughters and three grandsons.
 Brief Contents

Preface  xv

PART I The Beginnings   1

Chapter 1  Introduction  3
Chapter 2  Theories  37
Chapter 3  The New Genetics  67
Chapter 4  Prenatal Development and Birth   99

PART II The First Two Years   135

Chapter 5  The First Two Years: Biosocial Development   137
Chapter 6  The First Two Years: Cognitive Development   171
Chapter 7  The First Two Years: Psychosocial Development   203

PART III Early Childhood   239

Chapter 8  Early Childhood: Biosocial Development   241
Chapter 9  Early Childhood: Cognitive Development   277
Chapter 10 Early Childhood: Psychosocial Development   311

PART IV Middle Childhood   345

Chapter 11 Middle Childhood: Biosocial Development   347
Chapter 12 Middle Childhood: Cognitive Development   377
Chapter 13 Middle Childhood: Psychosocial Development   409

PART V Adolescence   443

Chapter 14 Adolescence: Biosocial Development   445
Chapter 15 Adolescence: Cognitive Development   475
Chapter 16 Adolescence: Psychosocial Development   509

Epilogue Emerging Adulthood  543

Appendix: Research Methods   A-1

Glossary  G-1
References  R-1
Name Index  NI-1
Subject Index  SI-1

vii
 Contents
Preface xv Chapter 2 Theories 37
What Theories Do 38
Questions and Answers 38
Facts and Norms 39

Psychoanalytic Theory: Freud and

Erikson 40
Freud’s Ideas 40
PART I Erikson’s Ideas 41

The Beginnings 1 Behaviorism: Conditioning and Social Learning 42

Classical Conditioning 43
Operant Conditioning 44
Chapter 1 Introduction 3 Social Learning 45

Understanding How and Why 4 Cognitive Theory: Piaget and Information

The Need for Science 4 Processing 46
The Nature–Nurture Controversy 5 Piaget’s Stages of Development 47
The Three Domains 7 Information Processing 48
opposing perspectives: Toilet Training—How and
Childhood and Adulthood 8
When? 50
Including All Kinds of People 9
Sociocultural Theory: Vygotsky and Beyond 52
Difference or Deficit? 9
Social Interaction 52
Culture, Ethnicity, and Race 11
The Zone of Proximal Development 52
opposing perspectives: Using the Word Race 13
Taking Culture into Account 54
Socioeconomic Status 14
Finding the Balance 14 The Universal Perspective: Humanism and
Evolution 55
As Time Goes On 16
Humanism 55
Critical Periods 16
Evolutionary Theory 57
Ecological Systems 17
a view from science: If Your Mate Were Unfaithful 60
Plasticity 20
a case to study: Plasticity and David 21 What Theories Contribute 61
Using the Scientific Method 22
Observation 23 Chapter 3 The New Genetics 67
The Experiment 23
The Genetic Code 68
The Survey 24
What Genes Are 68
Studying Development over the
Life Span 25 Variations 69
Matching Genes and Chromosomes 70
Cautions and Challenges opposing perspectives: Too Many
from Science 28 Boys? 72
Correlation and Causation 28
a view from science: Vaccination
New Cells, New Functions 74
and Autism 29 Every Cell the Same 74
Ethics 30 Twins 75
Science as a Way to Help Humankind 33 Assisted Reproduction 77

From Genotype to Phenotype 79

Epigenetics 80
Gene–Gene Interactions 81

ix
 Nature and Nurture 85
Alcoholism 85
Nearsightedness 86
Practical Applications 88
a case to study: Mickey Mantle 88

Chromosomal and Genetic Problems 89

Not Exactly 46 89
Gene Disorders 91 PART II
Genetic Counseling and Testing 92
The First
Chapter 4 Prenatal Development
and Birth 99
Two Years 135
Prenatal Development 100 Chapter 5 The First Two Years:
Germinal: The First 14 Days 101 Biosocial Development 137
Embryo: From the Third Through the Eighth
Week 102 Body Changes 138
Fetus: From the Ninth Week Until Birth 102 Body Size 138
Sleep 138
Birth 106 opposing perspectives:
The Newborn’s First Minutes 106 Where Should Babies
Medical Assistance 108 Sleep? 140
Harm to the Fetus 112 Brain Development 142
Harmful Substances 112 Connections in the Brain 142
Applying the Research 115 Experience Shapes the Brain 146
a view from science: Conflicting Advice 117 a view from science: Face Recognition 148
Prenatal Care 120 Harming the Infant Brain 148
opposing perspectives: “What Do People Live to Do?” 120 Implications for Caregivers 151
Complications During Birth 121 Perceiving and Moving 152
Low Birthweight: Causes and Consequences 122 The Senses 152
Mothers and Small Babies 122 Motor Skills 156
What About the Father? 123 Cultural Variations 159
Consequences of Low Birthweight 123 Surviving in Good Health 161
Comparing Nations 123 Better Days Ahead 161
a case to study: Scientist at Work 162
The New Family 125
Immunization 164
The Newborn 125
Nutrition 165
New Mothers 128
New Fathers 128
Parental Alliance 129 Chapter 6 The First Two Years:
Family Bonding 130 Cognitive Development 171
Sensorimotor Intelligence 172
Stages One and Two: Primary
Circular Reactions 173
Stages Three and Four: Secondary
Circular Reactions 174
Stages Five and Six: Tertiary
Circular Reactions 176
a view from science: Piaget and
Modern Research 177

x
Information Processing 180
Affordances 181
Memory 183

Language: What Develops in the First Two Years? 186

The Universal Sequence 187
First Words 189
Cultural Differences 190
Theories of Language Learning 193
opposing perspectives: Language and Video 195 PART III

Chapter 7 The First Two Years: Early Childhood 239

Psychosocial Development 203
Emotional Development 204
Chapter 8 Early Childhood:
Early Emotions 204 Biosocial Development 241
Toddlers’ Emotions 206 Body Changes 241
Brain and Emotions 207 Growth Patterns 241
Growth of the Brain 207 Nutrition 242
Temperament 210 Brain Development 245
The Development of Speed of Thought 246
Social Bonds 213 The Brain’s Connected
Hemispheres 247
Synchrony 213
Emotions and the Brain 250
Attachment 215
Insecure Attachment and the Social Setting 219 Improving Motor Skills 254
Social Referencing 221 Gross Motor Skills 254
Fathers as Social Partners 221 a view from science: Eliminating Lead 258
Fine Motor Skills 258
Theories of Infant Psychosocial Development 224
Artistic Expression 260
Psychoanalytic Theory 224
Behaviorism 225 Injuries and Abuse 261
Cognitive Theory 226 Avoidable Injury 262
Humanism 227 a case to study: “My Baby Swallowed Poison” 263
Evolutionary Theory 228 Prevention 264
Infant Day Care 230 Child Maltreatment 266
Many Choices 230 Definitions and Statistics 266
a view from science: The Mixed Realities of Center Day Frequency of Maltreatment 268
Care 233 Consequences of Maltreatment 269
A Stable, Familiar Pattern 233 Prevention 270

Chapter 9 Early Childhood:

Cognitive
Development 277
Thinking During Early Childhood 277
Piaget: Preoperational Thought 277
a case to study: Stones in the Belly 281
Vygotsky: Social Learning 281
Children’s Theories 286
a view from science: Witness to a Crime 289
Brain and Context 289

xi
 Language Learning 290
A Sensitive Time 291
The Vocabulary Explosion 292
Acquiring Grammar 293
Learning Two Languages 295

Early-Childhood Schooling 298

Homes and Schools 298
Child-Centered Programs 299
Teacher-Directed Programs 301
Preparing for School 303
Long-Term Gains from Intensive Programs 304
Chapter 10 Early Childhood:
Psychosocial Development 311
Emotional Development 311
Initiative Versus Guilt 312
Motivation 314
Culture and Emotional Control 315
Seeking Emotional Balance 316
Play 317
Playmates 319
Culture and Cohort 319
Active Play 320
Challenges for Caregivers 324
Caregiving Styles 324
Cultural Variations 326
Becoming Boys or Girls: Sex and Gender 327
Theories of Gender Development 328
a case to study: My Daughters 329
Moral Development 332
Nature and Nurture 333
Empathy and Antipathy 334
Good Behavior 336
Discipline 337
opposing perspectives: Is Spanking Okay? 338
PART IV
Middle ­Childhood 345
Chapter 11 Middle Childhood:
Biosocial Development 347
A Healthy Time 348
Slower Growth, Greater
Strength 348
Physical Activity 349
Health Problems in Middle
Childhood 351
Childhood Obesity 351
a view from science: What
Causes Childhood Obesity? 353
Asthma 354
Brain Development 356
Coordinating Connections 356
Measuring the Mind 358
Developmental Psychopathology 361
Special Needs in Middle Childhood 361
Attention-Deficit/Hyperactivity Disorder 362
a case to study: Lynda is Getting Worse 365
Specific Learning Disorders 365
Autism Spectrum Disorder 367
Special Education 369
Labels, Laws, and Learning 369
Gifted and Talented 371

Chapter 12 Middle Childhood:

Cognitive Development 377
Building on Theory 377
Piaget and School-Age
Children 377
Vygotsky and School-Age
Children 379
Information Processing 381

xii
Language 386
Vocabulary 386
Differences in Language Learning 389
a view from science: True Grit 391

Teaching and Learning 392

International Schooling 392
a case to study: Two Immigrants 398
Schooling in the United States 398
Choices and Complications 400

Chapter 13 Middle Childhood:

Psychosocial Development 409
The Nature of the Child 409 PART V
Industry and Inferiority 410
Self-Concept 411
Culture and Self-Esteem 411
Adolescence 443
Resilience and Stress 413
Chapter 14 Adolescence:
Families and Children 416
Shared and Nonshared
Biosocial Development 445
Environments 416 Puberty Begins 445
a view from science: “I Always Unseen Beginnings 446
Dressed One in Blue Stuff. . . ” 417 opposing perspectives: Algebra at 7 a.m.?
Family Structure and Family Function 418 Get Real! 449
a view from science: Divorce 421 Age and Puberty 450
Connecting Family Structure and Function 422 a view from science: Stress and Puberty 453
a case to study: How Hard Is It to Be a Kid? 426 Too Early, Too Late 454
Family Trouble 427
Growth and Nutrition 456
The Peer Group 429 Growing Bigger and Stronger 456
The Culture of Children 429 Diet Deficiencies 457
Friendships 430 Eating Disorders 460
Popular and Unpopular Children 430
Bullies and Victims 431 Brain Development 462
a case to study: “What Were You Thinking?” 463
Children’s Moral Values 434 Benefits of Adolescent Brain Development 464
Moral Reasoning 434
What Children Value 436 Sexual Maturation 465
Sexual Characteristics 465
Sexual Activity 466
Sexual Problems in Adolescence 467

Chapter 15 Adolescence:
Cognitive Development 475
Logic and Self 476
Egocentrism 476
Formal Operational Thought 478

Two Modes of Thinking 482

Intuition Versus Analysis 482
Thinking About Religion 485
Dual Processing and the
Brain 487

xiii
 Digital Natives 489
Technology and Cognition 490
A New Addiction? 491
Cyber Danger 493

Teaching and Learning 496

Definitions and Facts 496
Middle School 497
a case to study: James, the High-Achieving Dropout 498
High School 500
opposing perspectives: Testing 501

Chapter 16 Adolescence: Psychosocial

Development 509
Identity 509 Epilogue Emerging Adulthood 543
Not Yet Achieved 510
Four Arenas of Identity Formation 511 Biosocial Development 544
Strong and Active Bodies 544
Relationships with Adults 514 Taking Risks 545
Parents 514
a view from science: Parents, Genes, and Cognitive Development 548
Risks 515 Postformal Thought and Brain
Other Adults 518 Development 548
Countering Stereotypes 549
Peer Power 519 a view from science: Stereotype
Peers and Parents 519 Threat 550
Peer Pressure 520 The Effects of College 551
Romance 522
Psychosocial Development 556
Sex Education 524
Identity Achieved 556
Sadness and Anger 526 Personality in Emerging Adulthood 557
Depression 526 Intimacy 558
Delinquency and Defiance 529 Emerging Adults and Their Parents 561
Drug Use and Abuse 532 Appendix: Research Methods   A-1
Variations in Drug Use 532 Glossary  G-1
Harm from Drugs 534
References  R-1
opposing perspectives: E-Cigarettes: Path to Addiction or
Healthy Choice? 534 Name Index  NI-1
Preventing Drug Abuse: What Works? 535 Subject Index  SI-1

xiv
 Preface

M
y grandson, Asa, is in early childhood. He sees the world in opposites:
male/female, child/grown-up, good guys/ bad guys. He considers himself
one of the good guys, destroying the bad guys in his active imagination
and in karate kicks in the air.
Oscar, his father, knows better. He asked me if Asa really believes there are
good guys and bad guys, or is that just a cliché. I said that most young children
believe in simple, straightforward opposites.
Undeterred, Oscar told Asa that he knows some adults who were once bad guys
but became good guys.
“No,” Asa insisted. “That never happens.”
Asa is mistaken. As he matures, his body will grow taller and become better
able to sit with feet on the floor, not kicking. His thoughts will include the idea
that people change as they grow older, a theme throughout this book. What Asa
says “never happens” occurs every day—none of us is a bad guy or a good guy, but
all of us keep developing, ideally for the better.
Oscar is not alone in his awareness. Many folk sayings affirm development:
People “turn over a new leaf,” are “born-again”; parents are granted a “do-over”
when they become grandparents; today is “the first day of the rest of your life.”
We recognize that the past never disappears and that parents always influence
children, as in the saying “The apple does not fall far from the tree,” but we also

©2016 MACMILLAN
recognize many other genetic, biological, and social influences on each person, as
detailed in the best-selling book Far from the Tree (Solomon, 2012).
The complexity, the twists and turns, the endless variety of the human experi-
Pondering My grandson, Asa, looks
ence at every age is fascinating to me, which is why I continue to study human thoughtfully at his father, Oscar.
development and revise this textbook, with new insights as well as new words and
topics in every edition.
We all have echoes of Asa in us: We want life to be simple, for people to be
good guys. But life is not simple. Learning about human development helps every-
one respond to life’s variations and influences, not with imaginary kicks but with
wise responses. Knowledge does that. In a vivid example, Stephen Pinker (2011)
finds that humans kill each other less now than they did in previous centuries; he
cites education as one reason.
Education occurs in many ways. This textbook is only one of them—an aid
to understanding the complexity of your life, my life, and the lives of all the esti-
mated 19 billion humans alive now or who once lived. Nonetheless, although life
experiences and thousands of other books add to our education, writing this text is
my contribution and studying it is yours. Together we might learn how to limit the
bad and increase the good in each of us as time goes on.

New Material
Every year, scientists discover and explain more concepts and research. The best
of these discoveries are integrated into the text, including hundreds of new refer-
ences on many topics—among them epigenetics at conception, prenatal protec-
tions, infant nutrition, autism spectrum disorders, attachment over the life span,
high-stakes testing, drug use and drug addiction, sex education, and diversity of all

xv
 xvi PREFACE
FUSE/GETTY IMAGES
Healthy? Children have high energy but
small stomachs, so they enjoy frequent
snacks more than big meals. Yet snacks are
typically poor sources of nutrition.
kinds (ethnic, economic, and cultural). Cognizant of the interdisciplinary nature of
human development, I include recent research in biology, sociology, education, an-
thropology, political science, and more—as well as my home discipline, p­ sychology.
Genetics and social contexts are noted throughout. The interaction of nature
and nurture are discussed in many chapters, as neuroscience relates to research on
family life. Among the many topics described with new research are the variations,
benefits, and hazards of breast-feeding, infant day care, preschool education,
single parenthood, and peer group pressures. Both my academic history and my
human experience compel me to always note differences, deficits, and r­ esilience.
New Pedagogical Aids
This edition incorporates learning objectives at the beginning of each chapter: The
“What Will You Know?” questions indicate important ideas or provocative con-
cepts—one for each major section of the chapter. After each major section, a me-
dial summary repeats the main ideas of that section and then “What Have You
Learned?” questions help students review what they have just read.
Learning Objectives
Much of what students learn from this course is a matter of attitude, approach,
and perspective—all hard to quantify. Specific learning objectives arise from the
“What Have You Learned?” questions, which now appear at
the end of each major section rather than at the end of each
chapter, as well as from the Key Terms that appear in bold in
the text, defined in the margins, listed after each chapter and
again in the glossary. You will notice that those Key Terms are
repeated several times after they are defined, to reinforce learn-
ing and understanding.
Ideally, students will answer the learning objective questions
in complete sentences, with specifics that demonstrate knowl-
edge. Some items on the new lists are straightforward, requir-
ing only close attention to the chapter content. Others require
comparisons, implications, or evaluations. Cognitive psychology
and research on pedagogy have shown that vocabulary, specific
knowledge, and critical thinking are all part of learning. These
features are designed to foster all three.
New Opposing Perspectives Boxed Feature and Updated
A View from Science and A Case to Study Features
We all need critical thinking skills. Virtually every page of this book presents not
only facts but also questions with divergent interpretations. A new boxed feature
called Opposing Perspectives appears in this edition of The Developing Person
Through Childhood and Adolescence for the first time. This box focuses on exciting
and controversial topics—from prenatal sex selection to e-cigarettes. I have tried
to present information and opinions on both sides of an issue so that students
can practice weighing evidence, assessing arguments, and coming to their own
conclusions.
In addition, the boxes titled A View from Science, which explain surprising in-
sights from recent scientific research, and A Case to Study, which illustrate devel-
opmental issues through the story of specific individuals, have been extensively
updated. All these new features are included in the Table of Contents.
 PREFACE xvii

New Visualizing Development

BRITTA KASHOLM-TENGVE/GETTY IMAGES

Also new to this edition are full-page illustrations of key topics in develop-
ment. Every chapter now includes an infographic display of data on key
issues ranging from the biology of twin births to the milestones in the jour-
ney to emerging adulthood across the world. These illustrations combine
global statistics, maps, charts, and photographs. Aware of the many modal-
ities of learning, I have worked closely with noted designer Charles Yuen to
use these infographics to reinforce key ideas.

New Online Data Connections Activities

Understanding how we use data as developmentalists is an important part
of what students learn in their courses. Data is a crucial part of under-
standing that developmental science is a science—and not just common Bonded That fathers enjoy their sons is not
sense. In this edition, I have created interactive activities based on important data surprising, but notice the infant reaching for
from rates of breast-feeding to risk taking in adolescence. These are designed for Dad’s face. At this age, infants show their
students to be able to practice interpreting data. trust in adults by grabbing and reaching.
For example, how do rates of breast-feeding differ by state across the United
States and around the world, or how do rates of various risk-taking behaviors dif-
fer by gender or age during adolescence? These interactive activities are designed
to engage students, make them more active learners, help them retain important
material, and develop a deeper understanding of the quantitative data that we use
in development. Instructors can assign these activities in the online LaunchPad
that accompanies this book.

Child Development and Nursing Career

Correlation Guides
Many students taking this course will be interested in future careers in nursing or
early child development. This book and accompanying testing material are fully
correlated to the NAEYC (National Association for the Education of Young Chil-
dren) career preparation goals and the NCLEX (nursing) licensure exams.

Content Changes in the Tenth Edition

Child and adolescent development, like all sciences, builds on past learning.
Many facts and concepts are scaffolds that remain strong over time: stages and
ages, norms and variations, dangers and diversities, classic theories and f­ ascinating
applications. However, the study of development is continually changed by

Family Pride Grandpa Charilaos is proud

KUTTIG/RF KIDS/ALAMY

of his tavern in northern Greece (central

Macedonia), but he is even more proud of his
talented grandchildren, including Maria Soni
(shown here). Note her expert fingering. Her
father and mother also play instruments; is
that nature or nurture?
xviii PREFACE

­ iscoveries and experiences, so no paragraph in this tenth edition is exactly what it

d
was in the first edition, and only a few are exactly like the ninth.
Highlights of updates in the text appear below.
Part I. The Beginnings
1. Introduction
n New chapter opener on Professor Berger’s experience at the birth of her
grandson, Caleb, illustrates some of the reasons for the study of human de-
velopment
n Discussion of the three domains of development brought forward in the
chapter
n Differential susceptibility illustrated with example of children with a particu-
lar version of the serotonin transporter gene 5-HTTPLR
n Rationale for the shift by developmentalists from studying only the period of
birth through adolescence to studying the entire life span explained in full
n The difference-equals-deficit error defined and discussed
n Expanded section on sexual orientation
n New Opposing Perspectives box considers use of the word race
n Plasticity now discussed in the context of the dynamic-systems approach
n New A View from Science box discusses the fear of a vaccination–autism link
n Visualizing Development: Diverse Complexities
2. Theories
n New chapter opener illustrates three aspects shared by all theories: (1) be-
havior can be surprising, (2) humans develop theories to explain everything,
and (3) experience and culture matter
n A separate major section now devoted to discussion of each theory
n Classical conditioning illustrated by example of white coat syndrome
n Discussion of information processing expanded with inclusion of new in-
sights from neuroscience, including photos comparing brain scans of healthy
adults with those of adults who were diagnosed with ADHD as children
n Physical therapists’ tailoring of treatment regimes to each patient used as an
example of guiding someone through the zone of proximal development
n The introduction to the universal perspective (humanism and evolutionary
theory) has been expanded
n In discussion of humanism: long-term effects on children whose parents did
not have unconditional positive regard for them
n In discussion of evolutionary theory: a new subsection on evolution and
­culture
n Visualizing Development: Breast-feeding Diversity
3. The New Genetics
n Major sections reorganized for smoother information flow
n Expanded explanation of genes includes discussion of epigenetics
n In discussion of genetic variations: a new paragraph on jumping discusses
transfer of some genetic material from one chromosome to the other when
sperm and ova pair up
n New section on male/female differences in infertility
n Expanded section on IVF
n Visualizing Development: One Baby or More
4. Prenatal Development and Birth
n New chapter opener about the birth of Professor Berger’s grandson illustrates
constancies in prenatal development and birth as well changes in culture and
context over time
 PREFACE xix

Section on the final three months of pregnancy reorganized to include sub-

© MIKE THEISS/NATIONAL GEOGRAPHIC SOCIETY/CORBIS

n

sections on organ maturation and the mother–child relationship

n Expanded section on cesarean delivery, including a paragraph on negative
factors that appear months to years after birth
n Behavioral teratogens now discussed in a separate subsection
n New A View from Science box discusses conflicting advice given to pregnant
women about their health and potential teratogens
n New subsection What Do We Know? raises questions about the state of our
knowledge of teratogens and their effects
n Discussion of low birthweight now a separate major section
n New subsection on family bonding
n Visualizing Development: A Healthy Newborn
Part II. The First Two Years
5. The First Two Years: Biosocial Development
n Failure to thrive now discussed early in the chapter in explanation of percen-
tile rankings
n New comparison of infants’ sleep patterns in various cultures
n New figure (5.3) indicates percentage of co-sleeping infants in 14 countries
n New subsection on specialization of brain areas
n In section on brain development: a significantly expanded subsection on Proud Peruvian In rural Peru, an early-­
education program (Pronoei) encourages
transient exuberance of dendrites and pruning community involvement and traditional
n Expanded introduction to the section on motor skills culture. Preschoolers, like this girl in a holiday
n New subsection on dynamic sensory-motor systems in discussion of parade, are proud to be themselves, and that
motor skills helps them become healthy and strong.
n New A Case to Study box on SIDS
n Visualizing Development: Nature, Nurture, and the Brain
6. The First Two Years: Cognitive Development
n New chapter opener about Professor Berger’s conversation with a dentist par-
allels steps in the development of infant cognition
n New A View from Science box explores insights from modern research about
Piaget’s stage theory
n fNIRS (functional near infrared spectroscopy) has been added to the list
(and illustration) of techniques used by neuroscientists to understand brain
function
n Revised and expanded introduction to information-processing theory
n In section on information processing: discussion of memory has been sub-
stantially reorganized and revised
n Research on the ability of infants of bilingual mothers ability to distinguish
between the two languages has been added
n New research on cultural differences in what sounds infants prefer
n Discussion of mean length of utterance (MLU) as a measure of a child’s lan-
guage progress
n Visualizing Development: Early Communication and Language Development
7. The First Two Years: Psychosocial Development
n Chapter substantially reorganized: new major section Brain and Emotions;
The Development of Social Bonds major section brought forward and now pre-
cedes the major section Theories of Infant Psychosocial Development
n Expanded discussion of infants’ experience of fear
n Growth of the Brain section significantly revised: now includes discussion of
how cultural differences are encoded in the brain as well as revised subsec-
tions on development of social impulses and on stress
 xx PREFACE

Section on behaviorism and social learning now includes research showing that
AMY WHITT/RADIUS IMAGES/GETTY IMAGES

variations in proximal and distal parenting lead to variations in toddler behavior

n New sections on how humanism and evolutionary theory explain infant psy-
chosocial development
n Section on infant day care substantially revised and reorganized; now in-
cludes a new A View from Science: The Mixed Realities of Infant Day Care
n Visualizing Development: Developing Attachment
Part III. Early Childhood
8. Early Childhood: Biosocial Development
Bliss for Boys But not for moms. Finger n Child Maltreatment now a major section
painting develops fine motor skills, which n New research on nutrition, including long-term effects of childhood obesity
is part of the preschool curriculum in early n Section on nutritional deficiencies revised and expanded
childhood. This boy shows why most stay-
home 3-year-olds miss out on this joy.
n Intellectual disability as a result of failure of the corpus callosum to develop
n Expanded section on stress hormones and their impact
n New A View from Science: Eliminating Lead includes illustration of the ef-
fects of lead exposure on the brain
n New subhead Accuracy of State Data discusses inconsistencies in how differ-
ent states report child maltreatment
n New subsection presents new research on long-term impact of child mal-
treatment on development of social skills
n Visualizing Development: Developing Motor Skills
9. Early Childhood: Cognitive Development
n New chapter opener presents cognitive characteristics of a young child as
exemplified in Professor Berger’s conversation with her young grandson when
he tried to convince her to play an imaginary basketball game
n Section on conservation and logic significantly revised with insights from re-
cent research
E.HANAZAKI PHOTOGRAPHY/FLICKR RF/GETTY IMAGES

n New A Case to Study: Stones in the Belly illustrates preoperational cognition

n New subsection Overimitation expands discussion in previous edition
n New subsection STEM Learning looks at Vygotsky’s theory as it is applies to
the current emphasis on STEM education
n Recent research on the naming explosion and fast-mapping
n Visualizing Development: Early-Childhood Schooling
10. Early Childhood: Psychosocial Development
n Section on protective optimism revised
n Introduction to major section Play revised and expanded
n Section on Culture and Cohort revised and expanded; includes figure show-
ing time spent in various activities by children from four cultures/ethnicities
n Section on drama and pretending revised with new data on how much
“screen time” young children have each day
n Section on gender development brought forward
n Section on moral development significantly reorganized and expanded
n Visualizing Development: Less Play, Less Safe?
Part IV. Middle Childhood
11. Middle Childhood: Biosocial Development
n Special Education now a major section
No Toys Boys in middle childhood are n New chapter opener highlights questions about parents’ impact on a child’s
happiest playing outside with equipment
designed for work. This wheelbarrow is
physical development
perfect, especially because at any moment n New section on children’s health habits
the pusher might tip it. n New A View from Science: What Causes Childhood Obesity?
 PREFACE xxi

n New major section Developmental Psychopathology is a revised and reorga-

nized treatment of issues around children with special needs, including a
revised section on ADHD and drug treatments for children
n New A Case to Study: Lynda Is Getting Worse illustrates the difficulty in diag-
nosing psychopathologies
n New Figure 11.4 shows percentage of 6- to 17-year-olds medicated for emo-
tional or behavioral difficulties during the last six months
n Dysgraphia added to the discussion of specific learning disorders
n New Figure 11.5 shows percentage of 3- to 21-year-olds with special educa-
tional needs in 1981, 2001, 2012
n Visualizing Development: Childhood Obesity Around the Globe
12. Middle Childhood: Cognitive Development
n Recent research added to the Information Processing section detailing how
the ability to estimate magnitude (such as understanding the relative size of
fractions) predicts later math proficiency
n Section on bilingual education brought forward
n Recent research on academic achievement that shows children have to inter-
nalize the positive expectations of teachers and parents for those expectations
to motivate learning
n Recent research about the provision (or lack of provision) of arts education
n Section on international testing revised and expanded
n New research on changes in teachers’ and state legislators’ attitudes toward
the Common Core (more negative)
n Second-language learning as an example of how policy affects education
n New section on ethnic diversity in U.S. schools
n Visualizing Development: Education in Middle Childhood Around the World
13. Middle Childhood: Psychosocial Development

DASHA PETRENKO/SHUTTERSTOCK
n Social rejection as a cause and a consequence of feeling inferior
n Revised section on self-concept includes focus on the importance of social
comparison
n New section Culture and Self-Esteem discusses what healthy self-esteem
means in different cultures
n Revised section on two-parent families
n Visualizing Development: A Wedding, or Not? Family Structures Around
the World
Part V. Adolescence
14. Adolescence: Biosocial Development
n Chapter reorganized: section on growth brought forward under new major
heading Growth and Nutrition; sections on Brain Development and Sexual
Maturation each now a major heading
n New A View from Science: Stress and Puberty
n Section Body Fat and Chemicals combines sections Body Fat and Hormones Don't Worry Contemporary teenagers, like
from previous edition this couple, are more likely to be seen in
n Discussion of brain development brought forward public hugging and kissing but are less likely
n Visualizing Development: The Timing of Puberty to be sexually active than similar couples
were 20 years ago.
15. Adolescence: Cognitive Development
n Discussion of the imaginary audience revised and updated to include impact
of social media
n Three short problems have been added for students to test themselves on in-
tuitive and analytical reasoning
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