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PART VIThe Primary Grade Child: Growth and Development
Ages Six Through Eight
14 Preschool to Primary: Bridging the Gap into the Primary Grades 416
15 Primary Grade Child Development 441
Glossary 484
References 492
Index 533
vi Brief Contents
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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Contents
Preface xvii
PArt i overview of the Young Child: Birth through age eight
1 studying the Young Child 1
1-1 Young Children and Their Settings 2 1-4f Theory Application 14

1-2 Typical and Atypical Young Children 3 1-5 Applying Developmental and Learning
1-2a The Infant 3 Theory and Research with Caution 17
1-2b The Toddler 4 Brain development: applying Research to
1-2c The Three-Year-Old 4 Practice 18
1-2d The Four-Year-Old 4
time to Reflect 18
1-2e The Five-Year-Old 5
1-2f The Six-, Seven-, and Eight-Year-Old 5 1-6 A Brief History of Child Study 18
1-6a 1800s–1930s 18
time to Reflect 5
1-6b 1940s–1960s 19
1-3 The Essential Adult Role 6
1-6c 1960s–1980s 19
Brain development 6 1-6d 1980s–2000s 19
1-4 Child Development Theory 7 1-7 Methods of Child Study
1-4a Types of Theories of Child Development and Authentic Assessment 21
and Learning 7 1-7a Anecdotal Record 21
1-4b Influential Theorists 8 1-7b Diary Method 22
1-4c Theories of Development and Learning: 1-7c Parent Interview 22
The Sociocultural View 11 1-7d Interview with a Child 22
1-4d Ecological Theory 12 1-7e Running Record 22
1-4e Developmental Areas That Theories 1-7f The Challenge of Authentic versus
Attempt to Explain 12 Inappropriate Assessment 24
Child development in the Real world: time to Reflect 24
developmental theory and Program structure 13 1-8 Professional Ethics 25
ii learning:
seCtion
PArt ii learning:
BirthBirth
through
through
ageage
eight
eight
2 how Play, technology and digital Media,

and disabilities affect learning 27
2-1 An Overview of Learning 28 2-3 How Learning Takes Place 33
Brain development: the Parts of the Brain 2-3a Assimilation and Accommodation 34
and how it Functions 29 2-3b Classical Conditioning 34
2-3c Operant Conditioning 34
2-2 Perception 30
2-3d Observation and Imitation 34
2-2a Attention 31
2-3e Adult and Peer Support of Learning 35
2-2b Learning Through Sensory
2-3f Child- and Adult-Guided Active
Involvement 31
Learning 35
2-2c Memory 32
vii
2-3g Learning Styles 37 2-6c Play with Language 47
2-3h Motivation to Learn 37 2-6d Play with Social Materials 48
time to Reflect 38 2-6e Functions of Play 50
2-4 Technology and Digital Media Brain development: Play and developmentally
as Vehicles for Learning 38 appropriate Practice (daP) 51
2-4a Learning from Television time to Reflect 51
and Video Games 39 2-7 Contexts of Play 51
2-4b Learning with Computers, Touch Tablets,
and Cell Phones 41
ProfessionAl resourCe DownloAD
Play Observation Form 53
• table 2-3
2-4c Photography 42
2-5 The Role of Play in Learning 42 2-7a Sociocultural Views of Play 54
2-5a Theories of Play 43 time to Reflect 55
Child development in the Real world: 2-8 Inclusion of Children with Special
Bring Back Play 44 Needs 55
2-6 The Vehicles and Functions of Play 45 2-8a Learning in Inclusive Settings 57
2-6a Play with Motion and Interaction 45 time to Reflect 58
2-6b Play with Objects 45 2-8b Play Accommodations 58
3 Factors affecting learning 60
3-1 Applying Theory to Practice: Child development in the Real world:

The Adult Role in Learning 61 autism spectrum disorders (asd) 73
3-1a Theorists’ Views of the Adult Role 3-5 Teaching in the Inclusive Classroom 74
in Providing for the Environment 62 3-5a Preparation for Kindergarten and
3-1b Theory-Based Approaches to Learning 62 Elementary Grades 75
3-1c Piaget’s Constructivist 3-6 Providing a Quality Environment
View of Learning 63 and Quality Instruction 75
3-1d Vygotsky’s View of Learning 64 3-6a Overall Quality 76
3-1e Behaviorist Views of Learning: 3-6b The Significance of Teacher–Child
Skinner and Bandura 65 and Parent–Child Interactions in
3-1f The Effects of Rewards on Child Children’s Learning 76
Behavior 65
Brain development: the autistic Brain 76
3-1g Maintaining Natural Motivation
to Learn 66 3-6c Teachers’ Beliefs and Practices 77
3-1h Selecting Theory for Practical 3-6d Avoiding Burnout 78
Applications 66 3-6e The NAEYC Principles for Development
3-2 Thinking, Problem Solving, and Learning 79
and the Learning Environment 67 time to Reflect 79
3-2a Competence 68 3-7 The Role of Families in Children’s
3-2b Adult Support of Learning Learning 79
Through Play 68 3-7a Gay and Lesbian Families 82
3-2c The Adult Role in Provisioning 3-7b Nonparental Care 83
the Play Environment 69 3-7c Parent/Caregiver Education
3-3 Adult Provision for Appropriate and Involvement 83
Use of Media 70 time to Reflect 84
3-3a Electronic Media in Early
3-7d Involvement of Families of Children
Childhood Classrooms 71
with Special Needs 84
3-3b Electronic Media in the Family 71
3-8 Sociocultural Factors 85
3-3c Tablets and Conventional Computers 71
3-8a Hispanic/Latin Americans 87
3-3d Technology and Children with
3-8b Native American Indians (AIs)/
Disabilities 72
3-4 Helping Children with Special Native Alaskans (NAs) 88
Needs Learn 73 3-8c African Americans 89
viii Contents
Brain development: Comparison of east asian Child development in the Real world:
and western Brain Function 91 Multicultural and anti-bias education 96
3-8d Asian and Pacific Islander Americans 91 3-9 Special Circumstances
3-8e Middle Easterners 93 That Influence Learning 97
3-8f European Americans 93 3-9a Child Maltreatment 97
3-8g Multiracial Children and Families 94 3-9b Homelessness and Poverty 98
3-8h Connecting Cultural Style and Education 95 3-9c Immigrant Children and Families 99
PArt iii Prenatal and infancy Periods
4 Prenatal Period, Birth, and the First two weeks 101
4-1 Conception: Nature and Nurture/Heredity 4-4c Drugs and Disease 112
and Environment 102 4-5 Roles and Responsibilities
Brain development: experience and of the Expectant Parent 113
the Brain structure 102 4-6 Fertilization and Conception 114
4-1a After Conception: Mutual Effects 4-6a Fertility 115
of Environment and Heredity 103 time to Reflect 115
time to Reflect 103 4-7 The Periods of Prenatal Development 116
4-2 The Importance of Genetics 104 4-7a The Zygote 116
4-7b The Embryo 117
time to Reflect 105
4-7c The Fetus 118
Child development in the Real world: 4-7d Fetal Sensory Capacity and Learning 118
epigenetics 106 4-8 Birth and Delivery 118
4-2a Genetic Counseling 106 time to Reflect 121
4-3 Environmental Dangers 107
4-9 The Neonatal Period 121
4-3a Substance Abuse 108
4-3b AIDS Exposure 108 Brain development: Postnatal Brain
4-4 Environmental Effects During development 123
Prenatal Development 109 4-9a Neonatal Assessment 123
4-9b Premature Infants 124
Brain development: the Prenatal Period 110
4-9c Infant Sensitivity 125
4-4a Nutrition 110 4-9d Infant Temperament 126
4-4b Maternal Characteristics 4-9e Professional Responsibilities:
and Experiences 110 The Neonate and the Parent 127
5 infancy: theory, environment, health,

and Motor development 130
5-1 The Theorists’ Look at the Infant 131 5-2 Infant Sensory Competencies 134
5-1a Erikson’s Theory of Trust versus 5-2a Special Needs and Early Intervention 135
Mistrust 131 Brain development: how do we Know the infant
5-1b Freud’s First Stage: The Oral Stage 131 Brain is working and Growing? 135
5-1c Children Integrate Social Experiences 132
time to Reflect 136
5-1d Parents’ Acceptance of Children 132
5-1e Piaget’s Sensorimotor Period 132 5-3 The Infant Environment 136
5-1f Vygotsky’s First Stage of Development 133 5-3a Fathers’ Roles 137
5-1g Skinner: Children Learn Specific Behaviors 5-3b Parental Employment During Infancy 138
in the Best Possible Environment 133 5-3c Separation and Divorce 139
5-1h Conclusion: The Infant Is an Active 5-3d Quality Infant Child Care 139
Learner 133 Child development in the Real world: the effects
of infant Child Care on Children 140
Contents ix
5-3e Parent Education and Support 141 5-5f Housing 151
5-3f Infant Home Environment and Later 5-5g Mental Health 151
Development 142 Brain development: the effect of Persistent
5-4 Socioeconomic and Cultural Fear and anxiety 152
Considerations 142 5-6 Infant Physical Development 152
5-4a Socioeconomic Factors 142
5-6a Principles of Physical Growth 152
5-4b Cultural Considerations 143
5-6b Delayed or Limited Physical
5-5 Factors Important to Infant Health 145
Development 156
5-5a General Health 146 5-7 Infant Motor Skills Development 156
5-5b Nutrition 146
5-7a Infant Gross Motor Development 157
5-5c Immunization and Illness 147
Child development in the Real world:
ProfessionAl resourCe DownloAD table 5-1
Infant Physical Development Assessment Chart 158
•
the obesity epidemic 148
5-7b Infant Fine Motor Development 160
5-5d Prevention and Identification of Disease
and Illness 149 ProfessionAl resourCe DownloAD table 5-2
Infant Motor Development Assessment Chart 161
•
5-5e Safety and Injury 150
6 infant Cognitive and affective development 164
6-1 Infant Cognitive Learning 6-5 Adult-Infant Interactions 174

and Development 165 6-5a Rhythm and Reciprocity 175
6-1a Object Permanence and Recognition 166 Brain development: the Convergence
Object Permanence Assessment Interview 166
• of Cognitive and affective in infancy 176
6-6 Attachment 177
6-1b Categorization 167 6-6a Attachment Theory 178
6-1c Planning 167 6-6b Attachment and Nonparental Child
6-1d Object Manipulation 168 Care 178
6-2 Communication, Language, 6-6c Separation Distress or Anxiety 179
and Literacy Development 168 time to Reflect 179
time to Reflect 170 6-7 Interactions with Adults and Peers 180
6-3 Brain Development During Infancy 170 6-8 Temperament and Emotional
6-3a Brain Lateralization 171 Development 181
Brain development: a Cautionary note 6-8a Emotional Development 183
in infancy 171 Child development in the Real world:
6-4 Social Referencing and Play 172 infant Mental health 183
6-4a Play 173 6-8b Caregiver Affective Behavior and
Infant Cognitive and Language Development
• 6-9
Involvement 184
Culture and Interaction Patterns of Infants
Assessment Chart 173 and Their Parents 185
time to Reflect 187
PArt iV the toddler: developing toward independence
7 the toddler: autonomy development 189
7-1 Toward Autonomy 190 7-3b Substance Abuse 193

7-2 The Theorists’ View of the Toddler 190 7-3c The Not-So-Healthy Diet 194
time to Reflect 190 time to Reflect 194

7-3 Health and Nutrition 191 7-4 Physical and Motor Development 194
7-3a The Adult Role in Nutrition 7-4a Toddler Gross Motor Development 194
and Health Care 192 7-4b Toileting 195
x Contents
Toddler Gross Motor Development Assessment
• 7-7c Typical Speech at 16 to 18 Months 207
7-7d The Adult Role in Language
Chart 196 Development 208
7-4c Toddler Fine Motor Skills 197 7-7e Interaction of Concepts, Knowledge,
Language, and Literacy 209
Brain development: Relation of Physical activity
7-8 Sociocultural Factors 211
to toddler Brain health 197
7-9 Toddler Affective Development
ProfessionAl resourCe DownloAD • table 7-2
Toddler Fine Motor and Self-Help Development
and Play 212
7-9a Play and Social Relationships 213
Assessment Chart 198
time to Reflect 215
7-5 Effective Guidance 199
7-10 Adult Influences on Toddler
7-5a Skinner’s Theory: Behavior
Affective Development 215
Modification 199
7-5b Other Factors That Influence the Brain development: toddler Classroom
Effectiveness of Guidance Strategies 200
design 216
7-5c Toddlers with Special Needs 201 7-10a Toddler Social Sensitivity
7-6 Piaget, Vygotsky, and Cognitive and Emotional Expression 217
Development 201 Child development in the Real world:
7-7 Concept and Language Development 202 executive Function 218
7-10b Emotional and Social Disabilities 221
time to Reflect 202
7-10c Temperament 222
Brain development: Good Fats 204
7-7a Speech and Language Development 205
Toddler Cognitive and Language Development
•
7-7b Piaget’s and Vygotsky’s Interpretation Assessment Chart 224
of Private Speech 207
PArt V the Prekindergartner/Kindergartner : ages three through six
8 Physical and Motor development 228
8-1 Physical Development: Height, Weight, time to Reflect 241

and Body Proportions 229
8-2 Health Care, Physical Fitness,
Preschool/Kindergarten Gross Motor Development
•
and Mental Health 232 Chart 242
8-2a Physical Fitness 233
8-6c Supporting Fundamental Motor
8-2b Mental Health 234
Skills Development 242
8-3 Nutrition: Importance and Guidelines 235 8-6d Outdoor Play 243
Child development in the Real world: 8-7 Fine Motor Skills: Handwriting
household Food insecurity 236 and Drawing 244
8-4
8-3a Obesity 236
Safety 237
Preschool/Kindergarten Fine Motor Development
•
Brain development: the effects of exposure Chart 245
to lead 238 8-7a Writing 246
time to Reflect 238 Brain development: handedness 248
8-5 Nutrition, Safety, and Health Education 238 8-7a Developing Drawing Skills 249
8-8 Assessment of Motor Skills 252
time to Reflect 238
8-8a General Motor Skill Development 252
8-6 Gross Motor Development 239
8-9 Learning and Motor Development 252
8-6a Progression of Motor Development 240
8-6b Motor Development of Children
with Disabilities 241
Contents xi
9 the Cognitive system, Concept development,
and intelligence 256
9-1 Understanding the Cognitive System and 9-5 Major Views of Intelligence 277
Theories of Cognitive Development 257 9-5a The Psychometric Approach 279
9-1a Supporting Cognitive Development 259 9-5b The Information-Processing Approach 279
time to Reflect 260 9-5c The Cognitive-Developmental
Approach 279
9-2 Cognitive Structure and Functioning 260
9-5d The Triarchic Theory of Successful
9-2a Theory of Mind 262
Intelligence 280
9-2b Cognitive Functioning 264
9-5e The Theory of Multiple Intelligences 280
9-3 Cognitive Characteristics and Concept
9-5f Ethological Approach 282
Development 265
9-5g A New Perspective on Intelligence 282
9-3a The Basic Characteristics of Preoperational 9-6 IQ Scores: Criticisms and Cautions 283
Thought 266
9-7 Nondiscriminatory Testing: Environmental
9-3b The Basic Characteristics of Concrete
and Cultural Influences 284
Operational Thought 267
9-3c Basic Concepts 267 time to Reflect 284
9-3d Applications to Mathematics 273 9-8 Creativity, Intelligence,
9-4 Applications of Theories to Developmentally and Giftedness 285
Appropriate Instruction 274 Brain development: Creativity 285
9-4a Applications of Piaget’s Theory 274
9-8a What Is Giftedness? 286
9-4b Applications of Vygotsky’s Theory 275
9-4c Technology and DAP Concept
Child development in the Real world:
the Creativity Crisis 287
Instruction 275
9-8b Creativity, Intelligence, and Giftedness 288
time to Reflect 275
9-8c Creativity, Curiosity, and Problem
9-4d The Brain and Cognition 276
Solving 288
Brain development: neuroscience Core 9-8d Artistic Development 289
Concepts 276
10 oral and written language development 294
10-1 Language Rules and Language 10-4 Language Use from Preschool
Learning 295 to Primary Years 306
10-1a Language Rules 296 10-4a Language Use in Play 310
10-1b How Oral Language Is Learned 297 10-5 Issues Relative to Young Children
Developmental Expectations of Language in Three-,
• Becoming Literate 311
10-6 Balanced Approach to Reading
Four-, Five-, and Six-Year-Olds 299 and Writing 314
10-2 Thought and Language 300 Brain development: dyslexia 314
10-2a Thought Reflected in Language 301 10-6a Facts About Reading 316
10-3 Cultural Aspects of Language 10-6b When Should Children be Expected
Development and Use 302 to Become Conventional Readers? 316
10-3a Dialect 302 10-7 What Young Children Know About
10-3b English Language Learners 303 Reading, Writing, Print, and Spelling 317
Brain development: application of Brain-Based time to Reflect 317
Research to ell teaching 304 10-7a Writing 318
Child development in the Real world: 10-7b What Young Children Know About
teaching ell students 305 Print and Spelling 322
10-3c Socioeconomic Differences in Language 10-8 Sociocultural Factors in Reading
Development 305 and Writing 324
xii Contents
11 how adults enrich language
and Concept development 328
11-1 Supporting Language and Concept 11-3d Teaching Standard English to Students
Development with Intentional Teaching 329 Who Speak AAE Dialect 340
11-2 The Adult Role in Oral Language 11-4 How Young Children Learn About Written
Development: Supportive Strategies 330 Language 340
11-2a Supporting Language Development 330 11-4a Reading and Writing at Home 341
time to Reflect 336 11-4b Reading and Writing in School 343
11-4c The Adult Role in Early Reading
11-3 Cultural Diversity and Development
and Writing Development 344
of Language 336
time to Reflect 344
Brain development: Bilingualism and Brain
11-5 Providing Opportunities for Play 345
development 337
11-6 How the Adult Can Foster Creativity in the
11-3a Supporting Second-Language
Young Child’s Concept, Language, and
Learners 337
Literacy Development 346
11-3b Teaching Second-Language
Learners 339 ProfessionAl resourCe DownloAD
Assessing Creativity 348
• figure 11-4
11-3c Critical Period for English Proficiency
for ELLs 339
12 affective development 351
12-1 Major Theorists’ Views of Affective 12-3d Sex Typing 372

Development 352 12-4 Sexuality 373
12-1a Freud 352 12-5 The Young Child’s Self-Concept 375
12-1b Erik Erikson 354 12-5a Children with Special Needs 376
12-1c Rogers and Maslow 355 12-5b Racial and Social Class Factors
12-1d Jean Piaget 356 and Self-Concept 377
12-1e Lev Vygotsky 357 12-6 Social Development 378
12-1f B. F. Skinner 357 12-6a Theorists’ Views 378
12-1g Albert Bandura 357 12-7 Relationships 379
12-1h Conclusions 358
12-7a Social Competence 379
12-2 Emotional Development 358
Brain development: Brain Biology and
Brain development: emotional intelligence 359 self-Control 380
12-2a Attachment 360 12-7b Self-Regulation 380
12-2b Dependency 361 12-8 Peer Relationships 380
12-2c Fear and Anxiety 362
12-8a Peer Reinforcement and Peer
time to Reflect 364 Popularity 381
12-2d Stress 364 12-8b Friendships 383
12-2e Hostility and Anger 365 12-8c Siblings 384
12-2f Happiness and Humor 366 time to Reflect 385
12-2g Teachers’ Beliefs 366
12-8d Social Isolation and Unpopularity 386
12-2h Recognizing and Regulating Emotions 367
12-9 Moral Development 387
12-3 Personality Development 368
12-9a Prosocial Behavior 390
12-3a Sex Typing and Gender Roles 368
12-9b Violence and Aggression 391
time to Reflect 369 12-9c Socioeconomic Status and Conduct 392
12-3b Sex-Role Standards 369 12-9d Classroom Conflict 392
12-3c Sex Differences 371 12-9e Rough-and-Tumble Play 393
Brain development: sex differences 371 12-9f Views of Authority 393
12-10 Inclusion and Social Behavior 394
time to Reflect 372
Contents xiii
13 how adults support affective development 397
13-1 NAEYC Guidelines for Decision 13-3c Effect of Teaching Styles on Children’s
Making 398 Behavior 404
13-2 Love and Affection 399 13-3d Punishment 405
Brain development: the effect of Child development in the Real world:

early nurturing 400 the tiger Mother 406
13-4 Teaching for Democracy, Nonviolence,
time to Reflect 400
and Moral Development 408
13-3 Developmentally Appropriate Guidance 13-4a Teaching for Democracy 408
Techniques 400
13-4b Teaching for Nonviolence 409
13-3a Guidance and Discipline 13-4c Teaching for Moral Development 410
Techniques 401 13-4d Other Strategies for Teaching Affective
13-3b Affect of Parenting Techniques on Child Development 412
Behavior 403 13-5 Providing Support in Times of Crisis 413
13-5a Listening to Children 414
PArt Vi the Primary Grade Child: Growth and development ages six through eight
14 Preschool to Primary: Bridging the Gap

into the Primary Grades 416
14-1 Continuity from Prekindergarten Through 14-3 Selecting Early Childhood Assessments 427
Primary 417 time to Reflect 428
14-1a Programs Aimed at Achieving 14-3a Developmentally Appropriate
Continuity 420 Assessment 428
14-1b Successful Transition Methods 420 14-4 The Skills Needed to Prepare Children
14-1c The Developmentally Appropriate for the Future 431
Classroom 421 14-5 School Achievement and Adjustment
14-2 The Major Factors in the Concept in the Primary Grades 432
of Readiness 422
14-5a Concerns About School Achievement
14-2a Challenges of Measuring School
and Adjustment 433
Readiness 423
14-5b Cultural Factors 434
Brain development: when is the Brain 14-6 Developmentally Appropriate
Ready to learn? 425 Schooling 436
14-2b Ethnic and Cultural Considerations 425 14-6a Classroom Guidance and
time to Reflect 426 Management 438
14-2c End-of-Kindergarten Developmental 14-6b Inclusive Schools 439
Expectations 426 14-6c Schooling that Supports
14-2d Common Core State Standards 426 Development 439
15 Primary Grade Child development 441
15-1 The Physical Development and Health 15-1f Mental Health 446
of Primary Grade Children 442 15-1g Health Education 447
15-1a Growth 442 15-2 Gross Motor Development 447
15-1b Health 443 15-2a Youth Sports and Recess 448
15-1c Nutrition 443 Child development in the Real world:
15-1d Obesity 444 the danger of Concussions in Children 450
Brain development: nutritional support 445 time to Reflect 450
15-1e Safety and Injury 445
15-3 Fine Motor Development 451
xiv Contents
15-4 Cognitive Characteristics of Primary 15-7a Peer Relationships 466
Grade Children 452 time to Reflect 467
15-4a Concept Development 453 15-7b Antisocial Behaviors 468
15-4b The Child’s View of Personal Intellectual 15-7c Social Interaction: Benefits in the
Competence 455 Classroom 471
15-4c Concept Development: Problem 15-7d Including Children with Disabilities 472
Solving 456 15-8 Emotional Development 472
time to Reflect 458 15-8a Stress 472
15-4d Private Speech 458 15-8b Self-Esteem 474
15-4e Literacy and Language 458 Brain development: the Role of neuroscience in
Brain development: Brain development, eF, and early development and education 474
early Reading 460 15-8c Moral Development 476
15-5 The Place of Technology in the Primary 15-8d Sex Roles and Sexuality 476
Grades 462 time to Reflect 477
15-6 Overview of Affective Development During 15-9 The Adult Role with the Primary Age
the Primary Grade Period 464 Child 477
15-7 Affective Characteristics: Social 15-9a Research on Parental Factors 479
Development 465 15-10 Sociocultural Influences on Child
time to Reflect 466 Development and Behavior 481
Glossary 484
References 492
Index 533
Contents xv
Preface
Understanding Child Development is designed for teachers in training and in service

whose major interest is prekindergarten, kindergarten, and primary grade children. It
is also a valuable tool for social service professionals, special educators, parents, home
visitors, and others who require a practical understanding of young children. For stu-
dents, it introduces the uniqueness of the young child (as distinguished from the older
child) and shows how to work with young children in a way that corresponds to their
developmental level. For in-service teachers, this text offers an opportunity to evaluate
their views of the young child and compare them to the views presented here. For all
adults who work with young children, this book presents a picture of the child in the
context of family, school, and culture.
organization of the text

Working with young children is challenging. Those who work with young children agree
that development and education are inseparable influences on their growth. In this text,
developmental concepts are placed in practical perspective. Theory, research, and prac-
tice are related to everyday interactions with children. In each section, there is also
consideration of the roles of adults—from teachers to family members—as they support
the development of young children.
Understanding Child Development is divided into six sections, with a total of
fifteen chapters. The first section briefly describes the young child, theories of child
development, and methods of studying young children. The second section focuses on
the elements of learning that apply from birth through eight years old. The subsequent
sections follow the child from the prenatal period to infancy to preschool and kinder-
garten through the primary grades, focusing on physical/motor and health, cognitive,
and affective development. Each section focuses on these topics in sequence and looks
at critical social and cultural factors related to young children’s development. Issues
relevant to working with children with special needs are integrated throughout the text.
What’s new in the tenth edition?

The practical application of theory and research are the foundation of this book, and
in this edition, I’ve simultaneously streamlined the text while strengthening its foun-
dation by providing new and updated research on the following topics related to child
development:
●● Updated statistics and demographic information throughout the text
●● Authentic assessment (Chapter 1)
●● An update on technology use in early childhood (Chapter 2)
●● Electronic media in the family (Chapter 3)
●● Lesbian, gay, bisexual, and transgender (LGBT) parenting (Chapter 3)
xvii
●● The use of Surfaxin® in premature infants (Chapter 4)
●● Brain development (Chapter 4)
●● Temperament (Chapter 4)
●● Special education (Chapter 5)
●● The father’s role in child care (Chapter 5)
●● Respiratory syncytial virus (RSV) (Chapter 5)
●● Speech and language, including nonverbal communication (Chapter 6)
●● Cross-cultural parenting (Chapter 6)
●● The impact of parental drug abuse (Chapter 7)
●● A description of guidance (Chapter 7)
●● Post-traumatic stress disorder (PTSD) (Chapter 7)
●● Food insecurity (Chapter 8)
●● Writing and drawing (Chapter 8)
●● Self-regulation (Chapter 8)
●● Intelligence, giftedness, and creativity (Chapter 9)
●● The No Child Left Behind (NCLB) legislation and its effects (Chapter 10)
●● The characteristics of multilingual children (Chapter 10)
●● Reading in kindergarten (Chapter 10)
●● Reflective teaching (Chapter 11)
●● E-books (Chapter 11)
●● Children’s social–emotional behavior and characteristics (Chapter 12)
●● Lesbian, gay, bisexual, and transgender (LGBT) children (Chapter 12)
●● Instructive discipline (Chapter 13)
●● Bullying (Chapter 13)
●● Spring testing stress (Chapter 14)
●● Play in the primary grades (Chapter 14)
●● Pre-K to primary continuity (Chapter 14)
●● Readiness (Chapter 14)
●● Cyberbullying (Chapter 15)
●● Mental health (Chapter 15)
●● Vaccinations (Chapter 15)
●● Anti-bullying programs (Chapter 15)
●● Update on school lunch program guidelines (Chapter 15)
●● Zero tolerance (Chapter 15)
organizational Changes
The primary organizational change in this edition is significant: the 31 units that appeared
in the ninth edition have been combined into fifteen cohesive chapters. We listened to
the many reviewers who told us that this would be a helpful way to make the text more
closely aligned with semester schedules. It also allows us to make this book more com-
patible with MindTap, which is discussed on pages xxi–xxii.
Chapter Resources
●● At the beginning of each chapter are Learning Objectives and a list of the
NAEYC Program Standards and Developmentally Appropriate Practice (DAP)
Guidelines that relate to each chapter.
xviii PrefACe
●● Material related to Learning Objectives is highlighted with each objective’s
number.
●● Boxed features include “Time to Reflect,” “Technology in Early Childhood Edu-
cation,” “Brain Development,” and “Child Development in the Real World.”
●● Glossary terms are provided in the margins for easy reference.
●● End-of-chapter summaries correlate with the Learning Objectives at the begin-
ning of the chapter.
●● A Standards Correlation Grid on the inside front and back covers allows you to
quickly locate coverage of the standards guidelines in each chapter.
teaching and learning supplements

MindTap: The Personal Learning Experience
MindTap™ for Understanding Child Development, Tenth Edition, represents a new
approach to teaching and learning. A highly personalized, fully customizable learning
platform with an integrated e-portfolio, MindTap helps students to elevate their thinking
by guiding them to do the following:
●● Know, remember, and understand concepts critical to becoming a great teacher
●● Apply concepts, create curricula and tools, and demonstrate performance and
competency in key areas in the course, including national and state education
standards
●● Prepare artifacts for the portfolio and eventual state licensure, to launch a suc-
cessful teaching career
●● Develop the habits to become a reflective practitioner
As students move through each chapter’s Learning Path, they engage in a scaf-
folded learning experience designed to move them up Bloom’s Taxonomy, from lower-
to higher-order thinking skills. The Learning Path enables preservice students to develop
these skills and gain confidence by:
●● Engaging them with chapter topics and activating their prior knowledge by
watching and answering questions about videos of teachers teaching and chil-
dren learning in real classrooms
●● Checking their comprehension and understanding through “Did You Get It?” as-
sessments, with varied question types that are automatically graded for instant
feedback
MindTap Moves Applying concepts through mini-case scenarios in which students ana-
●● ● ●●
Students Up Create lyze typical teaching and learning situations and then create a reasoned
Bloom’s Revised response to the issues presented in the scenario
Taxonomy Reflecting about and justifying the choices they made within the
Evaluate
●● ● ●●
teaching scenario
MindTap helps instructors facilitate better outcomes by eval-
Analyze uating how future teachers plan and teach lessons in ways that
make content clear and help diverse students learn, assessing
Apply the effectiveness of their teaching practice, and adjusting
teaching as needed. MindTap enables instructors to facili-
tate better outcomes by:
Understand
Making grades visible in real time through the
●● ● ●●
Student Progress App so that students and in-

Remember & Know structors always have access to current stand-
ings in the class
PrefACe xix
●● Using the Outcome Library to embed national education standards and align
them to student learning activities, and also allowing instructors to add their
state’s standards or any other desired outcome
●● Allowing instructors to generate reports on students’ performance with the
click of a mouse against any standards or outcomes that are in their MindTap
course
●● Giving instructors the ability to assess students on state standards or other
local outcomes by editing existing or creating their own MindTap activities,
and then by aligning those activities to any state or other outcomes that the
instructor has added to the MindTap Outcome Library
For this book, MindTap helps instructors easily plan their course since it inte-
grates into the existing Learning Management System (LMS) and saves instructors time
by allowing them to fully customize any aspect of the Learning Path. Instructors can
change the order of the student learning activities, hide activities they don’t want to use,
and—most important—create custom assessments and add any standards, outcomes,
or content they do want (e.g., YouTube videos or Google Docs). Learn more at www
.cengage.com/mindtap.
Online Instructor’s Manual with Test Bank

An online Instructor’s Manual accompanies this book. It contains information to assist
the instructor in designing the course, including sample syllabi, discussion questions,
teaching and learning activities, field experiences, learning objectives, and additional
online resources. For assessment support, the updated test bank includes true/false,
multiple-choice, matching, short-answer, and essay questions for each chapter.
PowerPoint Lecture Slides

These vibrant Microsoft PowerPoint™ lecture slides for each chapter assist you with
your lecture by providing concept coverage using images, figures, and tables taken
directly from the textbook.
Cognero
Cengage Learning Testing Powered by Cognero is a flexible online system that allows
you to write, edit, and manage test-bank content from multiple Cengage Learning solu-
tions; create multiple test versions in an instant; and deliver tests from your LMS, your
classroom, or wherever you want.
Acknowledgments
The author wishes to express her appreciation to the following individuals and early
childhood education and development centers:
●● The following students at Bowling Green State University in Ohio, the
University of Houston at Clear Lake City, and Louisiana State University at
Baton Rouge, who provided many examples from their projects and contribu-
tions to class discussion: Donna Jolly, Zheng Zhang He, Stacie Ducote, Rhonda
Balzamo, Denee Babin, Lisa Kirk, Pattie Guidry, Gay Koenig, Jill Ochlensch-
lager, Jill Evans, Donna Wendt, Tammy Overmeyer, Jill Flaugher, Kathleen
Roberts, Sue Heestand, Beth Leatherman, Elizabeth M. Schumm, Nancy Miller,
K. Weber, Adrienne Rossoni, Susan Rollins, Carol Roach, Kristine Reed, Kathy
Kayle Bede Hurley, Linda Boone, Ruthie Johnson, and Carolyn Nattress.
●● The following Weber State University students kindly gave permission for an-
ecdotes they collected to be included in this text: Christi Allan, Britnee Allred,
xx PrefACe
Jodie Bennett, Jennifer Benshoof, Rebecca Burt, Elizabeth Cook, Sherrae
Flanders, Misty Francis, Marianne Gill, Melissa Ginter, Amy Goodwin, Brenda
Hagen, Stacy Hair, Andrea Halls, Faith Hedges, Jill Hess, Rebecca Hansen,
Susan Houston, Carole Lane, Alicia Madsen, Kimberly Morgan, Brooke Mur-
dock, Jennifer North, Annie Peterson, Brooke Peterson, Stacy Roubinet, Cyn-
thia Sheffield, Stephanie Scholes, Amy Simpson, Mary Stokes, Crystal VanArle,
Jaclyn Wintle, and Cindy Winward.
●● The following Louisiana teachers whose students provided writing and drawing
samples: Joan Benedict, Cleator Moore, Robyn Planchard, and Lois Rector.
In addition, thanks to Mrs. Gibson at Polk Elementary School and her kindergar-
ten students, and Mrs. Tate at St. Joseph’s Elementary School and her second graders,
with whom I spent many volunteer hours learning more about young children. Thanks
to Nancy Lindeman, director, and to Kacee Weaver and her assistant, Kathleen Lowe,
at the Maria Montessori Academy in North Ogden, who welcomed us into a primary
class to obtain photos. Also, thanks to teachers Cami Bearden, Stephanie Holmes, and
Sherrie West at the Weber State University Children’s School for allowing us to take
photos in their prekindergarten classrooms.. Danielle Taylor, Kate Charlesworth, and
Rosalind Charlesworth also provided photos.
Thanks to the following individuals who served as reviewers of the prior edition in
preparation for the tenth edition:
Maria Abercrombie, Chattahoochee Technical College
Jennifer Briffa, Merritt College
Jerry Brinegar, Athens Technical College
Beverly Browne, Central Carolina Community College
Evia L. Davis, Langston University
Jennifer Defrance, Three Rivers Community College
Elizabeth Elliott, Florida Gulf Coast University
April Grace, Madisonville Community College
Traci Johnston, Pulaski Technical College
Sonya Jordan-Tapper, Pearl River Community College
Carol Kessler, Cabrini College
Bridget Murray, Henderson Community College
Sandra Owen, Cincinnati State University
Hollie Queen, Chattahoochee Technical College
Pamela Shue, University of North Carolina at Charlotte
Lisa White, Athens Technical College
LouAnn Williamson, Minnesota West Community & Technical College
PrefACe xxi
About the Author
Rosalind Charlesworth, Ph.D., is professor emerita and former chair

of the Department of Child and Family Studies in the Vickie and Jerry Moyes
College of Education at Weber State University in Ogden, Utah, where she taught
child development and early childhood education courses. She has also taught
developmental courses to students in family and consumer sciences, education,
and behavioral sciences. Her career has included teaching both typical and atypical
young children in university laboratory schools, public school, and child care
settings, and doing research in social and cognitive development, developmentally
appropriate practice (DAP), and teachers’ beliefs and practices. Originally, this
text grew out of several years of experience teaching child development courses
for adults who planned to work with preschool children without the benefit of an
appropriate textbook. It has expanded along with her experience teaching both
preservice and graduate-level students who work with young children from birth to
age eight.
Dr. Charlesworth is also the author of the popular Cengage Learning
textbook, Math and Science for Young Children, has published many articles in
professional journals, and has given many presentations at professional meetings.
She has provided service to the field through active involvement in professional
organizations. She was a member of the Early Childhood Teacher Education Panel of
the National Association for the Education of Young Children (NAEYC), a consulting
editor for the Early Childhood Research Quarterly, and a member of the National
Association of Early Childhood Teacher Educators (NAECTE) Public Policy and
Long-Range Planning Committees. She served two terms on the NAECTE board
as regional representative and one as vice president for membership. She was
twice elected treasurer and also elected newsletter editor of the Early Childhood/
Child Development Special Interest Group of the American Educational Research
Association, served as president of the Louisiana Early Childhood Association, and
was a member of the editorial board of the Southern Early Childhood Association
journal Dimensions. She is currently on the editorial board of the Early Childhood
Education Journal. In 1995, she was named the Outstanding Graduate of the
University of Toledo College of Education and Allied Professions. In 1999, she was
corecipient of the NAECTE/Allyn and Bacon Outstanding Early Childhood Teacher
Educator award. In 2014, the Department of Child and Family Studies at Weber
State University awarded her the Department Legacy Award in recognition of her
contributions to the field of early childhood education (ECE).
xxiii
PART I
Overview of the Young Child:
Birth Through Age Eight
chapter
1
Studying the Young Child
Standards Covered in This Chapter Learning Objectives
After reading this chapter, you
NAEYC Program Standards should be able to:
1a: Knowing and understanding young children’s characteristics 1-1 Describe young children
and needs from birth through age eight and their settings.
1b: Knowing and understanding the multiple influences on
1-2 Compare typical and atypical
development and learning from birth through age eight
infants; toddlers; three-,
3a: Understanding goals, benefits, and uses of assessment
four-, and five-year-olds; and
3b: Knowing and using observation, documentation, and other
six- through eight-year-olds.
appropriate assessment tools and approaches
1-3 Identify the essential adult role
3c: Understanding and practicing responsible assessment
with young children.
to promote positive outcomes for each child
1-4 Describe the history of child
6b: Knowing and upholding ethical standards and other
development theory, define the
professional guidelines
term theory, and identify types
of theories and how they might
Developmentally Appropriate Practice (DAP) Guidelines be applied.
1: Creating a caring community of learners 1-5 Discuss precautions that should
2: Teachers use developmentally appropriate teaching practices be taken when applying theories
3C 2: Developmental paths are considered in planning to the lower-socioeconomic-level
4A1: Assessment of development and learning is essential and/or minority-group child.
for teachers to plan, implement, and evaluate the effectiveness 1-6 Summarize important historical
of the classroom experience events in child study.
1-7 Describe methods of child study
and explain authentic assessment.
1-8 Explain the need for a
professional code of ethics.
1-1 Young Children and Their Settings
Who is the young child? According to the National Association for the Education of
NAEYC Young Children (NAEYC), children from birth through eight years of age are con-
National Association for the sidered to be young children (Copple & Bredekamp, 2009; NAEYC, 2008). They are
Education of Young Children. usually grouped into approximate age categories:
young children
Children from birth through Infants Birth to 1 year
eight years of age.
Toddlers 1 year to 3 years
Preschoolers 3 years to 5 years
Kindergartners 5 years to 6 years
Primary 6 years through 8 years
The young child is a small person who is complex and at times puzzling. Jerry
Tello (1995) describes how children come into the classroom as reflections of their
infants diverse family backgrounds. Some are not prepared to take full advantage of what
Children from birth to the classroom has to offer. Some children may “speak an entirely different language,
approximately one year of age. practice different customs, expect different kinds of nurturing, embrace different val-
toddlers ues, be surrounded by people who look different, or have a variety of special needs”
Children from age one to age (Tello, 1995). This chapter defines the early childhood age span and presents diverse
three. examples of young children’s behavior.
preschoolers What does the young child do? The newborn is interested in personal com-
Three-, four-, and some five- fort: being warm, being well fed, and having a dry diaper. Very quickly, the newborn
year-olds who have not yet learns to expect attention and cuddling from the caring others in his or her environ-
entered elementary school. ment. Soon the infant becomes aware of his or her own body and of things in the
environment that he or she
can control (Photo 1-1). By age
one, the infant moves into the
toddler period, and from age
one to age three, the toddler
is most interested in moving
about and exploring everything
(Photo 1-2). By the time the
child is a preschooler, paint,
clay, balls, games, dolls, trucks,
and books all serve as raw
materials for play. By age three,
the child accomplishes many
routine tasks, such as eating,
sleeping, bathing, using the toi-
let, and dressing. Young boys
and girls can walk, run, climb,
yell, speak conversationally,
and whisper. They can express
their feelings—happiness, sad-
ness, contentment, anger, and
irritability—clearly.
Three- and four-year-
Photo 1-1 The crawling infant
olds are usually called
is engrossed in reaching Photo 1-2 Young children enjoy preschoolers , meaning they
objects in the environment. dressing up as adults. have not yet entered elemen-
tary school, although many
2 PART I Overview Of the YOung Child: Birth thrOugh Age eight
five-year-olds have not yet entered kindergarten and are still preschool-
ers (Photo 1-3). Five-year-olds are usually labeled as kindergartners
even though kindergartners may be four, five, or six, depending on their
birth dates and when they entered school. Children ages six through
eight, or in grades first through third, are in the primary period
(Photo 1.4). These age labels are rather arbitrary and do not neces-
sarily tell us where a child is developmentally. Therefore, the follow-
ing descriptions are examples; not every child is exactly like the ones
described.
Infants are, as already mentioned, very dependent. Between ages
one and three, the young child moves toward increased independence.
Preschoolers are ready to strike out on their own, beyond the safe con-
fines of home and parents. Many children spend extended periods away
from home before age three—in a child-care home, at a relative’s home,
in a center-based infant or toddler playgroup, or in a full-day child care
group. By age three, however, children have skills that enable them to
function well without the almost constant adult attention they need in the
infant and toddler years.
For the adult who works with young children in full-time child care,
part-time preschool programs, elementary schools, medical settings,
social service centers, or the home, questions constantly arise regarding
these small people and the best educational and care practices for them.
Photo 1-3 Four-year-olds like the This chapter develops an initial picture of young children by describing
companionship of other children and their characteristics and actions and by presenting the essentials of the
are more independent of adults than adult’s role when working with them.
three-year-olds.
kindergartners
Children enrolled in
1-2 Typical and Atypical Young Children
kindergarten classrooms,
usually between the ages of The children described on the following pages come from diverse backgrounds and
four-and-a-half and six years. have a variety of capabilities and needs. The following descriptions include young
primary period children at different age levels (from birth to primary grades), children with typical
Children ages six through eight and atypical development, and children from various cultures.
or in first through third grade.
1-2a The Infant

Maria (three months old) is on the floor, happily sitting in her car seat. Dad
is kneeling on the floor talking with her at eye level. Dad begins making one-
syllable sounds of various pitches. Maria smiles at him, raises her fists, and
kicks her feet as she mimics the sounds he makes.
Andy (nine months old) is in his stroller with the back propped up so that
he can sit up more easily. The family is at a fast-food restaurant, seated at a
table in the corner. His stroller is facing his mom so that she can feed him. She
is facing the play area so that she can keep an eye on her two older children.
She sets out the two older children’s food and her own and gets out crackers
for Andy. Andy is happily babbling and looking at his mom. His arms wave
around, and he wiggles animatedly in his stroller. He sees the food and seems
excited to begin eating. Mom gives him a cracker to munch on, but he will
not accept it. He clamps his mouth shut, turns his head away, and furrows his
Photo 1-4 First graders are more brow. His arms begin to wave even more, and he begins to whine. He appears
independent than preschoolers. to want to eat what everyone else is eating. Mom breaks off a soft piece of
French fry and offers it to him. He opens his mouth. He looks surprised at the
taste and texture. He gums the piece down and eagerly accepts another fry.
ChAPTeR 1 StudYing the YOung Child 3
In the daycare center’s infant room, Ann (nine months) is crawling into a little cub-
byhole. She sits there for a moment and then crawls back out. She picks up a toy and
then drops it, and then picks it up again. She repeats these actions several times. Next,
she crawls over to six-month-old Susie and yanks on her hair. Susie starts crying, and
the teacher tries to soothe her. Ann looks at Susie and the teacher and also starts to cry.
1-2b The Toddler

Summer is 17½ months old. She’s sitting on the floor looking at books. Her dad tells
Wolf, their German shepherd, to get a toy. Summer jumps up, goes to Wolf’s toy basket,
picks up Wolf’s favorite toy, and takes it to him. Then she gets him another toy. Wolf
wags his tail and chews on one of the toys, obviously delighted.
Donna positions Haniya, a toddler with cerebral palsy, in her special seat on the
countertop so that Haniya can hold her hands under the faucet. Jonathan comes in
from the adjoining play area to wash his hands before snack time. Donna says to Jona-
than, “Please turn on the faucet for Haniya.” Jonathan does. Haniya glances at him and
puts on a faint smile. She sticks her hands under the faucet of running water, seeming
to enjoy the cool feeling on her hands. Jonathan sticks his hands under the water as
well, and they splash the water together (Bredekamp & Copple, 1997, p. 65).
1-2c The Three-Year-Old

Miami Herald columnist Dave Barry wrote the following about his three-year-old
daughter, Sophie (Barry, 2003):
Sophie has a mermaid doll named Ariel. She has beautiful hair! She gets
married a lot. She also takes a bath with Sophie every night. Ariel’s hair gets
very wet. But Sophie wants to sleep with her. So Daddy has to blow-dry
Ariel’s hair. And brush it out. Every night! Imagine how Daddy feels styling
a mermaid’s hair, while the other daddies are watching Sports Center.
Josh was a three-year-old boy with lively brown eyes, a ready smile, and dark,
curly hair. … Pat, his teacher, was concerned about Josh. She had noticed that he
walked and ran awkwardly, stumbling often. He didn’t talk much and was difficult to
understand. He frequently drooled. He had not yet mastered simple puzzles that were
done with ease by the other children in the class (Chandler, 1994, p. 4).
Tamika (age three), her sweet face framed by golden ringlets of hair, sits silently
in a wicker chair watching her 34-year-old mother prepare for her daily sustenance…
Her mother’s friend, Dorene McDonald, picks several rocks of cocaine out of her belly
button, then positions a milky white pebble in a pipe. As the women alternately take
hits off the small glass tube, crack smoke envelops Tamika, who blinks sleepily in her
mother’s arms (Nazario, 1997).
1-2d The Four-Year-Old

Four-year-old Jorge and three-year-old Hamako are on the playground in a fort. The
fort is an enclosed area with windows. Inside, it contains steering wheels on two
sides and a slide on another side. Jorge is pretending that the fort is a ship, and he
is the captain. As Jorge steers the ship, Hamako imitates him using the other wheel.
Jorge tires of the ship game and sits down on top of the slide. He tells Hamako to
slide with him. She sits down behind him. Together, they form a train and go down
the slide.
Four-year-old Mindy was a bright and inquisitive girl who chatted readily with
the teachers and other children when she and her mother visited the preschool during
enrollment week. Mindy had spina bifida and had no feeling below her waist. As a
result, she needed to be catheterized several times a day to prevent urinary tract
infections. She wore braces on her legs and used a walker. … Mindy wanted to be
independent. She refused assistance in negotiating the environment and in caring
for herself. … She didn’t want special attention and took pride in doing things for
herself (Chandler, 1994, p. 34).
Four-year-old Cedric came into teacher Cathy Main’s room one day, anxious to
tell a story. The night before, he told his classmates at Circle Time, his dad took him
riding in the car. His dad’s friend was in the front seat, Cedric and his mom in back.
Cedric’s dad and his friend were drinking and smoking reefers. The cops started chas-
ing them, so his dad got on the expressway and drove really fast. His mom was yelling,
“Stop! Stop!” Finally the cops pulled them over. They yanked his father out of the car
and threw him onto the hood. Then they cuffed him and dragged him to the police
car. [This incident became the focus of dramatic play for several days. Cedric and his
classmates acted out all the parts.] (Teaching Tolerance Project, 1997, p. 173).
Time to Reflect
1-2e The Five-Year-Old
Think about the special Charlie is putting together a puzzle with two other boys in his kindergarten class. The
needs of the children puzzle is a picture of a box of crayons. The boys open the lid and begin to take out
in the descriptions just
the pieces. Charlie suggests they begin with all the pieces that have straight edges.
mentioned. Describe your
While putting the puzzle together, Charlie says, “Green, green, I need green.” He then
reactions and interpreta-
comments, “This thing is too easy.” He is finally stumped on a part and says to Taylor,
tions. Do you think there
“Let me see the lid!” When the puzzle is finished, Charlie puts his hands on the puzzle
is a “typical” child at any
and smiles. Kofi says, “Let’s do another one!” Charlie replies, “Kofi, you have to help
age? What are some fac-
tors that put some of the us clean up this one first.”
children described at-risk? Mrs. Johnston explains Kwanzaa to her daughter’s kindergarten class. …
Mrs. Johnston puts both arms around her daughter and sings out: “Kwanzaa is the
time to celebrate. The fruits of our labor, ain’t it great! Celebrate Kwanzaa, Kwanzaa!”
By the second repetition, many people in the class are singing also while the teacakes
are passed around (Paley, 1995, p. 8).
1-2f The
Six-, Seven-, and Eight-
Year-Old
The children in the primary years seem to be in a stage of devel-
opmental integration. They can take care of their own personal
needs. They observe family rules about mealtimes, television,
and needs for privacy. They can also be trusted to run errands
and carry out simple responsibilities at home and at school. In
other words, these children are in control of themselves and
their immediate world … they enjoy being challenged and com-
pleting tasks. They also like to make recognizable products and
to join in organized activities (Marotz & Allen, 2013, pp. 160,
162) (Photo 1-5).
In the primary class, the students are painting self-por-
traits with People Colors multicultural paints. Each child
is asked to select the paint color that matches his or her
skin tone.
“I’m gingerbread,” says Rodrigo.
Photo 1-5 Primary grade children enjoy large “I’m melon and terra cotta,” boasts Millie.
group activities.
“Raise your hand,” Debra says, “if your color is close to Millie’s.”
April volunteers.
“April’s a little darker than Millie,” someone comments (Teaching
Tolerance Project, 1997, p. 12).
In these brief descriptions of child growth from birth to age eight, an increase
in independence and self-confidence is evident. At the same time, there seems to be a
cycle marked by calmness at three, to increased activity at four, to calmness again as
the child reaches five. The adult who works with young children must be aware that
these changes are typical. Also exemplified are the diversity of backgrounds, experi-
ences, and special needs that is evident in young children’s lives.
1-3 The Essential Adult Role

Relationships with adults are critical to young children’s healthy growth and devel-
opment. Pediatrician T. Berry Brazelton (Hallmich, 2013) has promoted the need
for nurturance to begin at birth. Brazelton uses a newborn assessment scale to find
out the baby’s temperament and responses. He shows parents how to interpret their
baby’s behavior so they can interact positively. Young children need to be nurtured
and stimulated by adults (Photo 1-6). Organizations such as NAEYC, Zero to Three,
and the Association for Childhood Education International (ACEI) promote positive
adult/child relationships. Throughout the text, adult roles are described relative to
ages, stages, and settings.
Early childhood is receiving more attention in the area of policy. Shonkoff (2010)
designed a framework for guiding the future of early childhood policy. He bases his
plan on our increased knowledge of early development based on research in genetics,
brain development, early experience in the family and community, and the interac-
tions among these factors. He concludes that policy makers must attend to providing
programs that give young children a strong foundation for life success.
The population of the United States has changed greatly over time. The typical
citizen can no longer be defined as being of white, European descent. The non-
European American population is growing rapidly and includes six main groups:
Latinos, African Americans, Pacific Islanders, Asian Americans, Caribbean Islanders,
Photo 1-6 Reading and Middle Easterners. In addition to these main groups are Native Americans. It is
enriches both mental and
important to keep in mind that these major groups are not homogeneous. Within each
emotional development.
group, cultural variations exist. Adults who work with young children and their fami-
lies must recognize that one of the core areas of developmentally appropriate
developmentally appropri- practice (DAP) is knowing about the social and cultural contexts in which children
ate practices (DAP) live (NAEYC, 2008). Okagaki and Diamond (2003) caution early childhood educators
Instructional practices that are
regarding the importance of developing sensitivity to parents’ beliefs and practices.
age, individually, and culturally
appropriate as defined by They explain that adults should not make assumptions about any family’s child-rearing
NAEYC. practices but should make the effort to learn what each family’s needs and expecta-
tions are. Throughout the text, sociocultural factors are related to child development.
Brain Development
Brain development and activity constitute an increasing focus obtained on the development and functioning of the human
in the field of child development. In the past, most neurosci- brain, but the picture is still incomplete. Care must be taken
ence research was conducted on animals such as rats and in formulating conclusions. Brain Development boxes in
monkeys. Today, scientists have found methods for study- other chapters will look more specifically at what scientists are
ing the human brain. Currently, more information is being learning about the development of the young child’s brain.
1-4 Child Development Theory
The study of children has been a subject of great interest during the twentieth and
twenty-first centuries. Scholars have gathered information about and from children
and have used this information to formulate ideas about how children grow and
develop. Most scholars are researchers who mainly gather information. However,
some scholars create broad ideas that attempt to explain how children learn and grow.
theories These ideas are called theories. A theory is designed to show one plan or set of rules
Ideas designed to show that explains, describes, or predicts what happens when children grow and learn.
one plan or set of rules that Several popular theories are described in this chapter.
explains, describes, or predicts
Child development theories have conventionally been the foundation of edu-
what happens and what will
happen as children grow
cational and child-rearing practices. The guidelines for practice in early childhood
and learn. education published by the NAEYC are called Guidelines for DAP (Bredekamp, 1987;
Bredekamp & Copple, 1997; Copple & Bredekamp, 2009). DAP is age appropriate and
individually and culturally appropriate. In the past, the cultural relevance of these
theories has been questioned by some developmental psychologists (i.e., Greenfield &
Cocking, 1994; Goodnow, Miller, & Kessel, 1995; Coll et al., 1996). DAP has been
expanded by those concerned with the care and education of minority and lower-
socioeconomic-level children (i.e., Mallory & New, 1994; Lubeck, 1998a). The basis
for this expansion is that the theories were adopted by European Americans from a
European American point of view. Therefore, some early childhood educators believe
the theories do not necessarily apply to other cultures, ethnic groups, and races such
as Asian, African, Latino, and Native American, both in the United States and in their
native countries. Thus, theorists have moved toward applying a strong sociocultural
theoretical foundation to early education and development. For example, Hyun and
Marshall (1997) proposed a model that combines DAP and a multicultural perspec-
developmentally tive, which they called developmentally and culturally appropriate practice
and culturally appropriate (DCAP). After describing the major developmental and learning theories and the
practice (DCAP) views of those who propose a stronger cultural basis for child development theories,
An elaboration of DAP that this unit concludes with cautions about applying the conventional child development
focuses more strongly on perspectives to early development and education.
cultural appropriateness.
learning
A behavior change that results
from experience. 1-4a Types
of Theories of Child Development
and Learning
growth Some theorists identified with a child development focus on growth, some on how
A series of steps or stages that learning takes place, and others on both. The term growth usually refers to a sequence
a child goes through on the of changes or stages that takes place on the way to adulthood and that is controlled,
way to becoming an adult. for the most part, by an inherited timetable. For example, a child’s head reaches full
growth before his or her trunk. Learning refers to behavioral changes caused by
environmental influences. A child in the United States might learn English or Spanish
developmental theories as a first language, whereas a child in Germany learns German. Developmental
Ideas that explain changes theories usually explain changes in the child that result from interactions between
in a child due to interaction growth and learning. Every child develops in a similar manner. For example, infants
between growth and learning.
explore objects by sight, taste, touch, sound, and smell before they learn that these
objects still exist when out of their sight. Theories emphasizing change that originates
behaviorist theories in the environment through learning are called behaviorist theories. For example,
Ideas emphasizing changes if children hear language, imitate it, and are rewarded for making sounds, they will
that originate in the learn to talk. Behaviorist theories explain how the child learns regardless of his or
environment through learning. her age or stage. Some learning-oriented theories explain what is happening in the
mind. Others look only at behavior that can be seen. To sum up, behaviorists focus
strongly on external environmental factors as they affect learning and development.
Developmentalists focus on the interaction between internal genetic factors and envi-
ronmental factors as children learn new concepts and skills that enable them to transi-
tion from one developmental stage to the next.
normative/maturational The normative/maturational view is another way of looking at develop-
view ment. Norms define what most children do at a certain age. The normative matu-
A way of looking at rational view stresses certain norms, such as the time when most children can sit
development that stresses up, crawl, walk, talk, count to 10, or play cooperatively with other children. Other
certain norms.
norms define the average size, shape, weight, or height of a child at a specific age.
norms Furthermore, norms can suggest typical behavioral characteristics, such as the fact
Behaviors that most children that toddlers are naturally negative because they are trying so hard to be indepen-
perform at a certain age.
dent. Theories and norms are related in that theories try to explain why norms occur
as they do.
1-4b Influential Theorists

Child development theorists attempt to describe basic processes that explain how
children learn and when they are more likely to learn specific concepts and skills.
Some theorists believe that people learn in much the same way, whatever their age.
Others believe that learning is done in a different way as each person progresses
through different stages. It is important for teachers of young children to be familiar
with a variety of theoretical approaches in order to understand, explain, and respond
to young children’s behavior.
Some theorists whose ideas have been very influential are Jean Piaget, Lev
Vygotsky, Sigmund Freud, Erik Erikson, B. F. Skinner, Albert Bandura, Carl Rogers,
and Abraham Maslow. The normative/maturational view of Arnold Gesell has also
added a great deal to our knowledge of child development. Table 1-1 outlines the areas
that these theorists attempt to explain through theory development and research.
As illustrated in Table 1-1, each theorist, with the exception of Skinner, is
interested mainly in one area of development or learning. Skinner’s theory offers an
explanation for any learned behavior, whether cognitive, affective, physical, or motor
(as defined later in the chapter). Skinner, a behaviorist, believed that by provid-
ing positive reinforcement, observable behaviors could be strengthened or shaped
(Miller, 2011). Positive reinforcers include food, smiles, compliments, and other
responses that increase the chances that a behavior will be repeated. If unwanted
or undesirable behaviors are ignored, they will lessen in their frequency or possibly
disappear or become extinguished. Skinner’s principles are especially applicable to
young children, particularly toddlers and preschool and kindergarten-age children
(Newman & Newman, 2007). They can also be helpful in guiding older children. These
principles are also frequently applied in the field of special education, where specific
behaviors must be modified in small increments.
Bandura, also a behaviorist, is known for his work on social learning. Bandura
noted that much learning takes place through observation or vicariously. That is, learn-
ing takes place that is not determined by forces outside the learner but that depends
on the learner’s attention to someone else’s behavior. The people being observed are
models, and the learning process is called modeling (Newman & Newman, 2007).
(See the examples in Table 1-1.)
Table 1-1 also shows that Piaget, Vygotsky, Freud, Erikson, Maslow, Rogers,
and Gesell focused on the interaction between growth and the environment. Piaget
and Vygotsky are referred to as cognitive developmentalists because they linked
mind and environment. Piaget is known for his work on the development of logical
thought and sociomoral knowledge and behavior. His work also focused on concept
development. As children interact with the environment, they construct knowledge.
In Piaget’s view, knowledge construction is more effective for learning than direct
instruction. Piaget believed that children’s motivation to learn comes from their
Table 1-1 Theories of Child Development and Learning
On the left side are the three major areas of development. The headings across the top indicate the two types of theories:
developmental and behaviorist.
Type of Theory
Tries to Explain Developmental: Growth Behaviorist: Learning Is the Main
Changes in: and Learning Interact Determiner of Behavior
Cognitive Area: Cognitive-Developmental: Development Behaviorist (Skinner):
Language Concepts leads (Piaget) Examples: Learning to speak. Learning that
Problem solving Language/Communication: Learning leads red, blue, and yellow are colors.
Intellectual needs (Vygotsky) Social Cognitive Theory
Normative/Maturational (Gesell) (Bandura):
Self-Actualization (Maslow): Example: The child observes the language
Example: A supportive adult and a rich users of his or her culture and imitates what
environment with freedom for exploration he or she sees and hears.
will allow learning and intellectual growth.
Affective Area: Psychosexual (Freud) Behaviorist (Skinner):

Aggression Dependency Psychosocial (Erikson) Examples: Learning to hug and not to hit.
Cooperation Fears Learning to help others.
Self-concept Self-Concept (Rogers)
Affective needs Self-Actualization (Maslow) Social Cognitive Theory (Bandura):
Motivation Sociocultural (Vygotsky) Example: The child observes another child
being praised for helping to set the table.
Sociomoral (Piaget): The child imitates what he or she has seen
Examples: Through play, the young child and heard.
learns the benefits of cooperation.
Dependency must develop first for the child
to become independent later.
Physical and Motor Areas: Normative/Maturational (Gesell): Behaviorist (Skinner):

Body size and growth rate Example: The head, and thus the brain, Examples: Complex skills, such as riding
motor skills (e.g., creeping, have the fastest growth rate during early a bicycle or skating, and physically related
walking, grasping) childhood; therefore, neurological growth behavior, such as eating nutritious food.
is rapid and determines cognitive and motor Social Cognitive Theory (Bandura):
growth.
Example: The child is told to watch while
the coach kicks the soccer ball and then
is asked to try to kick it the same way.
natural curiosity about the world (Mooney, 2000). Perspective taking, or seeing
another’s point of view, is also an important element of Piaget’s theory (Newman &
Newman, 2007). Vygotsky also contributed to our view of how children learn to think
and speak and of the importance of adult, peer, and community social interaction to
the young child’s learning (Miller, 2011). For Vygotsky, the key to learning for young
children comes from the support of adults and advanced peers. Imaginative play
is a critical element for young children (Mooney, 2000). For Vygotsky, word mean-
ing links speech and thought, and thus language is the key to learning. Private, or
inner, speech is critical to “self-regulation, self-directed goal attainment, and practi-
cal problem solving” (Newman & Newman, 2007, p. 249). Learning and development
are linked in the Zone of Proximal Development (ZPD; described in Chapter 3).
Freud and Erikson are known for their theories of social and personality develop-
ment. Freud focused on sexual and aggressive drives as motivators, whereas Erikson
(a student of Freud’s daughter Anna, also a noted psychiatrist) was more interested in
social motivators. Freud’s concepts of the id, ego, and superego are useful for looking
at how we develop self-regulation and make moral decisions. Erikson’s psychosocial
theory is very popular with early childhood educators. Erikson focused on the inter-
action between the individual and the social environment. At each stage of life, the
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LE SEIZE AOUT EN AJACCIO
Nous avons manqué le 15 août et les fêtes de l’Assomption,

qu’on célèbre ici sous le nom de Saint-Napoléon. Pour les Ajacciens
demeurés fidèles à la mémoire de l’Ogre de Corse, le 15 août est
demeuré l’anniversaire de la naissance de Bonaparte et la fête de
l’Empereur ; des banquets bonapartistes, des toasts délirants
d’enthousiasme exaltent toujours, en dépit des Républiques, la
grande figure napoléonienne.
Pour Ajaccio, la statue équestre du premier Consul qui
chevauche si fièrement sa monture de bronze, escorté de ses quatre
frères Lucien, Jérôme, Louis et Joseph déshabillés à la romaine,
commande toujours la montagne et la mer, et c’est moins une effigie
qu’un spectre cher et tangible dont l’ombre, selon les heures,
diminue et grandit sur la place du Diamant.
Oh ! le geste du Napoléon de bronze pointant le doigt vers
l’horizon et semblant encore défendre le golfe et le maquis à
l’invasion anglaise !
Mais le 15 août nous étions encore à Nice, dans l’étouffement
d’une journée d’orage, dont les brusques sautes de vent devaient
démonter la mer. Le service des transports fait par la Compagnie
Fraissinet est tel, en été, qu’on met dix-huit heures du port de Nice à
celui d’Ajaccio. Une escale de trois heures à Calvi ou à l’Ile Rousse
allonge une traversée déjà rendue pénible par les forts courants
sous-marins qui tourbillonnent sur les côtes de Corse. Cyrnos,
indomptable et farouche, Cyrnos, inabordable aux vaisseaux
pérégrins, car des gouffres assiègent ses promontoires, et l’entrée
de ses golfes est hantée par des monstres, sentinelles jalouses
commises à la garde des citrons et des fruits délicieux dont
regorgent ses ravins. Ainsi divague l’antiquité des conteurs et des
philosophes sur cette Corse odorante de lentisques, de cystes et de
térébinthes, maquis sauvage et parfumé où les Empereurs avaient
installé le grenier de Rome. C’était la cité orientale de l’île qui
fournissait alors les lourds chargements de céréales qui remontaient
le Tibre, sur les larges bateaux plats d’Ostie ; et la Corse, aujourd’hui
murée dans ses roches, faute d’un service régulier qui lui permette
le débouché de ses produits, la Corse vouée à la pauvreté par
l’incurie des gouvernants, approvisionnait alors cette gueule
immense ouverte sur le monde : l’appétit de César. La Méditerranée
est heureusement plus clémente sur la côte italienne que sur celle
de France, et la flotte nourricière ne sombrait pas trop souvent, à en
croire les annales.
Pour nous, ces dix-huit heures de traversée ont été dix-huit
heures de roulis, de tangage et du plus atroce mal de mer, les
hommes d’équipage eux-mêmes titubaient comme ivres, le
personnel attaché au service des passagers était aussi malade que
les passagers, et je revois encore ce pont des premières avec tous
ces corps gisant pêle-mêle dans un désordre des plaids et des
couvertures et roulant avec le roulis sous l’écume et les paquets de
mer ; nuit d’équinoxe presque, tant la Méditerranée était folle et
violente ; et qui le croirait aujourd’hui : le bleu d’un ciel implacable
brûle au-dessus d’Ajaccio, la mer couleur d’étain en fusion a le
calme d’un lac d’Italie et les montagnes évaporées de chaleur,
devenue à l’horizon une brume lumineuse, font aujourd’hui de la ville
de Napoléon un Bellagio de songe et de torpeur, ou je ne sais quel
port de colonie invraisemblable et lointaine ; mais ce calme n’est
qu’apparent, car le mistral souffle encore au large et, une fois sorti
de la baie, ce sont les lourdes lames courtes, d’un bleu vitreux strié
d’écume, qui nous secouaient si formidablement cette nuit et ce
matin.
J’en ai encore le vertige dans la tête, et derrière les lamelles de
mes persiennes closes qu’enflamme la clarté blanche du dehors, je
crois voir monter et descendre, dans un abominable mouvement de
montagnes russes, les roches de la côte, la houle et le bastingage
du Bocognano, le premier rouleur de la Compagnie avec la Ville-de-
Bastia.
Des fanfares, un bruit de foule m’arrachent du lit où je somnole ;
je me précipite à la fenêtre, j’entr’ouvre les persiennes ; tout un
peuple en fête se presse sur les trottoirs du Cours-Napoléon. A la
terrasse de la caserne, en face, tout un flot d’artilleurs se bousculent,
s’accoudent et cherchent à se faire place, avidement penchés sur la
procession.
La Procession ! une procession comme on n’en voit plus sur le
continent et que M. Combes ne se risquera pas à supprimer encore
ici, car la population, enracinée dans ses coutumes et foncièrement
latine et dévote, tient avant tout à ses manifestations religieuses, et
celle-là a, en effet, un caractère tout particulier et bien local.
Précédé d’une fanfare, un long Christ de grandeur humaine
apparaît et oscille au-dessus de la foule à l’angle du Cours.
Enluminé et peint de plaies saignantes, il s’avance, érigé très haut
par un porteur en froc violet ; des guirlandes de fleurs et des
banderoles violettes l’encadrent. Une confrérie de pénitents violets
l’escorte ; suivent des groupes de femmes en noir, encapuchonnées
à la mode corse, et des hommes en complet de velours ; puis un
autre Christ enguirlandé, lui, de banderoles et de fleurs rouges, la
confrérie qui l’entoure est vêtue de frocs écarlates, et la procession
continue, et un troisième Christ apparaît, tenu très haut par un
porteur et suivi d’une confrérie à ses couleurs, et voici un autre
Christ et un autre Christ encore dans leur faste un peu barbare de
banderoles et de fleurs artificielles. Les cinq corps suppliciés
dominent, tels d’étranges mâts, la marée des têtes nues et des
capuchons ; c’est un défilé de cinq grands Christs planant au-dessus
de confréries et d’une foule recueillie et lente. Un concours de
peuple entoure une statuette de saint portée sur les épaules d’un
groupe de brancardiers, c’est une figurine de moine en robe de bure
qui, une palme à la main, semble bénir, debout sur un amas de
rochers. Une dizaine d’hommes — des gars musclés aux yeux aigus
et noirs dans des faces de hâle — se disputent l’honneur de le
porter, et aux fortes encolures, aux cheveux drus et plantés bas sur
le front, j’en fais des mathurins, des hommes de mer. Des vieux
chenus prêtent aussi leur épaule aux brancards ; mais c’est surtout
une jeunesse ardente qui se dresse autour de la statuette du saint ;
et ces cinq Christs oscillants, cette ferveur odorante autour d’une
figure aux dimensions d’idole imposent à ma mémoire des souvenirs
de pardon de Bretagne en même temps que de processions
espagnoles croisées dans les « calle » de Saragosse et de Valencia.
— « La procession de saint Roch, le plus vénéré de nos saints,
m’est-il répondu par mon hôtelier, il y a quatre ans que la procession
n’avait eu lieu. Nous avons ici deux églises Saint-Roch, et chacune
des paroisses s’entêtait à ne pas céder à l’autre l’honneur de
promener le saint. Elles sont enfin tombées d’accord et la joie de
cette foule lui vient de contempler enfin dans les rues son saint
qu’elle n’y avait pas vu depuis quatre ans. »
Saint Roch ! Sa légende m’en était contée une heure plus tard
sur la place du Diamant par Michel Tavera, un jeune Corse que je
connus il y a quelques années, à Paris, faisant une littérature
savoureuse et colorée comme les montagnes et qui depuis a
abandonné la Capitale, préférant aux odeurs de la rue du Bac
l’atmosphère sauvage et parfumée du maquis.
— « Voyez-vous ces écueils là-bas, de l’autre côté de la baie, en
face, »
Mais le miroitement de la mer, le halo lumineux de la côte
noyaient le point désigné dans une brume de chaleur.
« Regardez bien au bas de ce promontoire, vous les verrez se
dessiner, ils sont sept, ce sont les setto navi, les sept navires. Toute
la légende de saint Roch est là, ces sept rochers affirment sa
puissance. Sept galères barbaresques, chargées d’infidèles atteints
de la peste, étaient entrées dans la baie ; elles menaçaient de
débarquer à Ajaccio, tout le pays était consterné, ces mécréants
allaient y répandre leur mal. Saint Roch, imploré par les populations
accourues des campagnes, s’avança jusqu’au bord de la mer.
S’agenouillant et s’étant mis en prière il adjurait Notre-Seigneur le
Christ d’entraver la marche des navires et de préserver l’île, et sur
un geste du saint, les sept galères s’arrêtaient, devenues pierres
pétrifiées, elles et leurs équipages, changées en sept écueils.
« Ce sont les sept récifs qui s’échelonnent à la file au pied de
Chiavari, Ajaccio célèbre encore aujourd’hui le souvenir de ce
miracle et de sa délivrance. »
Au fond de la baie, les neiges du Monte d’Oro, enflammées par
l’adieu du soleil, étincelaient toutes roses au-dessus des forêts
bleuâtres, les fanfares de la procession éclataient par intervalles
dans le quartier de la Citadelle, les cinq Christs défilaient sur les
anciens remparts.
La maison de Napoléon, c’est le pèlerinage tout indiqué du
lendemain. Je l’ai déjà visitée, il y a trois ans, c’était pendant l’hiver
et la longue enfilade des pièces du premier, le seul étage où soient
admis les visiteurs, en prenait, derrière les persiennes closes, un
lamentable aspect de détresse et d’abandon. Dans la chaleur de
l’été l’impression sera peut-être tout autre.
C’est dans la petite rue étroite et fraîche en août, froide en
janvier, la même maison provinciale à trois étages, façade blanche
et volets verts. Elle se penche un peu en arrière sous sa toiture
comme mal d’aplomb ou redressée d’orgueil. Derrière les volets,
qu’entre-bâille à peine la gardienne, ce sont les mêmes pièces aux
parquets légèrement disjoints, plafonds peints, à la mode italienne,
d’attributs et de fleurs de facture un peu sèche, selon le goût du
temps. Des sièges de l’époque de la Révolution, des cabinets de
Florence incrustés de lapis et de marbre, des bergères Louis XVI,
dont les coussins de velours perdent leur crin, en meublent la
solitude et c’est le salon de famille, et c’est le cabinet de travail du
père de Napoléon, la chambre à coucher de Mme Lætitia, le canapé
sur lequel elle mit au monde le premier Consul ; car, prise pendant la
grande messe des premières douleurs et rapportée en toute hâte de
l’église, on n’eut même pas le temps de la mettre sur son lit, et c’est
sur un canapé que Lætitia Bonaparte accoucha du grand Napoléon,
le 15 août 1769, vers midi, comme finissait l’office de l’Assomption.
Comme il y a trois ans, la gardienne ouvre pieusement deux
petites armoires dissimulées dans le mur, placées l’une au pied du lit
de Mme Lætitia, l’autre à la tête. De la première elle tire avec
précaution une crèche d’ivoire représentant la Sainte Famille dans
l’étable de Bethléem ; le premier Consul la rapporta d’Égypte pour
l’offrir à sa mère, c’est le gage de son culte filial. L’autre cachette
recèle, posée sur un coussin de velours rouge, la couronne de
lauriers du premier Consul. Elle est en or massif et c’est
l’enthousiasme reconnaissant d’Ajaccio qui en a fait les frais par une
souscription récente. L’emblème consulaire repose sous un globe de
verre comme une vulgaire pendule ; les mains de l’Ajaccienne, qui la
montre, n’en tremblent pas moins d’orgueil.
Nous reprenons notre promenade, et c’est au hasard des pièces
fraîches et vides, comme embaumées de silence et de clair-obscur,
la chaise à porteurs dans laquelle Mme Lætitia fut rapportée de
l’église, la chambre de Napoléon Bonaparte avec la fameuse trappe
par laquelle il échappa aux poursuites de Paoli, et enfin ce joli salon
en galerie que j’avais tant aimé à mon premier voyage. Six fenêtres
sur la rue, six autres sur une terrasse intérieure font de la pièce
oblongue une étroite lanterne qu’éclairent encore des petites glaces
à appliques posées entre chaque fenêtre. Un parquet luisant, deux
cheminées à chaque bout de la galerie se faisant face, deux grandes
glaces au-dessus et tous les petits miroirs des appliques donnent à
ce petit salon de fête un faux air de splendeur, et pourtant quel
misérable papier au mur et quelles piteuses peintures au plafond !
Mais il est bien de son époque, ce salon des fêtes de la famille
Bonaparte et prépare déjà les magnificences de Fontainebleau. Il est
raide, élégant et convenu, comme l’Empire lui-même. La vieille
Ajaccienne, qui nous en fait les honneurs, nous fait remarquer la
terrasse carrelée qui borde le salon, Mme Lætitia l’avait fait
aménager pour retenir au logis Nabulione ; c’était le préau où jouait
l’Empereur enfant. Mme Lætitia avait dû prendre le parti de garder
son fils auprès d’elle ; Nabulione, turbulent, batailleur et dominateur,
organisait avec les autres gamins de son âge des guerres et des
embuscades de quartier qui finissaient toujours par des horions, des
bleus et même des effusions de sang. Impérieux et volontaire, il se
mettait à la tête des petits Corses de sa rue, préparait la victoire et
faisait mordre la poussière au parti adverse ; le parti de Nabulione
était toujours vainqueur. Devant les plaintes des voisins et des
mères, Mme Lætitia avait dû se décider à garder l’enfant indiscipliné
auprès d’elle.
Nabulione enfant s’exerçait déjà à conquérir le monde… La
vieille Corse, qui me raconte cette légende faite peut-être à plaisir, la
débite avec une joie évidente, toute sa vieille face crevassée
rayonne, a comme un air de fête. Pour elle, comme pour tout bon
Ajaccien, quand on parle de l’Empereur, c’est toujours le 15 août, la
Saint-Napoléon.
SOUS LES CHATAIGNIERS
Le châtaignier, cet ancêtre.
Marcagi.
La châtaigne, c’est le blé de la Corse : elle nourrit tout le pays.

Sa farine remplace celle du froment ; la frugalité et surtout la paresse
du paysan corse s’en accommodent.
Si le châtaignier met trente ans avant de produire, à partir de cet
âge, il fournit d’année en année une récolte certaine et de plus en
plus abondante. A mesure qu’il pousse ses fortes ramures, la
châtaigne se multiplie hérissée et verte, dans le clair-obscur vernissé
de ses feuilles. Le châtaignier ne demande aucune culture. Pendant
qu’il prolonge à fleur de sol l’enchevêtrement de ses racines
pareilles à des accouplements monstrueux, et, telle une énorme
araignée végétale, étreint de tentacules ligneux le granit du talus et
la pierraille de la sente, les luisantes châtaignes pleuvent des
branches hautes et, couché dans l’ombre, le Corse indolent regarde
tomber les fruits, et c’est le pain d’aujourd’hui, et c’est le pain de
demain, et c’est le pain de l’été, et c’est le pain de l’hiver. Le petit
champ de maïs qu’il cultive à ses moments perdus, derrière la
masure paternelle, ajoute un bien faible apport à l’annuelle récolte.
La châtaigne, c’est la manne de ce désert de cimes et de roches
montagneuses ; que serait la Corse sans ses oasis de
châtaigneraies nourricières !
Les châtaigneraies de la Corse ! Il faut voir leur moutonnement
de verdure monter du fond des vallées à l’assaut de la montagne !
Elles en ascensionnent les pentes, en escaladent les hauteurs,
cernent la crête, descendent dans le torrent et ne s’arrêtent à la
zone déjà froide où commencent les hêtres, que pour dévaler
précipitamment dans le creux des gorges et des ravins, où leur
rondeur feuillue ondoie comme une mer… Dans leur ombre fraîche
sourdent et jasent des sources ; l’eau froide et bleue, fille des neiges
éternelles, court entre leurs troncs crevassés et chenus. Elles se
rencontrent à mi-flanc de la montagne, attirées l’une vers l’autre, la
source descend des hauteurs, la châtaigneraie monte de la vallée, et
de leur rencontre naît le village Corse… Le village Corse et ses
vieilles maisons grises tout en hauteur et pareilles de loin à quelque
chantier de pierres à l’abandon. Percées d’étroites fenêtres, presque
des meurtrières, elles se dressent à l’ombre des châtaigniers et à
l’ombre de la montagne, déjà assez haut sur les pentes…, dans
quelque repli de ravin dont une route en lacets contourne les hautes
roches. Échelonnés un peu à l’aventure autour d’un clocher isolé,
comme les campaniles d’Italie, les villages corses dominent toujours
la vallée et, contemplatifs en même temps qu’instinctivement
pratiques puisque toujours à portée de l’eau et de l’ombre, ils se
posent invariablement devant un vaste horizon. J’ai déjà dit que la
sobriété et la paresse du paysan corse trouvaient leur compte dans
la farine de châtaigne. D’une incroyable endurance, foncièrement
honnête et probe, frugal, sans besoins même, mais étonnamment
fier et paresseux, le paysan corse, interrogé sur ses moyens
d’existence, a une phrase mélancolique passée maintenant en
proverbe : « Comment je vis ? répond-il au touriste, surpris d’un pays
sans labour presque et sans culture. De pain de bois et de vin de
pierre ! » pane di legno e vino di petra. Le pain de bois, la farine de
châtaigne ; le vin de pierre, l’eau de rocher ; et certains voyageurs se
sont apitoyés sur la tristesse de cette réponse.
Il y a eu là méprise ; la phrase est mélancolique, mais de la
mélancolie du pays même ; elle en a la sauvage fierté. Le paysan
corse aime sa pauvreté, il ne souffre pas de sa condition, il ne
tiendrait qu’à lui de l’améliorer. S’il voulait cultiver la terre et lui faire
rendre ce que l’extraordinaire richesse du sol donnait ici sous la
domination romaine, il serait presque riche ; mais le paysan corse ne
daigne pas. Travailler la terre lui semble indigne de lui, il laisse cette
basse besogne aux Lucquois, et il faut entendre avec quel mépris il
englobe sous le nom de Lucquois, tous les tâcherons italiens
débarqués en Corse par les bateaux de Bastia-Livourne, dont le
labeur est la seule animation du pays. Le paysan corse chasse,
court la montagne, pousse devant lui quelques chèvres à travers les
roches, ou bien le long d’un raidillon un âne chargé de bois. Vêtu de
velours noir et guêtré jusqu’aux cuisses, il chevauche parfois un
mulet ou un petit cheval corse, tandis que sa femme, chargée
d’énormes paquets, une lourde cruche en équilibre sur la tête,
chemine à pied à côté de lui. Plus rarement encore, de quatre et
demie à huit heures, dans la fraîcheur du matin, arrose-t-il le maïs
de son champ ou les quelques légumes de son jardin ; mais la
plupart du temps la pipe à la bouche, il rêve, assis sur le petit
parapet de pierre sèche de la route, ou devise, accoudé à la table
d’un cabaret, avec d’autres hommes vêtus de velours comme lui et,
dans la belle saison, toutes ses journées il les passe dans la
châtaigneraie.
L’Arabe au pied du palmier, le Corse au pied du châtaignier.
O fresco. Au frais, à la fraîcheur ! Dès deux heures, au sortir de
table, le paysan corse, par des sentiers pierreux et brûlés de soleil,
gagne la belle ombre verte. Il retrouve là tous les autres hommes du
village, les jeunes et les vieux. Couchés, vautrés au hasard des
roches et des racines dans la clarté douce qui pleut des hautes
branches, ils forment des groupes pittoresques, jouent à la mora, au
loto ou ressassent entre eux des histoires de bandits. Quelques-uns
font la sieste. Entre les énormes quartiers de granit, une eau
hallucinante tant elle est transparente sanglote ou rit sur le velours
des mousses ; parfois, un des joueurs se lève, va à la source et, se
penchant, boit à même comme un animal. Ceux que le continent a
déjà affinés font pour se coucher des lits de fougère, et la journée se
passe o fresco, parmi le calme et le demi-jour, glauque dans les
cimes feuillues, bleuté près des sources, de la châtaigneraie corse.
Dans le village, assez loin déjà, les femmes peinent et
s’exténuent les unes sur les routes poudreuses, la tête chargée de
pesants fardeaux, les autres aux soins du ménage ; les pourceaux
noirs voguent en liberté par les rues, et autour du forno di campana,
four des cloches, le four à cuire le pain, toujours situé au centre du
village à côté du campanile, d’où son nom four des cloches (le four
en plein air où tout village corse cuit son pain) — des pétrisseuses
de pâte (car le paysan corse laisse aussi les femmes faire le
boulanger) entassent les pains pour la fournée de la nuit.
La châtaigneraie corse et la belle fainéantise de ses paysans. Un
ami Corse, m’en fait aujourd’hui les honneurs. Il m’introduit dans le
cénacle de ces endurcis attardés, philosophes inconscients à la
manière de Lucrèce, puisqu’ils font passer avant toutes choses la
joie de vivre lentement les heures et de les sentir vivre. On m’a
annoncé aux paysans d’Ucciani, et, comme ils ont tous lu, ou plutôt
comme on leur a lu la veille un récent article consacré à Ajaccio et à
la gloire de Napoléon, je suis plus qu’attendu. A ma venue, tous se
lèvent, de fortes mains hâlées se tendent vers moi, on me fait place,
je me trouve assis sur un lit de fougère, je suis environné de sourires
à dents blanches et de larges prunelles étrangement limpides. Il y a
dans les yeux corses, une ardeur et une violence contenues en
même temps qu’une candeur si avide que, dans les premiers temps,
ce regard animal et pourtant très beau me déconcertait et me
troublait.
Nulle part je n’ai rencontré des yeux si sauvagement attentifs.
Si pourtant, en Kabylie, dans les hameaux arabes, en Kabylie
aussi comme dans toute l’Algérie, la femme traitée en bête de
somme est exténuée de maternité et de basses besognes, tandis
que l’homme farniente et, drapé dans son burnous, s’absorbe en de
longues contemplations.
Comme au hameau kabyle, ma venue a dérangé deux conteurs,
deux Uccianais dont l’un de retour de Toulon, où il y a un mois
encore, il servait dans la flotte, et l’autre de Marseille, inscrit
maritime frais débarqué d’un transatlantique, et tous deux auréolés
du prestige des navigateurs. Escales et traversées, villes de mirage
et grèves lointaines, j’ai coupé court aux récits merveilleux ; tous les
yeux, toutes les bouches s’inquiètent fiévreusement de mon
impression sur la Corse : « Quel beau pays, n’est-ce pas, mais
combien méconnu ? Quelles forêts et quelles montagnes ! Et la baie
d’Ajaccio, les calanques de Piana, et les grottes de Bonifacio ! » Tout
Corse a l’orgueil de son île et veut vous en imposer l’admiration ; la
sienne est enthousiaste, délirante, aveugle, et c’est encore le
fanatisme arabe dont s’illuminent leurs yeux cyniques quand ils
vantent leur pays.
— Et Bellacoscia, avez-vous vu Bellacoscia !
Bellacoscia, de son nom Antoine Bonelli, le fameux bandit qui,
durant quarante-sept ans, tint le maquis et abattit, fin tireur
d’hommes, vingt-cinq à trente gendarmes, est une des gloires de la
Corse. Après Napoléon et Sampierro, je ne crois pas que le paysan
des montagnes ait une vénération plus haute. Entre Ajaccio et Corte,
Antoine Bellacoscia est estimé et respecté comme un héros. Ce
tueur d’hommes a une telle légende, il incarne aux yeux du Corse
l’esprit d’indépendance et cet amour de la liberté que lui ont mis au
cœur des siècles de lutte et de guerres perpétuelles contre le
Génois et le Maure. Perpétuellement menacé dans son île par les
galères barbaresques ou les flottes de Gênes, il a eu de tout temps
la montagne pour citadelle et le maquis pour refuge, et le banditisme
à ses yeux d’instinctif prolonge dans les temps modernes la grande
figure de ses héros d’embuscades et d’exil défendant pied à pied la
terre natale contre l’envahisseur. Les deux Bellacoscia, car ils
étaient deux frères, Antoine et Jacques, ont pris le maquis pour ne
pas obéir à la loi militaire. Plutôt que de se laisser enrôler comme
soldats, ils ont gagné la solitude des cimes et, pendant près d’un
demi-siècle, ont vécu en plein air, dormi à la belle étoile, gîté dans
l’antre et bu au torrent, protégés et nourris, d’ailleurs, par toute la
contrée complice, tour à tour sauvés et dénoncés par les paysans en
admiration et en terreur aussi de ces fusils qui ne manquaient pas
leur homme. Bellacoscia ! et, aux éclairs des prunelles ardentes, je
vois combien ces âmes impulsives ont le culte sauvage de leur
bandit légendaire et national. J’ai vu Bellacoscia, l’avant-veille
même, à Bocognano où le vieux proscrit, gracié par le Président
Carnot, passe ses journées assis sur une chaise, au seuil de sa
porte, la pipe à la bouche et vêtu du traditionnel costume de velours
noir.
Les cartes postales ont vulgarisé sa physionomie. Bellacoscia
vieillit là, vénéré de tout le village, entouré de famille et fait même
partie d’une confrérie de pénitents. Il a aujourd’hui soixante-dix-sept
ans, J’ai bu et causé avec lui. C’est un grand vieillard tout blanc, à
barbe de patriarche ; le visage émacié, aux traits fins et creusés, a
les tons jaunis d’un vieil ivoire, les yeux demeurés vifs ont dû être
très beaux. Sous le large feutre noir, que porte ici le paysan, c’est un
peu la tête classique d’un prophète biblique, Job ou Ezéchiel.
Conversation illusoire ! Bellacoscia n’entend pas le français, et
quand la bande de jeunes gens qui, en grande pompe, m’avaient
présenté à lui, lui rappelaient quelques-uns des bons tours de sa vie
d’autrefois — l’histoire des cinq gendarmes abattus l’un après l’autre
comme cinq poupées de tir, l’un atteint au genou, l’autre à l’épaule,
le troisième au front, et tutti quanti, par le bandit tranquillement
couché derrière une roche si fortement inclinée sur le sol qu’on n’y
pouvait soupçonner sa présence — et l’aventure du chat enveloppé
dans une pellone, costume en poil de chèvre, filé et tissé par les
femmes corses, qui fut longtemps le vêtement des montagnards et
qui tend à disparaître de nos jours, et jeté dans l’escalier à toute une
compagnie de gendarmes en train d’envahir sa maison ; les
Pandores croyant avoir affaire à Bellacoscia lui-même, déchargeant
leurs armes sur le pellone et les deux frères tiraient alors à bout
portant sur les assaillants — le vieux bandit se contentait de pencher
de côté un long cou de vautour, et avec un clignement d’yeux à la
fois malicieux et bonhomme. « Eh ! eh ! eh ! » faisait-il de la voix
chantante du paysan corse ; et c’était presque le sourire amusé et
gourmand d’un ancien coureur de femmes, rajeuni au récit d’une de
ses prouesses d’autrefois.
Ce sont les cent et un bons tours de Bellacoscia aux gendarmes
que me ressasse, sous les châtaigniers, une fervente jeunesse.
Pour tous ces paysans, retour du continent ou toujours demeurés
au village, à Ucciani comme à Bocognano, à Vivario comme à Corte,
Antoine Bellacoscia vaut un roi. Des deux frères, c’était Jacques le
bandit terrible, quelques atrocités lui sont reprochées à lui. Jacques
Bellacoscia est mort au maquis, on ignore… même l’emplacement
de sa tombe, ses enfants seuls connaissent l’endroit où repose son
corps. Antoine aussi le sait, Antoine, le survivant, mais Jacques
Bellacoscia a fait jurer aux siens de ne jamais révéler la place. « Ils
ne m’ont pas eu vivant ils ne m’auront pas mort ! » ont été ses
dernières paroles, les siens ont respecté sa volonté, le maquis
complice a gardé le secret.
Et de tous les racontars entendus dans la châtaigneraie, c’est la
seule histoire dont je veux me souvenir. Mystérieuse et farouche,
avec son allure de défi jeté au delà de la mort, elle me semble mieux
que les coups de fusil et les embuscades, mieux que les meurtres et
les traîtrises, entrer dans le cadre austère du paysage corse.
LE VILLAGE
Et c’est dans le visage une fierté câline

Faite de grâce hellène et d’ardeur
sarrasine.
J. L.
« Il faut absolument que vous veniez au village un jour de fête.

Vous verrez un peu nos paysans. Je vous les ai montrés sous la
châtaigneraie. Il faut les voir au tir au coq, dans leurs chansons de
cabarets, leurs danses, et puis il ne faut pas manquer la sortie de
l’église. » Et comme j’objectais le fastidieux ennui du voyage dans le
somnolent Decauville, qui fait le service de la Corse, et le trajet déjà
tant de fois effectué de Vizzavona à Ajaccio. « Mais descendez donc
à Bocognano en voiture, la route est superbe. A partir du col vous
découvrez toute la vallée jusqu’au golfe. Je viendrai vous prendre
dans mon break à Bocognano et vous conduirai par la grande route
jusqu’à Ucciani. Vous connaîtrez enfin un peu le paysage. On ne voit
rien sous ce tunnel du Monte d’Oro, toute la contrée vous échappe.
Et puis vous surprendrez les villages au réveil et reverrez peut-être
Bellacoscia sur le seuil de sa porte. » Ainsi parla mon ami, Michel
Tavera, et je me laissai persuader.
La fête d’Ucciani tombait le surlendemain, la fête annuelle, la
Saint-Antonin, le patron du pays : Il Chianco, le boiteux, comme
l’invectivent dans une dévotion bien italienne les Uccianais déçus
par la sécheresse d’août ou les pluies de septembre, dont n’a pas su
les préserver leur saint.
Le matin de la Saint-Antonin, nous quittions donc Vizzavona.
C’était d’abord la montée au pas dans la clarté verte de la forêt
de sapins, une forêt rajeunie par la nuit, dont les odeurs résineuses
n’étouffent pas encore l’âme végétale des thyms et des menthes,
puis c’était la forêt de hêtres et le friselis de sa verdure plus fraîche
et enfin, comme une vague, le grand souffle d’air pur du col…
Et, dans une aridité de pierres grises, cendreuses, tant elles sont
calcinées c’est, à mesure que l’on descend les lacets de la route, en
amont l’énorme accablement, la soleilleuse et morne solitude des
masses pelées du Monte d’Oro, en aval le dévalement d’eaux vives
et de verdures de ravins ombreux ; le maquis et les torrents nous
escorteront ainsi jusqu’aux châtaigniers de Bocognano, tandis qu’à
notre droite, de l’autre côté de la vallée au ruisseau invisible, tant
elle est profonde, les crêtes déchiquetées de la montagne
continueront à chevaucher sur un ciel de chaleur… et, jusqu’à la
bande de brumes lumineuses, où le doigt tendu de Tavera m’assigne
la place d’Ajaccio, ce sont dans un poudroiement bleuâtre, douze
lieues de vallées, de sommets, de collines et de gorges s’abaissant
insensiblement vers la mer, un horizon d’une vastitude et d’une
tristesse infinies, sous la torpeur de cette matinée déjà chaude… Par
moments, des bouffées de fournaise nous brûlent, tout le paysage
est rempli de fumée… des feux d’herbes ? Non ! Ce sont des forêts
entières qui flambent, allumées par la malveillance des bergers.
Depuis que l’incurie du gouvernement interdit en Corse le
pâturage du domaine de l’État, le paysan, réduit au maquis, met tout
simplement le feu au bois confisqué et pour faire place nette et pour
y trouver au prochain printemps l’herbe nécessaire à ses bêtes.
Nous atteignons Bocognano dans une atmosphère d’incendie.
Maintenant, c’est la plaine.
L’étouffement s’est fait plus dense et la route court poussiéreuse
entre des vallonnements moutonnés de cystes et de lentisques et
des plantations de maïs ; les montagnes évaporées de chaleur ne
sont plus qu’une vibration lumineuse et quelle solitude !!
La tête sarrasine d’un paysan corse, en velours marron et le fusil
en bandoulière, est la seule rencontre que nous fassions pendant
quinze kilomètres. Il mène paître ses chèvres armé comme pour une
vendetta.
Un pont. Tavera m’en fait remarquer les proportions hardies.
Le pont d’Ucciani, il a cent ans. Les Uccianais, jaloux de sa
perfection, ne trouvèrent rien de mieux que de noyer l’architecte.
Une fois mort, il ne doterait pas les autres pays de chefs-d’œuvre
pareils : le pont d’Ucciani est unique. Cette férocité n’indigne pas
Tavera.
Et la route enfin remonte ; nous escaladons des lacets dans une
chaleur de brasier ; le maquis pétille de soleil.
Dans une vigne apparaît le cube blanc d’un tombeau, « Le
village », me dit Tavera, le monument funèbre se trouve être celui de
sa famille : sur les pentes d’un coteau de vignobles éclate la
blancheur d’autres mausolées ; c’est bien le village. Le Corse a
l’orgueil de sa sépulture ; l’entrée de tout hameau, de plaine ou de
montagne, se signale par une ceinture de tombes. Nous avions déjà
trouvé cette voie Appienne le long du golfe d’Ajaccio.
Mais des châtaigniers surgissent. Voici la gare… et, par un
sentier de chèvres, qui est aussi celui des voitures, ascensionnent
des groupes de paysans. Ce sont les costumes de velours noir des
fêtes carillonnées et des beaux dimanches, des cavalcades de
mulets, des paysannes dans leur éternelle robe de deuil,
chevauchant à nu comme des hommes. Puis ce sont des chants et
des guitares.
Ajaccio et les environs montent à l’assaut d’Ucciani gaiement.
Et parmi cette foule hâlée, aux yeux aigus et noirs, c’est la
surprise d’adorables visages de blondes. La blonde Corse est
particulièrement désirable. Nulle part je n’ai vu ces ors rouillés et
nuancés de feuille morte dans les chevelures, nulle part ces yeux
d’aigue-marine dans des faces mordorées et mûries par le soleil. La
Corse blonde a la saveur d’un fruit.
Ce sont aussi des théories de femmes, la taille droite ou
balancée sous d’énormes charges, des couples d’ânes et des
cavaliers tenus en croupe par d’autres cavaliers sur des petits
chevaux du pays.
Une débandade de pourceaux, des hottées d’enfants demi-nus,
des jeunes filles groupées autour d’une fontaine, voici la rue.
Rongées d’années et de soleil, les maisons d’Ucciani sont
couleur de tain ; une immense châtaigneraie les domine. Mises en
valeur sur cette verdure fraîche, les maisons d’Ucciani dévalent en
désordre à la rencontre du promeneur, suivies dans la vallée par
l’ombre de la forêt.
Tout un groupe de joueurs nous désigne l’auberge. Des teneurs
de loteries et des bonneteurs sont là, aguichant le montagnard, tous
montés de la ville. Voici le clocher, carré et droit, isolé au milieu du
village, tandis que l’église en contrebas se blottit au pied d’un talus.
Déjà toute cette joie éparse nous dilate et nous rajeunit quand, tel un
hurlement d’orfraie, s’élève et pleure une mélopée lugubre. Une
immense plainte traîne, se lamente et glapit. C’est la troupe des
pleureuses s’énervant autour d’un cadavre dans le ressassement
des voceri. Il y a une morte dans le village.
Une femme y est décédée dans la nuit.
Toute la famille (tous les Corses sont parents entre eux), est là,
derrière les volets clos de la maison, qui hurle et fait ripaille en
veillant le corps. Le deuil a gagné le pays. Il n’y aura ni tir au coq, ni
danses, ni réjouissances dans la rue, il y a une morte dans Ucciani.
La fête se bornera à la grande messe et à la procession.
La grande messe. Impossible d’entrer dans l’église, la foule,
tassée à ne pas y jeter une épingle, reflue, refoulée au dehors. Une
vingtaine de femmes prient sous le portail, à genoux sur les
marches. Au-dessus de leur foulard de soie, à peine distinguons-
nous une marée de têtes encapuchonnées, et, dans le clair obscur
du maître-autel piqué de cierges, les lentes allées et venues d’un
clergé alourdi de chasubles d’or. Toutes les femmes ont
soigneusement caché leurs cheveux, une ferveur adorante les
courbe vers l’autel, des chants profonds traînent en psalmodies.
C’est l’atmosphère d’un sanctuaire espagnol, mais les abords de
l’église sont ceux d’un pardon de Bretagne.
Couchés, assis du côté de l’ombre, tous les hommes sont là, les
garçons surtout, venus pour voir les filles à la sortie de la messe. Ils
devisent entre eux sous le feutre à larges bords, en lourds souliers
ferrés, le bâton à la main, et attendent patiemment le passage des
femmes. Quelques-uns grattent des guitares. Le parapet de pierre,
qui domine le ravin, a été respectueusement laissé aux vieillards.
Toute une bande de vieux, très Bellacoscia d’aspect, y prennent le
frais ; l’un d’eux a quatre-vingt-douze ans, et est père de douze
enfants, il est là avec cinq de ses fils, dont le plus jeune a vingt ans
et l’aîné soixante-six. C’est vous dire la verdeur corse. Fils il est vrai
de différentes femmes. Cet étonnant générateur en a eu quatre. Je
l’examine avec stupeur.
Et la foule s’écoule. On sort de la messe. Passants et citadins
remontent au village, foule recueillie, gardant encore, même dehors,
le silence religieux de l’église. « La population ici est tellement
croyante, si passionnée surtout ! me confie Tavera. Croyez-vous
qu’à la semaine sainte, pendant qu’on lit l’Évangile de la Passion, au
passage des Juifs, lorsque Ponce-Pilate se lave les mains et livre
Jésus à Caïphe, tous les hommes poussent des hurlements,
soufflent dans des cornes de bœuf, démolissent les bancs à coups
de bâton. Et c’est un vacarme de huées et d’injures effroyables à
l’adresse des bourreaux du Christ. Des Espagnols ou plutôt des
Arabes, avec tout le fanatisme sensuel et démonstratif des races
africaines. » Décidément le Corse est bien plus Arabe qu’Italien.
Nous déjeunons maintenant dans une maison corse. Une vieille
maison seigneuriale qui n’est pas sortie de la famille depuis deux
siècles. Les Tavera l’habitent de père en fils, les aïeux y sont morts,
les petits-fils y mourront, les Tavera de l’avenir y sont encore à
naître.
De vastes pièces, un peu basses de plafond, aux poutrelles
apparentes, aux petites fenêtres s’ouvrant qui sur le village, qui sur
la montagne, et où le service est fait par une lignée d’antiques
serviteurs. Les domestiques y forment une famille à côté de celle
des maîtres. La jolie fille qui nous sert à table est l’arrière-petite fille
de la vieille bonne qui a élevé la mère de Michel Tavera. Elle est
entrée à neuf ans dans la maison, elle ne l’a jamais quittée. Elle y a
vécu, s’y est mariée, y a fait souche de vingt-cinq enfants et petits-
enfants ; elle vit retirée, maintenant, dans la maison des Tavera à
Ajaccio, servante-aïeule, verte et chenue encore sous la neige de
ses quatre-vingt-six ans : soixante-dix-sept ans de service, autre
temps, autres mœurs ! Il faut venir en Corse pour trouver encore de
pareils spectacles. « C’est l’éloge des maîtres et des serviteurs », ne
puis-je m’empêcher de faire remarquer.
Un dernier trait qui fixera les mœurs patriarcales de la race.
Dans l’immense cuisine, que cinq marches séparent de la salle à
manger, il y a aujourd’hui vingt personnes à table, les fils, les filles et
petits-enfants de la servante-aïeule, venus tous d’Ajaccio, célébrer la
fête du pays. Les Tavera les traitent magnifiquement et leur servent
le même repas que nous mangeons à la salle. Il y a là des marins de
la Compagnie Fraissinet, un berger, un forgeron, un maçon même,
tous les corps de métier.
Tous ces braves gens ont quitté Ajaccio à une heure du matin,
empilés sur une charrette à un cheval que leur prête le maître, toute
la nuit ils ont marché au pas sur les routes en chantant : ils sont
arrivés à l’aube au village. Ils repartiront au crépuscule.
Par les fenêtres ouvertes, derrière les persiennes closes, les
voceri des pleureuses, le lamentable chant funèbre de la morte,
pénètrent avec des senteurs de myrte et du soleil.

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(eTextbook PDF) for Understanding

Child Development 10th Edition

Understanding Child Development 10th Edition, (Ebook

Child Development 9th Edition, (Ebook PDF)

Understanding Social Problems 10th Edition – Ebook PDF

(eBook PDF) Child Development, Fourth Edition: A

Child Psychology: Development in a Changing Society,

Supervision: Managing for Results, 10th edition 10th

(eTextbook PDF) for Understanding Public Policy 15th

Social Studies for the Preschool/Primary Child 9th

15 Primary Grade Child Development 441

PArt i overview of the Young Child: Birth through age eight

1 studying the Young Child 1

1-1 Young Children and Their Settings 2 1-4f Theory Application 14

2 how Play, technology and digital Media,

3 Factors affecting learning 60

3-1 Applying Theory to Practice: Child development in the Real world:

PArt iii Prenatal and infancy Periods

4 Prenatal Period, Birth, and the First two weeks 101

5 infancy: theory, environment, health,

6 infant Cognitive and affective development 164

6-1 Infant Cognitive Learning 6-5 Adult-Infant Interactions 174

PArt iV the toddler: developing toward independence

7 the toddler: autonomy development 189

7-1 Toward Autonomy 190 7-3b Substance Abuse 193

time to Reflect 190 time to Reflect 194

PArt V the Prekindergartner/Kindergartner : ages three through six

8 Physical and Motor development 228

8-1 Physical Development: Height, Weight, time to Reflect 241

10 oral and written language development 294

12 affective development 351

12-1 Major Theorists’ Views of Affective 12-3d Sex Typing 372

Brain development: the effect of Child development in the Real world:

14 Preschool to Primary: Bridging the Gap

15 Primary Grade Child development 441

Understanding Child Development is designed for teachers in training and in service

organization of the text

What’s new in the tenth edition?

teaching and learning supplements

Student Progress App so that students and in-

Online Instructor’s Manual with Test Bank

PowerPoint Lecture Slides

Rosalind Charlesworth, Ph.D., is professor emerita and former chair

2 PART I Overview Of the YOung Child: Birth thrOugh Age eight

1-2a The Infant

ChAPTeR 1 StudYing the YOung Child 3

1-2b The Toddler

1-2c The Three-Year-Old

1-2d The Four-Year-Old

4 PART I Overview Of the YOung Child: Birth thrOugh Age eight

ChAPTeR 1 StudYing the YOung Child 5

1-3 The Essential Adult Role

6 PART I Overview Of the YOung Child: Birth thrOugh Age eight

ChAPTeR 1 StudYing the YOung Child 7

1-4b Influential Theorists

8 PART I Overview Of the YOung Child: Birth thrOugh Age eight

Affective Area: Psychosexual (Freud) Behaviorist (Skinner):

Physical and Motor Areas: Normative/Maturational (Gesell): Behaviorist (Skinner):

ChAPTeR 1 StudYing the YOung Child 9

Nous avons manqué le 15 août et les fêtes de l’Assomption,

Le châtaignier, cet ancêtre.

La châtaigne, c’est le blé de la Corse : elle nourrit tout le pays.

Et c’est dans le visage une fierté câline