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 BERGIN
&
BERGIN

Development in Your Classroom

Child Adolescent
TH I RD E D ITI O N

Child&Adolescent
Development in Your Classroom
TOPICAL APPROACH

CHRISTI CROSBY BERGIN D AV I D A L L E N B E R G I N

TOPICAL APPROACH
To register or access your online learning solution or purchase materials
for your course, visit www.cengagebrain.com.
TH I RD
E D ITI O N

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
vi Contents

2 Physical Development and Health 39

2-1 The Brain 40 2-2c Group Diversity in Growth and Motor

2-1a Structure and Function of the Brain 40 Development 64
Gender 64 ● Socioeconomic Status 65
BOX 2.1 Theories & Theorists: Maslow’s Hierarchy
● Ethnicity 65
of Needs 41
2-1b Age Trends in Brain Development 4 4 2-2d Classroom Implications of Growth
Infancy and Toddlerhood (Prenatal to 2 Years) 44
and Motor Development 66
● Early Childhood (3 to 5 Years) 44 ● Middle In-School Nutrition 66 ● Physical Activity at
Childhood (6 to 12 Years) 45 ● Adolescence School 67 ● Motor Skills in the Classroom 68
(13 to 19 Years) 45 2-3 Contemporary Health
2-1c Individual Diversity in Brain Challenges 69
Development 4 6 2-3a Sleep Deprivation 69
What Do Individual Differences in the Brain
Age Trends in Sleep Patterns 70 ● Sleep
Predict? 46 ● What Predicts Individual
Disorders 71 ● Improving Sleep 72
Differences in Brain Development? 47 ● Classroom Implications of Sleep

2-1d Classroom Implications of Brain Deprivation 72

Development 50 2-3b Obesity and Other Eating
2-2 Growth and Motor Disorders 73
Development 51 Age Trends in Obesity 74 ● What Does Obesity
2-2a Age Trends in Growth and Motor Predict? 74 ● What Predicts Obesity? 75
● Group Diversity in Obesity 76 ● Classroom
Development 51
Implications of Obesity 76 Other Eating
●
Infancy and Toddlerhood (Prenatal to 2 Years) 52
● Early Childhood (3 to 5 Years)
Disorders 77
54 ● Middle
Childhood (6 to 12 Years) 54 ● Adolescence 2-3c Drug Use 78
(13 to 19 Years) 55 Age Trends in Drug Use 78 ● What Does Drug
2-2b Individual Diversity in Growth and Use Predict? 79 ● What Predicts Drug Use? 79
● Group Diversity in Drug Use 80
Motor Development 56
What Do Individual Differences in Growth and Brain Research: Drug Use Harms Young Brains 80
Motor Skills Predict? 56 ● Classroom Implications of Drug Use 81
BOX 2.2 Challenges in Development: Low Birth ● Prenatal Drug Exposure—Behavioral
Weight 57 Teratogens 82
What Predicts Individual Differences in Growth Reflections on Practice: My Teaching 84
and Motor Skills? 59 Chapter Summary 84
Brain Research: Exercise Builds Better Brains 61 Summary of Age Trends in Physical
Development 85

SECTION 2 THE COGNITIVE CHILD 87

3 Classic Theories of Learning and Cognition 87

3-1 Behaviorism 88 Shaping 92 ● Stability and Extinction 93

3-1a Classical Conditioning 88 3-1c Classroom Implications of
3-1b Operant Conditioning 90 Behaviorism 93
Reinforcement and Punishment 90 Operant Conditioning in Classrooms 94
● Direct Instruction 95
BOX 3.1 Theories & Theorists: B. F. Skinner 92

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 Contents vii

3-2 Piaget’s Theory of 3-3b Zone of Proximal Development 114

Cognitive Development 97 3-3c Scaffolding 115
3-2a Age Trends in Piaget’s Cognitive 3-3d Language and Private Speech 115
Developmental Theory 99 3-3e Age Trends in Sociocultural
The Sensorimotor Stage (Birth to 2 Years) 99 Theory 116
● The Preoperational Stage (About Ages 2 3-3f Diversity in Sociocultural Theory 116
through 7) 101 ● The Concrete Operational Brain Research: Private Speech Builds Brains 117
Stage (About Ages 7 through 11) 104 ● The 3-3g Classroom Implications of
Formal Operational Stage (About Age 12 and Sociocultural Theory 118
Older) 105
Social Constructivism 119 ● A Note
3-2b Advances in Knowledge since of Caution about Constructivist
Piaget 106 Instruction 122
Underestimation and Overestimation of
Abilities 106 ● Primacy of Language 108 3-4 Comparing Theories of
3-2c Diversity in Cognitive Developmental Learning and Cognition 122
Theory 109 BOX 3.2 Theories & Theorists: Social Cognitive
3-2d Classroom Implications of Cognitive Theory 124
Developmental Theory 110 Reflections on Practice: My Teaching 126
Developmentally Appropriate Practice 110 Summary of Age Trends in Learning and
● Constructivist Teaching 111 Cognition 127
Chapter Summary 128
3-3 Vygotsky’s Sociocultural
Theory 113
3-3a The Role of Social Interaction 114

4 Information Processing, Memory, and Problem Solving 131

4-1 Information Processing 132 Brain Research: Brains Can Be Trained 144
4-1a Components of the Information- 4-2 Memory 145
Processing Model 132 4-2a Remember? Maybe, Maybe
Sensory Register 132 ● Long-Term Not 145
Memory 132 ● Executive Functions 133 Memory Errors 145 ● Memory Strategies 147
4-1b Age Trends in Information 4-2b Age Trends in Memory 147
Processing 135 Infancy and Toddlerhood (Prenatal to 2 Years) 148
Infancy and Toddlerhood (Birth to 2 Years) 135 ● Early Childhood (3 to 5 Years) 148 ● Middle
● Early Childhood (3 to 5 Years) 136 ● Middle Childhood (6 to 12 Years) 149 ● Adolescence
Childhood (6 to 12 Years) 137 Adolescence
●
(13 to 19 Years) 150
(13 to 19 Years) 138
4-2c Individual Diversity in Memory 150
Brain Research: Mature Brains Have Better
What Do Individual Differences in Memory
Executives 138
Predict? 150 ● What Predicts Individual
4-1c Individual Diversity in Information Differences in Memory? 151
Processing 138
4-2d Classroom Implications of
BOX 4.1 Challenges in Development: ADHD 140 Memory 152
4-1d Classroom Implications of Information Connect Knowledge 152 ● Facilitate Memory
Processing 142 Strategies 153 ● Increase Exposure to Material
Reduce Working Memory and Executive to Be Learned 154 ● Spaced Practice 154
Load 143 ● Focus Attention 143 ● Test Students 155
● Strengthen Executive Functions 144
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viii Contents

4-3 Reasoning and Problem ●Use Inquiry-Based Lessons 164 ● Directly

Train Reasoning 165
Solving 156
4-3a Age Trends in Reasoning and Problem 4-4 Putting the Theories to Work:
Solving 157 The Case of Mathematics 166
Infancy and Toddlerhood (Birth to 2 Years) 157 4-4a Age Trends in Mathematics 167
● Early Childhood (3 to 5 Years) 158 ● Middle Informal Math 167 ● School-Age Math 168
Childhood (6 to 12 Years) 159 Adolescence
●

(13 to 19 Years) 160

4-4b Implications for Teachers from
Different Theories 169
4-3b Individual Diversity in Reasoning
Behaviorism and Math 169 ● Piaget’s
and Problem Solving 161
Theory of Cognitive Development and
What Do Individual Differences in Reasoning Math 170 ● Vygotsky’s Sociocultural Theory
Predict? 161 ● What Predicts Individual and Math 172 ● The Information Processing
Differences in Reasoning? 161 Model and Math 172
4-3c Classroom Implications of Reasoning Reflections on Practice: My Teaching 174
and Problem Solving 162
Summary of Age Trends in Information
Increase Knowledge 162 ● Require Processing 175
Explanations 163 ● Teach Effective
Chapter Summary 176
Strategies 163 ● Foster Argument 164

5 Cognitive Ability: Intelligence, Talent, and Achievement 179

5-1 Intelligence 180 5-2 Talent and Expertise 196

5-1a What Is Intelligence? 180 5-2a Age Trends in Talent and
Intelligence as g 181 Theory of Successful
● Expertise 196
Intelligence 181 ● Multiple Intelligences 182 5-2b Individual Diversity in Talent and
● Measurement of Intelligence 184 Expertise 197
5-1b Individual Diversity in Intelligence 184 What Do Individual Differences in Expertise
Stability of Intelligence 184 ● What Do Predict? 197 ● What Predicts Individual
Individual Differences in Intelligence Predict? 185 Differences in Expertise? 197

BOX 5.1 Theories & Theorists: Habituation and Core 5-2c Group Diversity in Talent and
Knowledge 186 Expertise 199
What Predicts Individual Differences in 5-2d Classroom Implications of Talent and
Intelligence? 187 Expertise 20 0
Expert Teaching 201
5-1c Group Diversity in Intelligence 189
Gender 189 5-3 Achievement 203

Brain Research: Boy vs. Girl Brains 190 5-3a Age Trends in Achievement 203

Socioeconomic Status 190 ● Ethnicity 190

5-3b Individual Diversity in
● Culture 191 ● Test Bias 191 ● Cohort
Achievement 204
Effect—Rising Intelligence 192 Stability of Individual Differences in
Achievement 204 ● What Do Individual
5-1d Classroom Implications of
Differences in Achievement Predict? 204
Intelligence 193 ● What Predicts Individual Differences in

Multiple Intelligences in the Classroom 193 Achievement? 205

● Intelligence Tests and the Classroom 194
BOX 5.2 Challenges in Development: Learning
Disabilities 195

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 Contents ix

5-3c Group Diversity in Grade 214 ● Class Size 215 ● High-Stakes

Achievement 205 Tests 215
Gender 205 ● Socioeconomic Status 205 Reflections on Practice: My Teaching 217
● Ethnicity 207 ● Cross-National Summary of Age Trends in Cognitive
Comparisons 208 Ability 218
5-3d Classroom Implications of Research Chapter Summary 219
on Achievement 211
Testing 212 ● Study Skills 212 ● Time-on-
Task 212 ● Homework 213 ● Retention in

SECTION 3 THE EMOTIONAL CHILD 221

6 Attachment and Personality 221

6-1 Attachment 222 6-2 Temperament and

BOX 6.1 Theories & Theorists: John Bowlby and
Mary Ainsworth 223
BOX 6.2 Theories & Theorists: Ethology and Critical
Periods 224
6-1a Age Trends in Attachment 224
Infancy and Toddlerhood (Birth to 2 Years) 224
● Early and Middle Childhood (3 to 12 Years) 225
● Adolescence (13 to 19 Years) 225
6-1b Individual Diversity in
Attachment 226
Secure Attachment 227 ● Insecure
Avoidant Attachment 227 ● Insecure
Resistant Attachment 228 ● Disorganized
Attachment 228 ● How Stable Is
Attachment? 229 ● Attachment in Adult
Romantic Relationships 229 ● What
Do Individual Differences in Attachment
Predict? 230 ● What Predicts Individual
Differences in Attachment? 232 ● Improving
Attachment 233 ● Attachment to
Father 234 ● How Does Attachment Have
Such Far-Reaching Consequences? 234
6-1c Group Diversity in Attachment
Brain Research: Secure Brains Learn Better 236
Socioeconomic Status and Ethnicity
6-1d Classroom Implications of
Attachment 237
Teacher–Student Relationships 237
Bonding 240
Personality 242
6-2a Age Trends in Temperament and
Personality 244
6-2b Individual Diversity in Temperament
and Personality 246
How Stable Are Individual Differences in
Temperament and Personality? 246 ● How
Stable Is Personality Across Situations? 247
● What Do Temperament and Personality
Predict? 247 ● What Predicts Temperament
and Personality? 249
Brain Research: Brain Differences in
Personality 250
6-2c Group Diversity in Temperament and
Personality 251
Gender 251 ● Socioeconomic Status 251
BOX 6.3 Theories & Theorists: Revisiting Nature
and Nurture—Epigenetics 252
Cohort Effect 253
6-2d Classroom Implications of
Temperament and Personality 254
236 Change Your Perceptions of the Learner’s
Personality 254 ● Create a Good Fit 255
● Shape the Student’s Personality 257
236
Reflections on Practice: My Teaching 258
Summary of Age Trends in Attachment and
Personality 259
● School
Chapter Summary 260

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x Contents

7 Self-Control and Discipline 263

7-1 Self-Control 264 Applying the Principles of Effective Discipline:

Persistent Persuasion 282 ● Why Persistent
7-1a Age Trends in Self-Control 264
Persuasion Should Work 283 ● Applying
Infancy and Toddlerhood (Birth to 2 Years) 264
the Principles of Effective Discipline: Skill
● Early Childhood (3 to 5 Years) 264 ● Middle
Development 284
Childhood (6 to 12 Years) 265 ● Adolescence
(13 to 19 Years) 265 7-2d Group Diversity in Discipline 285
Socioeconomic Status 285 ● Ethnicity 285
Brain Research: Some Teen Brains Find Risk
● Discipline Gap 286
Rewarding 266
7-1b Individual Diversity in Self- 7-2e Classroom Implications of Discipline 287
Control 266 Revisiting Behavior Modification 288
● Classroom Management 292 ● Culturally
Stability Across Time 266 Stability Across
●

Situations 267 ● What Do Individual Responsive Classroom Management 293

Differences in Self-Control Predict? 267 7-3 Teaching Self-Control:
● What Predicts Individual Differences in Self-

Control? 268
What Parenting Styles Tell
7-1c Group Diversity in Self-Control 271
Us 294
7-3a Four Styles of Parenting 295
7-1d Classroom Implications
Indifferent Style 295 Indulgent Style 295
●
of Self-Control 271
● Authoritarian Style 296 ● Authoritative
BOX 7.1 Theories & Theorists: Collectivism and
Style 296 ● The Adolescent Challenge 297
Individualism 272
7-3b Group Diversity in Parenting Style 298
7-2 Effective Discipline 273
Ethnicity 298
7-2a The Goal of Discipline 274
7-3c Classroom Implications of Parenting
7-2b Types of Discipline 275
Style 299
Induction 275 ● Psychological
Reflections on Practice: My Teaching 302
Control 276 ● Power Assertion 277
Summary of Age Trends in Self-Control and
7-2c Principles of Effective Discipline 278 Discipline 303
BOX 7.2 Challenges in Development: Child Chapter Summary 304
Abuse 279

8 Emotional Development 307

8-1 Emotions 308 8-2 Regulating One’s Own

8-1a What Emotions Do Children Have? 309
Early Basic Emotions 309
BOX 8.1 Theories & Theorists: Charles
Darwin 309
Complex Social Emotions
8-1b Why Do Children Have Emotions? 312
8-1c Emotions Influence Learning and
Thought 312
Emotions 314
8-2a Strategies to Regulate Emotion 314
8-2b Emotional Dissemblance—Faking
It 316
311 8-2c Age Trends in Emotion
Regulation 316
Infancy and Toddlerhood (Birth to 2 Years) 316
● Early Childhood (3 to 5 Years) 317 ● Middle
Childhood (6 to 12 Years) 318 Adolescence
●

Positive Emotions 313 ● Negative

(13 to 19 Years) 318
Emotions 313

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 Contents xi

8-2d Individual Diversity in Emotion 8-3 Understanding Others’

Regulation 319 Emotions 337
What Does Emotion Regulation Predict? 320
● What Predicts Emotion Regulation?
Brain Research: Mirror Neurons 338
321
8-3a Age Trends in Understanding Others’
Brain Research: Extreme Stress Alters Brains 323 Emotions 339
8-2e Depression and Anxiety: Emotion Infancy and Toddlerhood (Birth to 2 Years) 339
Regulation Gone Awry 325 ● Early Childhood (3 to 5 Years) 340 ● Middle
Prevalence of Depression and Anxiety 326 Childhood (6 to 12 Years) 341 ● Adolescence
● Antecedents and Consequences of
(13 to 19 Years) 341
Depression and Anxiety 326
8-3b Individual Diversity in Understanding
BOX 8.2 Challenges in Development: Test and Math Others’ Emotions 342
Anxiety 327 What Does Understanding Others’ Emotions
8-2f Group Diversity in Emotion Predict? 342 ● What Predicts Understanding
Regulation 330 Others’ Emotions? 343
Gender 330 ● Socioeconomic Status 331 8-3c Group Diversity in Understanding
● Ethnicity 331 Others’ Emotions 344
BOX 8.3 Challenges in Development: Military- Gender 344 ● Culture 345
Connected Children 332
8-3d Classroom Implications of
8-2g Classroom Implications of Emotion Understanding Others’ Emotions 345
Regulation 332 Reflections on Practice: My Teaching 347
Talk About Emotions 333 ● Be Sensitive to
Summary of Age Trends in Emotional
Learners’ Emotions 333 ● Scaffold and Teach
Competence 348
Emotion Regulation 334 ● Create a Positive
Chapter Summary 349
Classroom Climate 335 ● Helping Depressed
Students 336 ● Helping Anxious Students 337

SECTION 4 THE SOCIAL CHILD 351

9 Social Cognition 351

9-1 Theory of Mind 352 9-2 Humor 362

BOX 9.1 Challenges in Development: Autism
Spectrum Conditions 353
9-1a Age Trends in Theory of Mind
Infancy and Toddlerhood (Birth to 2 Years) 354
● Early Childhood (3 to 5 Years) 356 ● Middle
Childhood (6 to 12 Years) 356
Brain Research: The Puzzle of Autistic Brains 357
Adolescence (13 to 19 Years) 357
9-1b Individual Diversity in Theory of
Mind 358
What Do Individual Differences in Theory of
Mind Predict? 358 ● What Predicts Individual
Differences in Theory of Mind? 359
9-1c Group Diversity in Theory of Mind 361
9-1d Classroom Implications of Theory of
Mind 361
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9-2a What Is Humor? 362
Causes and Functions of Humor 363 ● Playful
354 Teasing 363
BOX 9.2 Theories & Theorists: Sigmund
Freud 364
9-2b Age Trends in Humor 364
Infancy and Toddlerhood (Birth to 2 Years) 364
● Early Childhood (3 to 5 Years) 365 ● Middle
Childhood (6 to 12 Years) 366 ● Adolescence
(13 to 19 Years) 366
9-2c Individual Diversity in Humor 367
What Do Individual Differences in Humor
Predict? 367 ● What Predicts Individual
Differences in Humor? 367
9-2d Group Diversity in Humor 368
9-2e Classroom Implications of Humor 368
xii Contents

Be Humorous Yourself 369 ● Accept Judgment Predict? 378 ● What Predicts

Children’s Humor (When Appropriate) 369 Individual Differences in Moral Judgment
and Behavior? 379
9-3 Moral Judgment 370
9-3a Different Views of Moral 9-3d Group Diversity in Moral
Judgment 371 Judgment 381
Gender 381 ● Socioeconomic Status 382
Piaget’s View 371 ● Kohlberg’s View 371
● Level I: Preconventional Morality: Punishment 9-3e Classroom Implications of Moral
and Obedience to Authority 372 ● Level II: Judgment 382
Conventional Morality: Laws Are Supreme 372 Moral Education (Constructing Morality) 383
● Level III: Postconventional Morality: Abstract ● Character Education (Handing Down

Principles of Justice and Rights 372 ● Prosocial Morality) 384 ● Does Moral or Character
Reasoning 372 ● Honesty and Lying 373 Education Work? 385
9-3b Age Trends in Moral Judgment 373 BOX 9.3 Challenges in Development: Academic
Infancy and Toddlerhood (Birth to 2 Years) 373 Dishonesty 386
● Early Childhood (3 to 5 Years) 374 ● Middle Teach Morality through Everyday
Childhood (6 to 12 Years) 376 Adolescence
●
Interactions 387
(13 to 19 Years) 377
Reflections on Practice: My Teaching 389
9-3c Individual Diversity in Moral Summary of Age Trends in Social Cognition 390
Judgment 377 Chapter Summary 392
What Do Individual Differences in Moral

10 Social Behavior 395

10-1 Prosocial Behavior 396 10-2a Types of Aggression 409

10-1a Age Trends in Prosocial Behavior 397 Physical, Verbal, and Social Aggression 410
● Reactive Aggression and Bullying 410
Infancy and Toddlerhood (Birth to 2 Years) 397
● Early Childhood (3 to 5 Years) 398 ● Middle BOX 10.2 Challenges in Development: Victims 411
Childhood (6 to 12 Years) 398 Adolescence
●
10-2b Age Trends in Antisocial
(13 to 19 Years) 398 Behavior 413
10-1b Individual Diversity in Prosocial Infancy and Toddlerhood (Birth to 2 Years) 413
Behavior 399 ● Early Childhood (3 to 5 Years) 413 ● Middle
What Do Individual Differences in Prosocial Childhood (6 to 12 Years) 414 Adolescence
●

Behavior Predict? 399 ● What Predicts (13 to 19 Years) 415

Individual Differences in Prosocial 10-2c Individual Diversity in Antisocial
Behavior? 400 Behavior 415
10-1c Gender Diversity in Prosocial What Do Individual Differences in Antisocial
Behavior 403 Behavior Predict? 415 ● What Predicts
10-1d Classroom Implications of Prosocial Individual Differences in Antisocial
Behavior 403 Behavior? 418
Help Learners Feel Responsible for BOX 10.3 Theories & Theorists: The Social
Others 405 ● Provide Opportunities to Information Processing Model 422
Practice Prosocial Behavior 406 ● School- 10-2d Group Diversity in Antisocial
Based Interventions 407 Behavior 424
Gender 424 ● Socioeconomic Status 424
10-2 Antisocial Behavior and ● Ethnicity 425
Aggression 408
10-2e Classroom Implications of Antisocial
BOX 10.1 Challenges in Development: Conduct
Behavior 426
Disorder 409
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 Contents xiii

Reducing Bullying and Aggression 426 What Do Conflict Resolution Skills Predict? 431
● School-Based Interventions 429 ● What Predicts Conflict-Resolution Skills? 431

10-3 Conflict Resolution 429 10-3d Classroom Implications of Conflict

10-3a How Should Conflict Be Resolution 432
Resolved? 430 Promoting Conflict-Resolution Skills 432
● Conflict-Resolution Education 433
10-3b Age Trends in Conflict Resolution 430
Infancy and Toddlerhood (Birth to 2 Years) 430 Reflections on Practice: My Teaching 436
● Early Childhood (3 to 5 Years) 430 ● Middle Summary of Age Trends in Social Behavior 437
Childhood to Adolescence (6 to 19 Years) 431 Chapter Summary 438
10-3c Individual Diversity in Conflict
Resolution 431

11 Peers, Friends, and Play 441

11-1 Peer Status 442 11-2e Group Diversity in Friendship and

11-1a Individual Diversity in Peer Status 444 Peer Networks 468
Gender 468 ● Ethnicity 468
What Does Peer Rejection Predict? 444
11-2f Classroom Implications of Friendship
Brain Research: Social Rejection Hurts 445
and Peer Networks 469
What Predicts Peer Status? 446
11-3 Play 471
11-1b Group Diversity in Peer Status 449
11-3a Types of Play 471
Gender 449 ● Socioeconomic Status
11-3b Age Trends in Play 472
(SES) 449 ● Ethnicity 449
Infancy and Toddlerhood (Birth to 2 Years) 472
11-1c Classroom Implications of Peer ● Early Childhood (3 to 5 Years) 473 ● Middle
Status 450 Childhood (6 to 12 Years) 473 ● Adolescence
Improve Behavior 450 ● Influence Learners’ (13 to 19 Years) 474
Reputation 452 ● Provide Opportunity for
11-3c Individual Diversity in Play 474
Peer Interaction 452
What Do Individual Differences in Play
11-2 Friendship and Peer Predict? 475 ● What Predicts Individual
Networks 454 Differences in Play? 476 ● A Cautionary Note
11-2a Birds of a Feather Flock Together 455 about Solitary Play 476 ● Sports 477
11-2b Peer Pressure: Is It Good or Bad? 455 11-3d Group Diversity in Play 477
11-2c Age Trends in Friendship and Peer Gender 477 ● Socioeconomic Status 478
Networks 456 11-3e Classroom Implications of Play 478
Infancy and Toddlerhood (Birth to 2 Years) 456 Use Play in Your Classroom to Support
● Early Childhood (3 to 5 Years) 456 ● Middle Learning 478 ● Consider Using Educational
Childhood (6 to 12 Years) 457 Adolescence
●
Electronic Games 480 ● Promote
(13 to 19 Years) 458 Recess 480
BOX 11.1 Challenges in Development: STIs and HIV/ Reflections on Practice: My Teaching 482
AIDS 462 Summary of Age Trends in Peer Status,
11-2d Individual Diversity in Friendship Friendship, and Play 483
and Peer Networks 464 Chapter Summary 484
What Do Individual Differences in Friendship
Predict? 464 ● What Predicts Quantity and
Quality of Friendships? 466

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xiv Contents
SECTION 5 THE WHOLE CHILD 487
12 Language and Literacy
12-1 Language Development
12-1a Types of Language: Nonverbal and
Verbal 488
12-1b Age Trends in Language 489
Infancy and Toddlerhood (Birth to 2 Years)
Brain Research: Efficient Brains Can Make Language
Learning Harder 490
Early Childhood (3 to 5 Years) 490 ● Middle
Childhood (6 to 12 Years) 490 ● Adolescence
(13 to 19 Years) 492 ● Language Learning Is
Remarkable 492
12-1c Individual Diversity in Language
BOX 12.1 Theories & Theorists: Language as Core
Knowledge—The Great Debate 494
What Do Individual Differences in Language
Ability Predict? 494 ● What Predicts Individual
Differences in Language Ability? 496
12-1d Group Diversity in Language
Gender 499 Socioeconomic Status 499
● Literacy 525
● African American English 500 ● Immigrant
Students and Bilingualism 501
12-1e Classroom Implications of
Language 503
Nonverbal Language in the Classroom
● Bilingual Education
506
12-2 Literacy 508
12-2a Age Trends in Literacy 509
Infancy and Toddlerhood (Birth to 2 Years) 509
● Early Childhood (3 to 5 Years) 510 ● Middle
Childhood (6 to 12 Years) 510 Adolescence
●
(13 to 19 Years) 512
12-2b Individual Diversity in Literacy 512
What Do Individual Differences in Literacy
Predict? 513
13 The Self-System and Motivation
13-1 The Self-System 536
13-1a Self-Esteem, Self-Concept, and
Self-Efficacy 536
BOX 13.1 Theories & Theorists: Erikson’s
Psychosocial Theory 537
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487
BOX 12.2 Challenges in Development: Specific
488
Reading Disability 514
What Predicts Individual Differences in
Literacy? 514
489
12-2c Group Diversity in Literacy 517
Gender 517 Socioeconomic Status
● 517
●Ethnicity 518
12-2d Classroom Implications of Literacy
Development 519
Promote Phonological Awareness and
Decoding Skills 520 ● Promote Print
Concepts 521 ● Promote Fluency 521
493 ● Promote Vocabulary and Comprehension 521
● Promote Writing Skills 522 ● Bridge
Cultural Borders 523 ● Support Bilingual and
Biliterate Students 524
12-3 Putting the Theories
499 to Work: The Case of
12-3a Implications for Teachers from
Different Theories 525
Behaviorism and Literacy 526 ● Piaget’s
Theory of Cognitive Development and
Literacy 526 ● Vygotsky’s Sociocultural
504
Theory and Literacy 527 ● The Information-
Processing Model and Literacy 528
12-3b Comparing the Theories 528
Reflections on Practice: My Teaching 530
Summary of Age Trends in Language and
Literacy 531
Chapter Summary 532
535
13-1b Age Trends in the Self 538
Infancy and Toddlerhood (Birth to 2 Years) 538
● Early Childhood (3 to 5 Years) 539 ● Middle
Childhood (6 to 12 Years) 539 ● Adolescence
(13 to 19 Years) 539
 Contents xv

13-1c Individual Differences in the Self 539 13-3 Motivation 556

What Do Views of the Self Predict? 539
● What Predicts Views of the Self? 541
13-1d Group Diversity in the Self
Gender 542 ● Ethnicity 543
13-1e Classroom Implications of the Self 543
13-2 Social Identity: Gender
and Ethnicity 545
13-2a Gender Identity 545
Infancy and Toddlerhood (Birth to 2 Years) 545
● Early Childhood (3 to 5 Years) 545 ● Middle
Childhood (6 to 12 Years) 546 Adolescence
●
(13 to 19 Years) 547
13-2b Ethnic Identity 547
Age Trends in Ethnic Identity 548
Differences in Ethnic Identity 549
13-2c Sexism and Racism 549
13-2d Classroom Implications of Gender
and Ethnic Identity 551
Stereotype Threat 552 ● Promote
Positive Social Identity 553 ● Reduce
Prejudice 554
13-3a Can I Do This? 557
Self-Efficacy Affects Learners’ Answer to “Can I
542 Do This?” 557 ● Views of Ability Affect
Learners’ Answer to “Can I Do This?” 558
● Attributions Affect Learners’ Answer to “Can I
Do This?” 558
13-3b Classroom Implications of “Can I Do
This?” 559
13-3c Do I Want to Do This? 561
Goals Affect Learners’ Answer to “Do I Want
to Do This?” 561 ● Self-Determination
Affects Learners’ Answer to “Do I Want to
Do This?” 563 ● Interest Affects Learners’
Answer to “Do I Want to Do This?” 563
● Individual 13-3d Classroom Implications of “Do I
Want to Do This?” 565
Reflections on Practice: My Teaching 569
Summary of Age Trends in the Self-System
and Motivation 570
Chapter Summary 571

14 The Child in Context: Family Structure, Child Care,

and Media 573
14-1 Family Structure 574 14-1d Classroom Implications of Family
14-1a What Does Family Structure Structure and Parent Involvement 585
Predict? 575 Involving Parents in Education 586
Divorce 575 ● Single-Parent Families and 14-2 Maternal Employment
Stepfamilies 576 ● Teenage Mothers 576
● Cohabiting Families
and Child Care 589
578 ● Gay and Lesbian
14-2a Maternal Employment 590
Families 578
14-2b Child Care 591
14-1b How Might Family Structure
14-2c Age Trends in Child Care 592
Influence Children? 579
Infancy to Early Childhood (Birth to 5 Years) 592
Father Presence 579 ● Parental Conflict 580
● Middle Childhood and Adolescence
● Quality of Parenting 581 ● Revisiting Risk
(6 to 19 Years) 593
and Resilience 581
14-2d What Does Child Care Predict? 594
14-1c Group Diversity in Family Structure 582
Language and Cognitive Development 594
Gender 582 ● Socioeconomic Status 582
● Attachment 594 ● Stress 595 ● Social
BOX 14.1 Challenges in Development: Orphanages, Competence 596 ● Play 597 ● Does Parenting
Foster Care, and Adoption 583 or Child Care Have a Larger Effect? 597
Ethnicity 584
14-2e Group Diversity in Child Care 598
Brain Research: Deprivation Harms Brains 585 Gender 598 ● Socioeconomic Status 599

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
xvi Contents

14-2f Classroom Implications 14-3f Classroom Implications of Media

of Maternal Employment and Use 614
Child Care 600 Reducing the Negative Effects of Violent
14-3 Television and Other Media 614 ● Using Computers in Y Your
Classroom 615
Media 601
14-3a The Issue of Time 602 14-4 Farewell 615
14-3b The Issue of Content 602 BOX 14.2 Theories & Theorists: The Bioecological
14-3c Age Trends in Media Use 603 Model Revisited 616
Infancy and Toddlerhood (Birth to 2 Years) 603 Reflections on Practice: My Teaching 617
● Early Childhood (3 to 5 Y
Years) 603 ● Middle Summary of Age T
Trends of the Child in
Childhood (6 to 12 Y
Years) 603 ● Adolescence Context 618
(13 to 19 Y
Years) 604 Chapter Summary 619
14-3d Individual Diversity in Media Use 605
Glossary 621
What Do Differences in Media Use Predict? 605
Brain Research: Violent Video Games Alter the References 631
Brain’s Response to Violence 608
Name Index 693
Thinking Like a Scientist 610 ● What Predicts
Individual Differences in Media Use? 612 Subject Index 695
14-3e Group Diversity in Media Use 612
Gender 612 ● Socioeconomic Status 612
● Ethnicity 613

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
 Preface

Understanding child development is important to becoming an effective teacher. In

Chapter 10 you will be introduced to Josh, who was one of the most difficult children
in Mrs. Wentz’s 25-year career as a teacher. He was involved in fighting, lying, skip-
ping school, defying authority, and failing to complete work. After altercations in-
volving the juvenile court officer, Josh was suspended—sent home where his mother
used drugs and his father was angry and punitive. Other students were afraid of
Josh. Mrs. Wentz was in Christi’s child development class when we were test-driving
the first edition manuscript for this textbook, and she began putting the concepts to
use in her classroom with Josh. Mrs. Wentz began to feel more confident about how
to help Josh, and subsequently, Josh began to complete his schoolwork and became
helpful in the class. Mrs. Wentz said that learning about child development caused
her to look at each student with more insight and that she had become a better
teacher—and human being—as a result.
This textbook is designed for prospective teachers of infants through adoles-
cents. Teachers of different age groups need to collaborate in order to provide seam-
less education as children transition from preschool through high school. When
teachers of all age groups study child development together, they create a shared
understanding of children that will promote children’s success.
This textbook is about child development. However, it has some content that is
traditionally found in “educational psychology” texts. Thus, teacher education pro-
grams that combine child development and educational psychology into a single
course may find this text appropriate.

Our Goal: Promote Outstanding Teaching

If there is a silver bullet in education, it is teaching quality. Effective teachers raise
the achievement of all children and narrow the achievement gap. Even one outstand-
ing teacher can influence the course of a child’s life. Children who are lucky enough
to have many outstanding teachers across the years receive a substantially better
education than children who are less lucky.
How does a teacher learn to be outstanding? One key pathway is to learn the sci-
ence of child development and know how to apply it in the classroom. This provides
teachers with the information they need to problem solve how to best educate each

xvii

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
xviii Preface

child. To be successful, teachers must understand each child as a learning, feeling,

relating human being. The goal of this text is to help teachers create classrooms that
optimize children’s development.

A Distinctive Text
This text is “research-based,” incorporating the latest science. Several thousand arti-
cles in peer-reviewed journals are summarized in the text. We have worked to make
this research accessible to prospective teachers with everyday language and authen-
tic vignettes of children of all ages, from infants to adolescents. Previous courses in
psychology are not required to understand the text. Still, many research-based child
development textbooks are available. What makes this one unique? The answer: the
strong bridge between research and classroom application.

Classroom Application
In 2007 the National Institute of Child Health and Human Development and the Na-
tional Council for the Accreditation of Teacher Education jointly reported that child
development courses do not consistently offer realistic illustrations of developmen-
tal concepts or adequately tie concepts to classroom settings (NICHD & NCATE,
2007). This textbook is designed to overcome this problem through the following
features:
● Research-based strategies that teachers can use in their classrooms are provided
for each major topic.
● Authentic classroom vignettes are used to illustrate concepts.
● Topics are covered that are of keen interest to teachers, but that are not included
in traditional child development texts (e.g., discipline, teacher–student relation-
ships, how emotions affect learning).
● Explicit connections are made between theories and the teaching of mathematics
and literacy in Chapters 4 and Chapters 12.
● Each chapter ends with a Reflections on Practice page that asks teachers to reflect
on their behavior in the classroom and how it influences children.
This text is child-centered, putting the development of the child at the forefront of
the content, providing readers with research- and theory-based knowledge of devel-
opmental psychology, while also providing strong practical skills for applying that
knowledge in their classrooms.

Diversity
This text emphasizes diversity. Each major topic discusses both individual diversity
and group diversity. Understanding diversity helps teachers differentiate pedagogy
for students who come to class with widely different experiences and cultural back-
grounds. Culture is introduced at the beginning of the text, and then discussed in
subsequent chapters when relevant, rather than presented as a stand-alone topic in
an isolated chapter.

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
 Preface xix

Text Organization
Child development textbooks take either a chronological or a topical approach. We
have combined the approaches—the text is organized topically across chapters, but
age trends are highlighted within chapters. We took this approach because, while
it is important for teachers to have a snapshot of children at a particular age, it is
critically important for teachers to understand where their students have been and
where they are going developmentally if they are to promote optimal development
in children. In addition, children of the same age in the same classroom can be at
remarkably different points in their development.
This textbook is organized into five sections.
1. The first section, “Foundations of Child Development,” deals with foundational
issues in child development. It introduces key themes in the study of child
development and scientific foundations of the field. It discusses key biological
topics relevant to teachers.
2. The second section, “The Cognitive Child,” deals with major theories and
research related to learning and cognition, including memory and problem
solving. It models theory application by applying those theories to mathematics
education. It also discusses intelligence, academic achievement, and the
development of expertise.
3. The third section, “The Emotional Child,” deals with attachment, self-control,
and emotion regulation in the classroom.
4. The fourth section, “The Social Child,” deals with social cognition (e.g., theory of
mind, moral judgment, and humor), prosocial and antisocial behavior, conflict
resolution, peer interaction, and play.
5. The fifth section, “The Whole Child,” highlights the interrelatedness of each of
the other domains of the child. Language, literacy, the self-system, and motivation
are the result of interactions of biology, cognition, emotions, and social behavior.
This section also deals with contexts of child development.

The Content Balance

No textbook can cover all the important topics in child development with adequate
thoroughness to please all readers. Trying too hard to please everyone’s priorities
can result in “inch deep, mile wide” coverage. Weighing what to include and what
to leave out is a dilemma for any textbook author. It was particularly challenging for
this book. We wanted the length of this textbook to be manageable while offering
classroom applications in enough depth to be useful to teachers. We also included
teacher-relevant topics that are not in traditional textbooks. Something had to go in
order to make room for an emphasis on classroom application.
We opted to forgo discussion of prenatal development and some other topics in
order to make room for a chapter on self-control and discipline and more exten-
sive coverage of social–emotional development. Why? Teachers’ promotion of social
and emotional well-being in students may have a larger effect than the quality of
their instruction (Reyes, Brackett, Rivers, White, & Salovey, 2012). Furthermore,

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
xx Preface

on September 8, 2014, a memorandum was released by the U.S. Administration for

Children and Families stating that only 20% of early childhood teachers reported
having received training focusing on children’s social and emotional development in
the past year, although this was a high priority for teachers. Teachers need more in-
formation on how to help students behave well and become emotionally and socially
well adjusted in the classroom. Thus, while we cannot claim to have covered all the
content that every instructor may deem important, this text provides a solid founda-
tion in child development to which you may add your own emphases.
Prospective teachers sometimes see no point in learning theories of devel-
opment. There are at least two reasons for this. One is that few texts make the
connection between theory and practice explicit. The other is that theories are
discussed in an opening chapter, divorced from the research that they spawned
or the practice that they suggest. To remedy this, we have embedded theories
throughout the text. Chapters 3 and 4 provide extensive discussion of learning
and cognitive theories that are directly applied to classroom practice. Chapter 12
revisits each of these theories and directly applies them to literacy education. In
each of the other chapters, embedded boxes describe theories or theorists that
pertain to the topic at hand.

Learning Features of the Text

This textbook has features designed to facilitate learning. The features are based on
principles derived from the field of educational psychology.

Consistent Chapter Structure

Chapters have a consistent structure to aid comprehension. Chapters 2 through 14
have the following general structure:
Age Trends in [topic]
Individual Diversity in [topic]
Stability of individual differences
What do individual differences predict?
What predicts individual differences?
Group Diversity in [topic]
Classroom Implications of [topic]

Special Features
In addition, pedagogical features that promote deep processing are included. Fea-
tures have been kept to a minimum because too many features disrupt readers. The
pedagogical features include the following:
● Think About This questions are dispersed throughout each chapter in the
margins. These ask readers to process and apply content to current issues or
personal experience. These questions can be used in small-group discussion, as
assignments for short papers, or as Think-Pair-Share class activities.

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
 Preface xxi

● Brain Research Boxes are dispersed throughout each chapter. These summarize
current neuroscience pertinent to the topic.
● Classroom Vignettes are embedded throughout the narrative, rather than
in margins or boxes, so that reading flow is not disrupted. They are short,
authentic examples of children’s behavior that illustrate key points and
generate interest.
● Summary of Age Trends tables occur at the end of chapters. They provide a
quick summary of key developmental changes.
● Reflections on Practice occur at the end of chapters. They ask teachers to think
about how their behavior in the classroom influences children’s development.
These reflections will be immediately useful to prospective teachers in field
placements and to practicing teachers. For readers without field experience, they
can be used to prompt reflection on their past experience as a student, and as a
reference later when they begin teaching.
● Theories and Theorists boxes are embedded in most chapters. These boxes
provide a synopsis of influential theorists and theories pertinent to the topic.
Instructors vary in whether their course has a theory focus or a child-centered
focus. To accommodate both preferences, this feature provides flexibility for you
to choose to give particular emphasis to the box, or to gloss over it.
● Challenges in Development boxes are embedded in several chapters. This
textbook focuses on typical development, but teachers often have students
with developmental challenges. These boxes discuss developmental challenges
pertinent to the topic of the chapter. Some colleges and universities have
separate courses on typical and atypical development, but others do not.
Having this information in boxes allows you to either highlight or skip
this content.

Study Aids
The following study aids are provided in each chapter to facilitate learning:
● A chapter outline and list of learning objectives are provided at the beginning of
each chapter.
● Key terms are bolded in the text and defined in the margin.
● Topics in each chapter that are relevant to topics from previous chapters are
cross-referenced (“see Chapter X”) so that readers link current topics with
knowledge from previous chapters.
● Chapter summaries are provided at the end of each chapter.
● A glossary appears at the end of the text and contains all the key terms.

Accompanying Teaching and Learning

Supplements
A complete supplements package is available for instructors and students using
the text.

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
xxii Preface

MindTap Moves
Create
Create
MindTap™: The Personal Learning
Students Up
Bloom’s Revised Experience
Taxonomy Evaluate
In this 3rd edition, we are pleased to provide you with access to
Analyze MindTap, a highly personalized, fully customizable learning plat-
form with an integrated eportfolio. MindTap is designed to help
Apply preservice teachers:
Understand ● Know, remember, and understand concepts critical to becoming
an effective teacher;
Remember & Know
● Apply concepts, create curriculum and tools, and demonstrate
Anderson, L. W., & Krathwohl, D A ta
taxonomy for learning, teaching, and
assessing: A revision of Bloom’s taxonomy of educational objectives. New Y
York: Longman.
competency in key areas in the course, including national and
state education standards;
● Prepare artifacts for their portfolio and eventual state licensure, to launch a
successful teaching career; and
● Develop the habits of mind of a reflective practitioner.
As preservice teachers move through each chapter’s Learning Path, they experience
scaffolded learning progressions that move them up Bloom’s Taxonomy, from lower-
to higher-level thinking skills. The Learning Path promotes their confidence and
competence by:
● Engaging them with chapter topics and activating their prior knowledge as they
watch authentic classroom videos and then answer questions;
● Checking their comprehension through Did You Get It? assessments, with varied
question types that are automatically graded for instant feedback;
● Applying concepts through mini-case scenarios—students analyze typical teach-
ing and learning situations, and then create a reasoned response to the issue(s)
presented in the scenario; and
● Reflecting on and justifying the choices they made within the mini-case scenario.
MindTap helps you adjust and improve your instruction through assessment and
feedback. You will be able to evaluate how your students plan and teach lessons in
ways that make content clear and help diverse students learn. MindTap will help you
facilitate deeper learning by:
● Making grades visible in real time through the Student Progress App. You and
your students always have access to the data.
● Making national education standards clear, and showing their alignment to
student learning activities in the Outcome Library. You can add your state’s
standards or any other desired outcome to the Outcome Library.
● Generating reports on students’ performance with the click of a mouse using any
standards or outcomes that are in your MindTap course.
● Allowing you to assess students on state standards or other local outcomes by
editing existing or creating your own MindTap activities. Those activities can
be aligned to any state or other outcomes that you have added to the MindTap
Outcome Library.

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
 Preface xxiii

MindTap easily integrates into your existing Learning Management System. Mind-
Tap is designed to save you time while allowing you to improve your course through
fully customizing any aspect of the Learning Path. You can change the order of
the student learning activities, hide activities you don’t want to use in your course,
and—most importantly—create custom assessments and add any standards, out-
comes, or content to your course (e.g., YouTube videos, Google docs). Learn more
at www.cengage.com/mindtap.

Instructor’s Manual
The instructor’s manual provides Authentic Case Studies that address topics across
multiple chapters. They allow you to ask your students to interpret the situation and
apply content. They can be used for extended discussions or papers. The instructor’s
manual also provides multiple Field Observation activities for each chapter. These
ask students to actively connect content to real-world experiences. These activities
can be used in field observations, lab sessions, journaling, or small-group discus-
sions. They can be readily adapted to observing family and friends if there is no field
component attached to your class. The instructor’s manual has additional “Think
About This” items to facilitate class discussions or assignments. It also lists addi-
tional resources with weblinks.

Test Bank
The Test Bank is available electronically or through a computerized testing program
called Cognero. Instructors can use the Test Bank to create exams in just minutes
by selecting from the existing database of questions, editing questions, or writing
original questions.

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 di-
rectly from the textbook.

Cengage Learning Testing Powered by Cognero

Cognero is a flexible, online system that allows you to do the following: author, edit,
and manage test bank content from multiple Cengage Learning solutions; create
multiple test versions in an instant; and deliver tests from your LMS, your classroom
or wherever you want.

New to This Edition

This 3rd edition has retained the same key strengths of the previous editions—
a strong research base with clear guidance on how to apply the research to practice
in real classrooms, presented in a well-organized, highly readable style. However,
there are some new features and enhancements in this edition.

Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Puutarhuri
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: Puutarhuri
Suorasanaisia runoelmia

Author: Rabindranath Tagore

Translator: Eino Leino

Release date: April 15, 2024 [eBook #73399]

Language: Finnish

Original publication: Helsinki: Kust.Oy Kirja, 1913

Credits: Jari Koivisto

*** START OF THE PROJECT GUTENBERG EBOOK

PUUTARHURI ***
PUUTARHURI

Suorasanaisia runoelmia

Kirj.

RABINDRANATH TAGORE

Suomentanut

Eino Leino

Helsingissä, Kustannusosakeyhtiö Otava, 1913.

Palvelija

Säälikää palvelijaanne, kuningatar!

Kuningatar

Vastaanotto on loppunut ja minun kaikki palvelijani ovat

poistuneet.
Miksi tulet niin myöhäisellä hetkellä?

Palvelija

Silloin kun aikanne muiden kanssa on päättynyt, on minun hetkeni

tullut.

Saavun kysymään, mitä viimeisellä palvelijallanne on tekemistä.

Kuningatar

Mitä voit odottaa, kun olet niin myöhään tullut?

Palvelija

Päästäkää minut yrttitarhanne tarhuriksi!

Kuningatar

Mitä hullutusta tämä on?

Palvelija

Tahdon jättää muun toimeni.

Heitän miekkani ja peitseni tomuun. Älkää lähettäkö minua pitkille

matkoille! Älkää pyytäkö mitään uusia voittoja minulta! Mutta sallikaa
minun tulla yrttitarhanne tarhuriksi.

Kuningatar

Mitkä olisivat velvollisuutesi?

Palvelija
 Palvella joutilaita päiviänne.

Tahdon pitää tuoreena ruohotien, jota aamuin kävelette ja jolla

kuolemaa odottavat kukkaset joka askeleella teidän jalkaanne
ylistäen tervehtivät.

Tahdon tuudittaa teitä saptaparnan oksien keinussa, missä

varhaisen illan kuu yrittää suudella läpi lehtien teidän heleitä
helmojanne.

Tahdon täyttää hyvänhajuisella öljyllä lampun, joka palaa

vuoteenne vierellä, ja koristaa jalkajakkaranne sandelipuun ja
safranin kummallisilla kuvioilla.

Kuningatar

Mitä tahdot palkaksesi?

Palvelija

Luvan saada pitää kädessäni pientä kättänne, herkkien lotus-

umppujen kaltaista, ja sirottaa kukkaköynnöksiä nilkkoihinne; kirjailla
jalkapohjanne ašokan terälehtien punaisella mehulla ja suudella pois
jokaisen tomuhiukkasenkin, joka mahdollisesti olisi kiintynyt niihin.

Kuningatar

Pyyntösi on täytetty, palvelijani. Pääset yrttitarhani tarhuriksi.

2
 "Ah, runoilija, ilta lähestyy; hapsesi harmenevat.

"Kuuletko yksinäisissä ajatuksissasi viestin haudan tuolta puolen?"

"Ilta on tullut", sanoi runoilija, "ja minä kuuntelen, sillä joku voi
kutsua minua kylästä myöhälläkin.

"Minä valvon, sillä voi tapahtua, että nuoret, eksyneet sydämet

tapaavat toisensa ja kaksi kiihtynyttä silmäparia rukoilee säveliä
taittamaan heidän hiljaisuutensa ja puhumaan heidän puolestaan.

"Kenpä kutoisi heille intohimoisia lauluja, jos minä istuisin elämän

rannalla miettien kuolemaa ja mitä sen takana on?

"Varhaisen ehtoon tähti häviää.

"Hautajaisrovion hehku sammuu vähitellen hiljaisella joella.

"Sakaalit huutavat kuorossa aution talon kartanolta kapean

kuunkairan valossa.

"Jos joku vaeltaja, kotinsa jättäen, tulee tänne valvomaan yönsä ja

painunein päin kuuntelemaan pimeyden muminaa, kuka kuiskisi
hänen korvaansa elämän salaisuuksia, jos minä sulkisin oveni ja
koettaisin vapautua kuolevaisen velvollisuuksista?

"Vähäpätöistä on, että hapseni harmenevat.

"Olen iäti niin nuori ja niin vanha kuin nuorin ja vanhin tässä
kylässä.

"Eräiden hymyt ovat suloiset ja yksinkertaiset ja toisten silmät

tuikkivat veitikkamaisesti.
 "Eräiden kyyneleet kumpuavat päivänvaloon ja toisten kyyneleet
piilevät pimentoon.

"Kaikki he kaipaavat minua, eikä minulla ole aikaa tuumia

haudantakaista.

"Olen kaikkien kanssa yhtaikainen, ja mitä merkitsee, että hapseni

harmenevat?"

Aamulla minä heitin verkkoni mereen.

Vedin esille synkästä syvyydestä kumman kauniita ja kumman

muotoisia esineitä — eräät loistivat kuin hymyily, toiset kimallelivat
kuin kyyneleet, toiset punertivat kuin morsion poskipäät.

Kun menin kotiin päiväntaakkoineni, istui lemmittyni jouten

yrttitarhassa ja poimi rikki kukkien lehtiä.

Pysähdyin hetkiseksi, laskin sitten hänen jalkojensa juureen

kaiken saaliini merellisen, ja seisoin äänetönnä.

Hän vilkaisi niihin ja sanoi: "Mitä kummia nuo ovat? En tiedä mihin
ne kelpaavat!"

Painoin pääni alas häpeissäni ja ajattelin: "En ole taistellut niiden

puolesta, en ole torilta ostanut niitä. Ne eivät ole mitään sopivia
lahjoja hänelle."
 Niin minä heitin yön kuluessa ne yksitellen kadulle.

Aamulla tulivat matkamiehet, kokosivat ne maasta ja veivät

vieraille maille mukanaan.

Voi minua, miksi he rakensivat huoneeni kauppalan

katuvieremälle?

He kiinnittävät lastilaivansa minun puitteni läheisyyteen.

He tulevat ja menevät ja vaeltavat kuhun tahtovat.

Istun ja vartioin niitä; aikani kuluu niin. En voi sysätä syrjään niitä,
ja niin menevät päiväni.

Öin päivin kaikuvat heidän askeleensa oveni ulkopuolelta.

Turhaan minä huudan: "En tunne teitä."

Eräitä heistä tunnen sormin, toisia sieraimin, valtimoni veri on

heidät tuntevinaan, ja toiset heistä ovat tutut minun unelmilleni.

En voi sysätä syrjään heitä. Kutsun heitä ja sanon: "Tulkaa talooni

kuka haluaa. Tulkaa, tulkaa!"

Aamulla soi kello temppelissä.

He tulevat vasut käsissänsä.

 Heidän jalkansa ovat ruusunpunaiset. Heidän kasvoillaan on
varhaisen aamun rusko.

En voi sysätä syrjään heitä. Kutsun heitä ja sanon: "Tulkaa

yrttitarhaani kukkia poimimaan. Tulkaa tänne!"

Keskipäivällä soi kello palatsin portissa.

En tiedä, miksi he jättävät työnsä ja viipyvät aitaukseni

läheisyydessä.

Kukat heidän kutreillaan ovat kalpeat ja kuihtuneet.

Heidän huilujansa sävelet ovat sortuneet.

En voi sysätä syrjään heitä. Kutsun heitä ja sanon: "Siimes on

vilpoinen minun puitteni alla. Tulkaa, ystävät!"

Illan tullen soittavat sirkat viidakoissa.

Kenpä lähestyy hiljaa ja kolkuttaa somasti ovelleni?

Vain vaivoin näen hänen kasvojaan, sanaakaan ei ole sanottu,

ylt'ympäri on avaruus vaiti.

En voi sysätä syrjään äänetöntä vierastani. Katson läpi pimeyden

hänen kasvojaan, ja unelmien hetket kiitävät ohitse.

5
 Olen levoton. Ikävöin etäisiä.

Sieluni halajaa koskettaa kaukaisuuksien ääriä.

Oi Suuri Tuonpuoleinen, oi huilun läpitunkeva kutsu!

Iäti unohdan, ettei minulla ole siipiä lentää mukana ja että olen
sidottu tähän paikkaan.

Olen kiihtynyt ja valvon, olen vieras vieraassa maassa.

Suusi henkäys saapuu minulle kuiskien toivoa, joka on mahdoton.

Sydämeni tuntee kielesi kuin se olisi omansa.

Oi kaukaa-etsittävä, oi huilun läpitunkeva kutsu!

Iäti unohdan, että en tunne teitä, ettei minulla ole siivitettyä

hevosta.

Olen huoleton, olen vaeltaja oman sydämeni.

Mikä sinun harhailevista haaveistasi muovautunee pilvien sineen

väsyneinä hetkinäsi!

Oi Kaukoteinen, oi huilun läpitunkeva sävel!

Unohdan, iäti unohdan, että portit taloni, jossa yksin asun, ovat
kiinni kaikkialta.

6
 Kesy lintu oli häkissä, vapaa lintu metsässä.

He kohtasivat toisensa, kun heidän hetkensä oli tullut, ja se oli

salliman syy.

Vapaa lintu liversi: "Oi lemmittyni, lentäkäämme metsään!"

Häkkilintu kuiski: "Tule lähemmä, eläkäämme molemmat häkissä!"

Virkkoi vapaa lintu: "Missä on tilaa levittää siipensä takana

telkien?"

"Ah", liversi häkkilintu, "jos lentäisin ulos, mistä löytäisin pilvisen

leposijani?"

Vapaa lintu virkkoi: "Laula minulle, armaani, metsämaan lauluja!"

Häkkilintu sanoi: "Istu vierelleni, tahdon opettaa sinulle opittuja."

Metsälintu liversi: "Ei, ah ei! Lauluja ei opita."

Häkkilintu sanoi: "Sen pahempi minulle, en taida metsämaan

lauluja."

Suuri on heidän lempensä kaukomieli, mutta he eivät voi koskaan

lentää siivetyksin.

Häkin telkien läpi he katsovat, ja turha on heidän toivonsa

tutustua.

He lyövät siipiään kaihoten ja laulavat: "Tule lähemmä,

lemmittyni!"
 Vapaa lintu liversi: "En voi, pelkään häkin suljettua ovea."

Häkkilintu kuiski: "Ah, siipeni ovat voimattomat ja kuolleet"

Oi äiti, nuori kuninkaanpoika on kulkeva ovemme ohitse — kuinka

voin toimittaa työni tänä aamuna?

Näytä minulle, kuinka olen kutrini palmikoiva; virka minulle, minkä

puvun olen pukeva ylleni.

Miksi katsot minuun niin pelästyneenä, äiti?

Tiedänhän, ettei hän ole edes vilkaiseva ikkunaani; tunnen, että

hän on tuokiossa sivuuttava katsantoni; ainoastaan huilun turha
humu on tuleva nyyhkien luokseni tulevaisuudesta.

Mutta nuori kuninkaanpoika on kulkeva ovemme ohitse, ja minä

olen sitä silmänräpäystä varten paneva parasta päälleni.

Oi äiti, nuori kuninkaanpoika kulki ovemme ohitse ja aamun-

aurinko leimusi hänen vaunuistaan.

Kohotin hunnun kasvoiltani, repäisin rikki rubiinikäädyn kaulaltani

ja heitin sen hänen tielleen.

Miksi katsot minuun niin pelästyneenä, äiti?

 Tiedän, ettei hän poiminut maasta käätyäni; tiedän, että se
musertui hänen pyöriensä alle ja jätti jälkeensä vain punaisen pilkun
tien tomuun, eikä kukaan tiedä, mikä lahjani oli ja kenelle.

Mutta nuori kuninkaanpoika kulki ovemme ohitse, ja minä heitin

hohtokiven poveltani hänen tielleen.

Kun lamppu sammui vuoteeni vieressä, heräsin varhaisten lintujen

kanssa.

Istuin avoimen akkunani ääressä tuore seppel hajahapsillani.

Nuori vaeltaja tuli katua pitkin ruusuisen aamun autereessa.

Päärlyketju oli hänen kaulallaan, ja auringon säteet kimmelsivät

hänen kruunussaan. Hän seisahtui oveni eteen ja kysyi kiivaasti
huudahtaen: "Missä hän on?"

Ujostuin niin, etten voinut sanoa: "Minä se olen, nuori vaeltaja,

minä se olen."

Hämärtyi, eikä lamppu ollut sytytetty.

Palmikoin huolettomasti hiukseni.

Nuori vaeltaja tuli vaunuin painuvan päivän hehkussa.

 Hänen hevostensa suut olivat vaahdossa ja hänen pukunsa
tahrautunut.

Hän astui vaunuistaan oveni edessä ja kysyi väsyneellä äänellä:

"Missä hän on?"

Ujostuin niin, etten voinut sanoa: "Minä se olen, väsynyt vaeltaja,

minä se olen."

On huhtikuun yö. Lamppu palaa huoneessani.

Lempeä tuuli leyhähtää etelästä. Meluisa papukaija nukkuu

häkissään.

Mekkoni on riikinkukon kaulan värinen, ja vaippani on viheriä kuin

nuori heinä.

Istun lattialla ikkunani ääressä ja vahdin autiota katua.

Halki pimeän yön toistan toistamistani: "Minä se olen,

epätoivoinen vaeltaja, minä se olen."

Kun yksin illansuussa kuljen lemmenkohtaukseeni, eivät linnut

laula, tuuli ei tuulahda ja huoneet ovat hiljaiset kadun kahden puolen.

Kuulen omien pohkeitteni kaiun joka askeleella ja arastun.

 Kun istun parvekkeellani ja kuuntelen hänen askeliaan, ei
puunlehti lepata ja virran vesi on liikkumaton kuin miekka uneen
uupuneen sotilaan polvilla.

Oma sydämeni lyö kiihkeästi. En tiedä, kuinka sitä hiljentäisin.

Kun lemmittyni tulee ja istuu vierelleni, kun ruumiini värisee ja

silmäluomeni painuvat umpeen, silloin yö pimenee, tuuli puhaltaa
lampun sammuksiin ja pilvet heittävät huntunsa yli tähtien.

Oman poveni hohtokivi kiiltää ja valaisee. En tiedä, kuinka sitä

piilottelisin.

10

Jätä työsi, morsian! Kuuntele, vieras on tullut.

Kuuletko, hän pudistaa sirosti oven ketjua?

Katso, etteivät pohkeesi pidä melua ja etteivät askeleesi ole liian

kiireiset häntä kohtaamaan.

Jätä työsi, morsian! Vieras on tullut yön lähetessä.

Ei, se ei ole mikään aavetuuli, morsian, älä pelkää!

On täysikuutamoinen ilta huhtikuussa; varjot ovat kalpeat

kartanolla; keskitaivas säteilee valkeutta.
 Peitä kasvosi hunnulla, jos sinun täytyy, mene ovelle lamppu
kädessä, jos pelkäät.

Ei, se ei ole mikään aavetuuli, morsian, älä pelkää!

Älä vaihda sanaakaan hänen kanssaan, jos ujostelet, seiso

ovipielessä, kun tapaat hänet.

Jos hän kyselee ja jos tahdot, voit sulkea silmäsi äänetönnä.

Älä anna kalista rannerenkaittesi, kun lamppu kädessä johdat

sisälle hänet.

Älä vaihda sanaakaan hänen kanssaan, jos ujostelet!

Etkö vieläkään ole lopettanut työtäsi, morsian? Kuuntele, vieras on

tullut.

Etkö ole sytyttänyt lamppua karjamajaan?

Eikö uhrivasusi ole valmis illan jumalanpalvelusta varten?

Etkö ole asettanut punaista onnenmarkkaa tukkasi jakaukselle ja

järjestänyt pukuasi yötä varten?

Oi, morsian, etkö kuule, vieras on tullut?

Jätä työsi!

11
 Tule niinkuin olet, älköön pukusi sinua viivyttäkö!

Jos palmikoitu tukkasi on pudonnut hajalleen, jos tukkasi jakaus ei

ole suora, jos mekkosi nauhat eivät ole kiinni, älä välitä siitä!

Tule niinkuin olet, älköön pukusi sinua viivyttäkö!

Tule nopein askelin yli nurmen.

Jos kaste estää askeleitasi, jos nilkkahelyjesi renkaat höltyvät, jos

helmet tippuvat ketjustasi, älä välitä siitä!

Tule nopein askelin yli nurmen!

Näetkö, kuinka pilvet piirittävät taivaan?

Kurkiparvia pyrähtää lentoon etäisiltä jokipalteilta, ja puuskapäiset

rajutuulet kohisevat yli nummen.

Säikähtyneet karjat rientävät omettoihinsa kylässä.

Näetkö, kuinka pilvet piirittävät taivaan?

Turhaan sinä sytytät iltalamppusi —- sen liekki lepattaa ja sammuu

tuulessa.

Kuka voi tietää, eivätkö silmäluomesi ole lampunkarstalla

maalatut?
Sillä silmäsi ovat sadepilviä pimeämmät.

Turhaan sinä sytytät iltalamppusi — se sammuu.

 Tule niinkuin olet, älköön pukusi sinua viivyttäkö!

Ellei seppel ole solmittu, kenpä siitä välittää; ellei nilkkakääty ole
kiinnitetty, anna sen olla!

Taivas on pilvien peitossa — on myöhäistä.

Tule niinkuin olet, älköön pukusi sinua viivyttäkö!

12

Jos tahdot saada askarta ja täyttää ruukkusi, tule lammelleni!

Vesi tahtoo kiertyä jalkoihisi ja solista salaisuuksiaan.

Saapuvien sateiden varjo lankeaa hietikolle ja pilvet riippuvat

alhaalla yli puiden sinisten viivojen niinkuin raskaat suortuvat yli
kulmiesi.

Tunnen hyvin askeliesi poljennon, ne kaikuvat sydämessäni.

Tule, ah tule Iammelleni, jos tahdot täyttää ruukkusi!

Jos tahdot olla jouten ja istua huoletonna ja antaa ruukkusi kellua

vetten päällä, tule, ah tule lammelleni!

Ruohorinne on viheliäinen, ja sen tuolla puolen kukkivat monet

metsäkukat.