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McDEVITT | ORMROD | CUPIT | CHANDLER | ALOA
2ND EDITION
Copyright © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2020 — 9781488615689 — McDevitt/Child Development & Education 2e
CONTENTS vii
Family structures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Prenatal development . . . . . . . . . . . . . . . . . . . . . . . . 121

Mothers and fathers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Phases of prenatal growth. . . . . . . . . . . . . . . . . . . . . . . 121
Divorcing parents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Medical care. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Single parents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Supporting parents, protecting babies . . . . . . . . . . . 130
Parents and step-parents. . . . . . . . . . . . . . . . . . . . . . . . . 67 Birth of the baby. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Extended family. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Preparation for birth. . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Adoptive parents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 The birth process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Foster care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Medical interventions . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Other heads of family. . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Enhancing parents’ sensitivity to newborn
Accommodating diverse family structures. . . . . . . . . 69 infants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Family processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Families’ influences on children. . . . . . . . . . . . . . . . . . . 71 Case study: Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Children’s influences on families. . . . . . . . . . . . . . . . . . 75 Interpreting children’s artefacts and reflections �� 142
Risk factors in families. . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Key concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Forming partnerships with families . . . . . . . . . . . . . . . 77 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Children in a diverse society . . . . . . . . . . . . . . . . . . . . 83
Children’s experiences in diverse groups. . . . . . . . . . . 83 CHAPTER 5
Immigration and social change . . . . . . . . . . . . . . . . . . . 85 Physical development. . . . . . . . . . . . . 147
Challenges faced by children from minority
Case study: Christopher, the skinny kid . . . . . . . . . . . . . . . 147
backgrounds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Creating supportive environments for children Principles of physical development. . . . . . . . . . . . . 148
from diverse groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 The brain and its development. . . . . . . . . . . . . . . . . 151
Community resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Structures and functions . . . . . . . . . . . . . . . . . . . . . . . . 152
Working with children from low-income Developmental changes in the brain . . . . . . . . . . . . . 154
families. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Irregularities in brain development . . . . . . . . . . . . . . 157
Applications of research on brain
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Case study: Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Physical development during childhood. . . . . . . . . 160
Key concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Infancy (birth to 2 years) . . . . . . . . . . . . . . . . . . . . . . . . 161
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Early childhood (2–6 years). . . . . . . . . . . . . . . . . . . . . . 162
Middle childhood (6–10 years). . . . . . . . . . . . . . . . . . . 162
PART 2 Early adolescence (10–14 years) . . . . . . . . . . . . . . . . . 163
Late adolescence (14–18 years). . . . . . . . . . . . . . . . . . 166
Biological development. . . . . . . . 109
Physical wellbeing. . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Eating habits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
CHAPTER 4 Physical activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Biological beginnings. . . . . . . . . . . . . . 110 Rest and sleep. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Case study: Birthing the baby. . . . . . . . . . . . . . . . . . . . . . . . 110 Health-compromising behaviours. . . . . . . . . . . . . . . . 175
Genetic foundations of child development . . . . . . 111 Special physical needs . . . . . . . . . . . . . . . . . . . . . . . . 180
Structure of genes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Chronic illness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Operation of genes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Serious injuries and health hazards . . . . . . . . . . . . . . 181
Formation of reproductive cells. . . . . . . . . . . . . . . . . . 113 Physical disabilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Genetic basis of individual traits. . . . . . . . . . . . . . . . . 115 Promoting physical wellbeing in all children . . . . . . 183
The awakening of genes. . . . . . . . . . . . . . . . . . . . . . . . . 119 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
The melding of heredity and environment. . . . . . . . 120 Case study: Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Acknowledging nature and nurture Key concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
in children’s lives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
viii CHILD DEVELOPMENT AND EDUCATION
Promoting metacognitive and strategic

PART 3 development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Cognitive development. . . . . . . . . 193 Adding a sociocultural element to information
processing theory . . . . . . . . . . . . . . . . . . . . . . . . . . 261
CHAPTER 6 Intersubjectivity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
Cognitive development: Piaget and Social construction of memory. . . . . . . . . . . . . . . . . . . 262
Vygotsky. . . . . . . . . . . . . . . . . . . . . . . . . 194 Collaborative use of cognitive strategies. . . . . . . . . . 263
Enhancing information processing through
Case study: Excerpts from John’s life. . . . . . . . . . . . . . . . . . 194
social interaction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Piaget’s theory of cognitive development. . . . . . . 196 Children’s construction of theories . . . . . . . . . . . . . 264
Key ideas in Piaget’s theory. . . . . . . . . . . . . . . . . . . . . . 197 Children’s theories of the physical world. . . . . . . . . . 265
Piaget’s stages of cognitive development. . . . . . . . . 200 Facilitating children’s theory construction . . . . . . . . 266
Current perspectives related to Piaget’s theory. . . . 205
Comparing and critiquing contemporary
Key ideas in neo-Piagetian theories. . . . . . . . . . . . . . 207
approaches to cognitive development. . . . . . . . .267
Applying the ideas of Piaget and his followers . . . . 209
Individual differences in information
Vygotsky’s theory of cognitive development. . . . . 212
processing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Key ideas in Vygotsky’s theory. . . . . . . . . . . . . . . . . . . 213
Learning disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Current perspectives related to Vygotsky’s theory . . 216
Attention-deficit hyperactivity disorder. . . . . . . . . . . 269
Applying the ideas of Vygotsky and his followers. . . 220
Working with children who have information-
Comparing Piagetian and Vygotskian
processing difficulties . . . . . . . . . . . . . . . . . . . . . . . . . 270
perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
Common themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Theoretical differences. . . . . . . . . . . . . . . . . . . . . . . . . . 224 Case study: Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226 Interpreting children’s artefacts and reflections . . . . . . 273
Case study: Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227 Key concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Interpreting children’s artefacts and reflections . . . . . . 228 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Key concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
CHAPTER 8
Intelligence. . . . . . . . . . . . . . . . . . . . . . 284
CHAPTER 7 Case study: Terry Tao. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284
Cognitive development: cognitive Defining intelligence. . . . . . . . . . . . . . . . . . . . . . . . . . 286
processes. . . . . . . . . . . . . . . . . . . . . . . . 234 Spearman’s ‘g’. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287
Case study: Sam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 Cattell–Horn–Carroll theory of cognitive
Basic cognitive processes. . . . . . . . . . . . . . . . . . . . . . 236 abilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288
Key ideas in information processing theory. . . . . . . 237 Gardner’s multiple intelligences. . . . . . . . . . . . . . . . . 289
Sensation and perception. . . . . . . . . . . . . . . . . . . . . . . 239 Sternberg’s theory of successful intelligence. . . . . . 291
Attention. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241 Distributed intelligence . . . . . . . . . . . . . . . . . . . . . . . . . 292
Working memory and the central executive. . . . . . . 243 Measuring intelligence. . . . . . . . . . . . . . . . . . . . . . . . 294
Long-term memory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244 Tests of general intelligence. . . . . . . . . . . . . . . . . . . . . 294
Thinking and reasoning . . . . . . . . . . . . . . . . . . . . . . . . . 246 Specific ability tests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
Facilitating basic cognitive processes. . . . . . . . . . . . . 247 Dynamic assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . 297
Metacognition and cognitive strategies . . . . . . . . . 251 Assessing the abilities of infants and young
Learning strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 children. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Cognitive load. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252 Effects of heredity and environment on
Problem-solving strategies. . . . . . . . . . . . . . . . . . . . . . 253 intelligence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
Metacognitive awareness. . . . . . . . . . . . . . . . . . . . . . . . 254 Evidence for hereditary influences . . . . . . . . . . . . . . . 300
Self-regulated learning. . . . . . . . . . . . . . . . . . . . . . . . . . 256 Evidence for environmental influences . . . . . . . . . . . 301
Epistemological beliefs. . . . . . . . . . . . . . . . . . . . . . . . . . 257 How nature and nurture interact in their
Cultural diversity in metacognition. . . . . . . . . . . . . . . 258 influence on intelligence. . . . . . . . . . . . . . . . . . . . . . . 304
CONTENTS ix
Developmental trends in IQ scores . . . . . . . . . . . . . 306 Key concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369

Group differences in intelligence. . . . . . . . . . . . . . . 307 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369
Gender differences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308
Socioeconomic differences. . . . . . . . . . . . . . . . . . . . . . 309 CHAPTER 10
Ethnic differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310 Development in academic
Suggestions for practice . . . . . . . . . . . . . . . . . . . . . . 313 domains. . . . . . . . . . . . . . . . . . . . . . . . 379
Giftedness and intellectual disabilities. . . . . . . . . . 315 Case study: Harry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379
Children who are gifted . . . . . . . . . . . . . . . . . . . . . . . . . 315
Reading development. . . . . . . . . . . . . . . . . . . . . . . . . 382
Children with intellectual disabilities. . . . . . . . . . . . . 318
Emergent literacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320 Letters and phonological awareness . . . . . . . . . . . . . 384
Case study: Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321 Word recognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387
Key concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321 Reading comprehension. . . . . . . . . . . . . . . . . . . . . . . . 389
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322 Metacognition in reading. . . . . . . . . . . . . . . . . . . . . . . . 390
Diversity in reading development. . . . . . . . . . . . . . . . 391
CHAPTER 9 Promoting reading development. . . . . . . . . . . . . . . . . 395
Language development. . . . . . . . . . . 331 Writing development . . . . . . . . . . . . . . . . . . . . . . . . . 397
Case study: Elsey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331 Handwriting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
Keyboard skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
Theoretical perspectives on language Spelling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333 Syntax and grammar. . . . . . . . . . . . . . . . . . . . . . . . . . . . 399
Cognitive theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335 Composition skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399
Sociocultural theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337 Metacognition in writing . . . . . . . . . . . . . . . . . . . . . . . . 400
Functionalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338 Diversity in writing development. . . . . . . . . . . . . . . . . 401
Critiquing theories of language Promoting writing development. . . . . . . . . . . . . . . . . 402
development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339
Mathematics development . . . . . . . . . . . . . . . . . . . . 403
Trends in language development. . . . . . . . . . . . . . . 341 Number sense and counting. . . . . . . . . . . . . . . . . . . . . 403
Semantic development. . . . . . . . . . . . . . . . . . . . . . . . . . 341 Mathematical concepts and principles. . . . . . . . . . . . 404
Syntactic development. . . . . . . . . . . . . . . . . . . . . . . . . . 345 Basic arithmetical operations. . . . . . . . . . . . . . . . . . . . 404
Development of listening skills . . . . . . . . . . . . . . . . . . 348 More-advanced problem-solving
Development of speaking skills. . . . . . . . . . . . . . . . . . 351 procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408
Development of pragmatics. . . . . . . . . . . . . . . . . . . . . 355 Metacognition in mathematics. . . . . . . . . . . . . . . . . . . 408
Development of metalinguistic awareness. . . . . . . . 359 Diversity in mathematics development. . . . . . . . . . . 409
Development of a second language. . . . . . . . . . . . . 361 Promoting development in mathematics. . . . . . . . . 412
The timing of second-language learning. . . . . . . . . . 361 Science development . . . . . . . . . . . . . . . . . . . . . . . . . 413
Bilingualism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362 Children’s theories about the biological and
Teaching a second language. . . . . . . . . . . . . . . . . . . . . 362 physical worlds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413
Diversity in language development. . . . . . . . . . . . . 364 Scientific reasoning skills. . . . . . . . . . . . . . . . . . . . . . . . 414
Gender differences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364 Metacognition in science . . . . . . . . . . . . . . . . . . . . . . . . 415
Socioeconomic differences. . . . . . . . . . . . . . . . . . . . . . 364 Diversity in science development . . . . . . . . . . . . . . . . 417
Ethnic differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364 Promoting development in science. . . . . . . . . . . . . . . 417
Exceptionalities in speech and language Development in other academic domains . . . . . . . 420
development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365 History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420
Speech disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365 Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421
Language disorders and cognition. . . . . . . . . . . . . . . 366 Art. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423
Sensory impairments and language Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424
development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367 Case study: Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428
Case study: Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368 Key concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428
Interpreting children’s artefacts and reflections . . . . . . 369 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428
x CHILD DEVELOPMENT AND EDUCATION
Enhancing children’s sense of self. . . . . . . . . . . . . . . . 510

PART 4 Social cognition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 514
Social and emotional Understanding what others think. . . . . . . . . . . . . . . . 514
development . . . . . . . . . . . . . . . . . 443 Factors promoting social understandings. . . . . . . . . 517
Diversity in social cognition. . . . . . . . . . . . . . . . . . . . . . 520
CHAPTER 11 Fostering the development of social cognition. . . . 522
Emotional development. . . . . . . . . . . 444 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 524
Case study: Sally. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 444 Case study: Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 525
Interpreting children’s artefacts and reflections . . . . . . 525
Erikson’s theory of psychosocial development. . . 445 Key concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 525
Lessons learned from life’s challenges. . . . . . . . . . . . 446
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 525
Contemporary perspectives on Erikson’s theory. . . 448
Attachment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 450 CHAPTER 13
Developmental course of children’s attachments. . . 450
Development of motivation and
Individual differences in children’s attachments . . . 452
self-regulation. . . . . . . . . . . . . . . . . . . . 534
Origins of attachment security. . . . . . . . . . . . . . . . . . . 453
Multiple attachments. . . . . . . . . . . . . . . . . . . . . . . . . . . 456 Case study: Albert’s solution. . . . . . . . . . . . . . . . . . . . . . . . . 534
Attachment security and later development . . . . . . 457 Extrinsic and intrinsic motivation . . . . . . . . . . . . . . 535
Implications of attachment research. . . . . . . . . . . . . 458 Factors affecting extrinsic motivation . . . . . . . . . . . . 536
Emotion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 462 Factors affecting intrinsic motivation. . . . . . . . . . . . . 537
Developmental changes in emotions. . . . . . . . . . . . . 462 Development of goals. . . . . . . . . . . . . . . . . . . . . . . . . 541
Group differences in emotions. . . . . . . . . . . . . . . . . . . 467 Achievement goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 542
Promoting children’s emotional development. . . . . 469 Social goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 543
Temperament and personality . . . . . . . . . . . . . . . . . 471 Future aspirations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 544
Elements of temperament and personality . . . . . . . 472 Coordinating multiple goals . . . . . . . . . . . . . . . . . . . . . 544
Goodness of fit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 474 Development of attributions. . . . . . . . . . . . . . . . . . .545
Helping children be themselves. . . . . . . . . . . . . . . . . . 475 Origins of attributions . . . . . . . . . . . . . . . . . . . . . . . . . . 547
Supporting children and adolescents with Diversity in motivation. . . . . . . . . . . . . . . . . . . . . . . . 548
emotional and behavioural problems . . . . . . . . . 479 Gender differences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 549
Common emotional and behavioural disorders . . . . 479 Cultural and ethnic differences . . . . . . . . . . . . . . . . . . 549
Supporting children and adolescents with Motivating children and adolescents. . . . . . . . . . . . 552
emotional and behavioural problems. . . . . . . . . . . 481 Self-regulation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 558
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483 Developmental trends in self-regulation. . . . . . . . . . 558
Case study: Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483 Conditions that foster self-regulation . . . . . . . . . . . . 560
Key concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 484 Diversity in self-regulation. . . . . . . . . . . . . . . . . . . . . . . 561
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 484 Promoting self-regulation. . . . . . . . . . . . . . . . . . . . . . . 561
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 564
CHAPTER 12 Case study: Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 565
Development of self and social Interpreting children’s artefacts and reflections . . . . . . 566
understandings. . . . . . . . . . . . . . . . . . . 494 Key concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 566
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 566
Case study: Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 494
Sense of self. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 495 CHAPTER 14
Effects of children’s sense of self. . . . . . . . . . . . . . . . . 495
Development of morality and
Factors influencing sense of self. . . . . . . . . . . . . . . . . 497
interpersonal behaviours. . . . . . . . . . . 577
General trends in children’s sense of self . . . . . . . . . 498
Changes in the self over childhood and Case study: Let’s talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 577
adolescence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 500 Moral reasoning and behaviour . . . . . . . . . . . . . . . . 579
Diversity in sense of self. . . . . . . . . . . . . . . . . . . . . . . . . 503 Kohlberg’s theory of moral development . . . . . . . . . 579
CONTENTS xi
Piaget: rules, intentions and consequences. . . . . . . 582 Peer acceptance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 625

Developmental trends in morality. . . . . . . . . . . . . . . . 582 Friendships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 627
Factors affecting moral development . . . . . . . . . . . . 585 Social groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 630
Diversity in moral development. . . . . . . . . . . . . . . . . . 588 Romance and sexuality. . . . . . . . . . . . . . . . . . . . . . . . . . 632
Promoting moral development. . . . . . . . . . . . . . . . . . 589 Preschools and schools. . . . . . . . . . . . . . . . . . . . . . . . 638
Interpersonal behaviours. . . . . . . . . . . . . . . . . . . . . . 591 The school as a community. . . . . . . . . . . . . . . . . . . . . . 639
Interpersonal behaviours at different ages. . . . . . . . 592 Socialisation in schools and centres. . . . . . . . . . . . . . 640
Development of prosocial behaviour and Transitions to new educational settings . . . . . . . . . . 644
aggression. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 596 Society. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 646
Diversity in interpersonal behaviours. . . . . . . . . . . . . 601 Services for children and adolescents . . . . . . . . . . . . 646
Fostering effective interpersonal skills . . . . . . . . . . 604
Electronic media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 650
Creating a safe school environment . . . . . . . . . . . . 607 Issues relating to use of electronic media . . . . . . . 650
Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 610 Implications of electronic media use . . . . . . . . . . . . . 653
Case study: Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 611 Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 655
Key concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 612 Case study: Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 656
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 612 Interpreting children’s artefacts and reflections . . . . . . 657
Key concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 658
CHAPTER 15
References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 658
Peers, schools and society . . . . . . . . . 622
Case study: Sharing at the zoo. . . . . . . . . . . . . . . . . . . . . . . 622
Peers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .624 Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .668
Functions of peer relationships. . . . . . . . . . . . . . . . . . 624 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 674
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PREFACE xiii
PREFACE
As psychologists and teacher educators, we have been teaching child and adolescent development for many
years. A primary goal in our teaching has been to help students translate developmental theories into practical
implications for teaching and caring for children from diverse backgrounds, and with diverse characteristics and
needs. Some child development textbooks are quite thorough in their descriptions of theory and research but
offer few concrete suggestions for working with infants, children and adolescents.
With this second Australasian edition, we again try to bridge the gap between theory and practice. We draw
on numerous theoretical perspectives, research studies conducted around the world, and our own experiences
as parents, teachers, psychologists and researchers to identify strategies for promoting young people’s physical,
cognitive and social–emotional growth. The book focuses on childhood and the adolescent years, but with
particular attention to early childhood, and draws implications that are primarily educational in focus. We have
deliberately highlighted contemporary Australian and New Zealand research and ref lected local educational
structures, philosophies and controversies. We have also addressed children’s growth in diverse settings by
systematically expanding coverage of children’s distinct experiences in different cultures, ethnicities and
economic backgrounds. We hope that the outcome of our efforts is a valuable resource for prospective teachers
and other educational professionals.
Several features of the book make it different from other comprehensive textbooks about child and
adolescent development. In particular, the book:
▶▶ continually relates theories and research to educational practices in Australian and New Zealand educational
settings
▶▶ describes and demonstrates developmental phenomena
▶▶ guides observation of children and adolescents
▶▶ facilitates analysis of what children and adolescents say, do and create
▶▶ offers concrete strategies for effective teaching of, and care for, children and adolescents.
In the next few pages, we provide examples of how the book accomplishes these goals.
Resources for educators

A suite of resources is provided to assist with delivery of the text, as well as to support teaching and learning.
▶▶ Instructor Resource Manual: The Instructor Resource Manual provides detailed concepts and activities
to enrich lessons.
▶▶ Test Bank: The Test Bank provides a wealth of accuracy-verified testing material. Each chapter offers
a wide variety of question types, arranged by learning objective and tagged by AITSL standards.
▶▶ Digital image PowerPoint slides: All the diagrams and tables from the course content are available
for lecturer use.
xiv CHILD DEVELOPMENT AND EDUCATION
FEATURES
This book focuses on the concepts and principles that are important to both developmental scholars and
educational practitioners. Child Development and Education spells out the practical implications of developmental
CHAPTER 1
theory and research, and provides concrete applications for those who teach and work with children and
CHAPTER
adolescents. 1 is a text that is especially useful to those who are interested in the practical applications
The result
Making a difference in the lives
of developmental theory and research.
ofMaking
childrenaand adolescents
difference in the lives
of children and adolescents
LEARNING OBJECTIVES
◀ Learning objectives
By the end of this chapter you should be able to:
LO 1.1LEARNING
Identify keyOBJECTIVES
features of the field of child development
New to this edition, key learning objectives are listed at
By the
LO 1.2 end of and
Describe this chapter
explore you
the should be able
three key to: that are important to understanding child
questions the beginning of each chapter. The objectives provide a
development
LO 1.1 Identify key features of the field of child development
LO 1.3 Compare and contrast essential features of each theory of child development
framework for the chapter—each main section of the
LO 1.2 Describe and explore the three key questions that are important to understanding child
LO 1.4 Distinguish different approaches to education that are important at different ages
development book addresses one key learning objective—and help
LO 1.5
LO 1.3
Discuss generaland
Compare suggestions as to howfeatures
contrast essential
in centres, classrooms and the community
to applyofan understanding
each of child
theory of child development
development
the student focus on what they will learn.
LO 1.4 Distinguish different approaches to education that are important at different ages
LO 1.5 Discuss general suggestions as to how to apply an understanding of child development
in centres, classrooms and the community
CASE STUDY
Rosanne ◀ Case studies
CASE STUDY Each chapter begins with a case study. These provide
Rosanne had only recently graduated as a teacher when she accepted a position at a school that was just
Rosanne
opening. Her first day coincided with the school’s first ever assembly, complete with government minister and
media scrum. Amid the chaos, Rosanne was ‘handed’ a 7-year-old Somali boy: ‘This is Bedri, and we think he’s
accounts of developmental processes and interventions
blind.’Rosanne had only recently graduated as a teacher when she accepted a position at a school that was just
opening.
Over the next Herfewfirst dayBedri
days, coincided
exhibitedwithanthe school’s
array first everRosanne
of behaviours assembly, complete
found with government
‘incomprehensible’ even minister
though and
by carers relating to particular individuals over time and
media
she was scrum.
familiar withAmid the chaos, behaviour
the disordered Rosanne was shown‘handed’
by some a 7-year-old SomaliHe
autistic children. boy:
blind.’ for acts Rosanne watched him do; he blamed other children for his own acts; and he maliciously
responsibility
hurt‘This is Bedri,
other andhewe
children; think he’s
denied
have been chosen to illustrate aspects of development
Overand
broke toys the other
she waseven
occurrences
next few
familiar
when with
days, Bedri
objects.
the disordered
he was
exhibited
Classmates an array
became of behaviours
frightened of him,Rosanne
and camefoundto‘incomprehensible’ even though
blame him for negative
behaviour shown by some autistic children. He hurt other children; he denied
not in the room.
relevant to the theories and research covered in each
As responsibility
he was a refugee
broke toys
for acts
and or
childRosanne
other
beginning
objects.
watched him do;inhe
his education
Classmates
blamedstill
a school other children for
establishing his own
its filing acts; and
systems, he maliciously
Rosanne had chapter. Links back to the case study are provided
no previous records other information ChApTEr 1became
to help frightened
her understand
MAkINg A DIFFERENCE of him,
Bedri. She
IN THEand came
commented,
LIVES to blame
OF CHILDREN him ADOLESCENTS
‘Not AND
only for
wasnegative
he 5
occurrences
supposedly blind, even
but I when
As he was alimited
visual impairment, refugee
he was
was flying not in
blind,
childofbeginning
grasp
theShe
too.’
English, orhis
room.
was unsure whether his undesirable behaviours were related to
education
other factors.in a school still establishing its filing systems, Rosanne had
throughout each chapter to assist students in applying
no previous
Faced
explained with
talkedsupposedly
toto
all my
within
Bedri’s
records
sorts
blind,the
or framework.
butrealm
middle-aged
other information
of questions,
coding
I was flying
father
Rosanne
and,blind, too.’
despite
totohelp
started
I began
She
his was
limited
her
dataunderstand
systematically
code
unsure
as “spiritual”
whether
English, learned
Bedri.
to gather
his
whenShethe
what
undesirable
that
commented,
examplesshe‘Not
information
Bedri behavedbehaviours
in the were
onlyShe
could. was he
samerelated
way to
theoretical approaches and planning appropriate
appeared be beyond of intellectual, social or emotional connections.’
visual impairment,
Although
Faced
the domains limited graspabove
described of English,
may or othertofactors.
appear be independent areas, they are closely
Chapter 9 Language deveLopment 339 practical interventions, and questions related to the
interrelated. Forwith all sorts
example, anof questions,
increase Rosanne
in ability started
to look systematically
at situations from to gather
multiple what information
perspectives (a she could. She
talked
cognitive to Bedri’s
ability) middle-aged
enhances father
social skills. and, despite
Educators his limited
consistently English,
address morelearned that domain
than one Bedri behaved
at a in the same way case study are included at the end of each chapter.
time. For instance,
to newcomers. Overa ahigh school
period of 20chemistry
years, theteacher raiseslanguage
children’s both scientific
became and
moremoral issues and
systematic when
discussing global
complex, with warming;
a variety and by addressing
of syntactic rules taking Bedri’s
shape.emotional
Many of theneeds, Rosanneoriginated
innovations affected not just
with
his social relationships but also his learning.
children aged 10 or younger—a finding that lends further support to the idea that young minds are
especially proficient in acquiring language.
EFFECTS OF CONTEXT ON DEVELOPMENT
M01_MCDE5689_02_SE_C01.indd 2 7/31/19 9:57 AM ◀ Key terms
CRITIQUING THEORIES OFonLANGUAGE
the context ofDEVELOPMENT
All areas of development
families,
The Basic schools,
developmental
M01_MCDE5689_02_SE_C01.indd 2
depend
neighbourhoods,
children’s lives—children’s experiences in
community theories
issues table ‘Contemporary organisations, cultural
of language’ and ethnic
summarises howgroups,
nativism, and
context The broad social and
cultural environment, including
7/31/19 9:57 AM
Key terms are highlighted in the text and defined in the
households, schools,
society
cognitive
cluster
of nature
at theories,
large. Child
of and
close,
development
sociocultural
caring universality
nurture, relationships—is
research
theory has shown, for
and functionalism
a criticaland
and diversity, condition
example,
differ
for and
qualitative optimal
that some
with respect sortbroad
to the
development.
quantitative
of ‘family’—a
themes
change.Educational
Another
neighbourhoods, organisations,
ethnicity, society and historical
margin at first mention. These are collated into a list at
settings
important
by
also play a significant
difference
communicating
language development messages
role in theoretical
between various development,
aboutsyntactic,
must explain children’s
not onlyisbyone
perspectives
abilities
semantic and and worth
pragmatic
fostering
of focus.cognitive
and by
aspects
While any skills but of
theory
providinguseanif arena
of language
also
it is to in
era.
the end of each chapter, with a page reference back to
which
largely
children
be complete,
In preparing
thecan
focused on
practise
focus social skills.
of particular
to syntactic
teach or care
theories has in fact been rather narrower. Nativist theories have
for children,
development, whileyousociocultural
become a theories
vital part of the
have been developmental
more likely tocontext
deal
the first mention in the text, and again in a glossary at
of young
with
Figure
people.
semantic
1.1 shows,
motivation
Your role and
development
in languagethis book
willpragmatic
be sustained
provides
acquisition and such
hencea to
byFunctionalism
skills. a thorough foundation
foundation
pragmaticin
gives greaterinemphasis
its coverage
skills. Cognitive of
child development.
theories
to the role ofAs
the three
more domains
generally of
the end of the book. The list can be used by readers to
are now becoming
development,
domains
reveal while focusing
children’s
more diverse.
the contexts Theychildren
in which
principally
developmental
attemptand to unify genetic,grow,
adolescents neuropsychological
and the research and
on attempting to model the process of language learning in the
journeys.
linguistic
methods that
review their knowledge and to revisit any concepts not
simplest possible way.
While the labels ‘empiricist’ and ‘nativist’ appropriately described the theories of Skinner and
FIGURE 1.1 Overview of clear to them.
The ﬁeld of child development
the book
Chomsky, and some current researchers (e.g. Pinker) would still see themselves as nativists, recent
BaSIC
Research
DeVeLOpMeNtaL
Physical
ISSUeS
Cognitive
Social–
Effects of
Contemporary theories of language emotional
◀ Basic developmental issues

methods development development context
development
Cognitive/emergentist
Issue Nativist theories Sociocultural theories Functionalist theories
Chapter 2
Using research
Chapter 4
Biological
Chapter 6
Cognitive
theories Chapter 11
Emotional
P
Chapter 3
Family, These tables summarise basic developmental issues
Nature and nurturebeginningsChildren appear
to understand development:
to rely on Language development
learning culture
Focus is on and
the social Children propel their
children and
adolescents
Piaget and
innate biological
Vygotsky
mechanisms that enable
involves a complex
interplay between
community
contexts that promote
development and on the
language development
through their efforts to
concerning the relative importance of nature and
them to detect and inherited constraints and cultural inheritance and communicate more
Chapter 5
decipher linguistic input.
Chapter 7
abilities and regularities
Chapter 12
in linguistic input.
social use of language.
Chapter 15
effectively. nurture, universality and diversity, and qualitative and
Physical Cognitive Development of Peers,
development development:
Cognitive
self and social
understanding
schools and
society
quantitative change. The issues highlighted are
Claim that anprocesses
Universality and diversity innate
universal grammar
Perceptual and
information-processing
Some mechanisms that
promote language
The drive to understand
and be understood by illustrated with respect to the domain being covered in
underlies theChapter
specific8 mechanisms affecting
Chapter 13 development (e.g. others is universal.
syntax in particular
Intelligence
languages. Children reach
language acquisition
Developmentare
relevant across
of
cultures.
motivation and
intersubjectivity) may be
universal across cultures.
Cultural groups may
emphasise or nurture
the chapter.
linguistic milestones at Phonemesself-regulation
and syntax are At the same time, particular forms of
similar ages in all cultures, limited by perceptual and different societies address or modes of
indicating a sensitive cognitive capacity. cultivate many culture- speech.
Chapter 9
period for learning. Chapter are
Sensitive periods 14 due specific linguistic
Language Development
to specialisation of
of brain practices.
development
function. morality and
interpersonal
behaviours
Qualitative and Syntactic structures
Chapter are
10 Development of Adult–child relationships With development,
quantitative change acquired in a Development
predictable phonological or signing (e.g. joint attention, children’s needs and
sequence, with noticeable,
in academic skills is dependent on intersubjectivity) that desires change in both
stage-like changes
domainsin adult input, often tailored nurture language quality and intensity.
linguistic constructions to infant abilities. development may change Understanding the aims
occurring after each new Stepwise changes (e.g. in qualitatively and and desires of others
acquisition. syntax) are explained via quantitatively over time. enables more-subtle
dynamic cognitive communication.
restructuring.
M01_MCDE5689_02_SE_C01.indd 5 7/31/19 9:57 AM
M09_MCDE5689_02_SE_C09.indd 339 24/08/19 8:54 AM
LO 8.4 ▶ DEVELOPMENTAL TRENDS IN IQ SCORES
Explain what In one sense, children definitely become more ‘intelligent’ as they develop: they know more, can
138information
PART 2you would
BIOLOGICAL think in more-complex ways, and can solve problems more effectively. However, IQ scores are
DEVELOPMENT
be able to provide based not on how much children develop over time, but rather on how well they perform in
xv
about a child’s likely
comparison with their age peers. By definition, the average IQ score for any age group is 100.
progress in school
given an IQ test taken Generally,
problems in IQ doeswith
coping not increase
negativewith age. Nevertheless,
emotions and in learningIQatscores
schooldo(Hack
change in two
et al., 2012;important
Nomura,
FEATURES
at 4 years old, and ways &over the course of2005;
development:
what you might be
Fifer, Brooks-Gunn, Shenkin, Starr & Deary, 2004).
able to say about a ▶ Responsive care increasingly
IQ scores become of fragile stable.
and healthy infants
As noted alike entails
previously, careful
children’s earlyconsideration
performance on of infants’
infant
child’s future progress physical, social–emotional
measures and intellectual
of cognitive development are needs. In ourpredictive
not terribly final section in this
of their laterchapter, we relay
intelligence. some
Infants’
based on a test taken
at 10 years of age
ideasmoods
for helping
and caregivers
priorities identify
may be and meetwith
at odds the psychological
the demandsneeds of theseand
of testing, wondrous little people.
the various genes
contributing to intelligence are activated at different times over the course of development. The
ENHANCING PARENTS’
types of items on intelligence SENSITIVITY TO NEWBORN
tests for young children INFANTS
are often considerably different from items
on tests
To give for older
infants children
a healthy startand adolescents.
in life, parents and Developmental
The other trends
caregivers table
must ‘Intelligence
recognise at different
infants’ abilities,
interests and styles of self-expression. Nurse educators and other professionals can support infants
indirectly—yet powerfully—when they teach family members how to observe their infants closely
DEVELOPMENTAL andTRENDS
respond sympathetically to their individual needs. To get a sense of how we enhance caregivers’
Intelligence at different
awarenessage levels
of infant needs, you can examine the illustrations in the Development and practice feature
◀ Developmental trends
Age
‘Showing sensitivity to the needs of newborn infants’, and consider these recommendations:
What you might observe Diversity Implications for practice These tables highlight changes that readers are likely to
▶ We reassure new mothers that they will find the necessary energy and insight to take good care of their baby.
Infancy
(birth to 2 years)
▶ Recognition of previously seen
Many ▶ Temperament affects infants’
new mothers return
objects and improving eye–hand
▶ Ensure that the test environment is secure
home from the hospital feeling
willingness to interact with the
tired, sore and overwhelmed by the
and comfortable. observe in individuals across different age groups.
demands of an infant, as
coordination. reflected
examiner and in these
with comments: ▶ Focus on significant developmental delays
test materials.
▶ Distractibility,
span.
– short attention
‘I guess Premature
I expected▶ that infants
our lives fatiguechange
would
▶ Exposure to drugs or alcohol in utero
requiring
easily. dramatically immediate
the moment intervention.
we walked in the
▶ Discuss results with professional staff and
Factors that may affect the rate or quality of
door with him … which they did!’
affects performance.
– ‘It’s hard, and sometimes I don’t want the responsibility.’
be open with parents.
developmental change in particular individuals are
Early childhood ▶ Success on test items that involve
– ‘I felt very much like ▶ Significant developmental delays in
I didn’t know what to do!’ ▶ Initiate intervention for children with
(2–6 years) naming objects, stacking blocks,
– ‘Some
drawing shapes, people
following
the early years may indicate
simpleare giving too much
intellectual or otheradvice.’
disabilities.
significant delays and provide quality
preschool for all. Focus on language skills,
indicated and some implications to support practice are
directions. – ‘[The pain was] more than
▶ Illness expected.’
or deprived (George,may
background 2005, pp. 253–254)
knowledge of numbers and counting, and
▶ Short attention span.
inThese
▶ Variability observations
test scores
influence progress. Chapter 5 Physical
visual–spatial thinking.
develoPment 161
from one reveal the need for a series of adjustments by new mothers (and families).
suggested.
occasion to Although
the next. many mothers want information about infants and their care, they are best able to act
on this information when they have caught up on their rest and feel supported by friends,
INFANCY (BIRTH
Middle childhood TO at2 defining
▶ Success YEARS) concrete words, ▶ Many intelligence tests become ▶ Poor performance in some domains does
(6–10 years) family and andhealthcare increasingly
professionals.
Infancy is a period of repeating
rapid growth short sentences
and development. At birth, verbal
infants in nature, so not necessarily indicate limited ability to
already display remarkable
digit sequences, understanding proficiency with the English language learn in other areas.
ref lexes. Before the umbilical cord isand
concrete analogies cut, the first refcan
identifying breathing,
lex,affect begins, providing oxygen
test performance. and of cultural background.
▶ Take account
removing carbon dioxide. Breathing and a few other ref lexes begin in infancy andEncourage
illogical statements. ▶ Learning disabilities may be ▶ operateoutdoor play, social interaction,
DEVELOPMENT
throughout life. Other ▶ Scores AND
more consistent.
ref lexes, such PRACTICEautomaticallyrevealed
as Strengths grasping by performance
small objects on some discussion
placed in hands andof ideas and personal interaction.
in some domains become apparent. parts of an IQ test. ▶ Invite novel solutions to real world problems.
Showing
responding to sensitivity
loud noises byto the out
f laring needs arms of andnewborn
legs, last only infants
a few months. Ref lexes are
evidence of normal ▶neurological
Early adolescence Success on test development,
items involving and ▶their absence
Students in early infancy is a▶ Curriculum
may deliberately matter ofshould cater for a variety of
(10–14 years)
concern (Rennie et defining
al., 2012). common abstract words underperform. cultural backgrounds and individual
▶ We carefully observe the sensory abilities of newborn infants.
◀ Development and practice
and drawing logical inferences, but ▶ Wanting to fit in to a particular preferences, both practical and more
As infants grow,
A paediatric nursetheywatches
wide
addamotor newborn
differences
skills
infantto scanning
in understanding
their physical repertoire;
her parents’
social group may faces. slowly
She
be more
at first,
explains
important
then
to the morethat infants have only limited
parents
academic.
rapidly. Inacuity
visual the first 12–18
at birth, butmonths,
abstract can infants
see some
material. learnand
shapes to patterns,
hold updisplaying
than their heads,
are especially roll
talent. over, to
attracted reach
humanforfaces,
objects,
and develop better vision in their
first few
sit, crawl andmonths.
walk. In the second year, they walk with increasing balance and coordination, and
Late
▶ We
manipulate
(14–18
adolescence
observe
smallthe
years)
▶ Success on test
physiological
objects with their
interpreting
items
states ofsuch
hands.
proverbs
as
newborn ▶ Concerns about appearing ‘too
infants.
and their newborn smart’ may continue intothat
the infants
▶ Provide challenging activities and a variety
high commonly of opportunities
These practice features offer concrete strategies for
A nurse
Motor educator
skills emergetalks with
in a parents
particular about order, described infants, explaining
cephalocaudal and proximodistal. sleep forfor longall students
periods but to identify
usually
school as The
cephalocaudal trend▶ Stability
analysing geometric
in most
figures.
have brief periods each day when they are receptive to gentle interaction.
refers to skillsIQ emerging
scores. from▶ Negative
the head
years.
downward.
stereotypes
and enjoy
Infants firstcareer
may create
educational, recreational and
learnpathways.
to cephalocaudal trend Vertical
ordering of motor skills and
facilitating children’s development.
▶ We their
control noticeheads,
the kindsthen oftheir
stimuli
▶ Increasing that attract
tendency
shoulders toand infants’and
seektrunk, attention.
debilitating
later theiranxiety
arms andduring tests
legs. for proximodistal
The ▶ Provide opportunities to explore outside the
physical development from the
A mother watches her newborn infant while he is awakesome
of growthand alert. She notices that her son intently observes her face and certain other
opportunities consistent with students. students’ own family background for career
trend refers to the inside-to-outside pattern outward from the spine. Infants first learn head (cephalo-) and down the
stimuli, such as theability edgeslevels
of the (niche-picking).
bassinet. choices.
spinal column (-caudal).
to control their arms, then their hands, and finally, their fingers. Such general trends always coexist
▶ We encourage parents to articulate their growing awareness of infants’ preferences for being soothed.
with sizeable individual differences in styles and pathways to proficiency. proximodistal trend Centre-to-
A paediatrician
References: Bayley, 2005;asks a new mother
Brooks-Gunn, how she is getting
2003; Brooks-Gunn, Klebanov,along with1996;
& Duncan, her Colombo,
baby. When 1993;the mother
Davis & Rimm,reports
1998; S.that the baby
I. Greenspan cries a 1996;
& Meisels, lot, the doctor
Luckasson
Because
et al., 2002;her
asks infants
Mayes
about cannot
& Bornstein,
the kinds use
1997; words1998;
ofMcLoyd,
attention tothe
communicate
Ogbu,
baby1994; Steele,
finds physical
most1997; needs,
Terman
comforting. practitioners
& Merrill,
The alsoseek
1972; Thomas
doctor information
& Chess,
explains 1977;
that Thorndike etperiphery
most infants 1986;ordering
al., find of2002,
itWechsler,
soothing
motor2003.
to be
fromheld families about theirbutbabies’ sleeping, eating, drinking, nappy skills and physical development
tenderly or rocked, some infants also calm down while riding in a carchange and comforting
or push-chair. The doctor suggests fromthat the closest
the parts mother to keep
the
preferences
informaland habits.
records of theWeinfant’s
offer ideasfussyof what
times andtothe
look for of
kinds the Observation
in care that eventually guidelines table ‘Assessing
prove soothing. centre (proximo-) to the most
physical
▶ We model development
sensitiveincare infancy’.
for new parents. outlying parts (-distal).
A nurse educator shows a new father how to hold the baby, change her nappy and interact warmly with her.
◀ Observation guidelines
M08_MCDE5689_02_SE_C08.indd
▶ We offer appropriate 306 care for fragile infants. 24/08/19 8:46 AM
OBSerVatION GUIDeLINeS
A hospital offers lifesaving care for fragile infants and attends to their sensory abilities and psychological needs by reducing light, noise
Assessing physical
and unnecessary development
procedures, and by massaging the in infants
infancy a few times each day.
Characteristic Look for Example Implication

Knowledge of developmental concepts and principles
Eating habits ▶ Ability
to express hunger to adults.
▶ Developing
ability to suck, chew and swallow.
Wendy is a listless eater who doesn’t seem
as interested in food as other infants in her
▶ Talk with parents and
families about what they
provides an essential lens through which professionals
▶ Ability to enjoy and digest food without abdominal
upset.
M04_MCDE5689_02_SE_C04.indd 138
childcare program. The caregiver decides to
talk with the parents in case professional
believe is appropriate
feeding of children. understand children. The guidelines direct attention to
24/08/19 7:40 AM
▶ Cultural and individual differences in how families intervention might be needed.
feed infants. important aspects of children’s growth and behaviour
Mobility ▶ Developing ability to coordinate looking and Due to neurological damage at birth, ▶ Compare infants’
touching.
▶ Growingability to move towards objects.
Daniel’s left arm and leg are less strong
than those on his right. His new carer
behaviour in different
situations.
that carers and teachers may observe or need to
▶ Temperamental factors that might affect notices that he is reluctant to move around ▶ Organise a safe,
exploration.
▶ Physical challenges that might affect exploration,
in the centre. During a home visit, she finds
that Daniel’s movements are somewhat
predictable, attractive and
interesting environment.
monitor, and suggest ideas for practice.
including hearing and visual impairments. lopsided, but he crawls around ▶ Help children match
▶ Temporary declines in exploration on occasion, such energetically. The carer realises that Daniel challenges and
308 as when first
pArT 3 cOgnItIVe separating from parents.
DeVelOPMent needs to feel secure at the centre before he opportunities to their
can freely explore there. abilities.
Resting ▶ Methods babies use to put themselves to sleep. Angie cries a lot when placed on her back to ▶ Talk to parents about risk
patterns ▶ Difficulties
in falling asleep. sleep, in part because
There is ashe is used
great dealtoof individual
factors and precautions
variability within any
▶ Families’expectations for sleeping arrangements. sleeping on her stomach at home. Her carer for SIDS.
Many ▶ Evidence that families understand risk factors for group.head
rubs Angie’s We tomay describe
soothe her and how
help children of different groups
people sudden infant perform
to her on
newaverage, but some children are very different
Boys’ death syndrome (SIDS). her adjust sleeping position.
Proportion of people
Girls’
getting each score
average average fromworker

that ‘average’ description.
age 18 In▶ Remain
addition, alertthere is almost
◀ Figures and tables
Health issues ▶ Physical disabilities requiring accommodation. A childcare cares for Michael, to signs of
▶ Possible symptoms of infections: unusual behaviour, always
months. a greatpalsy
His cerebral dealmakes
of overlap betweenillness
it difficult any two groups. As
and infection in an
irritability, fever and respiratory difficulty. for him to scoot around. She encourages children.
example, consider gender differences in verbal ability.
▶ Suspicious injuries and unusual behaviours that him to move towards objects, but also ▶ Contact family members
Few
may indicate abuse.
▶ Possible symptoms of prenatal drug exposure:
bringsResearch studies
things to him oftenand
to examine find
playthat girls
with. verbal performance than boys (Halpern,
whenhave slightly
infants have ahigher
fever
2006; Spelke,
or other physical
Figures and tables throughout the chapters provide
visual illustration of points discussed in the text; these
people difficulty sleeping, extreme sensitivity, and irritability. symptoms.
2005). Yet the difference is typically quite small, with a
Low scores High scores
great deal of overlap between the two groups. Figure 8.5
Verbal ability shows the typical overlap between girls and boys on
measures of verbal ability. Many of the boys perform at
may include children’s artefacts.
higher levels than some of the girls, despite the average
FIGURE 8.5 Typical ‘difference’ between girls and boys in verbal ability
M05_MCDE5689_02_SE_C05.indd 161
advantage for girls. Obviously, we could not use such data
24/08/19 7:46 AM
to make predictions about how particular girls and boys
would perform in classrooms and other settings.
GENDER DIFFERENCES
Chapter 1 Making
Chapter a research
2 Using difference
toinUnderstand
the lives of children and adolescents 27
55
Apart from a greater frequency of intellectual disability in boys than girls, a consequence of males
having only a single X chromosome (Ropers & Hamel, 2005), there are rarely any significant
gender differences in IQ scores (Halpern et al., 2007; Neisser et al., 1996). This finding is at least
partly a function of how intelligence tests are developed: as a general rule, test constructors
◀ Chapter summary
SUMMarY eliminate any test items on which one gender performs better than the other, and slight differences
CaSe StUDY on numerical and verbal items cancel each other out.
Questions Average differences in more-specific cognitive abilities are sometimes found but are usually A summary of what has been covered in each main
small. Girls are often slightly better at such verbal tasks as reading and writing (Halpern, 2004,
the field of child 2006; development
Think back to the opening case Hedges
study & andNowell,
consider1995;theseMaccoby4. Sally & never
Jacklin, 1974).toSystematic
planned reviews
publish. What mightof psychological
have been
section of the book—as such, these link back directly to
Child development examines
research, howsuchhuman beings
as that change and
of Maccoby fromgained
conception
Jacklin sheand
(1974), show prenatal development,
no gender differences throughout
on the vast
discussion questions:
infancy, childhood and majority
adolescence. of psychological traits that have practitioners?
Children’s development been
is
had
investigated.
guided
shared
by threeAfter
what she found
puberty,
factors:
with other
boysnurture
nature, performand somewhat
their the learning objectives. They identify the key areas and
1. What aspects of the better
chapter’s content
on some tasks do you see
involving
own choices. Developmental theorists explore how avisual–spatial
variety thinking (which
of influences require people
affect children’s to imagineintwo-
development threeor
reflected in the way Sally undertook this project?
three-dimensional
domains—physical, cognitive and social–emotional. figures and mentally
5. What else might you have done to contribute to an
manipulate them), and adolescents with
understanding of Sally’s students’ fascination with
extremely high allow readers to discern points of major importance for
2. What advantages were mathematical ability
there in the fact thatareSallymore
was alikely to be male than female (Benbow, Lubinski, Shea, &
Basic
practitioner-researcher?
issues in development
Can you identify2000;
Eftekhari-Sanjani, any possible
A. M. Gallagher
death and the gender difference she discovered?
& Kaufman, 2005; Hegarty & Kozhevnikov,
You may find some clues in the chapter: matters of 1999). In the topic.
disadvantages? verbal, visual–spatial and mathematical domains, however, there is typically a great dealofof overlap
methodology, matters of interpretation, matters
Developmental theoristsbetween identify three basic complements shaping children’s development:
3. Sally used a student to gatherthe the genders.
data. What benefits sampling, etc.
▶ nature (heredity)
and problems mightandflownurture
Some (environment)
from gender
this? differences in specific intellectual abilities may be partly due to hormonal
▶ universality (affecting everyone)
differences and diversity
or subtle anatomical (unique to individuals
differences in the brain or(Halpern,
groups) 2004; Halpern & LaMay, 2000;
▶ qualitative change O’Boyle (transformations of kind)
& Gill, 1998). and quantitative
Environmental factors change
appear to(transformations
play a role as well.ofInamount).
many cultures, boys
and girls have distinctly different experiences growing up. For instance, in mainstream Western
theories of child development cultures boys are more likely to have toys that require physical manipulation in space (building
TheINterpretING ChILDreN’S
blocks,
wide variety of explanations of how and whyarteFaCtS
model aeroplanes, footballs, etc.), and such items can foster the development of visual–
development occurs can be categorised into seven general theoretical
◀ Interpreting children’s artefacts and
aND reFLeCtIONS
frameworks:
spatial skills. Girls are more likely to have dolls and housekeeping items that are likely to encourage
biological, verbal
behaviourist and social learning, psychodynamic, cognitive-developmental, information
communication with peers (Halpern, 1992; Leaper & Friedman, 2007). These differences reflections
processing, socioculturalareand developmental
diminishing in a rangesystems perspectives.
of spheres; for example,These moreperspectives often electronic
girls are playing focus on games
different
and
domains of developmentusing and Lego,
may place
Consider the concepts discussed in theincreasingly
and greater or lesser
chapter as there
emphasis on nature or nurture, universality or diversity, and
you are similar sporting outlets for boys and for girls. An end-of-chapter feature that gives students practice
qualitative or following
analyse the quantitative change.
artefactIn created
recent years, perhaps because of the push for more-equitable educational opportunities,
by a child.
males and females have become increasingly similar in their abilities ( Jacklin, 1989; Spelke, 2005). in evaluating and interpreting children’s work and
Developmental
I went to Davis’s houseperiods
For all intents and purposes, educators should expect boys and girls to have similar potential in
The note at right was written
Infancy (birthcounter
the kitchen to 2 years)
by 9-year-old
virtually
hisisparents
for This
all subject
marked when
Alex.
by they
rapid
He left
areas.
were
Boys
growth
it on
and girls
out forand
do not always
emergence believehuman
of basic they have similar
traits, abilities,
including however.
emotional statements. The feature provides students with an
may be especially important in upper secondary choices in fields such as mathematics and
bonds with other people, it, language and motor mobility. Early childhood (2–6 years) is identified with imaginative
a walk.
play,
As you
rapidthe
about language
examine consider what
science.
development,
mechanics
Girls are Alex
of English advances
moreunderstands
likely to believe that they are able to be successful in maths and science if
and whatin additional
gross and fine motor skills, and expanding social skills. During middle
opportunity to apply their knowledge of child
they come from family backgrounds where education is highly valued and the importance of good
evidence(6–10
childhood you would likechildren
years), to obtaintackle
mathematical
from Alex.
theintasks
skills they of
a variety willprofessions
need to master to participate
is understood
develop friendships and internalise many social conventions. In early adolescence (10–14 years), while thinking
effectively
(Lamb, 1997; Youngin&adult society,
Fraser, 1994). development in an authentic context.
in increasingly abstract and logical ways, children are preoccupied with the physical changes of puberty and are
sensitive about how they appear to others. Late adolescence (14–18 years) is a period of intense interaction with
KeY CONCeptS
peers and greater308independence from adults, allowing choices between sensible decisions and risky and potentially
M08_MCDE5689_02_SE_C08.indd
dangerous behaviours.
7/26/19 11:58 AM
action research (p. 52) experimental study (p. 43) quasi-experimental study (p. 43)
From theory to practice
Copyright
Effective
bias
© Pearson Australia
assessment task (p. 37)
(p. 51)care of children balances understanding
(a38)division
grounded theory study (p. 42)
habituation (p. universal
of Pearson
patternsAustralia
questionnaire (p. 37)
developmental
reliability (p.and
Group Pty
39) respecting individual
Ltd) 2020 — 9781488615689 — McDevitt/Child Development & Education 2e
xvi CHILD DEVELOPMENT AND EDUCATION
SPECIAL FEATURES
Basic developmental issues Getting and keeping children’s attention, and catering for
infants 248
Illustrations in the three domains 10
Addressing the unique needs of gifted children and
Considering family, culture and community 63
adolescents 317
Biological beginnings 125
Some ways to maximise the development of
Physical development 176 children and adolescents with intellectual
Contrasting Piaget and Vygotsky 226 disabilities 319
Contrasting theories of intelligence 293 Working with English-language learners 364
Contemporary theories of language 339 Promoting phonological awareness and letter
Attachment and emotional development 471 recognition 388
Comparing sense of self and social cognition 519 Promoting effective comprehension strategies 391
Contrasting extrinsic and intrinsic motivation 548 Offering warm and sensitive care to infants and
Comparing prosocial behaviour and aggression 601 toddlers 459
Social contexts of child development 655 Encouraging social perspective-taking 522
Helping children meet their social goals 555
Encouraging and supporting students at risk 557
Case studies Teaching self-regulation skills 564
Rosanne 2 Teaching social skills 606
A practitioner’s research 32 Easing school transitions 645
Ellen and her family 58 Enhancing students’ before- and after-school
Birthing the baby 110 experiences 649
Christopher, the skinny kid 147
Excerpts from John’s life 194
Sam 234 Developmental trends
Terry Tao 284 Accomplishments and diversity at different age
Elsey 331 levels 22
Harry 379 The family’s concerns for children of different ages 80
Sally 444 Prenatal development 132
Jane 494 Physical development at different age levels 167
Albert’s solution 534 Chronic health conditions in children and
Let’s talk 577 adolescents 182
Sharing at the zoo 622 Thinking and reasoning skills at different age levels 223
Basic information-processing characteristics at different
age levels 250
Development and practice Intelligence at different age levels 306
Engaging in developmentally appropriate Language skills at different age levels 360
practice 24 Reading at different age levels 392
Getting a flavour for conducting research as a Writing at different age levels 401
teacher 53 Mathematics at different age levels 410
Accommodating children from culturally and Science at different age levels 416
linguistically diverse backgrounds 89 Emotional and personal development at different age
Showing sensitivity to the needs of newborn infants 138 levels 478
Accommodating the physical needs of infants and Sense of self at different age levels 511
children 163 Social cognition at different age levels 518
Accommodating the physical needs of adolescents 166 Motivation at different age levels 551
Facilitating discovery learning 210 Moral reasoning and behaviour at different age
Scaffolding children’s efforts at challenging tasks 221 levels 584
SPECIAL FEATURES xvii
Interpersonal skills at different age levels 605 Assessing physical development in infancy 161
Peer relationships at different age levels 638 Assessing health behaviours of children and
adolescents 180
Assessing cognitive advances in infants and
Interpreting children’s toddlers 202
artefacts and reflections Assessing Piagetian reasoning processes in
James’s changes, big and small 28 children and adolescents 211
I went to Davis’s house 55 Assessing cognitive processing and metacognition 268
Horses by Nadia 142 Seeing intelligence in children’s daily behaviour 315
Fish in a boat 228 Identifying cultural differences in sociolinguistic
Interview with Alicia 273 conventions 356
Figure of speech 369 Assessing emergent literacy 387
Comparing self-descriptions 525 Assessing young children’s attachment security 454
Tears of Pearls 566 Assessing the emotions of children and adolescents 463
Teachers at work 657 Noticing temperament in infants and toddlers 473
Observing indicators of children’s self-perceptions 508
Recognising intrinsic motivation in children’s
Observation guidelines behaviours 541
Learning from children and adolescents 48 Observing the social aspects of young
Identifying family conditions 79 children’s play 593
Identifying cultural practices and beliefs 90 Assessing children’s prosocial development 599
Indicators of health in newborn infants 140 Noticing children’s level of peer acceptance 626
xviii CHILD DEVELOPMENT AND EDUCATION
ABOUT THE AUTHORS

Teresa M. McDevitt is a psychologist with specialisations in child development
and educational psychology. She received a Ph.D. and M.A. in child development
from Stanford University’s Psychological Studies in Education program, Ed.S. in
educational evaluation from Stanford University, and B.A. in psychology from the
University of California, Santa Cruz. Since 1985 she has served the University of
Northern Colorado in a variety of capacities—in teaching courses in child psychology,
human development, educational psychology, program evaluation, and research
methods; advisement of graduate students; administration and university governance;
and research and grant writing. Her research focuses on child development, families,
and teacher education. She has published articles in Child Development, Learning and
Individual Differences, Child Study Journal, Merrill-Palmer Quarterly, Youth and Society, and Science Education, among
others. She has gained practical experiences with children, including by raising two children with her husband
and working as an early childhood teacher of toddlers and preschool children, early childhood special education
teacher, and volunteer in school and community settings. Teresa enjoys spending time with her children and
husband and, when she has the chance, travelling internationally with her family.
Jeanne Ellis Ormrod is an educational psychologist with specialisations in

learning, cognition, and child development. She received a Ph.D. and M.S. in
educational psychology at The Pennsylvania State University and an A.B. in
psychology from Brown University; she also earned licensure in school psychology
through postdoctoral work at Temple University and the University of Colorado,
Boulder. She has worked as a middle school geography teacher and school psychologist
and has conducted research in cognitive development, memory, problem solving,
spelling, and giftedness. She is currently Professor Emerita of Psychological Sciences
at the University of Northern Colorado; the ‘Emerita’ means that she has officially
retired from the university. However, she can’t imagine ever really retiring from a
field she enjoys so much, and so she continues to read and write about current research findings in educational
psychology and child development. She is the author or coauthor of several other Pearson books, including
Educational Psychology: Developing Learners; Essentials of Educational Psychology; Human Learning; Practical Research:
Planning and Design, and Our Minds, Our Memories: Enhancing Thinking and Learning at All Ages. Jeanne has three
grown children and three young grandchildren.
Glenn Cupit shares his life with his wife of over 45 years, two sons and a
daughter-in-law, two granddaughters and two grandsons. From a background in
psychology, he has taught child development and research methods to early
childhood students since the 1970s, spending several years as Head of the early
childhood school at the University of South Australia. With a BA(Hons) from
Sydney University, an MA(Hons) from the University of NSW and a PhD from
Murdoch University, Glenn has published six monographs, 15 chapters and 17
journal articles, given 110 papers at conferences and seminars, spoken at 64 public
meetings and given in excess of 350 media interviews. He has a long history of
advocacy for children, especially in the area of electronic media, and has been a
consultant/adviser on major children’s television programs. He is the Executive of the Australian Council on
Children and the Media and a life member of the Australian College of Education and, prior to retirement, a
member of the Australasian Human Development Association for Children and Youth, and the Board of
Educational and Developmental Psychologists of the Australian Psychological Society. In his spare time he has
been a semi-professional musician and an amateur actor.
ABOUT THE AUTHORS xix
Margaret Chandler is retired from a career as a Senior Lecturer in

Education at the University of South Australia. She has honours degrees in
philosophy and psychology from the University of Adelaide and Flinders University
in South Australia, as well as a Diploma of Education and a Master’s degree from the
University of Adelaide. She has taught both philosophy and educational psychology
at tertiary level and in retirement has also undertaken roles in research and evaluation
projects in Papua New Guinea and South Asia. Her children and grandchildren are
a continuing inspiration.
Valerie Aloa received a PhD from Flinders University in South Australia; a

double Master’s degree (MAT) in early childhood and special education from
Oakland University in Michigan, in the United States; a Bachelor of Teaching
(Elementary) from Wayne State University in Detroit, Michigan; a Diploma of
Teaching (Infant) from Western Teachers College in Adelaide; and an Associateship
in Arts from the University of Adelaide. Valerie has retired from the early childhood
program in the School of Education at the University of South Australia (UniSA). At
UniSA she concentrated on course development and teaching in child development
with specialisations in infant and toddler development, social–emotional development
and theoretical understandings of development, and taught the field experience
courses for childcare in the undergraduate and postgraduate programs in early childhood education. Valerie has
a strong commitment to the provision of high-quality childcare for infants and toddlers. She has been the
director of an infant-toddler parent program at Oakland University, Michigan, a hospital-based childcare
centre in Pontiac, Michigan, and a community childcare centre in Adelaide. In retirement Valerie continues to
be actively engaged in childcare as the Chair of the University of Adelaide Childcare Services Board. Valerie
has also been a moderator and member of the Quality Advisory Group for the National Child Care Accreditation
system in Australia and was involved with that body since its inception.
Acknowledgements
Pearson Australia would like to acknowledge the invaluable work of the executive review team:
Dr Marnie Best, University of South Australia
Dr Karena Burke, CQ University
Dr Mary Lam, University of Sydney
Dr Sue Smith, Charles Darwin University
Dr Mariann Martsin, Queensland University of Technology
Dr Penny Round, Monash University
Dr Pearl Subban, Monash University
xx CHILD DEVELOPMENT AND EDUCATION
AUSTRALIAN PROFESSIONAL STANDARDS

FOR TEACHERS
This text will assist users to work towards the Australian Professional Standards for Teachers (AITSL; 2017).
The following grid relates the standards to the chapters of this text. For further information on the standards,
go to https://www.aitsl.edu.au/teach/standards.
STANDARD 1 – KNOW STUDENTS AND HOW THEY LEARN CHAPTERS
1.1 Physical, social and intellectual development and characteristics of students 1, 5, 6, 7, 8, 9, 11, 12, 13, 14, 15
Demonstrate knowledge and understanding of physical, social and intellectual
development and characteristics of students and how these may affect learning.
1.2 Understand how students learn 6, 7, 9, 10, 13, 14

Demonstrate knowledge and understanding of research into how students learn and
the implications for teaching.
1.3 Students with diverse linguistic, cultural, religious and socioeconomic 3, 5, 8, 9, 10, 11, 12, 13, 14, 15
backgrounds
Demonstrate knowledge of teaching strategies that are responsive to the learning
strengths and needs of students from diverse linguistic, cultural, religious and
socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 3, 7, 8, 9, 10, 12, 13
Demonstrate broad knowledge and understanding of the impact of culture, cultural
identity and linguistic background on the education of students from Aboriginal and
Torres Strait Islander backgrounds.
1.5 Differentiate teaching to meet the specific learning needs of students across the 5, 7, 8, 9, 10, 13, 14, 15
full range of abilities
Demonstrate knowledge and understanding of strategies for differentiating
teaching to meet the specific learning needs of students across the full range of
abilities.
1.6 Strategies to support full participation of students with disability 8, 9, 10, 11, 12, 13
Demonstrate broad knowledge and understanding of legislative requirements and
teaching strategies that support participation and learning of students with
disability.
(continues)
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS xxi
STANDARD 2 – KNOW THE CONTENT AND HOW TO TEACH IT CHAPTERS
2.1 Content and teaching strategies of the teaching area 10

Demonstrate knowledge and understanding of the concepts, substance and
structure of the content and teaching strategies of the teaching area.
2.2 Content selection and organisation 10

Organise content into an effective learning and teaching sequence.
2.3 Curriculum, assessment and reporting

Use curriculum, assessment and reporting knowledge to design learning sequences
and lesson plans.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote 3, 7, 8, 12, 13
reconciliation between Indigenous and non-Indigenous Australians
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and
Torres Strait Islander histories, cultures and languages.
2.5 Literacy and numeracy strategies 6, 7, 9, 10

Know and understand literacy and numeracy teaching strategies and their
application in teaching areas.
2.6 Information and Communication Technology (ICT) 15

Implement teaching strategies for using ICT to expand curriculum learning
opportunities for students.
STANDARD 3 – PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND

CHAPTERS
LEARNING
3.1 Establish challenging learning goals 1, 2, 5, 6, 7, 10, 11, 12, 13
Set learning goals that provide achievable challenges for students of varying
abilities and characteristics.
3.2 Plan, structure and sequence learning programs 1, 2, 5, 6, 7, 9, 10

Plan lesson sequences using knowledge of student learning, content and effective
teaching strategies.
3.3 Use teaching strategies 11, 12, 13

Include a range of teaching strategies.
3.4 Select and use resources 10

Demonstrate knowledge of a range of resources, including ICT, that engage students
in their learning.
3.5 Use effective classroom communication 11, 12, 13

Demonstrate a range of verbal and non-verbal communication strategies to support
student engagement.
3.6 Evaluate and improve teaching programs 2, 10, 15

Demonstrate broad knowledge of strategies that can be used to evaluate teaching
programs to improve student learning.
3.7 Engage parents/carers in the educative process 3, 10, 11, 12, 13

Describe a broad range of strategies for involving parents/carers in the educative
process.
(continues)
xxii CHILD DEVELOPMENT AND EDUCATION
STANDARD 4 – CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING

CHAPTERS
ENVIRONMENTS
4.1 Support student participation 5, 9, 11, 12, 13, 14
Identify strategies to support inclusive student participation and engagement in
classroom activities.
4.2 Manage classroom activities 13

Demonstrate the capacity to organise classroom activities and provide clear
directions.
4.3 Manage challenging behaviour 11, 12, 13

Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4 Maintain student safety 5, 11, 12, 13

Describe strategies that support students’ wellbeing and safety working within
school and/or system, curriculum and legislative requirements.
4.5 Use ICT safely, responsibly and ethically 10, 15

Demonstrate an understanding of the relevant issues and the strategies available to
support the safe, responsible and ethical use of ICT in learning and teaching.
STANDARD 5 – ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT

CHAPTERS
LEARNING
5.1 Assess student learning 2, 8, 13
Demonstrate understanding of assessment strategies, including informal and
formal, diagnostic, formative and summative approaches to assess student learning.
5.2 Provide feedback to students on their learning 8

Demonstrate an understanding of the purpose of providing timely and appropriate
feedback to students about their learning.
5.3 Make consistent and comparable judgements 2

Demonstrate understanding of assessment moderation and its application to
support consistent and comparable judgements of student learning.
5.4 Interpret student data 2, 8

Demonstrate the capacity to interpret student assessment data to evaluate student
learning and modify teaching practice.
5.5 Report on student achievement 2, 13

Demonstrate understanding of a range of strategies for reporting to students and
parents/carers and the purpose of keeping accurate and reliable records of student
achievement.
STANDARD 6 – ENGAGE IN PROFESSIONAL LEARNING CHAPTERS
6.1 Identify and plan professional learning needs 15

Demonstrate an understanding of the role of the Australian Professional Standards
for Teachers in identifying professional learning needs.
6.2 Engage in professional learning and improve practice 1, 15

Understand the relevant and appropriate sources of professional learning for
teachers.
6.3 Engage with colleagues and improve practice 11, 12, 13,
Seek and apply constructive feedback from supervisors and teachers to improve 15
teaching practices.
6.4 Apply professional learning and improve student learning 1, 15

Demonstrate an understanding of the rationale for continued professional learning
and the implications for improved student learning.
(continues)
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS xxiii
STANDARD 7 – ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/

CHAPTERS
CARERS AND THE COMMUNITY
7.1 Meet professional ethics and responsibilities 2
Understand and apply the key principles described in codes of ethics and conduct
for the teaching profession.
7.2 Comply with legislative, administrative and organisational requirements 2, 15

Understand the relevant legislative, administrative and organisational policies and
processes required for teachers according to school stage.
7.3 Engage with the parents/carers 3, 5, 10, 11, 12, 13, 15

Understand strategies for working effectively, sensitively and confidentially with
parents/carers.
7.4 Engage with professional teaching networks and broader communities 1, 3, 12, 15
Understand the role of external professionals and community representatives in
broadening teachers’ professional knowledge and practice.
Source: Australian Professional Standards for Teachers, © 2017 Education Services Australia Limited as the legal entity for the COAG Education
Council (Education Council). Pearson Australia has reproduced extracts of the Australian Institute for Teaching and School Leadership’s
Australian Professional Standards for Teachers in this publication with permission from the copyright owner.
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ill-chosen words had given her, or whether he had dreamed that
once she was ready to flash, to respond, to be affectionate with him.
“Oh, no!” she answered. “But I have to read it over now and then like
‘Cranford’ and ‘Adam Bede’ and ‘The Ring and the Book.’”
“A lot you get out of ‘The Ring and the Book!’” David teased, with a
brotherly smile.
“I get what I can,” she answered, demurely, unprotesting, and with
just a hint of her old easy fun with him. It was enough to turn his
heart to water, and he formed within his confused mind a solemn
resolution not to fail her again, not to offend, to watch this timid little
seedling of returning confidence and friendship reverently and
tenderly; to keep that at least, if he might have no more.
“But Anna’s is a sad story,” he said, looking at the book.
“Yes, but I like sad stories,” Gabrielle answered, thoughtfully.
“Love stories. Don’t all girls like love stories?”
“I don’t call this love,” Gabrielle objected, after a brief silence, when
she had looked at the two words on the cover of the book until they
spun and quivered before her eyes.
“Come now,” David offered, mildly, actually trembling lest some
misstep on his part shatter the exquisite pleasure of this blue hour of
summer, and the ripple and quiver of the sea against the big shady
rocks, and the quiet beauty of the girl’s voice. “Don’t say that you
think ‘Anna Karenina’ isn’t a love story!”
“It isn’t my idea of love,” Gabrielle persisted, with a faint stress on the
personal pronoun.
“What would you call it?” David asked.
“Passion, egotism, selfishness,” the girl answered, unexpectedly and
quietly, not raising her eyes, and as if she were thinking aloud.
“Oh——? And do you get this out of books?”
“Get what?” Gabrielle asked, after a pause.
“Your knowledge of love, Gay.”
Again a silence. Her eyes did not meet his, but she did not seem
discomposed or agitated. She had gathered up a handful of white
sand, and now she let it sift slowly through her fingers into the
hemmed waters of the tide pool.
“Not entirely,” she answered, presently. And again the notes of her
husky sweet voice seemed to David to fall slowly through the air like
falling stars.
“I feel as if I had just begun to learn about it lately,” David said,
clearing his throat and beginning to tremble. And as she did not
answer, he told himself despairingly that he had again taken with her
the very tone of all tones that must be avoided. “You’ve never been
in love, Gabrielle?” he went on, desperately trying to lighten the tone
of the conversation, make it seem like an ordinary casual talk.
“Why do you say that?” she asked, quickly. And now he had a flash
of the star-sapphire eyes.
“But, Gay——” protested David, with the world falling to pieces about
him. “Already?”
“Enough,” she answered, in a low voice, her beautiful hands busily
straightening the little rocky, sandy frame of the pool, “to know that it
is not vanity, and passion, and selfishness!” And she glanced at
“Anna Karenina” again, as if their words were only of the book.
What she said was nothing. But there was a note of confession, of
proud acknowledgment, in her tone that struck David to a numbed
astonishment. Gay! This explained her silences—her depressions,
her attitude toward his kindly brotherly offer of protection! The child
was a woman.
“Gay, tell me,” he said, turning the knife in his heart. “Is it—a man?”
he was going to ask. But as the absurd tenor of these words
occurred to him, he slightly altered the question: “Is it a man I know,
dear? Is it Frank du Spain?”
She gave him a quick level glance, flushed scarlet, and looked out
across the shining sea. Cloud shadows were marking it with purple
and brown, and there was a jade-green reef in the blue. Far off
thunder rumbled; but in the hot still air about them there was no
movement.
“No, it isn’t Frank. I don’t think you know him,” she answered, quietly,
with her little-sisterly smile.
David was too thoroughly shaken and dazed to answer. He sat, in a
sort of sickness, trying to assimilate this new and amazing and most
disquieting truth. Here was a new element to fit in among all the
others—the child, the little tawny-headed girl of the family, cared for
some unknown man. An unreasoning hate for this man stirred in
David; he visualized a small and bowing Frenchman, titled perhaps,
captivating to these innocent, convent-bred eyes.
“And will there be a happy ending?” he asked.
The girl seemed suddenly to have gained self-possession and her
old serene spirit. She was smiling as she said:
“No. I think he likes another woman better than he likes me.”
“I can see that you don’t mean that,” David said, hurt and confused.
Gabrielle caring——! Gabrielle keeping this away from them all——!
He could not adjust himself to the thought of it easily, nor change all
his ideas to meet it. “Some day will you tell me?” he said, a little
uncertainly and clumsily, looking out upon what seemed suddenly a
brazen glare of sea and sky.
“Some day!” she answered, quietly. And there was a silence.
It was broken by a calling voice from above them, first like the pipe of
a gull, then resolving itself into a summons from Sarah. Gabrielle
and David got to their feet with disturbed glances; it was perhaps
only a caller, but Sarah sounded, as Gay said, scrambling briskly up
the cliff at his side, “important.”
Sarah looked important, too, and her face had the deep flush on one
side and the shiny paleness on the other that indicated an
interrupted nap. If they pleased, it was a man for Mr. Fleming.
“From Boston?” David said, as they accompanied the maid through
the garden.
“He didn’t say, sir.”
“It may be the electric-light man,” Gabrielle suggested, yet with an
odd impending sense of something grave. Sarah quite obviously felt
this, too, for she added curiously, flutteringly: “He’s a queer, rough
sort of feller.”
“Where did you put him, Sarah?”
“He didn’t go in, Miss Gabrielle. He says he’d walk up and down
outside. There he is.”
And Sarah indicated a tall, lean young man who was indeed walking
up and down among the roses with long strides, and who now turned
and came toward them.
Gay saw a burned, dark, sick-looking face, deep black eyes, a good
suit that was somehow a little clumsy, on a tall figure that seemed a
little clumsy, too. The man lifted his hat as he came toward them,
and smiled under a curly thatch of very black, thick hair.
“Hello!” he said, in an oddly repressed sort of voice, holding out his
hand. Gay could only smile bewilderedly, but David sprang forward
with a sort of shout.
“Tom!” he said. “Tom Fleming! My God, you’ve come home!”
CHAPTER XIV
So there was this new fact with which to deal: Tom Fleming had
come home. Tom, thirty, lean, burned a leathery brown by a
thousand tropic suns, had apparently determined to return with
infinitely less deliberation than he had exercised over his running
away, almost twenty years before.
He made no particular explanation of his old reasons for departure;
on the other hand, there was no mystery about it. The sea, and
ships, adventure, danger, exploration, storms, had always been
more real to Tom than his name and family and Wastewater. He had
found them all, drunk deep of them all, between fourteen and thirty;
he meant, of course, to go back to them some day.
Meanwhile, he had been ill, was still weak and shaken and unable to
face even the serenest cruise. And so he had come home, “to see
the folks,” he explained, with a grin on his brown face, which wore
smooth deep folds about cheek-bones and chin, for all his leanness,
that made him look older than he was.
In actual features he was as handsome as his handsome father. But
Tom, garrulous, boastful, simply shrewd and childishly ignorant, was
in no other way like Black Roger. Roger had been an exquisite,
loving fine linen, fine music and books, the turn of a phrase, or the
turn of a woman’s wrist. All these were an unknown world to Tom,
and Tom seemed to know it, and to be actuated in his youthful,
shallow bombast by the fear that these others—these re-discovered
relatives—might fancy him ashamed of it.
Tom never was ashamed of anything, he instantly gave them to
understand. No, sir, he had knocked men down, he had run risks, he
had been smarter than the others, he had “foxed” them! In Archangel
or Tahiti, Barbadoes or Yokohama, Tom’s adventures had terminated
triumphantly. Women had always been his friends, scores of women.
Mysterious Russian women who were really the political power
behind international movements, beautiful Hawaiian girls, stunning
Spanish señoritas in Buenos Aires, he held them all in the hollow of
his lean, brown-hided hand.
He was a hero in his own eyes; he wanted to be a hero in the eyes
of his relatives, as well. It was perhaps only Gabrielle, who had
wistfully longed to be claimed and admired, too, so short a time ago,
who appreciated, upon that strange first evening, that there was
something intensely pathetic in Tom’s boasting.
What were this old brick house, and these women with their fuss
about vases of flowers and clean sheets, to him? he seemed to ask,
scornfully. Let ’em think he was a rough-neck if they wanted to, he
didn’t care! Everyone looking at him so solemnly, everyone implying
that this money of his father’s was so important—let ’em find out it
didn’t mean so much to Tom Fleming!
Yet Tom was impressed, deeply and fundamentally stirred by this
homecoming, in a sense that all his adventures had never stirred
him. Old memories wrenched at his heart; his wonderful father had
been here at Wastewater when Tom had last been here, and his
father’s frail little second wife, the delicate Cecily, who had been the
object of a sort of boyish admiration from Tom. Perhaps the lean,
long, sun-browned sailor, whose actual adventures had taken the
place of that little boy’s dreams of the sea, felt deep within himself
that he had not gained everything by the change. Slowly all the fibres
of soul and body had been hardening, coarsening; Tom had not been
conscious of the slow degrees of the change. But he was vaguely
conscious of it now.
The old house had seemed to capture and preserve the traditions,
the dignified customs of his race; the very rooms seemed full of
reproaches and of questions.
His aunt he found only older, grimmer, more silent than he had
remembered her; Sylvia had grown from a tiny girl into a beautiful
woman, and Gabrielle’s birth had not been until after his departure.
But David and he had spent all their little-boy days together, and
David immediately assumed the attitude of his guide, wandering
about the old place with him in a flood of reminiscences, and taking
him down to the housekeeping regions, where old Hedda and Trude
and Margret, who remembered him as a child, wept and laughed
over him excitedly.
Tom enjoyed this, but when the first flush of greetings to the family
and the first shock of stunned surprise were over, a curious restraint
seemed to fall upon their relationship, and the return of the heir
made more troublesome than ever the separate problems of the
group.
Sylvia, from the first half-incredulous instant, had borne the blow with
all her characteristic dignity and courage. It was hard for her to
realize, as she immediately realized, that even in her loss she was
comparatively unimportant, and that whoso surrendered the fortune
was infinitely of less moment than whoso received it. But she gave
no sign.
She welcomed Tom with charming simplicity, with a spontaneous
phrase or two of eagerness and astonishment, and no word was said
of material considerations until much later. Yet it was an exquisitely
painful situation for Sylvia, the more because she had been so
absolute a tool in the hands of the fate that had first made her rich
and now made her poor in a breath.
She had not wanted Uncle Roger’s money; she had indeed been a
child when the will was made; Tom might easily have been supposed
to return, the second Mrs. Fleming might have had children, and her
own mother, although she had indeed married Will Fleming rather
late in life, might have given Sylvia younger sisters and brothers.
But gradually the path had cleared before Sylvia. Tom had not come
home, Sylvia’s father had died, leaving her still the only child, Cecily
had died childless, and Uncle Roger had died.
For years Sylvia’s mother and David, watching her grow from a
beautiful childhood to a fine and conscientious girlhood, had
prefaced all talk of her fortune with “unless Tom comes home.” But
gradually that had stopped; gradually they, and her circle, and the
girl herself, had come to think of her as the rightful heiress.
Now, between luncheon and dinner upon a burning summer
afternoon, all this had been snatched from her; instantly taken,
beyond all doubt or question. Here was Tom, indisputably
reëstablished as sole legatee, as owner of everything here at
Wastewater. Yesterday, a rather carelessly dressed brown-faced
sailor, with a harsh blue-black jaw, unnoticed among a hundred
others in a crowded harbour city, to-night he was their host.
Sylvia asked no sympathy and made no complaint. But the very
foundations of her life were shaken; all the ambitions of her busy
college years were laid waste, and from being admired and envied,
she must descend to pity and obscurity. She and her mother would
have Flora’s few thousand a year; plenty, of course, much more than
the majority of persons had, Sylvia knew that. But she must readjust
everything now to this level, abandon the little red checkbook, and
learn to live without the respectfully congratulatory and envious
glances. It was bitterly hard. Wherever her thoughts went she was
met by that new and baffling consideration of ways and means.
Europe? But could they afford it? Escape from the whole tangle?
Yes, but how? They could not leave Gabrielle here with Tom, even if
Sylvia were not indeed needed while all the matter of the inheritance
was being adjusted. Sylvia had said a hundred times that she would
really have liked to be among the women who must make their own
fortune and their own place in the world; now she found it only
infinitely humiliating and wearisome to contemplate.
She did not know whether to be resentful or relieved at the general
tendency now to overlook her; Tom naturally had the centre of the
stage. But it was all uncomfortable and unnatural, and the girl felt
superfluous, unhappy, restless, and unsettled for the first time in her
well-ordered life.
Flora had borne the news with the look of one touched by death. She
had not in fact been made ill, nor had her usual course of life been
altered in any way, unless her stony reserve grew more stony and
her stern gray face more stern. But David thought more than once
that her nephew’s reappearance seemed to affect Aunt Flora with a
sort of horror, as if he had come back from the dead.
She had presented him with her lifeless cheek to kiss when he
arrived, and there had been a deep ring, harsh and almost
frightening, in the voice with which she had welcomed him. Flora
was not mercenary; Gabrielle and David both appreciated clearly
that it was not her daughter’s loss of a fortune that had affected her.
But from the very hour of Tom’s return she seemed like a woman
afraid, nervous, apprehensive, anxious at one moment to get away
from Wastewater, desolated at another at the thought of leaving the
place where she had spent almost all her life.
Oddly, seeing this fear, David and Gay saw too that it was not of
Tom, or of any possible secret or revelation connected with Tom. It
was as if Flora saw in his reappearance the reappearance too of
some old fear or hate, or perhaps of a general fear and hate that had
once controlled all her life, and that had seemed to be returning with
his person.
“There is a curse on this place, I think!” Gabrielle heard her whisper
once, many times over and over. But it was not to Gabrielle she
spoke. And one night she fainted.
Tom had been telling them a particularly hair-raising tale at table,
and because he really felt the horrible thrill of it himself, he did not,
as was usual with him, embroider it with all sorts of flat and stupid
inventions of his own. It was the story of a man, stranded on a small
island, conscious of a hidden crime, and attempting to act the part of
innocence.
“Of all things,” Gabrielle had said, impressed, “it seems to me the
most terrible would be to have a secret to hide! I mean it,” the girl
had added, seriously, turning her sapphire eyes from one to another,
as they smiled at her earnestness, “I would rather be a beggar—or in
prison—or sick—or banished—anything but to be afraid!”
Flora, at the words, had risen slowly to her feet, staring blindly ahead
of her, and with a hurried and suffocated word had turned from her
place at the table. And before David could get to her, or Sylvia make
anything but a horrified exclamation, she had fainted.
This had been on Tom’s third evening at home, a close summer
night that had afforded Flora ample excuse for feeling oppressed.
Yet Gay, looking about the circle as the days went by—David as
always thoughtful and sympathetic, if he was more than usually
silent, Sylvia beautiful and serene, if also strangely subdued, Tom
seeming to belong so much less to Wastewater, with his strange
manners and his leathery skin, than any of the others, Aunt Flora
severe and terrible—felt arising in her again all the fearful
apprehensions of her first weeks there, almost a year ago.
What was going to happen? her heart hammered incessantly. What
was going to happen?
What could happen? These were not the days of mysterious
murders and secret passages, dark deeds in dark nights! Why did
Wastewater suddenly seem a dreadful place again, a place that was
indeed allied to the measureless ocean, with its relentless advance
and retreat, and to the dark woods, behind which red sunsets
smouldered so angrily, but that had nothing in common with the
sweet village life of Crowchester and Keyport, where happy children
played through vacation days and little boats danced in and out.
“I am afraid!” Gabrielle whispered to herself, more than once, as the
blazing blue days of August went by, and the moon walked across
the sea in the silent, frightening nights. David and Tom were there,
seven or eight maids, gardener, chauffeur, stableman—yet she was
afraid. “If we are only all out of here before winter comes!” she would
think, staring at the high, merciless sky, where distant wisps of cloud
drifted against the merciless bright distances of the summer sea.
She could not face another winter at Wastewater!
David was quiet in these days, spending long hours with Tom,
painting, taking solitary walks before breakfast, Gabrielle knew. The
girl would look at him wistfully; ah, why couldn’t they all seem as
young as they were! Why weren’t they all walking, talking, picnicking
together as other families did! David was always kind, always most
intelligently sympathetic in any problem; but he seemed so far away!
She could not break through the wall that seemed to have grown
between them. It made her quiet, unresponsive, in her turn.
David, watching her, thought what a mad dream his had been, of
Gabrielle as his wife! and felt himself, bitterly, to be a failure. Had he
taken his place years ago in the world of business and professional
men, had he risen to a reputation and an income, he might have had
the right to speak now! As it was, she was as inaccessible, from the
standpoint of his poverty, his stupid silences and inexperience, as a
star. She had no thought of him, except as a useful older brother,
and talking business with Tom. He was an idling fool of an
unsuccessful painter in a world full of conversational, pleasant
failures. He hated himself, his canvases and palettes, his paltry four
thousand a year, his old sickening complacencies over a second-
hand book or a volume of etchings. Life had become insufferable to
him, and David told himself that if it had not been for Tom’s needs he
would have disappeared for another long year of painting in Europe
—or in China!
As it was, he had to see her every day, the woman who filled all the
world with exquisite pain for him, and with an agonizing joy. She
came downstairs, pale and starry-eyed, in her thin white gown and
shady hat, on these hot days, she asked him a simple question, she
pleaded without words for his old friendship and understanding.
He could not give it. And one day Sylvia asked him if he had noticed
that Tom was falling in love with Gay.
David stood perfectly still. For a few seconds he had a strange
brassy taste in his mouth, a feeling that the world had simply
stopped. Everything was over. Hope was dead within him.
“Haven’t you noticed it?” Sylvia said. “Ah, I do hope it’s true!”
They were in the downstairs sitting room, which had been darkened
against the blazing heat of the day. All four of the young Flemings
had been down on the rocks, by the sea, on a favourite bit of beach.
But even there the day had been too hot for them, and now, at five,
they had idled slowly toward the house, through a garden in which
the sunlight lay in angry, blazing pools of brightness, between the
unstirring thick leafage of the trees. There was no life in the air to-
day, no life in the slow lip and rock of the sea. The girls had talked of
a sea bath at twilight when the night might be shutting down with
something like a break in the heat, but even that necessitated more
effort than they cared to make. Dressing again, Gabrielle had
protested, would reduce them to their former state of limp and sticky
discomfort.
The sitting room was hot, and smelt of dust and upholstery and old
books. Through the old-fashioned wooden blinds the sun sent
dazzling slits of light, swimming with motes. There was a warm
gloom here, like the gloom in a tropic cave.
Sylvia, whose rich dark beauty was enhanced by summer, and who
was glowing like a rose despite tumbled hair and thin crumpled
gown, came to stand at the window and look over David’s shoulder.
Gabrielle and Tom, with the dog, had just walked down the drive, and
disappeared in the direction of the stable. It had been Gabrielle’s
extraordinary voice, heard outside, that had brought David to the
window.
“You speak with feeling, Tom!” she had been saying.
The words had drifted in at the window, and David seemed still to
hear them lingering, sweet and husky and amusedly maternal, in the
air.
Of course, that was it. She would marry Tom.
The thought had never crossed his mind before; he seemed to know
the fact now, and his heart and mind shrank away from it with utter
unwillingness to believe. A month ago, poor as he was, he might
have done anything——!
Now it was too late.
“I see him just as you see him, David,” Sylvia was saying. “A big, lax,
good-natured sort of boastful boy, that’s what he is. But I don’t
believe she sees him that way! And—if she could like him, it would
be a wonderful marriage for her, wouldn’t it? Fancy that youngster as
mistress here. And isn’t he exactly the sort of rather—well, what shall
I say?—rather coarse, adoring man who would spoil a young and
pretty wife?”
“She likes him?” David managed to say, slowly.
“I think she’s beginning to. She has a nice sort of friendly way with
him,” Sylvia said. “He doesn’t seem to bore her as he does me! He
wearies me almost to tears.”
“I thought—it seemed to me it was just—her way,” David reasoned.
And the darkest shadow that he had ever known at Wastewater fell
upon his heart then, and he felt that he could not support it. Of
course; she would be the rich and beloved, the furred and jewelled
little Mrs. Fleming of Wastewater—he must not stand in her way——
A few days later he went off for a fortnight’s tramp, with Rucker, he
said, somewhere in Canada. He left no address, promising to send
them a line now and then. And Gabrielle, bewildered with the pain of
his composed and quiet parting, watching his old belted suit and the
sturdy, shabby knickers out of sight, said to herself again, “I am
afraid.”
Tom had made her his special ally and confidante of late, and only
Gabrielle knew how far her friendship had been influential in keeping
him at home at all. He disliked his Aunt Flora, and felt that Sylvia
looked down upon him, as indeed she did. David, affectionately
interested as he was, was a forceful, almost a formidable element,
wherever he might be, and nobody knew it better than Tom. David
might be, comparatively speaking, poor, he might wear his old paint-
daubed jacket, he might deprecatingly shrug when a discussion was
under way, he might listen smilingly without comment when Tom was
noisily emphatic, yet Tom knew, and they all recognized, that there
was a silent power behind David. He was a gentleman; books, art
galleries, languages, political and social movements, David was
quietly in touch with them all. He was what Tom would never be, that
strange creature, a personality. Even while he nodded and
applauded and praised, he had an uncomfortable effect of making
Tom feel awkward and even humble, making him see how absurd
were his pretence and his shallow vanity, after all.
But Gay was inexacting, friendly, impressionable, and she combined
a most winning and motherly concern for Tom’s physical welfare with
a childish appetite for his tales. She felt intensely sorry for Tom,
chained here in the unsympathetic environment he had always
disliked, and she assumed an attitude that was somewhat that of a
mother, somewhat that of a sister, and devoted herself to him.
She liked him best when he talked of the sea, as they sat on the
rocks facing the northeast, sheltered by the rise of the garden cliff
from the afternoon sea. Dots of boats would be moving far out upon
the silky surface of the waters; now and then a big liner went slowly
by, writing a languid signature in smoke scarcely deeper in tone than
the summer sky. Tom talked of boats: little freighters fussing their
way up and down strange coasts, nosing into strange and odorous
tropic harbours; Palermo, with the tasselled donkeys jerking their
blue and red headdresses upon the sun-soaked piers; Nictheroy in
its frame of four hundred islands; Batavia, Barbadoes, Singapore—
Tom knew them all. Sometimes the listening girl was fascinated by
real glimpses of the great nations, seen through their shipping, saw
England in her grim colliers, fighting through mists and cold and
rolling seas, saw the white-clad cattle kings of the pampas watching
the lading of the meat boats from under broad-brimmed white hats.
And it seemed to Gabrielle, and to them all, that as the days went by
Tom lost some of his surface boastfulness and became simpler and
more true. He was not stupid, and he must see himself how
differently they received his inconsequential, honest talk from the
fantastic and elaborate structures he so often raised to impress
them. “I’m beginning to like him!” she said. And she wondered why
Aunt Flora and Sylvia looked at her so oddly.
CHAPTER XV
One afternoon, when he had been at home for several weeks, he
and Gay were alone on the rocks. It was again a burning afternoon,
but Tom liked heat, and Gabrielle’s dewy skin still had the child’s
quality of only glowing the more exquisitely for the day’s warmth.
Sylvia and her mother had gone into Crowchester. David was still
away.
Tom had taken a rather personal tone of late with Gabrielle, a tone
that the girl found vaguely disquieting. Now he was asking her, half
smiling, and half earnest, if she had ever been in love. And as he
asked it, he put his lean brown hand over hers, as it lay on the rocks
beside him. Gay did not look down at their hands, but her heart rose
in her breast, and she wriggled her own warm fingers slightly, as a
hint to be set free.
“Have I ever been in love? Yes, I think so, Tom.”
“Oh, you think so? As bad as that! A lot you know about it,” Tom
jeered, good-naturedly. “If you’d ever been in love, you’d know it,” he
added.
“I suppose so,” Gabrielle agreed, amiably.
“Well, who is it?” asked Tom, curiously. “David, huh?”
Gabrielle felt as if touched by a galvanic shock. There was a choking
confusion in all her senses and a scarlet colour in her face as she
said:
“David? David is—Sylvia’s.”
“Oh, zat so?” Tom asked, interestedly. “I thought so!” he added, in
satisfaction. And with a long half whistle and pursed lips, after a
moment of profound thought, when his half-closed eyes were off
across the wide seas, he repeated thoughtfully, “Is—that—so? Say,
my coming home must have made some difference to them,” he
added, suddenly, as Gay did not speak.
“Only in this way,” the girl said, quickly, with one hand quite
unconsciously pressed against the pain that was like a physical cut
in her heart. “Only in that now he will feel free to ask her, Tom!”
“Sa-a-ay—!” Tom drawled, with a crafty and cunning look of
incredulity and sagacity. “He’d hate her with a lot of money tied to
her—I don’t think,” he added, good-naturedly. But a moment later a
different look, new to him lately, came into his face, and he said more
quietly and with conviction: “I don’t know, though. I’ll bet you’re right!”
Immediately afterward he fell into a sort of study, in a fashion not
unusual with him. He freed Gabrielle’s hand, crossed his arms, and
sat staring absently out across the ocean, with his lean body
sprawled comfortably into the angles of the rocks, and his Panama
tilted over his face.
“I wish to God I knew if I was going to get well and back to sea
again!” he said, presently, in a fretful sort of voice.
Gabrielle, who had relievedly availed herself of this interval to shift
by almost imperceptible degrees to a seat a trifle more distant, was
now so placed that she could meet his eyes when he looked up. She
had intended to say to him, as they had all been saying, some
comforting vague thing about the doctor’s hopeful diagnosis of his
illness, and about patience and rest. But when she saw the big,
pathetically childish dark eyes staring up wistfully, a sudden little
pang of pity made her say instead, gently:
“I don’t know, Tom. But you’re so young and strong; they all say you
will!”
“I’m in no condition to ask a girl to marry me!” Tom said, moodily.
“Oh, Tom,” Gabrielle said, interested at once, “have you a girl?”
He looked at her, as she sat at an angle of the great shaded
boulders, with a sort of sea-shine trembling like quicksilver over her.
She was in thin, almost transparent white, with a wide white hat
pushed down over her richly shining tawny hair and shadowing her
flushed earnest face. The hot day had deepened the umber shadows
about her beautiful eyes; tiny gold feathers of her hair lay like a
baby’s curls against her warm forehead. Her crossed white ankles,
her fine, locked white hands, the whole slender, fragrant, youthful
body might have been made for a study of ideal girlhood and
innocence, and sweetness and summer-time.
“Lemme tell you something,” the man began, in his abrupt way. And
he took from his pocket a slim, flat leather wallet, brown once, but
now worn black and oily, and containing only a few papers.
One of these was an unmounted camera print of a woman’s picture.
She was a slim, dark woman, looking like a native of some tropic
country, wearing a single white garment, barefooted, and with
flowers about her shoulders and head. The setting was of palms and
sea; indeed the woman’s feet were in the waves. She was smiling,
but the face was clumsily featured, the mouth large and full, and the
expression, though brightly happy, was stupid. The picture was dirty,
curled by much handling.
“She’s—sweet,” Gay said, hesitatingly, at a loss.
“Sweet, huh?” Tom echoed, taking back the picture, nursing it in both
cupped hands, and studying it hungrily, as if he had never seen it
before. “That’s Tana,” he said, softly.
“Tana?”
“My wife,” Tom added, briefly. And there was no bragging in his tone
now. “She was the sweetest woman God ever made!” he said,
sombrely.
“Your—Tom, your wife?”
“Certainly,” Tom answered, shortly. “Now go tell that to them all!” he
added, almost angrily. “Tell them I married a girl who was part nigger
if you want to!”
His tone was the truest Gabrielle had ever heard from him; the pain
in it went to her heart.
“Tom, I’m so sorry,” she said, timidly. “Is she dead?”
“Yep,” he said, like a pistol shot, and was still.
“Lately, Tom?”
“Two years. Just before I was ill.”
Gabrielle was silent a long time, but it was her hand now that crept
toward his, and tightened on it softly. And so they sat for many
minutes, without speaking.
Then the girl said, “Tell me about her.”
Tom put the picture away reverently, carefully. For a few dubious
minutes she felt that she had hurt him, but suddenly he began with
the whole story.
He had met Tana when she was only fourteen, just before the
entrance of the United States into the war. Her father was a native
trader, but the girl had some white blood. Tom had remembered her,
and when he was wounded and imprisoned, had escaped to make
his way back, by the devious back roads of the seas, to the tropical
island, and the group of huts, and Tana. And Tana had nursed him,
and married him solemnly, according to all the customs of her tribe,
and they had lived there in a little corner of Paradise, loving, eating,
swimming, sleeping, for happy years. And then there had been
Toam, little, soft, round, and brown, never dressed in all his short
three years, never bathed except in the green warm fringes of the
ocean, never fed except at his mother’s tender, soft brown breast
until he was big enough to sit on his father’s knee and eat his meat
and bananas like a man. There were plenty of other brown babies in
the settlement, but it was Toam’s staggering little footprints in the wet
sand that Tom remembered, Toam standing in a sun-flooded open
reed doorway, with an aureole about his curly little head.
Tom had presently drifted into the service of a small freighting line
again, but never for long trips, never absent for more than a few
days or a week from Tana and Toam. And so the wonderful months
had become years, and Tom was content, and Tana was more than
that; until the fever came.
Tom had survived them both, laid the tiny brown body straight and
bare beside the straightly drawn white linen that covered Tana. And
then his own illness had mercifully shut down upon him, and he had
known nothing for long months of native nursing. Months afterward
he had found himself in a spare cabin upon a little freighter, bound
eventually for the harbour of New York. Tana’s family, her village
indeed, had been wiped out, the captain had told him. The ship had
delayed only to superintend some burials before carrying him upon
its somewhat desultory course. They had put into a score of
harbours, and Tom was convalescent, before the grim, smoke-
wrapped outlines of New York, burning in midsummer glare and
heat, had risen before him. And Tom, then, sick and weary and weak
and heartbroken, had thought he must come home to die.
But now, after these weeks at home, a subtle change had come over
him, and he did not want to die. He told Gabrielle, and she began
indeed to understand it, how strangely rigid and unlovely and lifeless
domestic ideals according to the New England standards had
seemed to him at first, how gloomy the rooms at Wastewater, how
empty and unsatisfying the life.
But he was getting used to it all now. He thought Sylvia was a
“beautiful young lady, but kinder proud.” Aunt Flora also was “O. K.”
And David was of course a prince.
“He’s painting a I-don’t-know-what-you-call-it up in my room,” Tom
said, unaffectedly. He had furnished one of the big mansard rooms
at the top of the house with odd couches, rugs, and chairs, and
sometimes spent the hot mornings there, with David painting beside
him. If there was air moving, it might be felt here, and Tom liked the
lazy and desultory talk as David worked. “Can he paint good at all?
They don’t look much like the pictures in books.”
“They are beginning to say—at least some of them do—that he is a
genius, Tom. No, it’s not like the pictures that one knows. But there
are other men who paint that way—in his school.”
“He has a school, huh?”
“No, I mean his type of work.”
“I get you,” Tom said, good-naturedly. “I’m glad about him and
Sylvia,” he added, after thought. “Engaged, are they?”
“Well, I suppose they will be. There was an understanding between
them—he has something, you know, and Aunt Flora has an income,
too. Your father settled something on her when Uncle Will died.”
“Do you suppose it’s money that’s holding them back?”
“I don’t imagine so. I think perhaps it’s all the change and confusion,
and the business end of things.”
“I could fix ’em up!” Tom suggested, magnificently. “I wish to God,”
he added, uneasily, under his breath, and without irreverence, “that
something would happen! The place makes me feel creepy,
somehow. It’s—voodoo. I wish David would marry and take that
death’s head of an old woman off with him—Aunt Flora. And then I’d
like to beat it somewhere—Boston or New York—see some life!
Theatres—restaurants—that sort of thing!”
Gabrielle did not ask what disposition he would make of herself
under this arrangement. She knew.
She was down among the flowering border shrubs of the garden on
the quiet September day when David unexpectedly came home. The
whole world was shrouded in a warm, soft mist; the waves crept in
lifelessly, little gulls rocked on the swells. Trees about Gabrielle were
dripping softly, not a leaf stirred, and birds hopped like shadows, like
paler shadows, and vanished against the quiet, opaque walls that
shut her in.
She and Sylvia had been spending the afternoon upstairs in Tom’s
“study,” as his mansard sitting room was called. The old piano upon
which all these young men and women had practised, years ago, as
children, had been moved up there now; there was a card table,
magazines, books. The electric installation would be begun
downstairs in a few weeks, and the whole place wore an unusually
dismantled and desolate air; the girls were glad to take their sewing
up to the cool and quiet of Tom’s study. Flora had been wretched

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Family structures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Prenatal development . . . . . . . . . . . . . . . . . . . . . . . . 121

Promoting metacognitive and strategic

Developmental trends in IQ scores . . . . . . . . . . . . . 306 Key concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369

Enhancing children’s sense of self. . . . . . . . . . . . . . . . 510

Piaget: rules, intentions and consequences. . . . . . . 582 Peer acceptance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 625

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ABOUT THE AUTHORS

Jeanne Ellis Ormrod is an educational psychologist with specialisations in

Margaret Chandler is retired from a career as a Senior Lecturer in

Valerie Aloa received a PhD from Flinders University in South Australia; a

AUSTRALIAN PROFESSIONAL STANDARDS

STANDARD 1 – KNOW STUDENTS AND HOW THEY LEARN CHAPTERS

1.2 Understand how students learn 6, 7, 9, 10, 13, 14

STANDARD 2 – KNOW THE CONTENT AND HOW TO TEACH IT CHAPTERS

2.1 Content and teaching strategies of the teaching area 10

2.2 Content selection and organisation 10

2.3 Curriculum, assessment and reporting

2.5 Literacy and numeracy strategies 6, 7, 9, 10

2.6 Information and Communication Technology (ICT) 15

STANDARD 3 – PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND

3.2 Plan, structure and sequence learning programs 1, 2, 5, 6, 7, 9, 10

3.3 Use teaching strategies 11, 12, 13

3.4 Select and use resources 10

3.5 Use effective classroom communication 11, 12, 13

3.6 Evaluate and improve teaching programs 2, 10, 15

3.7 Engage parents/carers in the educative process 3, 10, 11, 12, 13

STANDARD 4 – CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING

4.2 Manage classroom activities 13

4.3 Manage challenging behaviour 11, 12, 13

4.4 Maintain student safety 5, 11, 12, 13

4.5 Use ICT safely, responsibly and ethically 10, 15

STANDARD 5 – ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT

5.2 Provide feedback to students on their learning 8

5.3 Make consistent and comparable judgements 2

5.4 Interpret student data 2, 8

5.5 Report on student achievement 2, 13

STANDARD 6 – ENGAGE IN PROFESSIONAL LEARNING CHAPTERS

6.1 Identify and plan professional learning needs 15

6.2 Engage in professional learning and improve practice 1, 15

6.4 Apply professional learning and improve student learning 1, 15

STANDARD 7 – ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/

7.2 Comply with legislative, administrative and organisational requirements 2, 15

7.3 Engage with the parents/carers 3, 5, 10, 11, 12, 13, 15

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STANDARD 3 – PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND

STANDARD 4 – CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING

STANDARD 5 – ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT

STANDARD 7 – ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/