(Original PDF) Children 14th Edition by

John Santrock
Go to download the full and correct content document:
https://ebooksecure.com/product/original-pdf-children-14th-edition-by-john-santrock/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Children Thirteenth Edition. Edition John W. Santrock -

eBook PDF

https://ebooksecure.com/download/children-ebook-pdf/

(eBook PDF) Adolescence 16th Edition by John Santrock

http://ebooksecure.com/product/ebook-pdf-adolescence-16th-
edition-by-john-santrock/

(eBook PDF) Adolescence 17th Edition by John Santrock

http://ebooksecure.com/product/ebook-pdf-adolescence-17th-
edition-by-john-santrock/

(eBook PDF) Child Development Canadian Edition by John

W Santrock

http://ebooksecure.com/product/ebook-pdf-child-development-
canadian-edition-by-john-w-santrock/
(eBook PDF) Life-Span Development 6th Canadian Edition
by John W Santrock

http://ebooksecure.com/product/ebook-pdf-life-span-
development-6th-canadian-edition-by-john-w-santrock/

(eBook PDF) Essentials of Life-Span Development 4th

Edition by John Santrock

http://ebooksecure.com/product/ebook-pdf-essentials-of-life-span-
development-4th-edition-by-john-santrock/

Life-Span Development Seventeenth Edition John W.

Santrock - eBook PDF

https://ebooksecure.com/download/life-span-development-ebook-
pdf-2/

(eBook PDF) Educating Exceptional Children 14th Edition

http://ebooksecure.com/product/ebook-pdf-educating-exceptional-
children-14th-edition/

(eBook PDF) Technical Communication 14th Edition by

John M. Lannon

http://ebooksecure.com/product/ebook-pdf-technical-
communication-14th-edition-by-john-m-lannon/
SECTION 4 EARLY CHILDHOOD 219
C HA PT ER 8
Physical Development in Early
Childhood 220
How Does a Young Child’s Body and Brain Grow
and Change? 222
Height and Weight 222
The Brain 223
©Ariel Skelley/age fotostock
How Do Young Children’s Motor Skills
Develop? 226
Gross and Fine Motor Skills 226
CARING CONNECTIONS Supporting Young
Children’s Motor Development 227
Perceptual Development 228
Young Children’s Artistic Drawings 229
What Are Some Important Aspects of Young
Children’s Health? 231
Sleep and Sleep Problems 231
Nutrition 232
Exercise 235
CONNECTING WITH RESEARCH Physical
Activity in Young Children Attending
Preschools 236
Health, Safety, and Illness 237
CONNECTING WITH CAREERS Barbara
Deloian, Pediatric Nurse 239
CONNECTING WITH DIVERSITY The State of
Illness and Health in the World’s Children 240
Reach Your Learning Goals 241
Key Terms 243
Key People 243
Connecting With Improving the Lives of Children 243
C HA PT ER 9
Cognitive Development in
Early Childhood 244
What Are Three Views of the Cognitive Changes
That Occur in Early Childhood? 246
Piaget’s Preoperational Stage 246
Vygotsky’s Theory 249
CARING CONNECTIONS Tools of the Mind 252
Information Processing 253
CONNECTING WITH RESEARCH Can Parents
Suggest False Events to Children? 256
CONNECTING WITH CAREERS Helen Hadani,
Developmental Psychologist, Toy Designer,
and Children’s Museum Director 258
How Do Young Children Develop Language? 262
Understanding Phonology and Morphology 262
CONNECTING WITH CAREERS Sharla Peltier,
Speech Pathologist 262
Changes in Syntax and Semantics 263
Advances in Pragmatics 264
Young Children’s Literacy 264
What Are Some Important Features of Young
Children’s Education? 266
Variations in Early Childhood Education 266
Educating Young Children Who Are
Disadvantaged 268
CONNECTING WITH CAREERS Yolanda Garcia,
Head Start Director and College Dean 269
Controversies in Early Childhood Education 269
CONNECTING WITH DIVERSITY Early
Childhood Education in Japan and Developing
Countries 271
Reach Your Learning Goals 272
Key Terms 274
Key People 274
Connecting With Improving the Lives of Children 274
CH A P T ER 1 0
Socioemotional Development
in Early Childhood 276
What Characterizes Young Children’s Emotional
and Personality Development? 278
The Self 278
Emotional Development 280
CONNECTING WITH RESEARCH Caregivers’
Emotional Expressiveness, Children’s Emotion
Regulation, and Behavior Problems in Head
Start Children 282
Moral Development 283
Gender 286
What Roles Do Families Play in Young Children’s
Development? 289
Parenting 289
CONNECTING WITH CAREERS Darla Botkin,
Marriage and Family Therapist 293
Child Maltreatment 293
Sibling Relationships and Birth Order 295
The Changing Family in a Changing Social World 296
CARING CONNECTIONS Communicating with
Children About Divorce 300
CONNECTING WITH DIVERSITY Immigration
and Ethnic Minority Parenting 302
How Are Peer Relations, Play, and Media/
Screen Time Involved in Young Children’s
Development? 303
Peer Relations 303
Play 304
Media/Screen Time 307
Reach Your Learning Goals 309
Key Terms 311
Key People 311
Connecting With Improving the Lives of Children 312
Contents vii
SECTION 5 MIDDLE AND LATE CHILDHOOD 313
C HAPT ER 11 Thinking 348
Metacognition 350
Physical Development in
CARING CONNECTIONS Strategies for
Middle and Late Increasing Children’s Creative Thinking 351
Childhood 314 How Can Children’s Intelligence Be
What Changes Take Place in Body Growth, the Described? 353
Brain, and Motor Development? 316 Intelligence and Its Assessment 353
Skeletal and Muscular Systems 316 Types of Intelligence 354
©Ariel Skelley/Corbis
The Brain 316 Interpreting Differences in IQ Scores 356
Motor Development 318 Extremes of Intelligence 359

What Are the Central Issues in Children’s
Health? 319
Nutrition 319
Exercise and Sports 319
CARING CONNECTIONS Parents, Coaches,
and Children’s Sports 321
Overweight Children 321
CARING CONNECTIONS Parenting Strategies
for Helping Overweight Children Lose
Weight 324
Diseases 324
CONNECTING WITH RESEARCH Heart
Smart 326
Accidents and Injuries 326
CONNECTING WITH CAREERS Sharon
McLeod, Child Life Specialist 327
What Are the Prevalent Disabilities
in Children? 328
Who Are Children With Disabilities? 328
The Range of Disabilities 328
Educational Issues 335
CONNECTING WITH DIVERSITY
Disproportionate Representation of Minority
Students in Special Education 337
Reach Your Learning Goals 338
Key Terms 340
Key People 340
Connecting With Improving the Lives of Children 340
C HAPT ER 12
Cognitive Development in
Middle and Late
Childhood 341
What Is Piaget’s Theory of Cognitive Development
in Middle and Late Childhood? 343
Concrete Operational Thought 343
Evaluating Piaget’s Concrete Operational Stage 344
Applications to Education 344
What Is the Nature of Children’s Information
Processing? 346
Memory 346
CONNECTING WITH CAREERS Sterling Jones,
Supervisor of Gifted and Talented
Education 361
What Changes in Language Development Occur in
Middle and Late Childhood? 363
Vocabulary, Grammar, and Metalinguistic
Awareness 363
Reading and Writing 364
Dual-Language and Second-Language
Learning 366
CONNECTING WITH DIVERSITY What Is the
Best Way to Teach English Language
Learners? 367
CONNECTING WITH CAREERS Salvador
Tamayo, Teacher of English Language
Learners 367
What Characterizes Children’s Achievement? 368
Extrinsic and Intrinsic Motivation 368
Sustained Attention, Effort, and Task
Persistence 369
Mastery Motivation and Mindset 369
Self-Efficacy 370
Goal Setting, Planning, and Self-Monitoring/
Self-Regulation 371
Social Relationships and Contexts 371
CONNECTING WITH RESEARCH Parenting
and Children’s Achievement: My Child Is My
Report Card, Tiger Moms, and Tiger Babies
Strike Back 373
Reach Your Learning Goals 375
Key Terms 377
Key People 378
Connecting With Improving the Lives of Children 378
CH A P T ER 13
Socioemotional Development
in Middle and Late
Childhood 379
What Is the Nature of Emotional and Personality
Development in Middle and Late Childhood? 381
The Self 381

viii Contents

SECTION 6
©Comstock Images/Getty Images RF
CARING CONNECTIONS Increasing Children’s
Self-Esteem 384
Emotional Development 385
Moral Development 387
Gender 393
What Are Some Changes in Parenting and
Families in Middle and Late Childhood? 398
Developmental Changes in Parent-Child
Relationships 398
Parents as Managers 398
Stepfamilies 399
What Changes Characterize Peer Relationships in
Middle and Late Childhood? 400
Developmental Changes 400
Peer Status 400
Social Cognition 402
Bullying 402
ADOLESCENCE 415
C HA PT ER 14
Physical Development in
Adolescence 416
What Is the Nature of Adolescence? 418
Positive and Negative Views of Adolescence 418
Developmental Transitions 419
What Are the Physical and Psychological Aspects
of Puberty? 421
Sexual Maturation, Height, and Weight 422
Hormonal Changes 422
Timing and Variations in Puberty 423
Psychological Dimensions of Puberty 424
The Brain 425
What Are the Dimensions of Adolescent
Sexuality? 427
Developing a Sexual Identity 427
Timing and Trends in Adolescent Sexual
Behavior 428
Sexual Risk Taking in Adolescence 429
CONNECTING WITH DIVERSITY Cross-
Cultural Comparisons of Adolescent
Pregnancy 433
CONNECTING WITH CAREERS Lynn
Blankinship, Family and Consumer Science
Educator 434
CARING CONNECTIONS Reducing Adolescent
Pregnancy 434
How Can Adolescents’ Health and Health-
Enhancing Assets Be Characterized? 435
Adolescent Health 435
Leading Causes of Death in Adolescence 438
Substance Use and Abuse 439
Eating Problems and Disorders 441
CONNECTING WITH RESEARCH How Are
Perspective Taking and Moral Motivation
Linked to Bullying? 404
Friends 405
What Are Some Important Aspects of
Schools? 406
Contemporary Approaches to
Student Learning 406
Socioeconomic Status and Ethnicity 408
CONNECTING WITH DIVERSITY The New
Hope Intervention Program 409
CONNECTING WITH CAREERS James Comer,
Child Psychiatrist 410
Reach Your Learning Goals 411
Key Terms 413
Key People 413
Connecting With Improving the Lives of Children 414
CONNECTING WITH RESEARCH Evaluation of
a Family Program Designed to Reduce
Drinking and Smoking in Young
Adolescents 442
Reach Your Learning Goals 444
Key Terms 446
Key People 446
Connecting With Improving the Lives of Children 446
CH A P T ER 1 5
Cognitive Development
in Adolescence 447
How Do Adolescents Think and Process
Information? 449
Piaget’s Theory 449
Adolescent Egocentrism 450
Information Processing 451
CONNECTING WITH CAREERS Laura Bickford,
Secondary School Teacher 456
What Characterizes Adolescents’ Values,
Moral Development and Education, and
Religion? 457
Values 457
CONNECTING WITH RESEARCH Evaluating a
Service-Learning Program Designed to
Increase Civic Engagement 458
Moral Development and Education 459
Religion 461
What Is the Nature of Schools for
Adolescents? 464
The American Middle School 464
CONNECTING WITH CAREERS Katherine
McMillan Culp, Research Scientist at an
Educational Center 465
Contents ix
 The American High School 466 Friendship 486
CONNECTING WITH DIVERSITY Cross- Peer Groups 487
Cultural Comparisons of Secondary Dating and Romantic Relationships 488
Schools 467
Why Is Culture an Important Context for
High School Dropouts 468
Adolescent Development? 491
CARING CONNECTIONS The “I Have a Cross-Cultural Comparisons 491
Dream” Program 469
CONNECTING WITH DIVERSITY How
Reach Your Learning Goals 470 Adolescents Around the World Spend Their
Key Terms 472 Time 493
Key People 472 Ethnicity 493
Connecting With Improving the Lives of Children 472 Media and Technology 495
What Are Some Socioemotional Problems in
C HAPT ER 16
Adolescence? 497
Socioemotional Development Juvenile Delinquency 497
in Adolescence 473 Depression and Suicide 498

What Characterizes Identity, Emotional CONNECTING WITH CAREERS Rodney

Hammond, Health Psychologist 499
Development, and Gender Classification in
The Interrelation of Problems and Successful
Adolescence? 475
Prevention/Intervention Programs 502
Identity 475
Emotional Development 479 CONNECTING WITH RESEARCH Fast
Gender Classification 480 Track 503

What Is the Nature of Parent-Adolescent Reach Your Learning Goals 504

Key Terms 506
Relationships? 482
Key People 506
Parental Monitoring and Adolescents’ Information
Connecting With Improving the Lives of Children 507
Management 482
Autonomy and Attachment 483
Glossary G-1
Parent-Adolescent Conflict 484 References R-1
CARING CONNECTIONS Strategies for Name Index N-1
Parenting Adolescents 485 Subject Index S-1
What Aspects of Peer Relationships Are Important
in Adolescence? 486

x Contents
about the author
John W. Santrock
John Santrock received his Ph.D. from the University of Minnesota in 1973. He taught
at the University of Charleston and the University of Georgia before joining the Pro-
gram in Psychology at the University of Texas at Dallas, where he currently teaches
a number of undergraduate courses and has received the University’s Effective Teach-
ing Award.
John has been a member of the editorial boards of Child Development and John Santrock (back row middle) with the
2015 recipients of the Santrock Travel
­Developmental Psychology. His research on father custody is widely cited and used Scholarship Award in developmental
psychology. Created by Dr. Santrock, this
in expert witness testimony to promote flexibility and alternative considerations in
annual award provides undergraduate students
custody disputes. John also has authored these exceptional McGraw-Hill texts: with the opportunity to attend a professional
meeting. As of 2017, 40 students have
Life-Span Development (16th edition), Adolescence (16th edition), A Topical Approach benefited from this award. A number of the
students shown here attended the 2015
to Life-Span Development (9th edition), and Educational Psychology (6th edition). meeting of the Society for Research in Child
Development.
For many years, John was involved in tennis as a player, teaching professional, and Courtesy of Jessica Serna

coach of professional tennis players. As an undergraduate, he was a member of the

University of Miami (FL) tennis team that still holds the record for most consecutive
wins (137) in any NCAA Division I sport. John has been married for four decades to
his wife, Mary Jo, who is a Realtor. He has two daughters—Tracy and Jennifer—both
of whom are Realtors after long careers in technology marketing and medical sales,
respectively. He has one granddaughter, Jordan, age 25, who completed her master’s
degree from the Cox School of Business at SMU and currently works for Ernst & Young,
and two grandsons—the Belluci brothers: Alex, age 12, and Luke, age 11. In the last
two decades, John also has spent time painting expressionist art.

Dedication:
With special appreciation to my
Jordan Bowles. Alex and Luke, the Bellucci brothers.
grandchildren: Jordan, Alex, and Luke. Courtesy of John Santrock. Courtesy of John Santrock.

xi
expert consultants
Children’s development has become an enormous, complex field, and no single author, or even several authors, can possibly keep up with all of
the rapidly changing content in the many periods and different areas of life-span development. To solve this problem, author John Santrock has
sought the input of leading experts about content in a number of areas of children’s development. These experts have provided detailed evalua-
tions and recommendations in their area(s) of expertise.
The following individuals were among those who served as expert consultants for one or more of the previous editions of this text:
Urie Bronfenbrenner, Cornell University
Diana Baumrind, University of California–Berkeley
Tiffany Field, University of Miami
Scott Johnson, University of California–Los Angeles
Nel Noddings, Stanford University
Ross Thompson, University of California–Davis
Sandra Graham, University of California–Los Angeles
James Marcia, Simon Fraser University
John Bates, Indiana University
Florence Denmark, Pace University
Rosalind Charlesworth, Weber State University
David Sadker, The American University–Washington DC
Following are the expert consultants for the fourteenth edition, who (like those of previous editions) literally represent a Who’s Who in the
field of child and adolescent development.
James A. Graham Dr. Graham is a leading
expert on diversity. He currently is a Professor of Psy-
chology at The College of New Jersey (TCNJ). Dr.
Graham received master’s and doctoral degrees in
developmental psychology from the University of
Memphis. His research addresses the social-cognitive
aspects of relationships between the group and dyadic levels across
early, middle, and late childhood in community-based settings. Three
interdependent dimensions of his research program examine (1) popu-
lations that are typically understudied, conceptually limited, and meth-
odologically constrained; (2) children’s development of empathy and
prosocial behavior with peer groups and friends; and (3) developmen-
tal science in the context of community-engaged research partnerships.
Currently, he is Coordinator of the Developmental Specialization in
Psychology at TCNJ. For a decade, Dr. Graham taught graduate
courses in psychology and education in Johannesburg, South Africa,
through TCNJ’s Graduate Summer Global Program. His co-authored
book, The African American Child: Development and Challenges, is
in its second edition, and he is co-author and co-editor of two other
volumes. Dr. Graham has presented his work at a variety of interna-
tional and national conferences and has published articles in profes-
sional journals such as Social Development, Behavior Modification,
Journal of College Student Development, Journal of Multicultural
Counseling and Development, and A ­ merican Journal of Evaluation.
“Dr. Santrock seamlessly integrates the latest research on
physical, cognitive, and socioemotional processes of children in
an ever-evolving multicultural society. This book is an excellent
resource for students in psychology and other social science
fields. I am impressed with Dr. Santrock’s sensitivity to the
impact of culture, ethnicity and socioeconomic status on child
and adolescent development. . . This text will help students learn
to analyze, compare, and contrast alternative perspectives of
children domestically and globally with the major principles and
xii
Marilou Hyson, University of Pennsylvania
Algea Harrison-Hale, Oakland University
Campbell Leaper, University of California-Santa Cruz
Janet DiPietro, Johns Hopkins University
Allan Wigfield, University of Maryland–College Park
Barbara Pan, Harvard University
Peter Scales, Search Institute
Esther Leerkes, University of North Carolina-Greensboro
David Moore, Pitzer College and Claremont Graduate University
Elizabeth Gershoff, University of Texas
Susan Spieker, University of Washington
theories of child development in cognitive, socioemotional, and
social-contextual domains. This text will also help students to
understand the latest research regarding societal values about
ethnicity, socioeconomic, and gender issues in child development,
and how they influence individual development as well as shape
social policy.” —James A. Graham, The College of New Jersey
Photo courtesy of James Graham
Joan E. Grusec Dr. Grusec is one of the world’s
leading experts on parenting and children’s socioemo-
tional development. She obtained her Ph.D. from
­Stanford University and is currently a Professor Emerita
in the Department of Psychology at the University of
Toronto. Dr. Grusec was previously a professor ­ at
­Wesleyan ­University and at the University of Waterloo. Her research
focuses on socialization processes, with current studies focusing on the
relationship between parenting in different domains of socialization
­(protection, mutual reciprocity, group participation, guided learning, and
­control) and internalization of prosocial values. Dr. Grusec is a Fellow of
the ­Canadian and American Psychological Associations. She is past chair
of the Examination Committee of the Association of State and ­Provincial
Psychology Boards and has been an Associate Editor of Developmental
Psychology. She has authored and edited several books, including Social
Development (written with Hugh Lytton), Handbook of Parenting and
Internalization of Values (edited with Leon Kuczynski), and Handbook
of Socialization (two editions edited with Paul Hastings). Her work has
been published in leading research journals including Child Development,
Developmental Psychology, and Social Development.
“This is, of course, a very successful text. ‘Socioemotional
Development in Infancy’ is a well-presented chapter. The exercises
and the reference to previous material both in this and other
chapters is an excellent feature. ‘Socioemotional Development in
Early Childhood,’ again, is an impressive bringing together of a
great deal of research into a coherent package. ‘Socioemotional
Development in Middle and Late Childhood’ is overall an engaging
and informative chapter.” —Joan E. Grusec, University of Toronto
Photo courtesy of Robert Lockhart
Megan McClelland Dr. McClelland is a
leading expert on young children’s cognitive develop-
ment. She is currently the Katherine E. Smith Profes-
sor of Healthy Children and Families in Human
Development and Family Sciences at Oregon State
University. Dr. McClelland also serves as Director of
the Healthy Development in Early Childhood Research Core at the
Hallie Ford Center for Healthy Children and Families. She obtained
her Ph.D. from Loyola University–Chicago. Her research focuses on
optimizing children’s development, especially as it relates to children’s
self-regulation and school readiness. Dr. McClelland’s investigations
include links between self-regulation and academic achievement from
early childhood to adulthood, recent advances in measuring self-regu-
lation, and intervention efforts to improve these skills in young chil-
dren. She has published more than 50 theoretical and empirical articles
on the development of self-regulation with colleagues and collaborators
around the world, including a new book on promoting self-regulation
in the early childhood classroom. Dr. McClelland is currently conduct-
ing two federally funded projects to develop measures of self-regulation
and an intervention to improve school readiness in young children.
“Strong developmental focus and coverage of relevant theories
and concepts in cognitive development. I like the looking back
and looking forward summaries and the Reach Your Learning
Goals sections. I also think the Resources section is very useful.”
—Megan McClelland, Oregon State University
Photo courtesy of Megan McClelland
Virginia Marchman A leading expert on
children’s language development, Dr. Marchman is
a Research Associate at the Stanford University
Language Learning Laboratory. She obtained her
Ph.D. at the University of California–Berkeley. Her
main research areas are language development, lan-
guage disorders, and early childhood development. Dr. Marchman’s
specific interests focus on individual differences in typically-­
developing and late-talking children, as well as lexical and gram-
matical development in monolingual and bilingual learners. Her
studies have incorporated a variety of experimental methods as well
as computational approaches and naturalistic observation. Dr.
Marchman has worked extensively with the MacArthur-Bates Com-
municative Development Inventories (CDI), developing the CDI
Scoring program and serving on the MacArthur-Bates CDI Advi-
sory Board. She has been a consulting editor for Journal of Speech,
Language & Hearing Research and Child Development. Dr. March-
man’s most recent work involves the development of real-time spo-
ken language understanding using the “looking-while-listening”
task in typically-developing and at-risk children. Her current studies
explore links between children’s language processing skills, early
learning environments, and individual differences in monolingual
and bilingual English-Spanish learners from diverse backgrounds.
“This new edition of John Santrock’s Children continues to offer
a comprehensive, up-to-date but also nuanced overview of child
development. The material is grounded in the traditional issues
that are the core of our current understanding of development,
but also offers students many opportunities to think about the
open questions that remain. The format enables students from
many different perspectives to relate easily to the material and to
make connections to their own personal and professional lives.”
—Virginia Marchman, Stanford University
Photo courtesy of Craig Salling
Maureen Black Dr. Black is one of the
world’s leading experts on children’s health and nutri-
tion. She currently is the John A. Scholl and Mary
Louise Scholl Endowed Professor in the Department
of Pediatrics and the Department of Epidemiology and
Public Health at the University of Maryland School of
Medicine. She also is the founder/director of the Growth and Nutrition
Clinic that provides services to children with inadequate growth and
nutrition problems. Dr. Black obtained her Ph.D. from Emory Univer-
sity. Her major research focus in on evaluation of nutrition and caregiv-
ing intervention programs involving the health and development of
young children. Dr. Black’s intervention research not only targeted
children from low-income communities in the United States but also
in developing countries as well. Among her many awards are being a
past president of two divisions in the American Psychological Asso-
ciation and induction into the Maryland Women’s Hall of Fame.
“Very comprehensive coverage—I am impressed with the updated
references! The inclusion of topics such as sleep and electronic
device use will make the text very relevant and timely for
students. Well done!” —Maureen Black, University of Maryland
Photo courtesy of University of Maryland, School of Medicine
Janet DiPietro One of the world’s leading
experts on prenatal development, Dr. DiPietro is Vice
Dean for Research and Faculty as well as a Professor
in the Bloomberg School of Public Health at Johns
Hopkins University. She obtained her Ph.D. from the
University of California–Berkeley. In her research,
Dr. DiPietro uses digitized assessment methods to measure fetal neu-
robiological functioning to predict clinical and developmental out-
comes in postnatal development. She also studies maternal factors,
including substance exposure, maternal emotions, and physiological
changes during pregnancy, as influences on prenatal development.
“Certainly, a tremendous effort went into this.” —Janet
DiPietro, Johns Hopkins University
Photo courtesy of Janet DiPietro
Karen Adolph Dr. Karen Adolph is one of
the world’s leading experts on children’s motor
development. She currently is Professor of Psychol-
ogy and Neural Science at New York University.
Dr. Adolph obtained her Ph.D. at Emory University.
She has conducted pioneering and leading-edge
research on children’s motor development. In her Infant Action Lab-
oratory, she has created novel predicaments, including crawling over
bridges, squeezing through openings, and reaching for targets with
infants’ bodies in motion. She observes infant behavior using com-
puterized video recording and state-of-the-art technology, including
motion-tracking and eye-tracking equipment. She recently was hon-
ored with the appointment of President of the International Congress
of Infant Studies, has been awarded numerous research grants from
such agencies as NICHD and NSF, and has served on the editorial
boards of leading journals such as Child Development, Developmen-
tal Psychology, and Developmental Science. Dr. Adolph also has
been given multiple teaching awards at New York University.
“. . . readers can learn about the important debates with
opposing viewpoints. Best of luck to John on this new edition!”
—Karen Adolph, New York University
Photo courtesy of Shohan Hasan
Expert Consultants xiii
Connecting Research and Results
As a master teacher, John Santrock connects current research and real-world applications. Through an integrated,
­personalized digital learning program, ­students gain the insight they need to study smarter and improve performance.

McGraw-Hill Education Connect is a digital assignment and assessment platform that strengthens the link between
­faculty, students, and course work, helping everyone accomplish more in less time. Connect for Child Development
includes assignable and assessable videos, quizzes, exercises, and interactivities,
all associated with ­learning objectives. Interactive assignments and videos allow
students to ­experience and apply their understanding of psychology to the world
with fun and stimulating activities.

Real People, Real World,

Real Life
At the higher end of Bloom’s taxonomy (analyze,
evaluate, create), the McGraw-Hill Education Milestones
video series is an observational tool that allows students
to experience life as it unfolds, from infancy to late
adulthood. This ground-breaking, longitudinal video
series tracks the development of real children as they
progress through the early stages of physical, social, and
emotional development in their first few weeks, months,
and years of life. Assignable and assessable within
Connect, Milestones also includes interviews with
adolescents and adults to reflect development
throughout the entire life span.

Inform and Engage on Psychological

Concepts
At the lower end of Bloom’s taxonomy, students are introduced to
Concept Clips—the dynamic, colorful graphics and stimulating animations
that break down some of psychology’s most difficult concepts in a
step-by-step manner, engaging students and aiding in retention. They are
assignable and assessable in Connect or can be used as a jumping-off
point in class. Now with audio narration, this edition also includes new
Concept Clips on topics such as object permanence and conservation, as
well as theories and theorists like Bandura’s social cognitive theory,
Vygotsky’s sociocultural theory, Buss’s evolutionary theory, and Kuhl’s
language development theory.

xiv
Better Data, Smarter Revision, Improved Results
Students helped inform the revision strategy of Children. McGraw-Hill Education’s Smartbook
is the first and only adaptive reading and learning experience! SmartBook helps students
distinguish the concepts they know from the concepts they don’t, while pinpointing the
concepts they are about to forget. SmartBook continuously adapts to create a truly
personalized learning path and offers students learning resources such as videos, Concept
Clips, and slides to further reinforce difficult concepts. SmartBook’s
real-time reports help both students and instructors identify the
concepts that require more attention, making study sessions and
class time more efficient.
Informed by Students
Content revisions are informed by data collected anonymously
through McGraw-Hill Education’s SmartBook.
STEP 1. Over the course of three years, data points showing
concepts that caused students the most difficulty were
anonymously collected from Connect for Child
Development’s SmartBook®.
STEP 2. The data from LearnSmart was provided to the author
in the form of a Heat Map, which graphically illustrates “hot
spots” in the text that affect student learning (see image at right).
STEP 3. The author used the Heat Map data to refine the
content and reinforce student comprehension in the new edition.
Additional quiz questions and assignable activities were created
for use in Connect to further support student success.
RESULT: Because the Heat Map gave the author empirically based
feedback at the paragraph and even sentence level, he was able to
develop the new edition using precise student data that pinpointed
concepts that gave students the most difficulty.

Connecting Research and Results xv

 Powerful Reporting
Whether a class is face-to-face, hybrid, or entirely online, Connect for Child
Development provides tools and analytics to reduce the amount of time
instructors need to administer their courses. Easy-to-use course management
tools allow instructors to spend less time administering and more time
teaching, while easy-to-use reporting features allow students to monitor their
progress and optimize their study time.

∙ The At-Risk Student Report provides instructors with one-click access to a

dashboard that identifies students who are at risk of dropping out of the
course due to low engagement levels.
∙ The Category Analysis Report details student performance relative to specific
learning objectives and goals, including APA outcomes and levels of Bloom’s
taxonomy.
∙ Connect Insight is a one-of-a-kind visual analytics dashboard—now available
for both instructors and students—that provides at-a-glance information
regarding student performance.
∙ The LearnSmart Reports allow instructors and students to easily monitor prog-
ress and pinpoint areas of weakness, giving each student a personalized study
plan to achieve success.

Online Instructor Resources

The resources listed here accompany Children, Fourteenth Edition. Please contact your McGraw-
Hill representative for details concerning the availability of these and other valuable materials
that can help you design and enhance your course.

Instructor’s Manual Broken down by chapter, this resource provides chapter outlines, sug-
gested lecture topics, classroom activities and demonstrations, suggested student research
projects, essay questions, and critical thinking questions.

Test Bank and Computerized Test Bank This comprehensive Test Bank includes more
than 1,500 multiple-choice and approximately 75 essay questions. Organized by chapter, the
questions are designed to test factual, applied, and conceptual understanding. All test ques-
tions are available within TestGen™ software.

PowerPoint Slides The PowerPoint presentations, now WCAG compliant, highlight the key
points of the chapter and include supporting visuals. All of the slides can be modified to
meet individual needs.

xvi Connecting Research and Results

preface
Making Connections . . . From My
Classroom to Children to You
Having taught two or more undergraduate courses in developmental psychology—child develop-
ment, adolescence, and life-span development—every year across four decades, I’m always look-
ing for ways to improve my course and Children. Just as McGraw-Hill looks to those who teach
the child development course for input, each year I ask the students in my undergraduate devel-
opmental courses to tell me what they like about the course and the text, and what they think
could be improved. What have my students told me about my course and text? Students said that
highlighting connections among the different aspects of children’s development would help them
to better understand the concepts. As I thought about this, it became clear that a connections theme
would provide a systematic, integrative approach to the course material. I used this theme to shape
my goals for my course, which in turn influence the main goals of this text, as follows:
1. Connecting with today’s students to help students learn about children’s
­development more effectively;
2. Connecting with research on children’s development to provide students with the
best and most recent theory and research in the world today about each of the periods
of children’s development;
3. Connecting development processes to guide students in making developmental
­connections across different points in children’s development;
4. Connecting development to real life to help students understand ways to apply
­content about child development to the real world and improve children’s lives, and to
motivate students to think deeply about their own personal journey through life and
better understand who they were as children and how their experiences and develop-
ment have influenced who they are today.

Connecting with Today’s Students

In Children, I recognize that today’s students are as different in some ways from the ­learners
of the last generation as today’s discipline of child development is different from the field
30 years ago. Students now learn in multiple modalities; rather than sitting down and read-
ing traditional printed chapters in linear fashion from beginning to end, their work prefer-
ences tend to be more visual and more interactive, and their reading and study often occur
preview
in short bursts. For many students, a traditionally formatted printed textbook is no longer
enough when they have instant, 24/7 access to news and information from around the globe.
Two features that specificallyWhy study children? Perhaps you are, or will be, a parent or teacher, and responsibility for children
support today’s students are the adaptive ebook (Smart-
is, or will be, a part of your everyday life. The more you learn about children, the better you can
Book—see pages xv) and the learning
guide them. goals
Perhaps system.
you hope to gain an understanding of your own history—as an infant, as a
child, and as an adolescent. Perhaps you accidentally came across the course description and
found it intriguing. Whatever your reasons, you will discover that the study of child development
The Learning Goals System is provocative, intriguing, and informative. In this chapter, we explore why caring for children is
My students often report that so important, describe
development courseshistorical changes in the because
are challenging study of children’s
so much development,
­materialexamine the
nature of development, and outline how science helps us to understand it.
is covered. To help today’s students focus on the key ideas, the Learning Goals System
I developed for Children
provides extensive learn- 1 Why Is Caring for Children LG1 Explain why it is important to study children’s development, and
ing connections through- Important? identify five areas in which children’s lives need to be improved.
out the chapters. The
learning system con-
nects the ­chapter-opening The Importance of Studying Children’s Development Improving the Lives of Children

Caring for children is an important theme of this text. To think about why caring for children
is such an important theme, we will explore why it is beneficial to study children’s develop-
ment and identify some areas in which children’s lives need to be improved.
Just what do we mean when we speak of an individual’s development? Development is xvii
the pattern of change that begins at conception and continues throughout the life span. Most
development involves growth, although it also includes decline.
 These topics set the stage for an introduction to the complex interaction of
heredity and environment in children’s development.

outline, learning goals for the

reach your learning goals chapter, mini-chapter maps that
open each main section of the
Introduction chapter, Review, Connect,
Reflect questions at the end of
1 Why Is Caring for Children LG1 Explain why it is important to study children’s each main section, and the
development, and identify five areas in which children’s
Important? lives need to be improved. chapter summary at the end of
∙ Studying children’s development is important because it will help you to better understand each chapter.
The Importance of Studying
Children’s Development your own childhood and provide you with strategies for being a competent parent or educator. The learning system keeps
∙ Health and well-being are important areas in which children’s lives can be improved. Today,
many children in the United States and around the world need improved health care. We now rec- the key ideas in front of the stu-
Improving the Lives
of Children
ognize the importance of lifestyles and psychological states in promoting health and well-being. dent from the beginning to the
∙ Parenting is an important influence on children’s development. One-parent families, working
parents,end of care
and child thearechapter. Theissues
among the family main that headings of each
influence children’s chapter correspond to the learning goals, which
well-being.
∙ Educationarecanpresented
also contribute toinchildren’s
the chapter-opening
health and well-being. There spread. Mini-chapter
is widespread con- maps that link up with the learning
cern that the education of children needs to be more effective, and there are many views in
goalseducation
contemporary are presented at the
about ways to improve beginning of each major section in the chapter.
schools.
Then,
∙ Sociocultural contexts at theinfluences
are important end of each development.
on children’s main section of a chapter, the learning goal is repeated in
Culture, ethnicity,
socioeconomic status, and gender are four key aspects of sociocultural contexts.
Review, Connect, Reflect, which prompts students to review the key topics in the section, to
∙ Social policy is a national government’s course of action designed to influence the welfare of
connect
its citizens. these
Researchers topics
increasingly to existing
are conducting studies thatknowledge,
are related to socialand
policy.to relate what they have learned to their own

personal journey through life. Reach Your Learning Goals, at the end of each chapter, guides
2 What Characterizes Development? students LG2 through the bulleted
Discuss processes,
in development.
chapter
periods, cohort review,
effects, and issues connecting with the chapter outline/learning
goals at the beginning of the chapter and
∙ Three key processes of development are biological, cognitive, and socioemotional. Biologi-
the Review, Connect, Reflect material at the end
Biological, Cognitive, and
Socioemotional Processes of major
cal processes chapter
(such as genetic sections.
inheritance) involve changes in an individual’s physical
nature. Cognitive processes (such as thinking) consist of changes in an individual’s thought,
intelligence, and language. Socioemotional processes (such as smiling) include changes in an
individual’s relationships with others, in emotions, and in personality.

Periods of Development
∙ Childhood’s five main developmental periods are (1) prenatal—conception to birth, (2) infancy—

connecting with research

birth to 18 to 24 months, (3) early childhood—end of infancy to about 5 to 6 years of age,
(4) middle and late childhood—about 6 to 11 years of age, and (5) adolescence—begins at
about 10 to 12 and ends at about 18 to 22 years of age.
Connecting with
Caregivers’ Emotional Expressiveness,
Age and Cohort Effects ∙
characteristics of today’s children and many of their parents—the generation labeled
Research on Children’s
Cohort effects are due to a person’s time of birth, era, or generation but not to actual age. Two

Children’s Emotion Regulation, and

Behavior Problems in Head Start Children Development
Millennials—that stand out are (1) their ethnic diversity and (2) their connection to technology.

A study by Dana McCoy and Cybele Raver (2011) explored links

37
between caregivers’ reports of their positive and negative emotional
SECTION 1 The Nature of Children’s Development
Over the years, I have made every effort to
expressiveness, observations of young children’s emotion regulation,
and teachers’ reports of the children’s internalizing and externalizing include the most up-to-date research avail-
behavior problems. The study focused on 97 children, most of whom
were African American or Latino and whose mean age was 4 years
able. I continue this tradition in this edition
and 3 months. The other participants in the study were the children’s
san73939_ch01_001-043.indd 37 by looking closely at specific areas of
8/14/17 7:18 PM
primary caregivers (90 mothers, 5 fathers, and 2 grandmothers).
To assess caregiver expressiveness, caregivers were asked to research, involving experts in related fields,
What did Dana McCoy and Cybele Raver discover about the
provide ratings on a scale from 1 (never/rarely) to 9 (very frequently)
for 7 items that reflect caregiver expressiveness, such as “telling
importance of caregivers’ emotions and children’s emotion and updating research throughout. Connect-
ing with Research describes a study or pro-
regulation in children’s development?
family members how happy you are” and “expressing anger at ©Najilah Feanny/Corbis
someone’s carelessness.” Children’s emotion regulation was
assessed with (a) the emotion regulation part of the PSRA (preschool gram to illustrate how research in child
were linked to more internalizing behavior problems in the young
self-regulation assessment) in which observers rated young chil-
Head Start children. Also, caregivers’ reports of their positive emo- development is conducted and how it influ-
dren’s behavior on 4 delay tasks, 3 executive function tasks, and 3
compliance tasks; (b) an assessment report on children’s emotion
tional expressiveness were associated with a lower level of young
children’s externalizing behavior problems. The findings demonstrate
ences our understanding of the discipline.
and emotion regulation; and (c) observations of the children’s real-
time emotion regulation related to positive emotion (expressions of
Topicsof range
the importance fromclimate
family emotional “How Can
and young the Newborn’s Perception Be Studied?” to “What Are Some
children’s
emotion regulation in the development of young children.
happiness, for example) and negative emotion (expressions of anger Important Findings in the National Longitudinal Study of Child Care in the United States?”
or irritability, for example). Children’s internalizing and externalizing
behavior problems were rated by their teachers, who reported the to you
The study “Caregivers’ Emotional
just read about was correlational in nature.Expressiveness,
If you Children’s Emotion Regulation, and Behavior
extent to which the children had shown such behavioral problems
in the last 3 months.
Problems in Head Start Children”
were interested in conducting an experimental study of the effects
of caregivers’ emotional expressiveness and children’s emotion
to “Parenting and ­Children’s Achievement: My Child Is My
The researchers found that a higher level of caregiver negativity Report
regulation Card,
on children’s problemTiger
behaviors, Moms,
how would youand conductTiger Babies Strike Back” to “Evaluation of a Family Pro-
and a lower level of children’s emotion regulation independently the study differently?
gram Designed to Reduce Drinking and Smoking in Young Adolescents.”
The tradition of obtaining detailed, extensive input from a number of leading experts in
different
emotion-dismissing parents (Gottman, 2017). Recent areasstudies
of child development
found that fathers’ emotion also continues in this edition. Biographies and ­photographs
coaching was related to children’sof the
social leading
competence experts
(Baker, Fenning, in the
& Crnic,
that mothers’ emotion coaching was linked to less oppositional behavior by their children
field
2011) and of child development appear on pages xii to xiii, and the

(Dunsmore, Booker, & Ollendick,chapter-by-chapter

2013). highlights of new research content are listed on pages xxi to xxxviii. Finally,
Knowledge of their children’s emotional world can help parents guide their children’s
emotional development and teachthe themresearch
how to cope discussions have been
effectively with problems. One study updated for each developmental period and topic. I expended
every effort to make this edition
found that mothers’ knowledge about what distresses and comforts their children predicts the
children’s coping, empathy, and prosocial behavior (Vinik, Almas, & Grusec, 2011).
of Children as contemporary and up-to-date as possible. To
that end, there are more than 1,200 citations from 2016, 2017, and 2018 in this edition.
Regulation of Emotion and Peer Relations Emotions play a strong role in deter-
mining the success of a child’s peer relationships (Denham, Bassett, & Wyatt, 2015). Moody
and emotionally negative children are more likely to experience rejection by their peers,
whereas emotionally positive children are more popular. One study revealed that 4-year-olds

Connecting Developmental Processes

recognized and generated strategies for controlling their anger more than did 3-year-olds
(Cole & others, 2009). Also, a recent study found that children who regulated their frustration
and distress at an earlier age during preschool (3 years) had a more rapid decline in external-
izing problem behavior when interacting with peers across the early childhood period (3 to
Too often we forget or fail to notice the many connections from one point in child development
5 years of age) (Perry & others, 2013). Emotion regulation at ages 4 and 5 did not reduce
problem behavior to the extent that it did at 3 years of age, suggesting that earlier emotion
to another. I have substantially increased attention to these connections in the text narrative
regulation puts children on a more adaptive trajectory in interacting with peers.
and included features to help students connect topics across the stages of child development.
282 CHAPTER 10 Socioemotional Development In Early Childhood

xviii Preface
san73939_ch10_276-312.indd 282 8/31/17 6:45 PM
 Developmental Connections, which appear
Minimizing multiple
Bias Studies timesdevelopment
of children’s in each chapter, pointwhen
are most useful readers
they are con-
to places where the topic is discussed
ducted withoutinbias
a orprevious, current,
prejudice toward or subsequent
any specific group of people.chapter.
Of special Thisconcern is
developmental connection
bias based on gender and bias based onConnect
culture or ethnicity.
feature highlights links across topics of developmentReview and connections among biological,
Reflect Review cog- Gender Connect
• What is teratology? What are some • Earlier you read about chromosomal
GenderThe
nitive, and socioemotional processes. BiaskeyFordevelopmental
most of its existence, our societyare
processes has typically
had a strongdiscussed
gender bias, a pre-
general principles regarding Gender stereotyping
and gene-linkedcontinues to be
abnormalities that can
LG3 Describe
conceived notion about the abilities potential
of males and females that prevented individuals from extensive. Recent research indicates
in isolation from each other, pursuing
so students often fail to see
hazards the
duringconnections
prenatal
their own interests and achieving their potential (Brannon, among
teratogens?
• 2017;
them.
Helgeson, and
Which prescription 2017).
affect prenatal
that girls and
development.
older children
the symptoms
How are
useconditions
of the related a
development.
Included in Developmental Connections
Gender bias alsoishasa had
brief description
a less obvious effectofwithin
the the
backward or development.
field of child forward
nonprescription drugs canForinfluencehigher percentage
or risks similar to or different
of gender from those
stereo-
example, it is not unusual
connection. For example, the developmental for conclusions
connection to beright
to the drawn about
appearsfemales’
in attitudes
the margin
prenatal and behaviors
development? caused by teratogens
types than younger children and or other hazards?
• How do different psychoactive drugs
from research conducted with males as the only participants. boys. Connect
Reflect to Your “Socioemotional
Own Personal
next to the discussion of minimizing bias in research.
Furthermore, when researchers find gender differences, their reports
affect prenatal development?
sometimes magnify Journey in of Life and Late
• How do incompatible blood types Development Middle
Furthermore, a Connect question is included
those differences (Denmark &inothers,
the 1988).
self-reviews
For example,at athe end
researcher of
might each
report that
influence prenatal development? Childhood.” • If you are a woman, imagine that you
74 percent of the boys in a study had high achievement expectations versus only
some67 percent
section—Review, Connect, Reflect—so students can practice making connections
• What
of the girls and go on to talk about the differences in some detail. In hazards
areamong
reality,that
thiscan
environmental
might be aprenatal
have just found out you are pregnant.
What health-enhancing strategies will
influence
topics. For example: rather small difference. It also might disappear if the study were repeated, or the study might
development? you follow during the prenatal period?
If you are a man, imagine you are the
have methodological problems that don’t allow such strong interpretations.
• Which maternal diseases can affect
∙  In “Cognitive Development inPam Infancy” and researcher
Reid, a leading “Cognitive Development
who has in ethnic
studied gender and Early Child-
prenatal
bias development?
in development,
partner of a woman who has just
learned that she is pregnant. What can
• What other parental factors can affect
hood,” you read about themore recently has become
development a college president.
of attention in infancyTo readand
aboutearly
Pam’s childhood.
career, see the Connecting
prenatal development? you do to increase the likelihood that
with Careers profile. the prenatal period will go smoothly?
How might ADHD be linked to earlier attention difficulties?
Cultural and Ethnic Bias In recent years, there has been a growing realization that research
on children’s development needs to include more children from diverse ethnic groups (Giuntella,
Topical Connections: Looking Back and& Looking
2017; Umana-Taylor For-
Douglass, 2017). Historically, children from ethnic minority groups (African
ward begin and conclude each American,
chapterLatino,
by placing the chap-
Asian American, Topical
and Native American) were excluded Connections
from most research in the looking forward
United States and simply thought of as variations from the norm orNext average. If minority children
ter’s coverage in the larger context of development. The
were included in samples and their scores didn’t fit the norm, they were
you will
viewed
learn about the
as confounds
birth process and the transition from fetus to new-
or and responsiveness are assessed, read about
born, see how the newborn’s health
Looking Back section reminds “noise”
the reader ofdiscounted.
in data and what ­hGiven
appened
the fact that children from diverselow
ethnic
birth groups
weight were excluded
and preterm babies and find out about special ways to nurture
developmentally in previous periods of ­donevelopment.
from research child development for so long, we might reasonablythese conclude
fragilethat children’s
newborns, real
and examine what happens during the postpartum period.
lives are perhaps more varied than research data have indicated in the past.
Researchers also have tended to overgeneralize about ethnic groups (Parrillo, 2014). ethnic gloss The use of an ethnic label such
Ethnic gloss is the use of an ethnic label such as African American or Latino in a super- as African American or Latino in a superficial
ficial way that portrays an ethnic group as being more homogeneous than it really is
reach your learning goals
(Trimble, 1988). For example, a researcher might describe a research sample like this:
way that portrays an ethnic group as being
more homogeneous than it really is.

Connecting Development to Real Life

Prenatal Development
In addition to helping students makeconnecting research and developmental with careers connections, Children shows
the important real-life connections to the concepts discussed 1 What Is the in the Course text.of In recent years,
Prenatal LG1 Discuss the three periods of prenatal development.

Pam Reid, Educational Development?

and
students in my development course have increasingly told me that they want more of this
type of information. In this edition,Developmental
real-life connections Psychologistare explicitly
The Germinal Period made ∙ inThethe chapter-
germinal period lasts from conception until about two weeks later. It includes the cre-
ation of a fertilized egg, which is called a zygote, and cell division. The period ends when
opening vignette as well as in Caring Connections, Connecting with Diversity, the Milestones
When she was a child, Pam Reid liked to play with chemistry sets. Reid the zygote attaches to the uterine wall in a process called implantation.
video program, Connecting with Careers, How Would
majored in chemistry
The You
during college . . ?to questions
and .wanted
Embryonic Period
become a doctor. ∙ that pertainperiod
The embryonic to lasts from about two to eight weeks after conception. The embryo
five career areas, and Reflect: YourHowever, Own when some of her friends signed up for a psychology class differentiates into three layers of cells (endoderm, mesoderm, and ectoderm), life-support
Personal Journey of Life.
as an elective, she also decided to take the course. She was intrigued systems develop, and organ systems form (organogenesis).
Each chapter begins with a story designed
by learning to spark
about how people think,
Thebehave,students’
Fetal and develop—so
Period interest
much∙ soand
The fetalmotivate
period lasts from about two months after conception until nine months, or when
them to read the chapter. Amongthatthe chapter-opening
she changed her major to psychology. stories
Reid went are those
on to obtain herinvolving the
the infant is born. Growth and development continue their dramatic course, and organ sys-
tems mature to the point at which life can be sustained outside the womb.
Ph.D. in psychology (American Psychological Association, 2003, p. 16).
journey of pregnancy and the birth of “Mr. Littles,” Reggio
For a number of years Reid wasThe a professor
Brain
Emilia’s children
of education and psy- ∙ The and
growth of their
the brain during prenatal development is nothing short of remarkable. By the
early childhood education program, children
chology living
at the University in thewhere
of Michigan, Southshe alsoBronx, andtime
was a research Jewel Pam Cash
babies are born, they have approximately 100 billion neurons, or nerve cells. Neuro-
Reid (center)
genesis is the term that means with
thestudents
formationatofSaint Joseph College in
new neurons.
and her amazing contributions to scientist her community.
at the Institute for Research on Women and Gender. Her main Hartford, Connecticut, where she is the president of the college.
focus has been on how children and adolescents develop social skills, Courtesy of Dr. Pam Reid
Caring Connections provides applied with a special interest in 96
the development CHAPTER 3 American
of African girls (Reid
Prenatal Development
information about parenting, education, & Zalk, or
health and well-being related to dent topics
caring connections
2001). In 2004, Reid became provost and executive vice-presi-
at Roosevelt University in Chicago. In January 2008 she was
For more information about what professors, researchers, and edu­
cational psychologists do, see the Careers in Children’s Development
Appendix.
ranging from “From Waterbirth to appointed Music president ofParenting
Saint Joseph College in Hartford, Connecticut.
Strategies for Helping Overweight Children Lose Weight
Therapy” to “Parenting Strategies for san73939_ch03_072-098.indd 96
Most parents with an overweight child want to help the child to lose weight
8/14/17 9:54 PM

Helping Overweight Children Lose

­ but aren’t sure of the best ways to accomplish this goal. Keep in mind the
research we have discussed that indicates overweight children are likely
Weight” to “Strategies for Increasing to become overweight adolescents and adults, so it is importantSECTION for par- 1 The Nature of Children’s Development 35
Children’s ­Creative Thinking.” ents to help their children attain a healthy weight and maintain it. Following
are some recommended ways that parents can help their overweight chil-
Children puts a strong emphasis on dren lose weight (DiLonardo, 2013; Matthiessen, 2013; Moninger, 2013):
diversity. For a number of editions, this • Work on a healthy project together and involve the child

text has benefited san73939_ch01_001-043.indd

from having one
more leading experts on diversity to
ensure that it provides students with cur-
rent, accurate, sensitive information
related to diversity in children’s develop-
ment. The diversity expert for this edition
of Children is James A. Graham.
Diversity is discussed in every
chapter. C ­onnecting with Diversity
interludes also appear in every chapter,
focusing on a diversity topic related to
35
or in the decision-making process. Get the child involved in an
activity that can help him or her lose weight such as purchasing 8/14/17 7:18 PM
pedometers for all family members and developing goals for how
many steps to take each day. By involving the child in making
decisions about the family’s health, the hope is that the child will
begin to take responsibility for his or her own health.
What are positive strategies parents can adopt to help overweight
• Be a healthy model for your child. In many aspects of life,
what people do is more influential than what they say.
children lose weight?
©vgajic/Getty Images RF
So if parents are overweight and engaging in unhealthy behaviors
such as eating unhealthy fast food and not exercising, then telling select the fruits and vegetables they are willing to eat. Let them
their overweight children to lose weight is unlikely to be effective. choose which sport or type of exercise they would like to do.
• Engage in physical activities with children. Parents and • Eat healthy family meals together on a regular basis.
children can engage in activities like bicycling, jogging, hiking, and Children who eat meals together with their family are less likely
swimming together. Parents might say something like, “Let’s take to be overweight.
a bike ride after dinner this evening. It would be fun and could • Reduce screen time. Children who spend large numbers of
help us both get in better shape.” hours per day in screen time are more likely to be overweight
• Give children choices in what they want to do to lose than their counterparts whose screen time takes up a smaller
weight. Take them to the grocery store with you and let them part of their day.

Preface xix
DISEASES
Four childhood diseases that can be especially harmful to children’s development are cancer,
diabetes, cardiovascular disease, and asthma.
 What Is the Best Way to Teach English
connecting with diversity
Language Learners?
A current controversy related to dual-language learning involves the
millions of U.S. children who come from homes in which English is not
the primary language (Echevarria, Vogt, & Short, 2017; Peregoy & the material at that point in the chapter.
connecting withand
Immigration diversity
Ethnic Minority Parenting
Boyle, 2017). What is the best way to teach these English language
Topics range from “The Increased
learners (ELLs), many of whom in the United States are from immi-
grant families
What Is
living inresearch
Recent
the Best
poverty (McCabe
Wayindicates
& others, that
to Teach
2013)?many members of
ELLs have been taught in one of two main ways: (1) instruction
English Diversity of Adopted Children and
increasingly embracing the importance of education
Language
in only, orLearners?
English families (2) athat have recently
dual-language (used to beimmigrated
called bilingual) to the Adoptive Parents” to “Cultural Varia-
(Cooper, 2011). Although their school dropout
approach that United
involvesStates
A current controversy related toadopt
instruction in theirahome
dual-language bicultural orientation,
language and English
learning involves
(Haley & Austin, 2014). In a dual-language approach, instruction is
the A first- and second-grade bilingual English-Cantonese
tions in Guiding Infants’ Motor Devel-
teacher
rates have remained higher than for other
millions of selecting
U.S. children who characteristics
come from homes inofwhich
given in both the ELL child’s home language and English for varying
the primary language (Echevarria, Vogt, & Short, 2017; Peregoy &
the U.S.
English is cul-
not instructing students in Chinese in Oakland, California. What have
researchers found about the effectiveness of bilingual education?
opment” to “What Is the Best Way to
ethnic groups, toward the end of the first
amounts ofture time at that help them One ofto the survive
arguments forand decade of the twenty-first century they
certain grade levels.
Boyle, 2017). What is the best way to teach these English language
dual-language approach is the research discussed earlier demonstrat-
the ©Elizabeth Crews Teach English Language Learners?” to
advance,
learners (ELLs), many of while
whom instill retaining
the United States are
ing that bilingual children have more advanced information-processing
aspects
from immi- of years they are in effect, type of instruction, quality of schooling other declined considerably (National Center
“Cross-Cultural Comparisons of Sec-
grant families living in poverty (McCabe & others, 2013)?
their culture
skills than monolingual children do of(Genesee
origin& Lindholm-Leary,
(Moro, 2014).
ELLs have been taught in one of two main ways: (1) instruction
2012).
ondary Schools.”
than ELL instruction, teachers, children, and other factors. Further, no for Education Statistics, 2016). In addi-
If a dual-language strategy is used, too often it has been thought effective experiments have been conducted that compare bilingual
in English Immigration also
only, or (2) a dual-language involves
(used to cultural bro-
be called bilingual) tion to adopting aspects of American
that immigrant children need only one or two years of this type of instruc-
approach that involves instruction in their home language and English
education with English-only education in the United States (Snow & The Milestones video program shows
tion. However,kering,
in general itwhich
takes immigrant has increasingly
children approximately three Kang, 2006). Some expertsbilingual
have concluded that the quality of instruc- culture, immigrants often retain positive
(Haley & Austin, 2014). In a dual-language approach, instruction is
to five years to develop speaking proficiency and seven years to develop
A first-
tion
and second-grade
is morestudents
importantin in determining
English-Cantonese
outcomes than the
students what developmental concepts
teacher
language
have in
given in both occurred in the
the ELL child’s homeUnited
languageStates
and Englishas for
chil-
varying
instructing Chinese in Oakland, California. What aspects of their culture of origin.
reading proficiency in English (Hakuta, Butler, & Witt, 2001). Also, immi-
amounts of time at certain grade levels. One of the arguments for the
which it is delivered
researchers (Lesaux
found about the&effectiveness look like by letting them watch actual
Siegel, 2003).of bilingual education?
grant childrendren varyand adolescents
in their serve(Echevarria,
ability to learn English as media- Vogt, & ©Elizabeth Crews
Nonetheless, other experts, such as Kenji Hakuta (2001, 2005), Parenting in many ethnic minority fami-
dual-language approach is the research discussed earlier demonstrat-
Short, 2017). Children who comeand from lower socioeconomic support the combined home language and English approach because humans develop. Students are able to
tors
ing that bilingual (cultural
children linguistic)
have more advanced for backgrounds
their
information-processing years they are in effect, type of instruction, quality of schooling other lies emphasizes issues associated with
have more difficulty than those from higher socioeconomic backgrounds
immigrant
skills than monolingual childrenparents
do (Genesee (Buriel,for immigrant
& 2011; chil- language
Lindholm-Leary, 2012). track several individuals starting from
(1) children have difficulty learning a subject when it is taught in a
than ELL instruction, teachers, children, and other factors. Further, no promoting children’s ethnic pride,
(Hakuta, 2001; Hoff & Place, 2013). Thus, especially they do not understand; and (2) when both languages are
If a dual-language strategy is used, too often it has been thought
Villanueva infancy and watch them achieve major developmental milestones, both physically and cogni-
effective experiments have been conducted that compare bilingual
children need&only Buriel, 2010). knowledge of their ethnic group, and
dren from low socioeconomic backgrounds, more years of dual-language integrated in the classroom, children learn the second language more
that immigrant one or two years of this type of instruc- education with English-only education in the United States (Snow &
instruction may be needed than they currently are receiving.
In adopting
tion. However, in general it takes immigrant characteristics tively. (See page xiv for further details.)
children approximately ofthree
readily and participate more actively. In support of Hakuta’s view,
Kang, 2006). Some experts have concluded that the quality of instruc- awareness of discrimination (Umana-
What have researchers found regarding outcomes of ELL pro- Howmostislarge-scale
acculturation
studies haveinvolved
found thatintheethnic
academicminority
achievement parenting?
to five years to develop speaking proficiency and seven years to develop
grams? Drawingthe U.S. culture,
conclusions about the Latino families
effectiveness are Connecting with Careers profiles careers ranging from genetic counselor to toy designer
of ELL programs
tion is more important in determining outcomes than the language in
of ELLs Grant/PhotoEdit
©Spencer is higher in dual-language programs than in English-only pro- Taylor & Douglass, 2017).
reading proficiency in English (Hakuta, Butler, & Witt, 2001). Also, immi- which it is delivered (Lesaux & Siegel, 2003).
is difficult because of variations across programs in the number of
grant children vary in their ability to learn English (Echevarria, Vogt, & to teacher of English Language Learners, all of which require a knowledge of children’s
grams (Genesee & Lindholm-Leary, 2012).
Nonetheless, other experts, such as Kenji Hakuta (2001, 2005),
Short, 2017). Children who come from lower socioeconomic backgrounds support the combined home language and English approach because development. The careers highlighted
have more difficulty than those from higher socioeconomic backgrounds (1) children have difficulty learning a subject when it is taught in a
(Hakuta, 2001; Hoff & Place, 2013). Thus, especially for immigrant chil- language they do not understand; and (2) when both languages are extend from the Careers Appendix imme-
connecting with careers
dren from low socioeconomic backgrounds, more years of dual-language
instruction may be needed than they currently are receiving.
Of incourse,
integrated individual
the classroom, children learnfamilies vary,more and how ethnic minority families deal with stress
diately following “Introduction,” which
the second language
readily and participate more actively. In support of Hakuta’s view,
What have researchers found regarding outcomes of ELL pro-
depends on many factors (Yoshikawa
most large-scale studies have found that the academic achievement
& others, 2016). Whether the parents are native-born
provides a comprehensive overview of
Salvador
grams? DrawingTamayo, Teacher of English of ELL programs or immigrants, how long thethanfamily haspro-been in this country, and their socioeconomic
conclusions about the effectiveness
of variations across programs in the number of status
of ELLs is higher in dual-language programs
careers to show students where knowledge
in English-only
is difficult because
Language Learners and national
grams (Genesee & Lindholm-Leary,origin2012). all make a difference (Berry, 2015). The characteristics of the
of children’s development could lead
family’s social context also influence its adaptation. What are the attitudes toward the fam-
Salvador Tamayo is an ELL fifth-grade teacher at Turner Elementary
School in West Chicago. He recently received a National Educator
them.
ily’s ethnic group within its neighborhood or city? Can the family’s children attend good
Award by the Milken Family Foundation for his work in educating ELLs.
schools? Are there community groups that welcome people How from the Would Youethnic
family’s questions in
. . . ?group?
connecting with careers
Tamayo is especially adept at integrating technology into his ELL
the
Do members of the family’s ethnic group form community groups of their own? To read margins of each chapter highlight
classes. He and his students have created several award-winning Web
sites about the West Chicago City Museum, the local Latino commu-
Salvador Tamayo, Teacher of English further about ethnic minority parenting, see the Connecting issues with
involving fiveinterlude.
Diversity main career areas of
nity, and the history of West Chicago. His students also developed an
Language Learners children’s development: psychology,
“I Want to Be an American Citizen” Web site to assist family and com-
Socioeconomic Status Low-income families have less access to resources than
munity members in preparing for the U.S. Citizenship Test. Tamayo Salvador Tamayo works with dual-language education students. human development and family studies,
Salvador Tamayo is an ELL fifth-grade teacher at Turner Elementary
also teaches
How inmight an ELL class at Wheaton College.
socioeconomic statusaand poverty higher-income families do (Wadsworth & others, 2016; Yoshikawa & others, 2017). The
School West Chicago. He recently received National Educator
Courtesy of Salvador Tamayo
education, health professions (such as
be linked
Award to parenting
by the Milken and for
Family Foundation young
his workchildren’s
in educating ELLs. differential in access to resources includes nutrition, health care, protection from danger,
development?
Tamayo is especially adept at integrating technology into his ELL nursing and pediatrics), and social work.
and enriching educational and socialization opportunities, such as tutoring and lessons in
classes.
©Jens He and his students have created several
Kalaene/picture-alliance/dpa/AP award-winning Web
Images variousSECTION
activities. The How Would You . . . ? questions
sites about the West Chicago City Museum, the local Latino commu- 5 367
nity, and the history of West Chicago. His students also developed an ensure that this book orients
Middle and Late Childhood
students
Persistent and long-standing poverty can have especially to concepts that are important
damaging to their
effects understanding
on children
“I Want to Be an American Citizen” Web site to assist family and com-
How Would You…?
munity members in preparing for the U.S. Citizenship Test. Tamayo
(Chaudry & others, 2017; Coley & others, 2017). One study revealed that the more years children to con-
of children’s development. I have asked instructors specializing in these fields
also teaches an ELL class at Wheaton
If you wereCollege.
an educator, how
tribute
spent in poverty,
Courtesy of Salvador Tamayo ? questionsindices
Salvador Tamayo works with dual-language education students.
HowtheWouldhigher You . . . physiological
were their for each chapter.
of stress (EvansStrategically
& Kim, 2007).placedAlso, in the
san73939_ch12_341-378.indd 367 would you work with low- margin
a recent next
study to the
found that relevant
persistent chapter
economiccontent, hardshipthese
as wellquestions
8/31/17 7:54 PM
as very earlyhighlight
povertyessential
was linkedideas for
socioeconomic-status families to lower
students cognitive
to take functioning
away from in children
chapter atcontent.5 years of age (Schoon & others, 2012). And in
to increase parental anotherSECTION
recent
Finally,
5
study,
part poverty-related
ofLate
Middle and applying adversity
Childhood knowledge 367
in family and schooldevelopment
of children’s contexts in early
to thechildhood
real world is
involvement in their children’s educational wasunderstanding
linked to less effective
how itexecutive function in
affects oneself. second and third
Accordingly, onegrades
of the(Raver
goals&ofothers, 2013).develop-
my child
activities? In the
ment Unitedand
course States
this andtext most
is to Western
motivatecultures,studentsdifferences have been
to think deeply aboutfound in own
their child journey
rearing among different SES groups (Hoff, Laursen, & Tardif, 2002, p. 246):
of life. To encourage students to make personal connections to content in the text, I
san73939_ch12_341-378.indd 367
∙ include
“Lower-SES a Reflect:
parentsYour (1) areOwn morePersonal
concernedJourney that their of
8/31/17 7:54 PM
Life prompt
children conform in the end-of-section
to society’s
review. expectations,
This question(2) create
asksa students
home atmosphere
to reflectin on which
someit isaspect
clear that parents
of the have in the sec-
discussion
tion authority
they have overjustchildren,”
read and (3) use physical
connect punishment
it to their own morelife.in For
disciplining
example, theirin relation to a
children,
discussion ofand
the(4) are more experience
early-later directive andissue less conversational
in development, with students
their children.
are asked,
∙ “Higher-SES parents (1) are more concerned with developing children’s initiative” and
∙ Can you identify an early experience that you believe contributed in important ways to
delay of gratification, (2) “create a home atmosphere in which children are more
nearlydevelopment?
your Canand
equal participants youin identify a recent
which rules or current
are discussed (later) experience
as opposed to being laidthat you
think had (is having) a strong influence on your development?
down” in an authoritarian manner, (3) are less likely to use physical punishment, and
(4) “are less directive and more conversational” with their children.

302 CHAPTER 10 Socioemotional Development In Early Childhood

san73939_ch10_276-312.indd 302 8/31/17 6:46 PM

xx Preface
Content Revisions
A significant reason why Children has been successfully used by instructors for edition after edition is the painstaking effort and review
that goes into making sure the text provides the latest research on all topic areas discussed in the classroom. This new edition is no excep-
tion, with more than 1,200 citations from 2016, 2017, and 2018.
Below is a sample of the many chapter-by-chapter changes that were made in this new edition of Children. Although every chapter
has been extensively updated, three chapters (“Cognitive Development in Infancy,” “Cognitive Development in Early Childhood,” and
“Socioemotional Development in Middle and Late Childhood”) and the following content areas were especially targeted for revisions
based on the results of the Heat Map data (discussed on page xv) and updated and expanded research: diversity and culture; genetics and
epigenetics; neuroscience and the brain; identity issues, especially gender and transgender; health; and technology.

Chapter 1: Introduction methylation process (Butts, 2017; Chatterton & others,

∙∙ Updated data on the dramatic increase in Latino and Asian
American children in the United States, with recent projec-
tions from 2014 to 2060 (Colby & Ortman, 2015)
∙∙ Updated statistics on the recent increase in the percentage
of U.S. children and adolescents under 18 years of age liv-
ing in poverty, including data reported separately for
African American and Latino families (DeNavas-Walt &
Proctor, 2015; Proctor, Semega, & Kollar, 2016)
∙∙ Expanded content on the early-later experience issue regard-
ing sensitive parenting to include the importance of positive
close relationships later in childhood, in adolescence, and in
adulthood (Antonucci & others, 2016)
∙∙ In the section on physiological methods, new discussion of
recent advances in assessing genes, including specific genes
linked to childhood obesity (Grigorenko & others, 2016;
Moore, 2017)
∙∙ Updated and expanded coverage of the increased use of
eye-tracking equipment to assess children’s development
(Loi & others, 2017; Meng, Uto, & Hashiva, 2017)
∙∙ New entries in Resources section: Cambridge Handbook of
International Prevention Science, edited by Israelashvili and
Romano (2017), provides up-to-date coverage of social pol-
icy and intervention in children’s lives to improve their
well-being and development in the United States and
around the world. In Encyclopedia of Lifespan Development
by Bornstein (2018), leading experts provide up-to-date dis-
cussions of many of the topics found in this edition.
Chapter 2: Biological Beginnings
∙∙ Revised and updated based on comments by leading experts
Elena Grigorenko, David Moore, and Kirby Deater-Deckard
∙∙ Due to the increased emphasis on gene × environment inter-
action, the content on shared and non-shared environmental
experiences has been deleted because it is now being given
less attention.
∙∙ New description of recent research on how exercise, nutri-
tion, and respiration can modify the expression of genes
(Done & Traustadottir, 2016; Van Bussel & others, 2016)
∙∙ New coverage of the process of methylation, in which
tiny atoms attach themselves to the outside of a gene.
Researchers have found that exercise, diet, and tobacco use
can change whether a gene is expressed or not through the
2017; Godfrey & others, 2017).
∙∙ Updated and expanded discussion of genome-wide asso-
ciation studies, including research on suicide (Sokolowski,
Wasserman, & Wasserman, 2016), autism (Connolly &
others, 2017), attention deficit hyperactivity disorder
(Naaijen & others, 2017), and glaucoma (Springelkamp &
others, 2017)
∙∙ Expanded content about why recent improvements in
next-generation sequencing have led to advances in analy-
sis of genes and their links to various diseases (Bardak &
others, 2017)
∙∙ Updated and expanded research on gene-gene interaction,
including studies of immune system functioning
(Heinonen & others, 2015), obesity (Bordoni & others,
2017), type 2 diabetes (Saxena, Srivastaya, & Banergee,
2017), cancer (Wu & others, 2017), and cardivovascular
disease (De & others, 2017)
∙∙ Inclusion of recent research in which a higher level of
maternal responsivity to children with fragile X syndrome’s
adaptive behavior improved the children’s communication
skills (Warren & others, 2017)
∙∙ New content on how stem cell transplantation is being
explored in the treatment of infants with sickle-cell anemia
(Azar & Wong, 2017)
∙∙ Updated description of how research now supports the use
of hydroxyurea therapy for infants with sickle cell anemia
beginning at 9 months of age (Nevitt, Jones, & Howard,
2017; Yawn & John-Sawah, 2015)
∙∙ Description of a recent research review that concluded
many aspects of the developing prenatal brain can be
detected in the first trimester using ultrasound, which
also can help to identify spina bifida early (Engels &
­others, 2016)
∙∙ Inclusion of information from a recent research review that
concluded fetal MRI does not provide good results in the
first trimester of pregnancy because of small fetal structures
and movement artifacts (Wataganara & others, 2016). In
this review, it also was argued that fetal MRI can especially
be beneficial in assessing central nervous system abnormali-
ties in the third trimester of pregnancy.
∙∙ New commentary that maternal blood screening can be used
to detect congenital heart disease risk in the fetus (Sun &
others, 2016)

Preface xxi
∙∙ Inclusion of recent research that found ultrasound can accu-
rately identify the sex of the fetus between 11 and 13
weeks of gestation (Manzanares & others, 2016)
∙∙ New content on fertility drugs being more likely to
­produce multiple births than in vitro fertilization
(March of Dimes, 2017)
∙∙ New coverage of a recent national study in which low
birthweight and preterm birth were significantly higher in
infants conceived through assisted reproduction technology
(Sunderam & others, 2017)
∙∙ Discussion of a recent study of 3- to 5-year-old children in
which parents’ secure attachment increased their adopted
children’s secure attachment, with mothers’ secure attach-
ment making a stronger contribution to their children’s
secure attachment than fathers’ secure attachment (Barone,
Lionetti, & Green, 2017)
∙∙ Description of a study of adoptees in emerging adulthood
that found perceptions of secure parent-child attachment
relationships, as well as sensitive and open communication
about birth parent contact, were linked to greater satisfac-
tion for adoptees (Farr, Grant-Marsney, & Grotevant, 2014)
∙∙ Coverage of a recent research review of internationally
adopted adolescents in which a majority were well adjusted,
but adoptees had a higher level of mental health problems than
their non-adopted counterparts (Askeland & others, 2017)
∙∙ New commentary about the epigenetics of well-being (Szyf &
Pluess, 2016)
∙∙ New entry in Resources: The Developing Genome by David
Moore (2015) provides a superb overview of recent think-
ing and research on epigenetics.
Chapter 3: Prenatal Development
∙∙ Changes in the chapter based on feedback from leading
expert consultant Janet DiPietro
∙∙ Updated data on the average length and weight of the fetus
at different points in prenatal development, including revi-
sions involving these data in Figure 10 in “Biological
Beginnings”
∙∙ Coverage of a recent large-scale study in Brazil in which
flour that was fortified with folic acid produced a significant
reduction in neural tube defects (Santos & others, 2016)
∙∙ Description of a recent study in which higher maternal
­pre-pregnancy body mass was linked to a higher level of
adiposity and inflammation in newborns (McCloskey &
­others, 2017)
∙∙ Discussion of a recent research review that concluded a
combination of aerobic and resistance (muscle strength)
exercise during pregnancy benefited maternal cardiorespira-
tory fitness (Perales & others, 2016)
∙∙ Inclusion of a recent meta-analysis that concluded regular
aerobic exercise during pregnancy is associated with a
decrease in preterm birth and a higher incidence of vaginal
birth, as well as a lower level of caesarean delivery (Di
Mascio & others, 2016)
xxii Preface
∙∙ Coverage of a recent study that found women who exercised
regularly during pregnancy were less likely to have high blood
pressure and excessive weight gain (Barakat & others, 2016)
∙∙ Description of a recent study that revealed regular exercise
by pregnant women was linked to more advanced develop-
ment in the neonatal brain (Laborte-Lemoyne, Currier, &
Ellenberg, 2017)
∙∙ Inclusion of recent research in which two weekly 70-minute
yoga sessions reduced pregnant women’s stress and enhanced
their immune system functioning (Chen & others, 2017)
∙∙ Discussion of recent research that found isotretinoin (used
to treat acne) is one of the most commonly prescribed
drugs for adolescent girls seeking contraceptive advice, yet
girls were not receiving adequate information about its
harmful effects on offspring if they become pregnant
(Eltonsy & others, 2016; Stancil & others, 2017)
∙∙ Coverage of recent research on negative outcomes for fetal
alcohol spectrum disorders (FASD) that include lower exec-
utive function (Kingdon, Cardoso, & McGrath, 2016), as
well as externalized and internalized behavior problems
(Tsang & others, 2016), and a significantly lower life
expectancy (Thanh & Johnsson, 2016)
∙∙ New description of the French Alcohol Society’s (2016)
recommendation that women should not consume any alco-
hol during pregnancy
∙∙ Inclusion of recent research indicating that maternal ciga-
rette smoking during pregnancy was linked to increased risk
of offspring smoking cigarettes at 16 years of age (De
Genna & others, 2016)
∙∙ Description of recent research in which daughters whose
mothers smoked during pregnancy were more likely to sub-
sequently smoke during their own pregnancy (Ncube &
Mueller, 2017)
∙∙ Coverage of recent research that found despite the plethora
of negative outcomes for maternal smoking during preg-
nancy, 23 percent of pregnant adolescent and 15 percent of
adult pregnant women reported using tobacco in the previ-
ous month (Oh & others, 2017)
∙∙ New content on the increasing use of e-cigarettes during
pregnancy and research on pregnant women’s misconceptions
about e-cigarettes (Mark, 2015; Spindel & McEvoy, 2016)
∙∙ Coverage of recent research in which cocaine use during
pregnancy was associated with impaired connectivity of the
thalamus and prefrontal cortex in newborns (Salzwedel &
others, 2016)
∙∙ Discussion of recent research indicating that cocaine use by
pregnant women is linked to attention deficit hyperactivity
disorder, oppositional defiant disorder, and posttraumatic
stress disorder (PTSD) in offspring (Richardson & others,
2016), as well as self-regulation problems at age 12
(Minnes & others, 2016)
∙∙ Coverage of a recent meta-analysis that found marijuana
use during pregnancy was associated with the following
outcomes in offspring: low birth weight and an increased
 likelihood of being placed in a neonatal intensive care unit
(Gunn & others, 2016)
∙∙ New research indicating that pregnant women have increased
their use of marijuana in recent years (Brown & others, 2016)
∙∙ Description of recent research that found cardiac defects,
pulmonary problems, and microencephaly were among the
most common fetal and neonatal outcomes when pregnant
women have rubella (Yazigi & others, 2017)
∙∙ Inclusion of two recent research reviews that concluded
maternal obesity during pregnancy is associated with an
increased likelihood of offspring becoming obese in child-
hood and adulthood (Pinto Pereira & others, 2016;
Santangeli, Sattar, & Huda, 2015)
∙∙ New research indicating that offspring of mothers who have
gestational diabetes are at increased risk for developing car-
diovascular disease later in life (Amrithraj & others, 2017)
∙∙ Revised content stating that pregnant women are now being
advised to increase their fish consumption, especially low-
mercury-content fish such as salmon, shrimp, tilapia, and
cod (American Pregnancy Association, 2016; Federal Drug
Administration, 2016)
∙∙ Coverage of two recent studies that found very advanced
maternal age (40 years and older) was linked to negative
perinatal outcomes, including spontaneous abortion, preterm
birth, stillbirth, and fetal growth restriction (Traisrisilp &
Tongsong, 2015; Waldenstrom & others, 2015)
∙∙ Inclusion of recent research that revealed maternal prenatal
stress and anxiety were linked to lower levels of infants’
self-regulation (Korja & others, 2017)
∙∙ Description of a recent study in which taking antidepres-
sants early in pregnancy was linked to increased risk of
miscarriage (Almeida & others, 2016)
∙∙ Discussion of a recent study that found when fetuses were
exposed to serotonin-based antidepressants, they were more
likely to be born preterm (Podrebarac & others, 2017)
∙∙ Coverage of a recent study that revealed taking antidepressants
in the second or third trimester was associated with increased
risk of autism in children (Boukhris & others, 2016)
∙∙ Inclusion of a recent study that found intimate partner vio-
lence increased the mother’s stress level during her preg-
nancy (Fonseca-Machado Mde & others, 2015)
∙∙ Description of recent research in which CenteringPregnancy
participation was linked to reduced incidence of low birth
weight and placement in a neonatal intensive care unit
(Gareau & others, 2016)
Chapter 4: Birth
∙∙ Revisions based on feedback from leading expert Janet
DiPietro
∙∙ Update on the percentage of U.S. births that take place in
hospitals, at home, and in birthing centers and the percent-
age of babies born through cesarean delivery (Martin &
others, 2017)
∙∙ New description of global cesarean delivery rates, with the
Dominican Republic and Brazil having the highest rates
(56 percent) and New Zealand and the Czech Republic hav-
ing the lowest (26 percent) (McCullough, 2016). The World
Health Organization recommends a cesarean rate of
10 ­percent or less.
∙∙ Discussion of a recent study that found waterbirth was
associated with fewer negative outcomes for offspring
(Bovjerg, Cheyney, & Everson, 2016)
∙∙ Discussion of a recent research review in which waterbirth
neonates experienced fewer negative outcomes than non-
waterbirth neonates (Bovbjerg, Cheyney, & Everson, 2016)
∙∙ Description of a recent research review that concluded
waterbirth is associated with high levels of maternal satis-
faction with pain relief and the experience of childbirth
(Nutter & others, 2015)
∙∙ Inclusion of recent research indicating that both music ther-
apy and Hoku point ice massage were effective in reducing
labor pain (Dehcheshmeh & Rafiel, 2015)
∙∙ Discussion of a recent study in which acupuncture reduced
labor pain 30 minutes after the intervention (Allameh,
­Tehrani, & Ghasemi, 2015)
∙∙ Revised and updated content on cesarean delivery to
include two specific reasons for this intervention: failure
to progress through labor and fetal distress
∙∙ Coverage of recent studies that have found low Apgar
scores are linked to higher needs for long-term additional
support needs in education and educational attainment
(Tweed & others, 2016), risk of developmental vulnerability
at five years of age (Razaz & others, 2016), and risk for
developing ADHD (Hanc & others, 2016)
∙∙ Updated data on the recent decline in the percentage of
births in the United States that are preterm, including ethnic
variations (Martin & others, 2017)
∙∙ Coverage of a recent study that found especially in very
preterm infants, the identical twin who was smaller (an
index of prenatal environmental experience) than his/her
­co-twin was far more likely to have poorer working mem-
ory and a lower level of self-regulation at 8 years of age
(Deater-Deckard, 2016). The most likely explanation of this
outcome involves epigenetic influences.
∙∙ Description of a recent study that found kangaroo care sig-
nificantly reduced the amount of crying and increased heart
rate stability in preterm infants (Choudhary & others, 2016)
∙∙ Inclusion of recent research that revealed kangaroo care was
effective in reducing neonatal pain (Johnston & others,
2017; Mooney-Leber & Brummelte, 2017)
∙∙ Coverage of a recent study in Great Britain in which the use
of kangaroo care in neonatal units resulted in substantial cost
savings mainly because of its reductions in diseases such as
gastroenteritis and colitis (Lowson & others, 2015)
∙∙ Inclusion of a recent study in which massage therapy
improved the scores of HIV-exposed infants on both physi-
cal and mental scales, as well as improving their hearing
and speech (Perez & others, 2015)
Preface xxiii
∙∙ Updated data on the percentage of births in the United
States that are preterm, low birth weight, and cesarean sec-
tion (Hamilton, Martin, & Osterman, 2016)
∙∙ Inclusion of a longitudinal study in which the nurturing
positive effects of kangaroo care with preterm and low birth
weight infants at 1 year of age were still present 20 years
later in a number of positive developmental outcomes
(Charpak & others, 2017)
∙∙ Inclusion of information about a recent study in which kan-
garoo care and massage therapy were equally effective in
improving body weight and reducing hospital stays for low
birth weight infants (Rangey & Sheth, 2014)
∙∙ Description of recent research that found that women who
had a history of depression were 20 times more likely to
develop postpartum depression than women who had no
history of depression (Silverman & others, 2017)
∙∙ Coverage of a recent study in which postpartum depression
was associated with an increase in 4-month-olds’ uninten-
tional injuries (Yamaoka, Fujiwara, & Tamiva, 2016)
∙∙ Inclusion of recent research in which mothers’ postpartum
depression, but not generalized anxiety, was linked to their
children’s emotional negativity and behavior problems at 2
years of age (Prenoveau & others, 2017)
∙∙ Discussion of a recent study that found depressive symptoms
in mothers and fathers were linked to impaired bonding with
their infant in the postpartum period (Kerstis & others, 2016)
Chapter 5: Physical Development in Infancy
∙∙ Revisions based on feedback from leading expert Karen
Adolph
∙∙ New discussion of how infant growth is often not smooth
and continuous but rather is episodic, occurring in spurts
(Adolph & Berger, 2015; Lampl & Schoen, 2017)
∙∙ New description indicating that neuronal connections num-
ber in the trillions (de Haan, 2015)
∙∙ Coverage of a recent study that found higher-quality
mother-infant interaction predicted a higher level of frontal
lobe functioning when assessed by EEG later in infancy
(Bernier, Calkins, & Bell, 2016)
∙∙ New description of research done by Mark Johnson and
his colleagues (Gliga & others, 2017; Johnson & others,
2015; Milovavlijeviz & others, 2017; Saez de Urabain,
Nuthmann, & Johnson, 2017; Senju & others, 2016) on
infant brain development, including their neuroconstructivist
approach and studies of the development of the prefrontal
cortex and its function, early identification of autism, face
processing, and early social experiences
∙∙ New discussion of the recent increase in the use of func-
tional near-infrared spectroscopy to assess infants’ brain
activity, a technique that is portable and allows researchers
to monitor infants’ brain activity while they are exploring
the world around them (de Haan & Johnson, 2016;
Emberson & others, 2017b). Also, new Figure 4 shows an
infant in an experiment using near-infrared spectroscopy.
xxiv Preface
∙∙ Inclusion of a recent research review of 27 studies that con-
firmed pacifier use is associated with a lower incidence of
SIDS (Alm & others, 2016)
∙∙ Description of a recent Swedish study that revealed bed
sharing was more common in SIDS deaths (Mollborg &
others, 2015)
∙∙ New commentary that after prone sleeping position, the two
most critical factors in predicting SIDS are maternal smok-
ing and bed sharing (Mitchell & Krous, 2015)
∙∙ Coverage of two recent studies that found sleep difficulties
in infancy were linked to developmental problems in atten-
tion (Geva, Yaron, & Kuint, 2016; Sadeh & others, 2015)
∙∙ Inclusion of information about recent longitudinal studies
that revealed when mothers participated prenatally and in
early childhood in WIC programs, young children showed
short-term cognitive benefits and longer-term reading and
math benefits (Jackson, 2015)
∙∙ Updated data on the continuing increase in breast feeding
by U.S. mothers (Centers for Disease Control and
Prevention, 2016)
∙∙ Description of a recent Danish study that found breast feed-
ing did not protect against allergic sensitization in early
childhood and allergy-related diseases at 7 years of age
(Jelding-Dannemand, Malby Schoos, & Bisgaard, 2015)
∙∙ Coverage of a recent large-scale study of more than
500,000 Scottish children found that those who were exclu-
sively breast fed at 6 to 8 weeks were less likely to ever
have been hospitalized through early childhood than their
formula fed counterparts (Ajetunmobi & others, 2015)
∙∙ Inclusion of recent research that found breast feeding was
associated with a small increase in intelligence in children
(Kanazawa, 2015)
∙∙ New content on a key child undernutrition problem in
developing countries: micronutrient deficiencies such as
those involving iron, zinc, and iodine (Hwalla & others,
2017; Lazarus, 2017a, b; World Health Organization, 2017)
∙∙ New coverage of a recent study of infants’ organization of
exploratory behaviors in planning locomotion in challenging
contexts (Kretch & Adolph, 2017)
∙∙ New discussion of how walking skills might produce a
developmental cascade of changes in infancy, including
increases in language skills (Adolph & Robinson, 2015; He,
Walle, & Campo, 2015)
∙∙ Discussion of a recent study that examined a number of
predictors of motor milestones in the first year (Flensborg-
Madsen & Mortensen, 2017)
∙∙ Description of recent studies that indicated short-term
training involving practice of reaching movements
increased both preterm and full-term infants’ reaching for
and touching objects (Cunha & others, 2016; Guimaraes &
Tudelia, 2015)
∙∙ Inclusion of recent research in which infants who were not
yet engaging in reaching behavior were provided with
reaching experiences at 3 months of age, and these infants
Another random document with
no related content on Scribd:
une passe commode : elle le serait du moins si la pluie n’avait rendu
la montée difficile. Nous sommes sur la terre argileuse de la steppe
et nos chameaux ne tardent pas à glisser, à hurler de rage ;
quelques-uns d’entre eux s’abattent et voilà notre caravane arrêtée.
On les relève avec peine, et, pour éviter de nouvelles chutes, on
fauche des herbes et des broussailles avec le tranchant des sabres,
et l’on étale à ces maladroits animaux une litière sur laquelle ils
conservent l’équilibre. On les fait avancer en les excitant par des cris
proférés dans les langues les plus variées : vous auriez entendu le
russe, le kalmouk, le turc, le chinois, le français et même le flamand.
Quant à ces deux dernières langues, c’était la première fois qu’on
les parlait dans ce recoin des Monts Célestes.
La pluie cesse lorsque nous sommes en haut de la passe. Près
de la ligne de faîte nous trouvons un sentier à peine tracé sur le
rebord d’une gorge ; à notre gauche, au-dessous de nous, de grands
cerfs lèvent la tête et nous regardent immobiles. Un de nos
chasseurs tente de les approcher, mais le chien effraye ces
superbes bêtes ; elles fuient, s’enlevant par bonds vigoureux au-
dessus des broussailles ; elles s’enfoncent dans la verdure des pins
et disparaissent.
L’horizon étant plus net, grâce à la brise, l’espace grandit vers
l’ouest et se développe si loin que la rivière ne se voit plus que
comme un fil, et qu’elle finit par se perdre dans un infini uniforme.
Nous campons sur un terre-plein naturel près d’un bocage où la
rivière circule. On allume de grands feux, un grand séchage est
organisé. On sacrifie une brebis grasse. La gaîté est générale. Les
moutons qui nous restent sont liés les uns aux autres et tenus entre
les feux dans le cercle que feront les chameaux et les chevaux, ce
soir. On craint les loups ; ils pourraient nous réduire à la famine.
Cette contrée, où se voient des traces de sangliers, de cerfs, de
loups, d’ours, est fréquentée par les chasseurs : les cendres d’un feu
en plein air, des tisons calcinés, un abri de branchages nous le
prouvent.
 Sous un pin, entre deux énormes racines, nous découvrons un
gîte très confortable. Le sol est battu, la chambre à coucher est une
épaisse litière d’herbes sous une voûte où l’on doit se glisser. Bien
entendu qu’en s’éveillant il ne faudrait pas gesticuler, mais on peut
dormir à l’abri de presque tous les vents : on peut allumer un feu à
ses pieds, passer la nuit sans que le feu risque trop d’être éteint par
la pluie, car les fines pointes toujours vertes des branches
superposées ne laissent pas passer une goutte. Le gibier foisonne
non loin de là ; on peut certainement tuer des cerfs, puisque voilà les
solides os de leurs jambes que les loups ont renoncé à croquer. En
outre, de l’eau délicieuse et du bois à discrétion sont à deux pas.
Cela donne envie d’être un sauvage, d’être un primate assez
distingué pour apprécier ces commodités et en jouir complètement.
 CHAPITRE II
DANS LE TIEN CHAN CHINOIS

(SUITE.)

L’interprète Abdoullah nous épouvante presque avec la passe de

Narat qu’il a traversée autrefois et qui, selon lui, mettra hors d’état
tous nos chameaux. A l’en croire, il faudrait coudre à chacun d’eux
des plantes de pied artificielles, afin de les protéger contre les
pierres tranchantes ou pointues dont la passe est hérissée. Il calcule
que nous n’aurons pas assez de cuir pour le ressemelage de nos
chameaux, et se lamente.
Rien de plus dangereux en exploration qu’un gaillard de cette
espèce, un important aussi nul, à qui on laisserait prendre sur les
indigènes un ascendant que s’arrogent souvent les interprètes. Nous
n’ajoutons foi qu’à moitié aux dires d’Abdoullah et nous ne
ressemelons pas nos chameaux.
Cette opération, qui ne laisserait pas d’étonner un boulevardier,
est fréquente dans le désert pierreux des montagnes. Elle consiste
tout simplement à coudre au pied des bêtes blessées une semelle
de cuir. Tandis qu’on exécute cette cordonnerie bizarre, le client
n’est pas à l’aise et il donne toutes les marques extérieures, toutes,
du mécontentement. La couture achevée, on rend à la bête qu’on
avait ligottée la liberté de ses membres. Il est intéressant de voir ses
premiers pas d’essai avec cet accessoire qui lui permet de poser le
pied à terre sans douleur : elle s’en aperçoit vite, et vite elle cesse
de récriminer en son patois contre la brutalité de ses maîtres.
Après une courte étape, ayant trouvé une « bonne place », nous
faisons séjour, afin de nous préparer à franchir la passe.
Nous vous dirons, une fois pour toutes, qu’une « bonne place »
est, ici, celle où l’on peut poser sa tente sur un terrain à peu près
égal, à l’abri du vent ou de la neige, près de l’eau et du bois. Dans
les régions où l’eau et le bois manquent, une bonne place existe
encore… relativement à celles qu’on a occupées précédemment, il
suffit alors qu’elle soit moins mauvaise.
Un beau campement comme celui du 23 et du 24 septembre ne
s’oublie pas. Nous y restons deux jours, employés à des réparations
diverses. On visite les fers des chevaux, on remplace ceux qui sont
usés. On veille à ce qu’aucun clou ne manque. On regarde le dos
des bêtes de somme et des chevaux ; les selles qui les blessent sont
modifiées ; les plaies sont pansées ; on recoud les enveloppes
déchirées des charges. En un mot, tout est mis en état.
Notre vieux chamelier, Imatch le bancal, qui n’a pas voulu quitter
les chameaux que nous avons achetés à son maître, les soigne
avec une véritable affection. Ils le connaissent, et lorsqu’il les appelle
dans la steppe à l’heure du picotin, ils viennent à lui tomme les
poules vers la ménagère qui leur jette le grain.
« Ma ! Ma ! » crie-t-il aujourd’hui avec une intonation aimable. Les
chameaux d’habitude s’avancent vers leur maître en se « hâtant
avec lenteur ». Cette fois ils perdent toute gravité, ils accourent de
tous côtés, et les voilà se bousculant, se pressant autour d’Imatch.
C’est à qui sera le premier servi.
Il se passe quelque chose d’extraordinaire : aujourd’hui est un
jour de fête, car on donne à chacune de ces bêtes deux ou trois
poignées de sel afin d’exciter leur appétit. Ce régal inattendu les met
en belle humeur et ils la manifestent par des grognements
comiques.
 Imatch les chasse vers la steppe, mais les gourmands se
tiennent aux environs du bivouac : ils ont l’espoir que l’on distribuera
encore du sel. En attendant, ils le savourent et le ruminent avec une
satisfaction que marque le balancement ininterrompu de leur courte
queue.
En broyant les grains entre leurs fortes meules ils font un bruit
déchirant les oreilles et qu’on peut comparer à celui des roues d’une
brouette mal graissée, entrecoupé de grincements de scie.
Quelques-uns de nos hommes sont déjà souffrants et il se trouve
que ce sont précisément les plus paresseux. Ils souhaitent vivement
qu’on les renvoie avec les guides donnés par le gouverneur qui s’en
retournent. Cependant ils iront avec nous jusqu’au delà de la passe,
notre personnel ne pouvant être diminué en ce moment.
Voilà dix jours à peine que nous dressons la tente et déjà nous
en avons pris l’habitude et nous l’aimons. Chaque soir nous nous
étendons avec plaisir à la place que nous avons quittée le matin.
Notre tente n’est pourtant ni grande, ni confortable : sa hauteur
est celle d’un homme ordinaire, mais elle est assez longue et assez
large pour que tous les trois nous puissions nous étendre sur les
feutres, manger à la gamelle unique qui nous réunit, et savourer les
tasses de thé sans se toucher des coudes.
Notre abri est d’une bonne toile cousue double et solidement ;
cela suffit pour nous protéger contre le mauvais temps et nous
avons la sensation d’y être comme dans un salon, quand la pluie
s’abat à flots ou que la tempête se déchaîne.
Le départ des deux guides donnés par le gouverneur d’Ili a fait
dans notre troupe un vide, qui est comblé presque immédiatement
par l’arrivée de deux Torgoutes. Ils nous arrivent à cheval, fusil en
bandoulière, une longue tresse leur battant le dos. Ils s’approchent
du feu de nos hommes et engagent la conversation en langue
mogole. On leur offre le thé, on les questionne. Le plus vieux
répond :
— Nous nous sommes aperçus, il y a cinq jours, que quatre de
nos meilleurs chevaux nous manquaient. Nous sommes partis à leur
recherche. En sortant de la vallée du Youldouz, où nos tentes sont
dressées, nous avons trouvé trace de chevaux, mais sans pouvoir
dire s’ils nous appartenaient. A tout hasard, nous sommes venus
dans la vallée de Tsakma, dans la pensée que les voleurs avaient
passé par là. Et, effectivement, nous avons revu des traces allant
vers le nord, c’est-à-dire vers les Kirghiz du Koungez. Puis la pluie
est venue et nous n’avons plus rien discerné et nous sommes
retournés sur nos pas, certains de vous rejoindre, car nous avons
bien vu que vous aviez des chameaux.
— Pourquoi les Kirghiz ont-ils volé vos chevaux ?
— De tout temps ils nous ont volés, et nous ne pouvons pas user
de représailles à leur égard, car ils sont les plus forts. Autrefois nous
vivions en toute sécurité dans cette vallée de Tsakma ; les Kirghiz
sont arrivés, d’abord ils en ont occupé une partie ; ils n’ont pas tardé
à vouloir tout nous prendre. Et ce fut entre les deux peuples un
continuel échange de vols ; des meurtres furent commis et
finalement les autorités chinoises intervinrent et décidèrent que le
seul moyen de rétablir la paix était d’obliger les deux partis à quitter
les pâturages ; depuis ce temps ni Mogols ni Kirghiz n’allument leurs
feux dans la vallée de Tsakma. »
Nous obtenons facilement des deux Torgoutes qu’ils restent avec
nous et nous montrent la route. Ce qui se passe autour d’eux les
intéresse vivement : ils promènent un œil étonné sur les armes
qu’on fourbit, sur les oiseaux qu’on prépare ; ils s’étonnent que l’on
conserve la peau des jambes d’un daim que Henri d’Orléans a tué.
Ils échangent quelques mots en voyant l’horrible effet de la balle
d’express-rifle. Puis, le menton dans la main, ils reposent enfin leur
vue sur la viande du palao qu’on fait « revenir » dans la marmite et
qui jaunit « délicieusement », comme on dit aujourd’hui. Et la
physionomie de ces braves gens s’éclaire. Ils sont conquis.
Le 25 septembre, par monts et par vaux, sous un ciel couvert,
nous nous élevons peu à peu jusqu’à la passe, que Rachmed et moi
trouvons bonne en pensant à beaucoup d’autres passes.
 Le soir nous campons sur les bords du Youldouz, où nous
arrivons par une descente sans pierres. Les nuages nous cachent
les montagnes qui serrent la vallée, et la vallée n’en est pas plus
gaie. Nous sommes heureux de nous tapir dans un bas-fond, car le
vent souffle glacial.
Avant la nuit tous nos chameaux sont là. L’un d’eux, acheté à
Kouldja, est malade, il tombe sur le sol dès l’arrivée. On lui enlève sa
charge, mais il ne peut se relever. On l’entoure et les hommes
discutent à son sujet. L’un prétend qu’il « était trop gras au départ » ;
l’autre « qu’il n’était pas entraîné » ; puis celui-ci soutient qu’« il a un
mal à l’intérieur ». Mourra-t-il ? ne mourra-t-il pas ? Sur ce point les
avis sont partagés. Mais l’interprète sait tout et il dit :
— Attendez, je m’en vais vous renseigner. C’est bien simple. Les
poils de la queue du chameau vont nous prédire son sort.
Il en arrache quelques-uns et les examine, il les pince ensuite
entre le pouce et l’index près de la racine, il frotte ses deux doigts
l’un contre l’autre et dit :
— Je vous affirme qu’il mourra.
— Pourquoi ?
— Parce que j’ai arraché facilement les poils, parce que de la
graisse adhère à la racine des poils, ce qui indique une maladie
mortelle.
Et la figure du Petit Homme — c’est son surnom — éclate de la
satisfaction d’avoir prouvé son savoir. Quant à notre brave chameau,
il agonise. Il fait pitié à son chamelier, qui lui met sous la tête une
peau de mouton en guise d’oreiller.
Le mourant a l’œil dilaté, il perd connaissance. Il s’agite. On dirait
que dans sa cervelle se succèdent à la hâte, une dernière fois,
toutes les pensées de son existence. Il semble vouloir refaire tous
les actes si souvent réitérés qui lui ont formé des habitudes. Il fait
l’effort de se lever, il remue les jambes dans le vide pour marcher, il
meut ses mâchoires pour manger, il ébauche un bruit de gorge pour
ruminer, mais le regard s’éteint, l’œil se ferme et le bon serviteur râle
du râle de la mort.
 Les deux Torgoutes, qui sont bouddhistes, le regardent attristés
et marmottent je ne sais quoi, une sorte de prière des morts, ou
mieux un souhait de bon voyage à l’adresse de l’âme, sur le point de
transmigrer. Cela ne les empêche pas, l’âme partie, de dépouiller
incontinent de la peau le corps qui la contenait. Puisque l’âme est
partie…
Dans la nuit du 26 septembre nous avons un minimum de − 20
degrés. Au réveil, les hommes se plaignent du froid.
En chemin, au moment du thé, arrive un lama qui est un
personnage considérable. Il porte un bonnet jaune en pointe, une
robe de soie rouge ; deux cavaliers armés de fusils à fourche le
précèdent, deux autres le flanquent. Sa longue barbe noire bien
fournie dénote son origine turque ; s’il est bouddhiste, c’est par
conversion.
Nous lui causons un véritable effroi en lui prodiguant des
politesses. Nous avons beau l’inviter avec instances à descendre de
son cheval, à venir boire une tasse de thé, il prend une mauvaise
figure, maugrée je ne sais quelles malédictions, et lorsque Henri
d’Orléans s’approche de lui l’appareil à la main, il détourne
brusquement son cheval.
Abdoullah, de l’air le plus souriant, l’invite à se reposer et lui fait
les compliments les plus flatteurs, mais il dépense son éloquence en
pure perte. Le personnage se fâche :
— Je suis un grand lama, dit-il, un homme de Pékin, voyageant
avec des papiers couverts de grands cachets. Qu’est-ce que vous
me voulez ?
Néanmoins, tandis qu’il donne ses explications, il est
photographié sans s’en douter, car il a retenu son cheval. Puis il s’en
va parlant haut, en nous lançant de mauvais regards, défiant comme
le chien à qui l’on tend un os, mais qui se doute que l’autre main
tient un bâton.
Ces gens partis, arrive leur caravane, consistant en six
chameaux encore jeunes et peu chargés. Ils transportent une tente
de feutre, des coffres, des ustensiles divers. La caravane passe
sans s’arrêter et en se détournant de nous.
Deux cavaliers de l’arrière-garde se présentent ensuite. Ils sont
armés de fusils à mèche et de sabres à lame très large et bien
commode pour couper le fromage de Gruyère. Ils s’apprivoisent
facilement. De suite, ils acceptent le thé. Ils bavardent un instant, et
s’étant mouchés dans leurs doigts, ils empruntent une pipe de tabac
droit au sac de notre Torgoute. La pipe allumée, ils remontent sur
leurs bêtes et s’en vont après nous avoir salués d’une bonne figure.
Le paysage ne change pas. C’est la steppe bordée de
montagnes, nue, parfois blanche de sel, puis ce sont des tourbières
aux endroits où l’eau séjourne et s’écoule lentement. Nous voyons
sur le sol des cornes d’arkars, mais nous n’avons pas le temps
d’aller leur donner la chasse dans la montagne.
Le soir du 28 septembre nous campons au delà du lit desséché
de la rivière Borokoustè. Nous trouvons de l’herbe pour les
chameaux, du kisiak (crottin) pour le feu.
Au nord, nous apercevons au flanc de la montagne une
inscription en lettres immenses. Ce sont les paroles sacrées des
bouddhistes ; les fidèles lettrés peuvent les déchiffrer à des lieues de
distance. De ma vie, je n’ai vu écrire en aussi énormes caractères :
tous les versants du Tian Chan suffiraient à peine à l’impression d’un
livre. Quant aux myopes qui voudraient se livrer à la lecture d’un tel
écrit, ils devraient procéder à la façon des aveugles et faire le tour
de chaque lettre à tâtons. Ce serait un excellent exercice pour les
lecteurs et l’on ne pourrait pas reprocher aux bibliothécaires chargés
de l’entretien de cette bibliothèque montagneuse, d’être des gens de
bureau immobilisés sur leurs fauteuils. Il leur faudrait un jarret
vigoureux.
Mais les bouddhistes aiment à manifester leur dévotion à l’air
libre et lorsque nous quittons la vallée pour gagner par une passe le
défilé de Kabchigué Gol, nous rencontrons des obos à chaque point
culminant des ondulations du terrain. Vous savez qu’un obo est un
amas de pierres sur la plupart desquelles on a gravé des prières.
 Ces obos, comme je vous l’ai déjà dit, sont placés généralement
sur les hauteurs, à ces endroits où l’on fait reprendre haleine aux
bêtes essoufflées par la montée. On profile souvent de ces arrêts
pour tirer de sa besace un léger repas. Ensuite on prie pour que la
route soit bonne, si c’est le départ, et parce que la route a été bonne,
si c’est le retour. A ce propos, on marque son respect ou sa
reconnaissance à la divinité en entassant des pierres ; on y plante
aussi une hampe, un bâton et au bout on attache une prière écrite
sur toile. On s’en va. Ceux qui viennent ensuite ajoutent des cailloux
au tas commencé. Des ouvriers spéciaux, des lamas voyageurs,
gravent des prières sur des pierres plates et les déposent à cette
place. Dès lors l’obo est constitué, et les pâtres, les voyageurs, les
tribus en marche le grossissent chaque fois qu’ils passent auprès, et
ces tas de pierres atteignent des dimensions colossales et ils ont
l’aspect de monuments. De pieux bouddhistes y placent des images
de Bouddha, de Tsongkaba, le grand réformateur, et de petites
pyramides de terre représentant des chapelles, je crois ; d’autres,
des cornes gravées, des lambeaux arrachés à leur vêtement, des
crins de leur cheval qu’ils lient à un bâton, n’importe quoi, ce qu’ils
trouvent sous la main, et en accomplissant cet acte ils prient avec
ferveur.

Pour arriver au défilé de Kabchigué Gol, mot qui signifierait

« Rivière de l’Étroite Place », nous suivons le côté nord de la vallée.
La route, assez bonne, serpente sur les contreforts. A droite, le
regard plonge sur la vallée, où les Torgoutes ont leurs tentes ;
autour, sur la steppe verte errent leurs troupeaux. Le soleil luit avec
tout son éclat. Sa chaleur semble excessive après 18 degrés de
froid pendant la nuit. Il suffit de se retourner pour être convaincu tout
de suite que ce beau temps ne durera pas, car de l’extrémité de la
vallée la masse noire d’un orage court sur nous ; le vent souffle, le
soleil se voile et le grésil nous fouette, puis la neige tourbillonne et
c’est l’hiver.
 Heureusement nous avons atteint le sommet de la passe,
j’entends une partie des cavaliers, car les chameaux ont un pas plus
lent et rien ne peut changer leur allure ; ils viennent derrière.
Le soir nous nous réunissons sous les saules du Kabchigué Gol.
Pendant trois jours nous le dégringolons littéralement. Les
perdrix y sont innombrables et nos chasseurs en font de véritables
hécatombes. Elles sont grises, succulentes. Beaucoup de grives, de
mésanges, de bergeronnettes peuplent les broussailles et les arbres
collés aux parois de la montagne. Ce sont des essences d’Europe.
Nous sommes ici en pays torgoute.
Les deux hommes de cette peuplade ont leur tente dans le défilé.
Ils ne sont pas riches, ils possèdent peu de bétail : des chevaux, des
moutons, des vaches.
Ce sont les descendants de ces Kalmouks qui quittèrent les
steppes du Volga en 1770, et retournèrent avec mille peines dans le
pays d’Ili. Ceux de ces nomades que nous trouvons ici ont gardé la
mémoire de ce grand exode. Ils ne peuvent rien préciser, c’est un
souvenir vague.
« Nous sommes venus de la contrée des Orosses, disent-ils, où
nous avons laissé des gens de notre race ; il y a deux cents ans que
nous habitons le Tian Chan. »
Quant à des détails, ils ne peuvent nous en donner. Ils ont oublié
les souffrances et l’énergie de leurs ancêtres.
Ils nous montrent leurs bonnets carrés à oreillères en peau de
mouton et prétendent que cette forme de coiffure leur vient des
Russes. Allez donc écrire l’histoire de l’Asie avec de pareils
documents ! Pourtant ils savent bien que leur khan a reçu des
Chinois le titre de ouantse, c’est-à-dire de roi, et qu’il a dans ses
archives un papier conférant à lui et à son peuple des privilèges. Ils
nous engagent à rendre visite à ce chef. Lorsqu’on est dans la plaine
où la ville de Karachar est bâtie, nous disent-ils, on aperçoit le palais
ou mieux la grande ferme où ce roi habite : l’œil la distingue
facilement sur le fond plus sombre de la plaine, ses murailles étant
blanchies à la chaux.
 Nous sortons avec plaisir de cette gorge étroite du Kabchigué
Gol, bien qu’elle soit sauvage, pittoresque, et qu’elle possède une
source merveilleuse, qui guérit les rhumatismes et qu’on appelle
Archan Boulouk, c’est-à-dire « Source du Remède ». Nous y
trouvons quelques malades, des Mogols de petite taille, bien bâtis,
aux pieds et aux mains minuscules, des mains non élargies par le
travail, mais longues, d’oisifs. Leur tête ressemble vraiment à une
boule à peine équarrie, leurs pommettes sont saillantes, leurs yeux
imperceptibles, de profil leur nez fait à peine saillie.
Un lama est propriétaire d’une cahute près de la source, sous un
orme ; il est le médecin consultant en même temps que le directeur
et le garçon de cette station balnéaire. C’est un bon vieux, qui nous
apprend que le jeune khan prince héritier des Torgoutes est parti en
pèlerinage pour le Tibet.
Le 2 octobre nous sommes hors du défilé, dans la steppe. Elle
s’annonçait dès 1.200 mètres par une avant-garde de yantag, dont
les chameaux se régalent. Le changement est brusque, à vue. Voilà
des pierres, du sable, un vaste horizon ; la température s’élève : une
heure auparavant c’était une fraîcheur agréable et déjà l’on sue.
Comme il est entendu que l’homme n’est jamais satisfait de son sort,
dans la caravane il y en a qui regrettent le défilé et la montagne. Ces
geignants sont les mêmes qui, tout à l’heure, soupiraient après la
plaine. En longeant un mince canal d’irrigation nous aboutissons à
une surface parsemée de broussailles et de roseaux où des
Torgoutes sont occupés à la moisson du blé. De loin, les ondulations
nous cachaient ces cultures.
Nous campons dans une jachère près d’un bel orme flanqué d’un
obo. Un homme apparaît, vieux, l’épaule déjetée, un chapelet à la
main. Il me jette un regard inquiet, mais, sans interrompre son
murmure et se tenant devant l’obo, il égrène son chapelet, puis il
s’approche de l’arbre, s’accroupit, trempe son doigt dans la sève
coulant de l’écorce et il s’en frotte le front. Puis il ramasse deux ou
trois feuilles, les serre dans sa main, et nous ayant regardés
derechef, sans nous adresser une parole, il s’éloigne en répétant :
« Om mané padmé houm ». Des milliers d’hommes répètent ces
paroles leur vie durant, sans en comprendre le sens, mais en
croyant s’assurer par ce marmottement une éternité meilleure.
Que venait faire là ce vieillard ? Peut-être satisfaire un besoin ou
écarter une crainte.
Dans la journée Henri d’Orléans a mille peines à photographier
des Torgoutes qui viennent rôder autour de notre bivouac. Un seul
accepte l’argent que nous lui offrons et consent à poser. Ils ne
comprennent rien à cette boîte avec laquelle on les vise, et dès
qu’on la tourne de leur côté, ils s’en vont, parfois avec une figure où
se peint l’épouvante.
Les sauvages ont toujours peur de ce qu’ils ne connaissent pas,
semblables en cela aux enfants. Il est évident que si, dans le cours
de l’année, le photographié tombe malade, on attribuera la maladie à
la boîte des Européens.
Nous remarquons que des jeunes gens ont une sorte de
cabochon en argent à l’oreille gauche. On nous explique que c’est là
un engagement pris de se marier à la jeune fille qui a reçu en
cadeau l’autre boucle d’oreille.
Le lendemain, 30 octobre, nous retrouvons dans la steppe et
cette plante épineuse que les nomades appellent touia kouirouk
(queue de chameau) et le yantag sucré, vers lequel nos chameaux
s’inclinent par gourmandise chaque fois qu’ils le peuvent. Puis les
abords de la rivière Ghadik, qui porte ses eaux au lac de Karachar,
nous sont annoncés par des tentes, des saklis [1] , des cultures. Le
Ghadik en dévalant du Tian Chan se ramifie sur une surface
considérable, comme s’il prenait ses aises dans la plaine ; il
embrasse des îlots très nombreux et qui disparaissent sous une
végétation vivifiée par une inondation périodique. Nous allons
camper dans les hautes herbes d’un îlot. Notre tente est enfouie
dans un bocage touffu de saules, d’ormes, de tamarix où se mêlent
des jujubiers et des réglisses. Il n’y a plus trace de sentiers sur cet
archipel, l’eau les a effacés et nous réquisitionnons des Torgoutes
pour nous guider droit à travers ce labyrinthe herbeux.
 [1] On appelle Sakli le carré de murs enfermant les
tentes et les troupeaux pendant l’hiver ; presque toujours,
dans un des coins de l’enceinte, un abri, une masure est
construite ; elle sert d’étable et de cuisine par les grands
vents et les grands froids.

Nous en sortons deux heures après avoir franchi plusieurs bras

assez profonds de la rivière ; à l’époque des crues, ils ne sont
certainement pas guéables. Au reste on nous dit qu’à la fonte des
neiges le Ghadik forme un lac véritable d’où émergent les cimes des
arbres. Les pâturages sont excellents et font la richesse des tribus
groupées autour du roi des Torgoutes.
On nous engage vivement à aller visiter le potentat ; mais en
accédant aux prières des Torgoutes, nous nous écarterions de la
route la plus courte vers Kourla.
Nous nous dirigeons droit sur l’oasis qui nourrit cette ville. A
peine avons-nous traversé le dernier canal d’irrigation empruntant
son eau au Ghadik, que le désert commence. La transition est
excessivement brusque : à 100 mètres de distance la température
diffère. Derrière nous l’air est humide et relativement chaud, et voici
que nous aspirons un air sec et très vif. Un sentier, creusé par des
chameaux à l’époque où le sol était amolli par les pluies, serpente
en s’élevant jusqu’à une encoche plus profonde, taillée au sud-sud-
est dans une petite sierra déchiquetée et nue.
Au delà, c’est une sorte de vallée sans eau, sablonneuse, bordée
de mamelons striés et s’effritant : ils offrent les aspects bizarres
d’une ville abandonnée où se dressent encore des monuments en
ruines.
Autour de notre bivouac viennent rôder des hommes à la taille
élancée, à la barbe noire et touffue : ce sont les premiers barbus que
nous voyons depuis que nous avons quitté la Sibérie et Kouldja. Ils
engagent conversation avec nos hommes dans la langue turque, ils
les saluent à la musulmane, et tout de suite l’un des badauds se
détache et revient bien vite avec des melons qui rappellent ceux du
Turkestan par leur forme oblongue et leur saveur délicieuse.
Français, Russes, Tarantchis, Kirghiz, Ousbegs sont réjouis par
cette rencontre de Sartes, de qui ils se sentent plus proches que des
Mogols. Nous avons la sensation de retrouver des connaissances, et
tous nous passons une soirée très gaie. Rachmed ne me cache pas
son étonnement d’entendre parler sa langue, et il commence à croire
que « presque partout habitent les Ousbegs, ce qui se comprend,
l’émir Timour avant conquis la terre presque entière ».
Aujourd’hui, 5 octobre, nous faisons la dernière étape qui nous
sépare de Kourla. Nous traversons encore un coin de désert et,
comme hier, des chaînons de lœss érodé, ayant aussi des aspects
de tours, de coupoles, de mausolées. Avant d’arriver près du
Kontché Darya, sur une hauteur dominant bien la plaine, se dressent
les restes d’un fortin en briques sèches et posées sur paille qu’a
construit Yakoub « le Bienheureux », aussi appelé « le Danseur » par
les gens du Ferghanah.
Cet homme était taillé pour les grandes choses. Prjevalsky, le
célèbre voyageur russe, avait été frappé de son intelligence lorsqu’il
eut une entrevue avec lui à Kourla en 1877.
La fortune de Yacoub fut prodigieuse, quoique lente, puisqu’il
était homme mûr lorsqu’il devint maître de la Kachgarie et du
Turkestan chinois.
Durant les quelques années qu’il gouverna ce pays, il déploya
une activité peu ordinaire, couvrant le pays de constructions utiles,
traçant des canaux, organisant une armée à l’occidentale, car il
n’avait pas hésité à recruter, par l’intermédiaire du sultan, des
officiers dans tous les pays d’Europe. Il en vint de Turquie, et peu
s’en fallut qu’un de nos députés actuels n’ait été autrefois à la solde
de Yakoub-Beg. Dieu seul sait ce qui serait advenu si cet audacieux
Ousbeg n’avait été arrêté dans sa course.
Il eût certainement rassemblé les « douze mille bons soldats »
que lord Hastings en son temps croyait devoir suffire à la conquête
de la Chine, — c’est à peu près avec le même chiffre que Prjevalsky
offrait de réduire en servitude les orgueilleux fils du Céleste Empire,
— et nous aurions vu se constituer un État turco-mogol qui se serait
étendu depuis le Terek Davane, au nord du Pamir, jusqu’au golfe de
Petchili. Mais Allah avait décidé que Yacoub ne dépasserait pas
Kourla, et c’est là qu’il termina son intéressante destinée, dans la
forteresse bâtie par lui et qui subsiste encore. Il mourut empoisonné
par son premier ministre, à qui les Chinois avaient fait de belles
promesses, qu’ils se gardèrent bien de tenir plus tard.
Du vivant de Yacoub, le peuple était mécontent d’avoir été
arraché à la sorte de torpeur où se complaisent les gens d’Asie.
Aujourd’hui ce même peuple que les Chinois administrent regrette le
« bon temps » du Badoulet (Bienheureux).
On parle de lui comme d’un grand homme et les bakchis
chantent son épopée dans les festins. Et déjà l’on nous demande un
autre maître, à nous qui arrivons de l’ouest, et l’on nous dit : « Est-ce
que les Russes vont bientôt nous prendre ? » Ici comme ailleurs on
aime le changement.
 CHAPITRE III
LE TARIM ET LE LOB NOR

Kourla est une petite ville placée dans une belle oasis. Elle est
traversée par le Kontché Darya, sur lequel on a jeté un pont de bois
qui relie les faubourgs de la rive gauche aux bazars et à la
forteresse de la rive droite. La population est un mélange de Chinois,
de Dounganes et de Tarantchis. Les musulmans formant la majorité,
le chef de ville (l’akim) est de cette religion. C’est lui qui vient nous
importuner dès notre arrivée. Il ne nous donne pas le loisir de jouir
des avantages et des agréments qu’offre toujours une oasis à ceux
qui ont traversé le désert. Et Kourla est charmant, avec ses jardins,
ses arbres verts, sa belle rivière, ses bazars où l’on trouve melons,
pommes, figues, raisins, abricots, que savourent avec délices les
nomades comme nous. On ne nous laisse pas le temps de « nous
revoir », comme on dit.
Nous sommes arrivés le 5 octobre dans la nuit, après avoir fait
une étape d’une soixantaine de verstes. Nous nous sommes
installés dans la demeure d’un musulman, sujet russe, commerçant
de la ville. La chambre d’honneur a été mise à notre disposition, et
bien qu’on l’ait récemment blanchie, nous nous y sentons mal à
l’aise, car nous sommes déjà habitués à notre tente et notre maison
de toile nous paraît préférable aux lambris les plus dorés.
 Dans la journée du 6, nous recevons de nombreux visiteurs.
Notre cour est envahie par les curieux. On vient voir qui nous
sommes, quelle tournure est la nôtre, combien nous avons de
bagages, si nous sommes bien armés, bien vêtus. Dans le nombre
des badauds on nous signale des gens d’importance, des parents de
l’akim : on veut se faire une opinion sur notre compte avant d’agir.
Nous apprenons que les autorités sont invitées à se réunir au
yamen (tribunal) dans la soirée à l’effet de tenir conseil. C’est de
nous qu’il s’agit, et le chef nous fait demander l’autorisation de nous
rendre visite le lendemain matin.
La foule n’a pas été malveillante jusqu’à présent ; au reste, les
marchands sont en liesse, car nous faisons « aller le commerce ». Ici
nous sommes dans le premier bazar que nous ayons rencontré
depuis Kouldja, et plus loin nous n’en trouverons pas d’autre. Aussi
achetons-nous, achetons-nous. Nous nous préparons pour le Tibet.
Sans perdre une minute, nous louons vingt-deux chameaux qui
transporteront nos achats. Nous faisons provision de tout ce que
nous ne sommes pas sûrs de rencontrer plus loin dans la petite
oasis de Tcharkalik, située à la pointe ouest du Lob Nor.
En relisant la liste des achats je relève les chiffres suivants :
Réserve de pain à la graisse salée, 1.600 livres russes en petites
galettes épaisses d’un doigt, larges comme le creux d’une main
d’homme.
Pourquoi si petites ? pourquoi du sel, de la graisse ? direz-vous.
Petites, parce que la galette de cette taille est facile à placer ; à la
rigueur, on la met dans sa manche lorsqu’on marche : tandis qu’on
grignote, on peut être contraint de prendre le fusil ou le fouet. Et puis
son volume représente à peu près exactement la satisfaction d’un
« accès d’appétit », et pas une miette ne se perd. Le sel facilite les
digestions, la graisse est un « argument » excellent contre le froid.
L’expérience nous l’a démontré.
Examinons la liste des achats pendant que les autorités de
Kourla délibèrent.
 Je vois encore 520 livres de la meilleure farine, qu’on tiendra en
réserve, car nous n’userons de ces provisions qu’à la dernière
extrémité ;
280 livres de graisse de mouton, salée et hermétiquement
enfermée dans des panses de mouton ;
160 livres de raisin sec, petit, délicieux, sans pépins, nommé
kichmich, qu’on mélangera au riz ou qui sera distribué plus tard
lorsque le froid, les salaisons, les longues marches, l’altitude
provoqueront cet état de débilité qui ressemble au scorbut ;
80 livres de sel, à tout hasard, par précaution, quoique nous
ayons l’assurance d’en trouver dans le désert à fleur de sol ou au
bord des lacs ;
80 livres d’huile de sésame pour les bouillies ;
Du tabac, des sacs, des pièces de feutre, etc., enfin 6.000 livres
d’orge pour nos chevaux, bien que l’interprète Abdoullah et un
certain Parpa, habitant de Kourla, nous disent que l’on ne doit pas
se préoccuper des chevaux.
Ce Parpa a servi autrefois les voyageurs anglais Carey et
Dalgleish et nous l’engageons à notre service, dans l’espoir qu’il
nous fournira d’utiles renseignements. C’est un aventurier à longue
barbe noire, taciturne, à l’air tragique. Il est originaire de Ferghanah
et il est venu avec Yakoub-Beg dans le Turkestan chinois. Il sait
ferrer les chevaux, fabriquer les selles pour chameaux et il passe
pour un homme courageux.
Je vous donne ces quelques explications, cher lecteur, dans
l’espoir qu’elles vous serviront le jour où vous vous déciderez à
prendre le large, à voyager, à goûter l’inconnu. — C’est un régal
délicieux.
Les préparatifs s’achèvent rapidement ; nous avons traité avec
un Doungane moyennant un prix très élevé, mais cet homme
s’adjoindra à nous avec trois serviteurs, deux Dounganes et un
musulman turc de l’oasis de Hami. On espère que les ballots seront
prêts en trois ou quatre jours ; nous nous mettrons aussitôt en
marche.
 Dans la journée du 7, nous nous promenons dans la ville et nous
constatons l’insignifiance de son commerce. Nous n’y recueillons
que fort peu de sucre, une soixantaine de livres, et seulement quatre
livres d’une bougie exécrable.
En rentrant à la maison, nous trouvons les serviteurs de l’akim,
ils nous annoncent la venue de leur maître. Bientôt arrivent, suivis
d’une escorte, quelques mandarins vêtus à la musulmane, mais
coiffés à la chinoise, du chapeau à globules et portant la tresse, qui
est la marque de vassalité que les Chinois exigent des musulmans,
dont la tête est rasée d’habitude.
Les chefs de la ville, hommes d’âge pour la plupart, entrent dans
notre chambre. On les fait asseoir sur le feutre blanc étendu à leur
intention et nous attendons leurs questions sans souffler mot. Ils
engagent la conversation en langue chinoise, nous demandant
poliment des nouvelles de notre santé, nous félicitant d’avoir fait bon
voyage, nous promettant tout leur concours. Entre temps, leurs
serviteurs déposent devant nous un hommage de fruits secs, de
melons, d’amandes, selon la coutume du Turkestan.
Nous les remercions avec la plus grande cordialité de leur
amabilité et nous attendons. Il est facile de voir que les chefs sont
embarrassés ; ils échangent quelques mots, puis le plus élevé en
grade prend la parole sur un ton assez solennel. Il nous expose que
la coutume est de demander leurs papiers aux étrangers.
A quoi je réponds que c’est une très bonne coutume, car on ne
saurait trop prendre de précautions vis-à-vis des inconnus qui
s’introduisent sur le territoire d’autrui. Quant à ce qui nous concerne,
il a vu par nos cartes de visite sur papier rouge et écrites en
caractères chinois que l’un de nous est un prince allié aux rois de
l’Occident, il doit savoir que le pacha blanc nous a facilité la
traversée de ses États, et nous avons l’espoir que l’empereur de
Chine ne sera pas moins aimable. Quoique nous ne comprenions
pas qu’on nous demande des papiers à Kourla après qu’on nous a
laissés franchir tranquillement la frontière et la province d’Ili, nous
consentons cependant — pour lui faire plaisir, parce qu’il est aimable