Infants, Children, and Adolescents / Edition 7

by Laura E. Berk

Overview

From before birth through early childhood, there is much emphasis on the biological influences which govern a child's development. The formative years are marked by a focus on health, nutrition, and milestones. But by the time children are making the transition from childhood to adolescence, the concern of most caregivers shifts primarily to the child's environment. Who does s/he socialize with? How does s/he perform in school? Laura Berk, renowned professor, researcher and authority in the field of child development, has updated this best-selling child development book with a heightened emphasis on these combined influences of biology and environment in child development. In her signature storytelling style, Berk presents for each section a "cast of characters" based on real children and families, artfully using these characters and their "stories" to illustrate the sequence and processes of child development. In addition to its engaging style, this book provides numerous vignettes to engage readers and foster real-life connections. Milestone tables summarize major physical, cognitive, language, and emotional and social developments for each age span. Treatment of social, cultural, and biological issues -- such as poverty, ethics in research, public policy, and the interplay of biology and environment -- and their impact on child development has been expanded, along with issues of family diversity, such as adoptive families, single-parent families, blended families, and parental employment. Psychologists, child care workers, educators, and parents.

Product Details

ISBN-13:	2900205718169
Publisher:	Pearson
Publication date:	01/10/2011
Series:	EText for iPad Series
Edition description:	NE
Pages:	816
Product dimensions:	6.50(w) x 1.50(h) x 9.50(d)

About the Author

Laura E. Berk is a distinguished professor of psychology at Illinois State University, where she has taught child, adolescent, and lifespan development for more than three decades. She received her bachelor’s degree in psychology from the University of California, Berkeley, and her master’s and doctoral degrees in child development and educational psychology from the University of Chicago. She has been a visiting scholar at Cornell University, UCLA, Stanford University, and the University of South Australia.

Berk has published widely on the effects of school environments on children’s development, the development of private speech, and the role of make-believe play in development. Her empirical studies have attracted the attention of the general public, leading to contributions to Psychology Today and Scientific American. She has been featured on National Public Radio’s Morning Edition and in Parents Magazine, Wondertime, and Reader’s Digest.

Berk has served as a research editor of Young Children, a consulting editor for Early Childhood Research Quarterly, and an associate editor of the Journal of Cognitive Education and Psychology. She has been a frequent contributor to edited volumes, having written the article on social development in The Child: An Encyclopedic Companion and the article on Vygotsky in The Encyclopedia of Cognitive Science. She is coauthor of the chapter on make-believe play and self-regulation in the SAGE Handbook of Play in Early Childhood and the chapter on psychologists writing textbooks in Career Paths in Psychology: Where Your Degree Can Take You, published by the American Psychological Association.

Berk’s books include Private Speech: From Social Interaction to Self-Regulation; Scaffolding Children’s Learning: Vygotsky and Early Childhood Education; A Mandate for Playful Learning in Preschool: Presenting the Evidence; and Awakening Children’s Minds: How Parents and Teachers Can Make a Difference. She is author of the best-selling higher education texts Infants, Children, and Adolescents, Infants and Children, Development Through the Lifespan, and Exploring Lifespan Development, now published by SAGE.

Berk is active in work for children’s causes. She serves on the governing boards of the Illinois Network of Child Care Resource and Referral Agencies and of Artolution, an organization devoted to engaging children and youth in community-based public art projects around the world as a means of promoting trauma relief and resilience. She is founder of Illinois Art Station, an initiative that provides educative and self-expressive experiences in the visual arts to children, adolescents, and their families in her community, with a special focus on reaching underserved and at-risk young people. Berk has been designated a YWCA Woman of Distinction for her service in education. She is a fellow of the American Psychological Association, Division 7: Developmental Psychology.

Table of Contents

1. History, Theory, and Research Strategies.
The Field of Child Development.
Periods of Development.
Domains of Development.
Basic Issues.
Continuous or Discontinuous Development?
One Course of Development or Many?
Nature or Nurture as More Important?
A Balanced Point of View.
Historical Foundations.
Medieval Times.
The Reformation.
Philosophies of the Enlightenment.
Darwin's Theory of Evolution.
Scientific Beginnings.
Mid-Twentieth-Century Theories.
The Psychoanalytic Perspective.
Behaviorism and Social Learning Theory.
Piaget's Cognitive-Developmental Theory.
Recent Theoretical Perspectives.
Information Processing.
Ethology.
Vygotsky's Sociocultural Theory.
Ecological Systems Theory.
New Directions: Development as a Dynamic System.
Comparing Child Development Theories.
Studying the Child.
Common Methods of Gathering Information.
General Research Designs.
Designs for Studying Development.
Ethics in Research on Children.

2. Biological and Environmental Foundations.
Genetic Foundations.
The Genetic Code.
The Sex Cells.
Boy or Girl?
Multiple Births.
Patterns of Genetic Inheritance.
Chromosomal Abnormalities.
Reproductive Choices.
Genetic Counseling.
Prenatal Diagnosis and Fetal Medicine.
The Alternative of Adoption.
Environmental Contexts for Development.
The Family.
Socioeconomic Status and Family Functioning.
The Impact of Poverty.
Beyond the Family: Neighborhoods, Schools, Towns, andCities.
The Cultural Context.
Understanding the Relationship Between Heredity and Environment.
The Question, "How Much?"
The Question, "How?"

3. Prenatal Development.
Motivations for Parenthood.
Why Have Children?
How Large a Family?
Is There a Best Time During Adulthood to Have a Child?
PRENATAL DEVELOPMENT.
Conception.
The Period of the Zygote.
The Period of the Embryo.
The Period of the Fetus.
Prenatal Environmental Influences.
Teratogens.
Other Maternal Factors.
The Importance of Prenatal Health Care.
Preparing for Parenthood.
Seeking Information.
The Baby Becomes a Reality.
Models of Effective Parenthood.
Practical Concerns.
The Parental Relationship.

4. Birth And the Newborn Baby.
The Stages of Childbirth.
Stage 1: Dilation and Effacement of the Cervix.
Stage 2: Delivery of the Baby.
Stage 3: Birth of the Placenta.
The Baby's Adaptation to Labor and Delivery.
The Newborn Baby's Appearance.
Assessing the Newborn's Physical Condition: The Apgar Scale.
Approaches to Childbirth.
Natural, or Prepared, Childbirth.
Home Delivery.
Medical Interventions.
Fetal Monitoring.
Labor and Delivery Medication.
Instrument Delivery.
Induced Labor.
Cesarean Delivery.
Birth Complications.
Oxygen Deprivation.
Preterm and Low-Birth-Weight Infants.
Postterm Infants.
Understanding Birth Complications.
Precious Moments after Birth.
The Newborn Baby's Capacities.
Reflexes.
States.
Sensory Capacities.
Neonatal Behavioral Assessment.
The Transition to Parenthood.
Changes in the Family System.
Parent Interventions.

5. Physical Development in Infancy and Toddlerhood.
Body Growth.
Changes in Body Size.
Changes in Body Proportions.
Changes in Muscle-Fat Makeup.
Skeletal Growth.
Appearance of Teeth.
Brain Development.
Development of Neurons.
Development of the Cerebral Cortex.
Sensitive Periods in Brain Development.
Changing States of Arousal.
Factors Affecting Early Physical Growth.
Heredity.
Nutrition.
Malnutrition.
Emotional Well-Being.
Learning capacities.
Classical Conditioning.
Operant Conditioning.
Habituation and Dishabituation.
Imitation.
Motor Development.
The Sequence of Motor Development.
Motor Skills as Dynamic Systems.
Dynamic Motor Systems in Action.
Cultural Variations in Motor Development.
Fine Motor Development: Voluntary Reaching and Grasping.
Bowel and Bladder Control.
Perceptual Development.
Hearing.
Vision.
Object Perception.
Intermodal Perception.
Understanding Perceptual Development.

6. Cognitive Development in Infancy and Toddlerhood.
Piaget's Cognitive-Developmental Theory.
Key Piagetian Concepts.
The Sensorimotor Stage.
Recent Research on Sensorimotor Development.
Evaluation of the Sensorimotor Stage.
Information Processing.
Structure of the Information-Processing System.
Attention.
Memory.
Categorization.
Evaluation of Information-Processing Findings.
The Social Context of Early Cognitive Development.
Individual Differences in Early Mental Development.
Infant Intelligence Tests.
Early Environment and Mental Development.
Early Intervention for At-Risk Infants and Toddlers.
Language Development.
Three Theories of Language Development.
Getting Ready to Talk.
First Words.
The Two-Word Utterance Phase.
Comprehension Versus Production.
Individual and Cultural Differences.
Supporting Early Language Development.

7. Emotional and Social Development in Infancy and Toddlerhood.
Erikson's Theory of Infant and Toddler Personality.
Basic Trust versus Mistrust.
Autonomy versus Shame and Doubt.
Emotional Development.
Development of Basic Emotions.
Understanding and Responding to the Emotions of Others.
Emergence of Self-Conscious Emotions.
Beginnings of Emotional Self-Regulation.
Temperament and Development.
The Structure of Temperament.
Measuring Temperament.
Stability of Temperament.
Genetic Influences.
Environmental Influences.
Temperament and Child Rearing: The Goodness-of-Fit Model.
Development of Attachment.
Early Theories of Attachment.
Bowlby's Ethological Theory.
Measuring the Security of Attachment.
Stability of Attachment.
Cultural Variations.
Factors that Affect Attachment Security.
Multiple Attachments.
From Attachment to Peer Sociability.
Attachment and Later Development.
Self-Development.
Self-Awareness.
Categorizing the Self.
Emergence of Self-Control.

8. Physical Development in Early Childhood.
Body Growth.
Changes in Body Size and Proportions.
Skeletal Growth.
Asynchronies in Physical Growth.
Brain Development.
Synaptic Growth and Pruning.
Lateralization.
Handedness.
Other Advances in Brain Development.
Factors Affecting Growth and Health.
Heredity and Hormones.
Emotional Well-Being.
Sleep Habits and Problems.
Nutrition.
Infectious Disease.
Childhood Injuries.
Motor Development.
Gross Motor Development.
Fine Motor Development.
Individual Differences in Motor Skills.
Enhancing Early Childhood Motor Development.
Perceptual Development.

9. Cognitive Development in Early Childhood.
Piaget's Theory: The Preoperational Stage.
Advances in Mental Representation.
Make-Believe Play.
Symbol-Real World Relations.
Limitations of Preoperational Thought.
Recent Research on Preoperational Thought.
Evaluation of the Preoperational Stage.
Piaget and Education.
Vygotsky's Sociocultural Theory.
Children's Private Speech.
Social Origins of Early Childhood Cognition.
Vygotsky and Education.
Evaluation of Vygotsky's Theory.
Information Processing.
Attention.
Memory.
Problem Solving.
The Young Child's Theory of Mind.
Early Literacy and Mathematical Development.
Individual Differences in Mental Development.
Early Childhood Intelligence Tests.
Home Environment and Mental Development.
Preschool and Day Care.
Educational Television.
Language Development.
Vocabulary Development.
Grammatical Development.
Becoming an Effective Conversationalist.
Supporting Language Learning in Early Childhood.

10. Emotional And Social Development In Early Childhood.
Erikson's Theory: Initiative Versus Guilt.
Self-Development.
Foundations of Self-Concept.
Understanding Intentions.
Emergence of Self-Esteem.
Emotional Development.
Understanding Emotion.
Emotional Self-Regulation.
Self-Conscious Emotions.
Empathy and Sympathy.
Peer Relations.
Advances in Peer Sociability.
First Friendships.
Social Problem Solving.
Parental and Sibling Influences on Early Peer Relations.
Foundations of Morality.
The Psychoanalytic Perspective.
Behaviorism and Social Learning Theory.
The Cognitive-Developmental Perspective.
The Other Side of Morality: Development of Aggression.
Gender Typing.
Gender-Stereotyped Beliefs and Behaviors.
Genetic Influences on Gender Typing.
Environmental Influences on Gender Typing.
Gender Identity.
Reducing Gender Stereotyping in Young Children.
Child Rearing and Emotional and Social Development.
Styles of Child Rearing.
What Makes Authoritative Child Rearing Effective?
Cultural Variations.
Child-Rearing Styles in Context.
Child Maltreatment.

11. Physical Development In Middle Childhood.
Body Growth.
Changes in Body Size and Proportions.
Worldwide Variations in Body Size.
Secular Trends in Physical Growth.
Skeletal Growth.
Brain Development.
Common Health Problems.
Vision and Hearing.
Malnutrition.
Obesity.
Bedwetting.
Illnesses.
Unintentional Injuries.
Health Education.
Motor Development and Play.
Gross Motor Development.
Fine Motor Development.
Individual and Group Differences.
Child-Organized Games.
Adult-Organized Youth Sports.
Shadows of Our Evolutionary Past.
Physical Education.

12. Cognitive Development in Middle Childhood.
Piaget's Theory: The Concrete Operational Stage.
Conservation.
Classification.
Seriation.
Spatial Reasoning.
Limitations of Concrete Operational Thought.
Recent Research on Concrete Operational Thought.
Evaluation of the Concrete Operational Stage.
Information Processing.
Attention.
Memory Strategies.
The Knowledge Base and Memory Performance.
Culture, Schooling, and Memory Strategies.
The School-Age Child's Theory of Mind.
Cognitive Self-Regulation.
Applications of Information Processing to Academic Learning.
Individual Differences In Mental Development.
Defining and Measuring Intelligence.
Explaining Individual and Group Differences in IQ.
Reducing Cultural Bias in Intelligence Testing.
Language Development.
Vocabulary.
Grammar.
Pragmatics.
Learning Two Languages at a Time.
Children's Learning in School.
Class Size.
Educational Philosophies.
Teacher-Student Interaction.
Grouping Practices.
Computers in Classrooms.
Teaching Children with Special Needs.
How Well Educated Are America's Children?

13. Emotional and Social Development in Middle Childhood.
Erikson's Theory: Industry versus Inferiority.
Self-Development.
Self-Concept.
Cognitive, Social, and Cultural Influences on Self-Concept.
Self-Esteem.
Influences on Self-Esteem.
Emotional Development.
Self-Conscious Emotions.
Emotional Understanding.
Emotional Self-Regulation.
Understanding Others: Perspective Taking.
Moral Development.
Learning about Justice Through Sharing.
Moral and Social-Conventional Understanding.
Moral Education.
Peer Relations.
Peer Groups.
Friendships.
Peer Acceptance.
Gender Typing.
Gender Stereotyped Beliefs.
Gender Identity and Behavior.
Cultural Influences on Gender Typing.
Family Influences.
Parent-Child Relationships.
Siblings.
One-Child Families.
Gay and Lesbian Families.
Never-Married Single-Parent Families.
Divorce.
Blended Families.
Maternal Employment and Dual-Earner Families.
Some Common Problems of Development.
Fears and Anxieties.
Child Sexual Abuse.
Fostering Resiliency in Middle Childhood.

14. Physical Development in Adolescence.
Conceptions of Adolescence.
The Biological Perspective.
The Environmental Perspective.
A Balanced Point of View.
Puberty: The Physical Transition to Adulthood.
Hormonal Changes.
Changes in Body Size, Proportions, and Muscle-Fat Make-Up.
Sexual Maturation.
Individual and Group Differences in Pubertal Growth.
The Secular Trend.
Changing States of Arousal.
The Psychological Impact of Pubertal Events.
Reactions to Pubertal Changes.
Pubertal Change, Emotion, and Social Behavior.
Early versus Late Maturation.
Health Issues.
Nutritional Needs.
Serious Eating Disturbances.
Sexual Activity.
Sexually Transmitted Disease.
Adolescent Pregnancy and Parenthood.
Substance Use and Abuse.
Injuries.
Motor Development, Sports Participation, and Physical Activity.

15. Cognitive Development in Adolescence.
Piaget's Theory: The Formal Operational Stage.
Hypothetico-Deductive Reasoning.
Propositional Thought.
Recent Research on Formal Operational Thought.
An Information-Processing View of Adolescent Cognitive Development.
Scientific Reasoning: Coordinating Theory with Evidence.
How Does Scientific Reasoning Develop?
A Rational Approach to Thinking.
Consequences of Abstract Thought.
Argumentativeness.
Self-Consciousness and Self-Focusing.
Idealism and Criticism.
Planning and Decision Making.
Sex Differences in Mental Abilities.
Language Development.
Vocabulary and Grammar.
Pragmatics.
Second-Language Learning.
Learning in School.
School Transitions.
Academic Achievement.
Dropping Out.
Vocational Development.
Selecting a Vocation.
Making the Transition from School to Work.

16. Emotional and Social Development in Adolescence.
Erikson's Theory: Identity versus Identity Confusion.
Self-Development.
Changes in Self-Concept.
Changes in Self-Esteem.
Influences on Self-Esteem.
Paths to Identity.
Identity Status and Psycological Well-Being.
Influences on Identity Development.
Moral Development.
Piaget's Theory of Moral Development.
Kohlberg's Extension of Piaget's Theory.
Are There Sex Differences in Moral Reasoning?
Influences on Moral Reasoning.
Moral Reasoning and Behavior.
Gender Typing.
The Family.
Parent-Child Relationships.
Family Circumstances.
Siblings.
Peer Relations.
Friendships.
Cliques and Crowds.
Dating.
Peer Pressure and Conformity.
Problems of Development.
Depression.
Suicide.
Delinquency.
At the Threshold.

Editorial Reviews

An introductory text in child development, presenting major theories and stressing the interdependence of physical, cognitive, social, and emotional development. After an overview of the history of the field and research strategies, chapters cover biological and environmental determinants of development and the various developmental stages. Learning aids include on-going vignettes, chapter summaries, sections reviews, concept tables, and boxes on culture, social issues, and research. Contains a glossary, margin definitions, and color photos. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Booknews

Throughout my eight years at Crowder College, I’ve tried out different editions of books for various classes, but one book I have not altered is Berk’s Infants and Children. The information continues to strike a balance between breadth and depth, which is not an easy feat.”

Nathan Gandy, Crowder College

“I really enjoyed the read. I didn't catch myself reading the same sentence more than once, like I usually do. The chapter kept me curious and willing to keep reading.”

Student, Arizona State University

“Berk has made teaching and learning about infants and children a joy with her engaging writing style, pulling me and students into the text. Thank you for a great textbook.”

Chance Bell, Florida State University

“I really liked the examples used to describe perceptual development. The explanations given, paired with the descriptions of the experiments used, helped me to understand the information in ways I wouldn't otherwise have been able to.”

Student, University of Alabama Birmingham

“I have enthusiastically used Infants, Children, and Adolescents for over twenty years. Not only does Berk consistently include the most up-to-date research in each edition, but she presents it in a student-focused, engaging manner. As someone who has taught an extraordinarily diverse set of students in my career, I would recommend this text for any student interested in studying the dynamic process of child and adolescent development.”

Michael Hall, SUNY Dutchess

“I really enjoyed the Look and Listen feature embedded in the reading itself. I find that relating information to real-life scenarios helps me not only to recall the information, but also aids in critical-thinking skills.”

— Student, Kishwaukee College

“I have been using this author’s texts in several of my developmental courses for the past 15+ years ...[I] can't say enough positive words to describe my experience with her textbooks. My students have even commented on how well written the textbooks are and that they can really relate to the applications.”

Amy Carrigan-Smith, University of Saint Francis

“I am most impressed with how this edition has been updated with more recent cultural information, and not just in the U.S. I also like that it is even more cross-disciplinary.”

Diane Cook, University of North Georgia

“Berk provides a clear and concise text to introduce topics and make them meaningful to students.”

Kristin Watson, Northwest Mississippi Community College

“Dr. Berk combines superb scholarship, powerful writing, and a keen sense of organization to produce near perfection . . . Students . . . could not ask for a more informative textbook.”

Murray Krantz, Florida State University

“Berk carefully and seamlessly introduces culturally diverse research findings to create a holistic and accurate understanding of development and its many nuances.”

Maggie Renken, Georgia State University

“The research is presented with a great depth of understanding, not watered down or presented superficially, as in many texts, yet is described and structured in a way that helps students construct an overall, personally relevant understanding of development during childhood.”

Joan E. Test, Missouri State University

“I love the way the narrative keeps the reader’s attention and constantly motivates the information. It is not simply a catalog of facts, but a story about how children develop.”

Dara Musher-Eisenman, Bowling Green State University

“No other textbook covering child development does so as thoroughly as Berk’s Infants, Children and Adolescents in terms of research reviewed and incorporated, exemplary photos, and instructor resources.”

Kate Fogarty, University of Florida

“There is excellent coverage of diversity, and delicate but appropriate discussions on apparent differences between various socioeconomic groups and cultures.”

Stuart Marcovitch, University of North Carolina Greensboro

“Instead of reporting cut-and-dry research findings, the chapters also include applied information relevant to everyday lives in different cultures and ethnic statuses. The colorful tables and pictures not only attract attention, but also [offer the] best illustrations.”

Hiu-Chin Hsu, University of Georgia

“I find most valuable the relevance, currency and integration of research throughout the text, with an interesting and entertaining narrative that makes the research results come alive for beginning students in child development.”

Joan E. Test, Missouri State University

“Although I have been teaching Child Development for more than 40 years, I found myself learning new concepts from Dr. Berk’s insightful presentation [with] the best research literature on virtually every topic, excellent organization and sequence, and Dr. Berk’s captivating writing style.”

Murray Krantz, Florida State University

“I am impressed by the “Ask yourself” sections; this is the exact way in which I try to encourage my students to approach the material, and I particularly appreciate the emphasis on evidence-based answers rather than opinions.”

Janet J. Boseovski, University of North Carolina Greensboro

“I was very impressed with the attention to diversity issues.”

Dara Musher-Eisenman, Bowling Green State University

“The text does an excellent job of simplifying complex cognitive phenomena in a way that makes them easy to understand. The text makes clear connections that illustrate how developmental research informs–or can inform–education and child-rearing practices.”

Maggie Renken, Georgia State University

“Empirical studies and their findings are woven into the prose efficiently and with clarity. Classic theories are presented along with more cutting-edge research.”

Sarah Kollat, Pennsylvania State University

“Berk’s books on child development are the quintessential texts for all serious students of child development.”

Dominic Gullo, Drexel University

From the Publisher