Child and Adolescent Development for Educators PDF
Preview Child and Adolescent Development for Educators
CHILD AND ADOLESCENT DEVELOPMENT FOR EDUCATORS Child and Adolescent Development for Educators MICHAEL PRESSLEY CHRISTINE B. M CORMICK C THE GUILFORD PRESS New York London ©2007MichaelPressleyandChristineB.McCormick PublishedbyTheGuilfordPress ADivisionofGuilfordPublications,Inc. 72SpringStreet,NewYork,NY10012 www.guilford.com Allrightsreserved Nopartofthisbookmaybereproduced,translated,storedinaretrievalsystem,ortransmitted, inanyformorbyanymeans,electronic,mechanical,photocopying,microfilming,recording, orotherwise,withoutwrittenpermissionfromthePublisher. PrintedintheUnitedStatesofAmerica Thisbookisprintedonacid-freepaper. Lastdigitisprintnumber: 9 8 7 6 5 4 3 2 1 LibraryofCongressCataloging-in-PublicationData Pressley,Michael. Childandadolescentdevelopmentforeducators/byMichaelPressleyand ChristineB.McCormick. p.cm. Includesbibliographicalreferencesandindex. ISBN-10:1-59385-352-1 ISBN-13:978-1-59385-352-5(hardcover:alk.paper) 1. Cognitioninchildren. 2. Adolescentpsychology. I. McCormick, Christine. II. Title. BF723.C5P742006 370.15′2—dc22 2006012305 PhotoCredits:Page11,courtesyLauraDwightPhotography;page41,courtesyJoelGordon;page62, courtesyElizabethCrews;page75,courtesyTonyFreeman/PhotoEdit,Inc.;page112,courtesyLaura DwightPhotography;page124,courtesyLauraDwightPhotography;page130,courtesy BobDaemmrich/TheImageWorks;page148,courtesyScottHouston/Corbis;page158,courtesy FrankSiteman/PhotoEdit,Inc.;page178,courtesyLibraryofCongress;page221,courtesy ElizabethCrews;page233,courtesyBettmann/Corbis;page245,courtesySaraKrulwich/TheNewYork Times;page271,courtesyPeterHvizdak/TheImageWorks;page274,courtesyCreatasImages[RF]; page276,courtesyJoelGordon;page310,courtesyBobDaemmrich;page312,courtesyLauraDwight Photography;page349,courtesyLauraDwightPhotography;page378,courtesyMichaelNewman/ PhotoEdit;page384,courtesyPatDoyle/Corbis. About the Authors Michael Pressley, PhD, who passed away in May 2006, was University Distinguished Professor at Michigan State University, as well as Director of the Doctoral Program in Teacher Education and Director of the Literacy Achievement Research Center, with both roles part of his professorship in the Department of Teacher Education and the Department of Counseling, Educational Psychology, and Special Education. An expert on effective elementary literacy instruction, he was author or editor of morethan300journalarticles,chapters,andbooks.Dr.Pressleyserveda6-yearterm as editor of Journal of Educational Psychology. He was honored with awards from the National Reading Conference, the International Reading Association, the American Educational Research Association, and the American Psychological Association, among others. Dr. Pressley received the 2004 E. L. Thorndike Award from Division 15 of the American Psychological Association, which is the highest award given for career research accomplishment in educational psychology. ChristineB.McCormick,PhD,isDeanoftheSchoolofEducationattheUniversity ofMassachusetts,Amherst.Previously,shewasafacultymemberattheUniversityof New Mexico and the University of South Carolina, where she taught undergraduate and graduate courses in human growth and development, educational psychology, learningandcognition,andclassroomassessment.Dr.McCormickisauthororcoau- thor of more than 40 publications on a variety of topics in child development and education. v Preface T hisbookrepresentstherealizationofourvisiontocreateachildandadolescent development text that addresses the topics in developmental psychology of the highest priority for educators—teachers, school counselors, school psycholo- gists, and school administrators. We have both taught the development course pro- spective educators are typically required to take as part of their academic programs andhavenotbeensatisfiedwiththefocusanddepthoftheavailabletexts.Thisbook covers the classic developmental canon while being true to its educational orienta- tion. Our intent was to produce a research-based, intelligent text that is also accessi- ble for its audience. Themostcommoncomplaintwehaveheardfromourstudentsovertheyearsaswe havetaughtthedevelopmentalpsychologycourseforeducatorsatboththegraduate andadvancedundergraduatelevelshasbeen“I’mgoingintoeducation.WhatdoIdo withallthisdevelopmentaltheory?Whatgoodisittome?”Mostdevelopmentaltexts are designed to be all things to all people and therefore cannot address the specific needs of education students. Moreover, proposals for improving the preparation of educators have emphasized the need to develop future teachers’ understandings in context.Thus,atextforoneofthecorecoursesinaneducatorpreparationprogram should make explicit and repeated connections to educational contexts. Theemphasisonapplicationstoeducationalcontextsisinformedbyhistorically importantandcontemporarytheoriesandresearch.Weselectedthemostsignificant studiestofeature,withthecleargoaloffocusingonthelast35–40yearsofresearch, referencingtheworkthatendures.Thus,thistexthighlightsthetheoryandresearch most important for educators, and translates them to educational practices—all in what we believe is in a readable, comprehensive fashion. vi (cid:1)(cid:1)(cid:1) Preface vii The organization of this book reflects the research literature in development and education. The first part of the text, Theoretical Perspectives in Child Development, isorganizedintermsofthemajortheoriesofdevelopment.Thissectionpresentsthe knowledge base resultant from research directly derived from these key theoretical perspectives.Chapter1setsthestagebyfirstintroducingthegreatdebatesofdevel- opmentfollowedbyareviewofresearchmethodscommonlyusedbydevelopmental researchers, including both qualitative and quantitative approaches to conducting research. This is a unique contribution of this book, for most texts in human devel- opment cover only quantitative methods and ignore methods used by many educa- tional researchers. Chapter 2 describes the biological foundations of development, with explicit discussion of the biological foundations of academic competence. The next two chapters provide different perspectives on cognitive development: Chapter 3 highlights Piaget’s theory and contributions evolving from Piaget’s theory, while Chapter 4 focuses on insights in cognitive development derived from information- processing approaches. The final two chapters in this section describe theories emphasizing the social influences upon development: Chapter 5 describes some of the more traditional theories emphasizing social influences of individuals in a child’s environment, while Chapter 6 describes the theories that emphasize the influence of the surrounding culture on development. In Part II, Key Topics in Child Development and Education, significant topics in developmental research of importance to educators are discussed. Typically, these topics are not studied in the context of a particular theoretical perspective but are approachedbyresearchersfromvaryingtheoreticalorientations.Chapter7isacom- prehensive discussion of language development and linguistic development, includ- ing information on bilingualism, language disorders, and deafness. The chapter on intelligence, Chapter 8, includes information on the construct and measurement of intelligencetypicallyprovidedinachilddevelopmenttextbutthenaddsatreatment oflearnerdiversitydesignedtobemorerelevantforfutureeducators.Chapter9pro- videsacomprehensiveviewofthedevelopmentofacademicmotivation,atopicthat is vital for future educators but not adequately addressed by traditional child devel- opmenttextbooks.Chapter10describestheimpactoffamilyandpeerrelationships ondevelopment,whileChapter11explorestheroleofgenderindevelopmentalpro- cesses (including a discussion of factors influencing academic performance in math and science). Chapter 12, written by David G. Scherer, provides an overview of how educators can recognize and understand student mental health problems. Finally, thebookconcludeswithanintegrativereviewchapterwherethemajorconceptspre- sented in the text are combined in a longitudinal view of development. Throughout all of the chapters, explicit connections are made to the overall theme of highlight- ing work that is most relevant to future educators. (cid:1)(cid:1)(cid:1) FEATURES OF THIS BOOK Chapters 2–12 conclude with a Chapter Summary and Evaluation in which the major pointsofthechapterarebrieflyreviewed,organizedaroundthethemesofthegreat debates in development introduced in Chapter 1. Key terms are bolded and defined inthetextwheretheyappear,andarepresentedagainattheendofChapters1–12in a Review of Key Terms. (cid:1)(cid:1)(cid:1) viii Preface Atleastone ApplyingDevelopmentalTheorytoEducationalContexts specialfeature appears in Chapters 1–12. In this feature, specific recommendations for applying theorytopracticeorexamplesofapplicationstopracticearegiven.Theseexamples andrecommendationshelpstudentsmakeconnectionsbetweentheoryandpractice astheybegintodeveloptheknowledgebaserequiredtogenerateadditionalapplica- tions.Inaddition,Chapters1–12containatleastoneConsideringInterestingQuestions specialfeaturefocusingonaninterestingquestionorissuethatwasnotaddressedin the text or not completely developed in the text discussion. This feature is designed to spark interest in students new to developmental topics. (cid:1)(cid:1)(cid:1) ACKNOWLEDGMENTS We have many people to thank. First, we thank Chris Jennison and his colleagues at The Guilford Press. It was a pleasure to work with you and we appreciate your patience as this project unfolded. We also thank the reviewers who gave many won- derfulsuggestionsforthereformulationofthemanuscript,aswellasKarenHarring- ton’s professional and thorough work on the test bank. Christine McCormick would liketothankherhusband,DavidScherer,forhissupportandpatienceandforbeing the applied psychologist in the family, and her daughter, Evelynn, for being the best daughter there ever was. In another book we wrote, Michael Pressley thanked his wife,Donna,forbeing“agoodsportaboutallthosenightsofwordprocessing,”and his son, Tim, for being “a constant reminder of how important it is to educate the next generation of educators.” In the time that elapsed between the first contract andthefinalcompletionofthisproject,lifeeventsunfoldedinmanydifferentways. Christine and David adopted a baby (Evelynn) and were privileged to witness her wonderful development. Mike’s son, Tim, graduated from high school and began college—and to Mike and Donna’s joy is planning to become an educator. Very early inthisproject,Mikewasdiagnosedwithcancer.Afteramazingusallwithhisincredi- ble powers of recovery for years, Mike died in May 2006. On our last visit, Mike repeated one of his favorite quotes by Joseph Campbell: “The privilege of a lifetime is being yourself.” Thank you, Mike, for allowing us the privilege to experience your wisdom, wit, and indomitable spirit. Instructorsconsideringthisbookforcourseadoptionwillreceive a ready-to-use test bank that includes multiple-choice and essay questions, including questions based on classroom scenarios. Contents PART I. THEORETICAL PERSPECTIVES IN CHILD DEVELOPMENT CHAPTER1. Introduction to Child Development and Education 3 (cid:1)(cid:1)(cid:1) The Great Debates about Human Development 3 NatureversusNurture 4 StagesofDevelopmentversusContinuousDevelopment 4 UniversalsinDevelopmentversusCulture-SpecificDevelopments 5 Trait-LikeConsistencyinBehaviorsversusSituationalDeterminationofBehavior 6 ActiveversusPassiveChild 6 LastingEarlyEffectsofExperienceversusTransientEarlyEffectsofExperience 7 EnvironmentalInfluences:ACloserLook 8 SummaryoftheGreatDebates 15 (cid:1)(cid:1)(cid:1) Research Methods in Child Development and Education 15 QuantitativeMethods 16 QualitativeMethods 22 SpecificApproachestoDevelopmentalResearch 26 SummaryofResearchMethodsinDevelopmentandEducation 30 (cid:1)(cid:1)(cid:1) Review of Key Terms 31 CHAPTER2. Biological Development 33 (cid:1)(cid:1)(cid:1) Foundations of Neurological Development 33 NeurologicalDevelopmentFollowingBirth 34 MaturationoftheNervousSystem 36 EarlyIntervention 40 (cid:1)(cid:1)(cid:1) Patterns of Physical Development 40 TimingofMaturation 42 LandmarksinMotorDevelopment 42 (cid:1)(cid:1)(cid:1) Biological Determination of Individual Differences: The Example of Intelligence 43 IndividualDifferencesinIntelligence:HeredityandtheEnvironment 44 ReactionRange:GenotypesandPhenotypes 46 TheEffectsofHigh-QualityEnvironmentsonIntelligence 47 ix
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