Handbook of Child Psychology and Developmental Science, vol. 4: Ecological Settings and Processes

940 Pages·2015·8.839 MB·English

by  Richard M. Lerner, Marc H. Bornstein, Tama Leventhal

HANDBOOK OF CHILD PSYCHOLOGY
AND DEVELOPMENTAL SCIENCE

HANDBOOK OF CHILD PSYCHOLOGY
AND DEVELOPMENTAL SCIENCE
SeventhEdition
Volume 4
Ecological Settings and Processes
VolumeEditors
MARC H. BORNSTEIN
TAMA LEVENTHAL
Editor-in-Chief
RICHARD M. LERNER
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LibraryofCongressCataloging-in-PublicationData:
Handbookofchildpsychology
Handbookofchildpsychologyanddevelopmentalscience/RichardM.Lerner,editor-in-chief.—Seventhedition.
1onlineresource.
RevisionofHandbookofchildpsychology.
Includesbibliographicalreferencesandindex.
DescriptionbasedonprintversionrecordandCIPdataprovidedbypublisher;resourcenotviewed.
ISBN978-1-118-13680-5(Vol.4,cloth)
ISBN978-1-118-13685-0(set,cloth)
ISBN978-1-118-95391-4(pdf)
ISBN978-1-118-95394-5(epub)
1. Childpsychology. I. Lerner,RichardM.,editorofcompilation. II. Title.
BF721
155.4—dc23
2014033068
PrintedintheUnitedStatesofAmerica
10 9 8 7 6 5 4 3 2 1
Contents
ForewordtotheHandbookofChildPsychologyandDevelopmentalScience,SeventhEdition vii
Preface xv
Volume4Preface xxiii
Contributors xxv
1 CHILDRENINBIOECOLOGICALLANDSCAPESOFDEVELOPMENT 1
MarcH.BornsteinandTamaLeventhal
2 HUMANDEVELOPMENTINTIMEANDPLACE 6
GlenH.ElderJr.,MichaelJ.Shanahan,andJuliaA.Jennings
3 CHILDREN’SPARENTS 55
MarcH.Bornstein
4 CHILDRENINDIVERSEFAMILIES 133
LawrenceGanong,MarilynColeman,andLukeT.Russell
5 CHILDRENINPEERGROUPS 175
KennethH.Rubin,WilliamM.Bukowski,andJulieC.Bowker
6 EARLYCHILDCAREANDEDUCATION 223
MargaretBurchinal,KatherineMagnuson,DouglasPowell,andSandraSolidayHong
7 CHILDRENATSCHOOL 268
RobertCrosnoeandAprileD.Benner
8 CHILDREN’SORGANIZEDACTIVITIES 305
DeborahLoweVandell,ReedW.Larson,JosephL.Mahoney,andTylerW.Watts
v
vi Contents
9 CHILDRENATWORK 345
JeremyStaff,ArnaldoMont’Alvao,andJeylanT.Mortimer
10 CHILDRENANDDIGITALMEDIA 375
SandraL.Calvert
11 CHILDRENINDIVERSESOCIALCONTEXTS 416
VelmaMcBrideMurry,NancyE.Hill,DawnWitherspoon,CadyBerkel,andDeborahBartz
12 CHILDREN’SHOUSINGANDPHYSICALENVIRONMENTS 455
RobertH.Bradley
13 CHILDRENINNEIGHBORHOODS 493
TamaLeventhal,VéroniqueDupéré,andElizabethA.Shuey
14 CHILDRENANDSOCIOECONOMICSTATUS 534
GregJ.Duncan,KatherineMagnuson,andElizabethVotruba-Drzal
15 CHILDRENINMEDICALSETTINGS 574
BarryZuckermanandRobertD.Keder
16 CHILDRENANDTHELAW 616
ElizabethCauffman,ElizabethShulman,JordanBechtold,andLaurenceSteinberg
17 CHILDRENANDGOVERNMENT 654
KennethA.DodgeandRonHaskins
18 CHILDRENINWARANDDISASTER 704
AnnS.Masten,AngelaJ.Narayan,WendyK.Silverman,andJoyD.Osofsky
19 CHILDRENANDCULTURALCONTEXT 746
JacquelineJ.GoodnowandJeanetteA.Lawrence
20 CHILDRENINHISTORY 787
PeterN.Stearns
21 ASSESSINGBIOECOLOGICALINFLUENCES 811
TheodoreD.Wachs
AuthorIndex 847
SubjectIndex 887
Foreword to the Handbook of Child Psychology
and Developmental Science, Seventh Edition
WILLIAMDAMON
THEHANDBOOK’SDEVELOPINGTRADITION indicator and as a generator, a pool of received findings,
andasourceforgeneratingnewinsight.
Development is one of life’s optimistic ideas. It implies Itisimpossibletoimaginewhatthefieldwouldlooklike
not just change but improvement, progress, forward if Carl Murchison had not assembled a ground-breaking
movement, and some sense of positive direction. What collection of essays on the then-almost-unknown topic of
constitutes improvement in any human capacity is an childstudyinhisfirstHandbookofChildPsychology.That
open, important, and fascinating question requiring astute was1931,atthedawnofascholarlyhistorythat,likeevery
theoretical analysis and sound empirical study. So, too, developmentalnarrative,hasproceededwithacombination
are questions of what accounts for improvement; what of continuity and change. What does this history tell us
enhancesit;andwhatpreventsitwhenitfailstooccur.One about where the field of developmental science has been,
ofthelandmarkachievementsofthiseditionoftheHand- whatithaslearned,andwhereitisgoing?Whatdoesittell
book of Child Psychology and Developmental Science is usaboutwhat’schangedandwhathasremainedthesamein
that a full selection of top scholars in the field of human thequestionsthathavebeenasked,inthemethodsused,and
development have offered us state-of-the-science answers in the theoretical ideas that have been advanced to under-
totheseessentialquestions. standhumandevelopment?
Compoundingtheinterestofthisedition,theconceptof
development applies to scholarly fields as well as to indi-
viduals,andtheHandbook’sdistinguishedhistory,fromits TheFirstTwoEditions
inception more than 80 years ago to the present edition,
Carl Murchison was a star scholar/impresario who edited
richly reveals the development of a field. Within the field
the Psychological Register, founded important psycho-
ofhumandevelopment,theHandbookhashadalongand
logical journals, and wrote books on social psychology,
notable tradition as the field’s leading beacon, organizer,
politics,andthecriminalmind.Hecompiledanassortment
and encyclopedia of what’s known. This latest Handbook
of handbooks, psychology texts, and autobiographies of
edition,overflowingwithinsightsandinformationthatgo
renowned psychologists, and even ventured a book on
wellbeyondthescientificknowledgeavailableinprevious
psychic phenomena (Sir Arthur Conan Doyle and Harry
editions, is proof of the substantial progress made by the
Houdiniwereamongthecontributors).Murchison’sinitial
fieldofhumandevelopmentduringitsstill-short(byschol-
Handbook of Child Psychology was published by a small
arlystandards)history.
universitypress(ClarkUniversity)in1931,whenthefield
Indeed, the history of developmental science has been
itselfwasstillinitsinfancy.Murchisonwrote:
inextricablyintertwinedwiththehistoryoftheHandbook.
Like many influential encyclopedias, the Handbook influ-
Experimentalpsychologyhashadamucholderscientificand
encesthefielditreportson.Scholars—especiallyyounger academic status [than child psychology], but at the present
ones—look to it to guide their own work. It serves as an timeitisprobablethatmuchlessmoneyisbeingspentforpure
vii
viii ForewordtotheHandbookofChildPsychologyandDevelopmentalScience,SeventhEdition
researchinthefieldofexperimentalpsychologythanisbeing Other Europeans include Anna Freud, who wrote on
spentinthefieldofchildpsychology.Inspiteofthisobvious “The Psychoanalysis of the Child,” and Kurt Lewin, who
fact,manyexperimentalpsychologistscontinuetolookupon wrote on “Environmental Forces in Child Behavior and
thefieldofchildpsychologyasaproperfieldofresearchfor Development”—both would gain worldwide renown in
women and for men whose experimental masculinity is not
comingyears.
of the maximum. This attitude of patronage is based almost
The Americans that Murchison chose were equally
entirelyuponablissfulignoranceofwhatisgoingoninthe
notable. Arnold Gesell wrote a nativistic account of
tremendouslyvirilefieldofchildbehavior.(Murchison,1931,
his twin studies—an enterprise that remains familiar
p.ix)
to us today—and Stanford’s Louis Terman wrote a
Murchison’s masculine allusion is from another era; it comprehensive account of everything known about the
might supply good material for a social history of gender “gifted child.” Harold Jones described the developmental
stereotyping. That aside, Murchison was prescient in the effects of birth order, Mary Cover Jones wrote about
task that he undertook and the way that he went about children’s emotions, Florence Goodenough wrote about
it. At the time this passage was written, developmental children’s drawings, and Dorothea McCarthy wrote about
psychology was known only in Europe and in a few language development. Vernon Jones’s chapter on “chil-
forward-looking U.S. labs and universities. Nevertheless, dren’s morals” focused on the growth of character, a
Murchison predicted the field’s impending ascent: “The notion that was to become mostly lost to the field dur-
timeisnotfardistant,ifitisnotalreadyhere,whennearly ing the cognitive-developmental revolution, but that has
allcompetentpsychologistswillrecognizethatone-halfof reemerged in the past decade as a primary concern in the
the whole field of psychology is involved in the problem studyofmoraldevelopment.
of how the infant becomes an adult psychologically” Murchison’s vision of child psychology included an
(Murchison,1931,p.x). examinationofculturaldifferencesaswell.HisHandbook
For this first 1931 Handbook, Murchison looked to presented to the scholarly world a young anthropologist
Europe and to a handful of American research centers namedMargaretMead,justbackfromhertoursofSamoa
for child study—most prominently, Iowa, Minnesota, andNewGuinea. Inthisearlyessay,Meadwrotethather
University of California at Berkeley, Columbia, Stanford, motivation in traveling to the South Seas was to discredit
Yale, and Clark—many of which were at the time called the claims that Piaget, Levy-Bruhl, and other “structural-
field stations. Murchison’s Europeans included a young ists” had made regarding what they called animism in
“genetic epistemologist” named Jean Piaget, who, in an young children’s thinking. (Interestingly, about a third
essay on “Children’s Philosophies,” cited data from his of Piaget’s chapter in the same volume was dedicated to
interviews with 60 Genevan children between the ages showinghowGenevanchildrentookyearstooutgrowtheir
of 4 and 12 years. Piaget’s chapter would provide U.S. animism.) Mead reported data that she called “amazing”:
readers with an introduction to his soon-to-be seminal “In not one of the 32,000 drawings (by young ‘primi-
research program on children’s conceptions of the world. tive’ children) was there a single case of personalization
Another European, Charlotte Bühler, wrote a chapter on of animals, material phenomena, or inanimate objects”
young children’s social behavior. In her chapter, which (Mead, 1931, p. 400). Mead parlayed these data into a
still is fresh today, Bühler described intricate play and tough-mindedcritiqueofWesternpsychology’sethnocen-
communication patterns among toddlers—patterns that trism,makingthepointthatanimismandotherbeliefsare
developmentalscientistswouldnotrediscoveruntilthelate morelikelytobeculturallyinducedthanintrinsictoearly
1970s.BühleralsoanticipatedcritiquesofPiagetthatwere cognitivedevelopment.Thisishardlyanunfamiliartheme
tobeagainlaunchedduringthesociolinguisticsheydayof in contemporary psychology. Mead offered a research
the1970s: guide for developmental fieldworkers instrange cultures,
completewithmethodologicalandpracticaladvice,suchas
Piaget, in his studies on children’s talk and reasoning,
thefollowing:(1)translatequestionsintonativelinguistic
emphasizes that their talk is much more egocentric than
categories; (2) do not do controlled experiments; (3) do
social...that children from three to seven years accompany
not try to do research that requires knowing the ages of
alltheirmanipulationswithtalkwhichactuallyisnotsomuch
subjects, which are usually unknowable; and (4) live next
intercourseasmonologue...[but]thespecialrelationshipof
the child to each of the different members of the household doortothechildrenwhomyouarestudying.
isdistinctlyreflectedintherespectiveconversations.(Bühler, Despite the imposing roster of authors that Murchi-
1931,p.138) son had assembled for this original Handbook of Child