How Children Develop

847 Pages·2010·33.54 MB·English

by  Robert S. Siegler, Judy S. Deloache, Nancy Eisenberg

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t h i r d e d i t i o n
how children
DEVELOP
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t h i r d e d i t i o n
how children
DEVELOP
Robert Siegler
Carnegie Mellon University
Judy DeLoache
University of Virginia
Nancy Eisenberg
Arizona State University
And Campbell Leaper, University of California–Santa Cruz,
reviser of Chapter 15: Gender Development
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About the Authors
Robert Siegleris the Teresa Heinz Professor of Cognitive Psychology at Carnegie Mellon
University. He is author of the cognitive development textbook Children’s Thinkingand has
written or edited several additional books on child development. His books have been
translated into Japanese, Korean, Spanish, French, and Portuguese. In the past few years,
he has presented keynote addresses at the conventions of the Cognitive Development
Society, the International Society for the Study of Behavioral Development, the Japanese
Psychological Association, the Eastern Psychological Association, and the Conference on
Human Development. He also has served as Associate Editor of the journal Developmental
Psychology, co-edited the cognitive development volume of the 2006 Handbook of Child
Psychology,and served on the National Mathematics Advisory Panel from 2006–2008. In
2005, Dr. Siegler received the American Psychological Association’s Distinguished
Scientific Contribution Award.
Judy DeLoache is the William R. Kenan Jr. Professor of Psychology at the University of
Virginia. She has published extensively on aspects of cognitive development in infants and
young children. Dr. DeLoache has served as president of the Developmental Division of
the American Psychological Association and as a member of the executive board of the
International Society for the Study of Infancy. She is currently the president-elect of the
Cognitive Development Society. She has presented major invited addresses at professional
meetings, including the Association for Psychological Science and the Society for
Research on Child Development. Dr. DeLoache is the holder of a Scientific MERIT
Award from the National Institutes of Health, and her research is also funded by the
National Science Foundation. She has been a fellow at the Center for Advanced Study in
the Behavioral Sciences and at the Rockefeller Foundation Study Center in Bellagio, Italy.
She was recently inducted into the National Academy of Arts and Sciences.
Nancy Eisenberg is Regent’s Professor of Psychology at Arizona State University. She is
editor or author of numerous books on prosocial, social, and emotional development. For
example, she edited The Handbook on Child Psychology,Volume III: Social, Emotional, and
Personality Development. She is also the author of The Caring Child and of The Roots of
Prosocial Behavior in Children(with Paul Mussen). She has been on the board of directors
of the Association of Psychological Science, governing council of the Society for Research
in Child Development, and the governing council of the American Psychological
Association. Dr. Eisenberg was the associate editor of the Merrill-Palmer Quarterlyand of
thePersonality and Social Psychology Bulletin,was editor of the Psychological Bulletin,is the
founding editor of Child Development Perspectives, is the president-elect of Division 7
(Developmental Psychology) at the American Psychological Association, and served as
president of the Western Psychological Association. She has been the recipient of several
National Institutes of Health Career Development and Career Scientist awards. She is the
2007 recipient of the Ernest R. Hilgard Award for a Career Contribution to General
Psychology, Division 1, American Psychological Association; the 2008 recipient of the
International Society for the Study of Behavioral Development Distinguished Scientific
Contribution Award; and the 2009 recipient of the G. Stanley Hall Award for
Distinguished Contribution to Developmental Psychology, Division 7, American
Psychological Association.
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Brief Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . xix
1 An Introduction to Child Development . . . . . . . . . . . . 1
2 Prenatal Development and the Newborn Child . . . . . . . . 41
3 Biology and Behavior . . . . . . . . . . . . . . . . . . 83
4 Theories of Cognitive Development . . . . . . . . . . . . 127
5 Seeing, Thinking, and Doing in Infancy . . . . . . . . . . . 175
6 Development of Language and Symbol Use . . . . . . . . 215
7 Conceptual Development . . . . . . . . . . . . . . . 259
8 Intelligence and Academic Achievement . . . . . . . . . . 297
9 Theories of Social Development . . . . . . . . . . . . . 341
10 Emotional Development . . . . . . . . . . . . . . . . 381
11 Attachment to Others and Development of Self . . . . . . . 423
12 The Family . . . . . . . . . . . . . . . . . . . . . . 463
13 Peer Relationships . . . . . . . . . . . . . . . . . . 503
14 Moral Development . . . . . . . . . . . . . . . . . . 543
15 Gender Development . . . . . . . . . . . . . . . . . 583
16 Conclusions . . . . . . . . . . . . . . . . . . . . . 623
Glossary . . . . . . . . . . . . . . . . . . . . . . . . G-1
References . . . . . . . . . . . . . . . . . . . . . . . . R-1
Name Index . . . . . . . . . . . . . . . . . . . . . . . NI-1
Subject Index . . . . . . . . . . . . . . . . . . . . . . . SI-1
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Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xix
Chapter 1 An Introduction to Child Development 1
. . . . . . . . . . . . . . . . .
Why Study Child Development? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Raising Children 3
Choosing Social Policies 4
Understanding Human Nature 6
Review 8
Historical Foundations of the Study of Child Development . . . . . . . . . . . . . . . . . . .8
Early Philosophers’ Views of Children’s Development 8
Social Reform Movements 9
Darwin’s Theory of Evolution 10
The Emergence of Child Development as a Discipline 10
Review 11
Enduring Themes in Child Development . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
1 NatureandNurture:How Do Nature and Nurture Together Shape Development? 11
2 The Active Child:How Do Children Shape Their Own Development? 12
3 Continuity/Discontinuity:In What Ways Is Development Continuous, and in What
Ways Is It Discontinuous? 14
4 Mechanisms of Developmental Change:How Does Change Occur? 17
5 The Sociocultural Context: How Does the Sociocultural Context
Influence Development? 19
6 Individual Differences:How Do Children Become So Different from One Another? 21
7 Research and Children’s Welfare:How Can Research Promote Children’s
Well-Being? 23
Review 24
Methods for Studying Child Development . . . . . . . . . . . . . . . . . . . . . . . . . . .24
The Scientific Method 25
Contexts for Gathering Data About Children 27
Correlation and Causation 29
Designs for Examining Development 34
Ethical Issues in Child-Development Research 36
Review 38
Chapter Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Chapter 2 Prenatal Development and the Newborn Period 41
. . . . . . . . . .
Prenatal Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Box 2.1 A Closer Look: Beng Beginnings 43
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