Child and Adolescent Development for Educators, First Edition

, by Pressley, Michael; McCormick, Christine B.

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

ISBN: 9781593853525 | 1593853521
Cover: Hardcover
Copyright: 11/20/2006

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Filling a tremendous need, this is the first graduate-level child development text written specifically for future educators. From eminent authorities, the volume provides a solid understanding of major theories of development, focusing on how each has informed research and practice in educational contexts. Topics include the impact of biology and early experiences on the developing mind; the development of academic competence and motivation; how learning is influenced by individual differences, sociocultural factors, peers, and the family environment; what educators need to know about child mental health; and more. Every chapter features a quick-reference outline, definitions of key terms, and boxes addressing special topics of interest to educators.

Special feature: Instructors considering this book for course adoption will automatically be e-mailed a test bank (in RTF format) that includes objective test items, essay questions, and case questions based on classroom scenarios.

Theoretical Perspectives in Child Development
Introduction to Child Development and Education	p. 3
The Great Debates about Human Development	p. 3
Nature versus Nurture	p. 4
Stages of Development versus Continuous Development	p. 4
Universals in Development versus Culture-Specific Developments	p. 5
Trait-Like Consistency in Behaviors versus Situational Determination of Behavior	p. 6
Active versus Passive Child	p. 6
Lasting Early Effects of Experience versus Transient Early Effects of Experience	p. 7
Environmental Influences: A Closer Look	p. 8
Summary of the Great Debates	p. 15
Research Methods in Child Development and Education	p. 15
Quantitative Methods	p. 16
Qualitative Methods	p. 22
Specific Approaches to Developmental Research	p. 26
Summary of Research Methods in Development and Education	p. 30
Review of Key Terms	p. 31
Biological Development	p. 33
Foundations of Neurological Development	p. 33
Neurological Development Following Birth	p. 34
Maturation of the Nervous System	p. 36
Early Intervention	p. 40
Patterns of Physical Development	p. 40
Timing of Maturation	p. 42
Landmarks in Motor Development	p. 42
Biological Determination of Individual Differences: The Example of Intelligence	p. 43
Individual Differences in Intelligence: Heredity and the Environment	p. 44
Reaction Range: Genotypes and Phenotypes	p. 46
The Effects of High-Quality Environments on Intelligence	p. 47
Disruptions of Normal Biological Development	p. 48
Teratogens	p. 48
Malnutrition	p. 49
Neurological Injury	p. 49
Premature Delivery	p. 49
Interventions for Low-Birthweight Children	p. 50
Biological Risk after Infancy	p. 52
Biologically Determined Biases and Constraints	p. 53
Canalization	p. 53
Cognitive Capacity Constraints	p. 54
Hemispheric Specialization	p. 54
Biological Foundations of Academic Competence	p. 55
Reading	p. 56
Dyslexia	p. 56
Mathematics	p. 57
Chapter Summary and Evaluation	p. 57
Developmental Debates	p. 58
Review of Key Terms	p. 59
Cognitive Development: Piaget's Stage Theory	p. 61
Piaget's Four-Stage Theory	p. 61
Progress through the Stages	p. 65
Mechanisms of Cognitive Change	p. 66
Cognitive Conflict and Overcoming Scientific Misconceptions	p. 68
Evaluation of Piaget's Theory	p. 70
Neo-Piagetian Perspectives on Development	p. 71
Case's Theory of Cognitive Development	p. 71
Fischer's Theories of Cognitive Development	p. 73
Moral Judgment: An Approach in the Tradition of Piaget	p. 74
Piaget's Theory of the Development of Moral Reasoning	p. 74
Kohlberg's Stage Theory of Moral Reasoning	p. 75
Education and the Development of Moral Judgment	p. 82
Constructivist Approaches to Education	p. 82
Constructivism and Mathematics Education	p. 84
Alternative Approaches to Constructivism	p. 86
Chapter Summary and Evaluation	p. 88
Developmental Debates	p. 88
Review of Key Terms	p. 90
Cognitive Development: Information-Processing Theory	p. 92
Basic Memory Capacities and Mechanisms	p. 93
Explanations of Developmental Increases in Functional Capacity of Short-Term Memory	p. 94
Strategies	p. 97
Definition of Strategies	p. 97
Development of Strategy Use in Young Children	p. 98
Strategy Use by Preschoolers	p. 99
Development of Strategic Competence in the School Years	p. 100
Teaching Strategies	p. 101
Continued Use of Strategies Following Instruction	p. 102
Monitoring Strategy Effectiveness	p. 102
Representation of Knowledge	p. 105
Procedural Knowledge	p. 106
Concepts	p. 107
Neural Networks	p. 111
Images	p. 113
Schemata	p. 115
Situated, Distributed Knowledge	p. 118
Chapter Summary and Evaluation	p. 118
Developmental Debates	p. 120
Review of Key Terms	p. 121
Social Theories of Development and Learning	p. 122
Social Learning Theory	p. 122
Observational Learning of Behaviors and Expectancies	p. 123
Cognitive Mechanisms of Social Learning	p. 124
Other Mechanisms of Social Learning	p. 126
Behavior Modification: Applied Operant Conditioning	p. 129
Cognitive-Behavior Modification	p. 131
Classroom Management	p. 133
Development According to Freud: The Psychosexual Stage Theory	p. 135
Psychosexual Stages of Development	p. 137
Anxiety and Defense Mechanisms	p. 139
Unconscious and Conscious Processing	p. 140
Psychoanalysis and Education	p. 142
Evaluation of Freudian Theory	p. 142
Development According to Erikson: The Psychosocial Stage Theory	p. 144
Psychosocial Stages of Development	p. 145
Identity and Identity Crises	p. 145
Evaluation of Eriksonian Theory	p. 148
Chapter Summary and Evaluation	p. 149
Developmental Debates	p. 150
Review of Key Terms	p. 151
Sociocultural Theories of Development and Education	p. 153
Vygotsky's Sociocultural Approaches to Mind	p. 153
The Developmental Relationship between Thought and Speech	p. 154
Development of Sophisticated Thought	p. 156
Apprenticeship	p. 158
Research Validating Sociocultural Positions	p. 159
The Challenges of Scaffolding and Teaching as Apprenticeship	p. 163
Cultural Differences and Their Implications for Classroom Practice	p. 168
Macroethnographic Analyses	p. 169
Microethnographic Research	p. 173
Cross-Cultural Differences and the Testing of Minority Students	p. 176
Cross-Cultural Insights about the Effects of Schooling on Cognitive Development	p. 180
Chapter Summary and Evaluation	p. 181
Developmental Debates	p. 181
Review of Key Terms	p. 183
Key Topics in Child Development and Education
Language Development and Linguistic Diversity	p. 187
Biological Foundations of Language	p. 187
Left-Hemisphere Involvement in Language	p. 187
Genetic Studies of Language Functioning	p. 189
Critical Periods for Language Development	p. 190
Speed of Acquisition Relative to the Amount of Input for Language Development	p. 191
Language Acquisition	p. 191
Prelinguistic Development: Speech Perception and Production	p. 192
Semantic Development	p. 194
Syntactic Development	p. 197
Pragmatics	p. 200
Metalinguistic Awareness	p. 201
Concluding Comment on First-Language Development	p. 204
Bilingualism	p. 206
Bilingual Language Development	p. 208
Bilingualism and Cognitive Development	p. 212
The Nature and Effects of Education on Bilingual Students	p. 212
Language Disorders	p. 217
Phonological Impairment	p. 217
Semantic (Vocabulary) Impairments	p. 218
Grammatical Impairments	p. 218
Pragmatic Impairments	p. 219
Deafness	p. 219
Oral Communication versus Sign Language Debate	p. 220
Language Development	p. 222
Cognitive Differences in Deaf and Hearing-Normal Individuals	p. 223
Chapter Summary and Evaluation	p. 224
Developmental Debates	p. 225
Review of Key Terms	p. 226
Intelligence and Individual Differences in Academic Competence	p. 227
Standardized Tests	p. 227
Reliability	p. 228
Validity	p. 229
Questions Educators Should Ask about Tests	p. 230
Intelligence Testing	p. 231
Wechsler Intelligence Scales	p. 233
Other Intelligence Tests for Children	p. 234
Group Measures of Intelligence	p. 235
Intellectual Competencies across the Lifespan	p. 235
Cattell and Horn's Theory of Intelligence across the Lifespan	p. 237
Continuing Debates about the Nature of Intelligence	p. 238
Bias in Mental Testing	p. 240
Differences in Test Performance Related to Socioeconomic Level	p. 240
Other Potential Sources of Test Bias	p. 241
Testing and the Law	p. 242
Learner Diversity	p. 242
Giftedness	p. 243
Learning Disabilities	p. 247
Mental Retardation	p. 251
Other Students at Risk for School Difficulties and Failure	p. 254
Chapter Summary and Evaluation	p. 257
Developmental Debates	p. 258
Review of Key Terms	p. 259
The Development of Academic Motivation	p. 261
Why Does Academic Motivation Decline with Increasing Grade in School?	p. 262
Self-Efficacy	p. 262
Attributions for Success and Failure	p. 266
Classroom Competition	p. 268
Views of Intelligence	p. 273
Overjustification Effects	p. 274
Promoting Motivation in School	p. 275
Cooperative Learning	p. 275
Attribution Retraining	p. 278
Making Academic Tasks More Interesting	p. 279
Nurturing Possible Selves	p. 281
How Do Really Motivating Teachers Motivate Their Students?	p. 283
Contextual Determination of Academic Motivation	p. 284
Microsystem	p. 285
Macrosystem	p. 286
Microsystem-Macrosystem Interactions	p. 288
Biological Contextual Effects	p. 289
Role of the Individual Child	p. 289
Chapter Summary and Evaluation	p. 289
Developmental Debates	p. 290
Review of Key Terms	p. 292
Family and Peer Relationships	p. 293
The Child's First Relationship: Adult-Infant Attachment	p. 293
Infant Cognitive Development and Attachment	p. 295
Measurement of Attachment: The Strange Situation	p. 295
Other Measures of Attachment	p. 297
The Nature of Maternal Responsiveness	p. 300
Attachment and Subsequent Social Relations	p. 300
Attachment and Subsequent Cognitive Interactions	p. 302
Family and Development after Infancy	p. 304
Parental Style	p. 305
Specific Socialization Mechanisms	p. 306
Beyond the Family: Peer Relationships	p. 370
Development of Peer Relations	p. 311
Development of Social-Cognitive Abilities	p. 314
The Gender of Friends	p. 317
Popular and Unpopular Children	p. 319
Parental and Peer Pressures	p. 321
Why Have Friends?: The Developmental Significance of Friendship	p. 322
How Does Daycare Affect Social and Academic Development?	p. 324
The Characteristics Determining the Quality of Daycare	p. 324
Daycare Effects on Attachment	p. 326
Daycare Effects on Cognitive Competence	p. 328
Daycare for School-Age Children	p. 330
How Do Social Relationships Affect Academic Achievement?	p. 330
Chapter Summary and Evaluation	p. 332
Developmental Debates	p. 333
Review of Key Terms	p. 334
Gender Role Development	p. 335
Gender Stereotypes versus Gender Differences	p. 335
Social and Personality Differences	p. 336
Cognitive Differences	p. 337
Androgyny	p. 339
Theoretical Explanations of Gender Differences	p. 341
Biological Theories	p. 342
Social Learning Theories of Gender Role Development	p. 345
Cognitive Theories	p. 350
Motivation and Gender Differences in Academic Performance	p. 353
Expectancies about Academic Success and Reactions to Failures	p. 353
Societal, Parental, and Teacher Input and Reactions	p. 355
Lifestyle Preferences	p. 356
Interpretive Summary	p. 357
Development of Sexuality	p. 358
Chapter Summary and Evaluation	p. 361
Developmental Debates	p. 362
Review of Key Terms	p. 363
Recognizing and Understanding Student Mental Health Problems	p. 365
Themes to Keep in Mind	p. 366
The Quantity and Quality of the Problem Behavior	p. 366
The Context in Which the Problem Behavior Occurs	p. 367
The "It's Probably Not a Zebra!" Issue	p. 368
What's an Educator to Do?	p. 369
Psychological Problems Often First Detected in Early Childhood	p. 370
Pervasive Developmental Disorders	p. 370
What Can Teachers Do When Working with Children with PDDs?	p. 372
Psychological Problems Present during the Elementary-School Years	p. 373
Children's Anxieties	p. 373
What Can Teachers Do to Attend to Children's Anxiety?	p. 376
Disruptive Behavior Disorders	p. 377
What Can Teachers Do to Assess and Intervene for Disruptive Behavior Disorders?	p. 381
Psychological Problems That Are Prevalent during Adolescence	p. 382
Adolescent Substance Misuse	p. 383
Mood Disorders	p. 386
What Can Teachers Do to Support and Assist Troubled Adolescents?	p. 388
Chapter Summary and Evaluation	p. 389
Developmental Debates	p. 390
Review of Key Terms	p. 391
Integrative Review of Major Concepts	p. 392
The Major Periods of Development	p. 392
Prenatal Development	p. 393
Infancy	p. 393
Early Childhood	p. 395
Middle Childhood	p. 398
Adolescence	p. 400
Summary and Concluding Comment	p. 402
Mechanisms of Development and the Determinants of Individual Differences	p. 406
The Nature of Nature	p. 406
The Nature of Nurture	p. 407
Summary and Concluding Comment	p. 415
References	p. 417
Index	p. 488
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Child and Adolescent Development for Educators, First Edition

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