pdfebookbot.net

From the Inside Flap PREFACE When I first taught child development in 1975, I used a brand new textbook written by Mavis Hetherington and Ross Parke. Their book was among the first of the "modern" topically organized child development texts and provided students with an excellent overview of research in child development. In the twenty-five years since, researchers have made incredible progress in understanding children's development (and I'm proud to have been among those contributing). Unfortunately, authors have been overly enthusiastic about the emerging knowledge and textbooks have grown ever larger as more and more complex findings are added. As texts grew, my students complained to me that, with so much information in the book, they had difficulty separating the wheat from the chaff (an appropriate metaphor since I was teaching in the Midwestern United States). Greater length and complexity was only part of the problem. Most textbook authors avoided effective pedagogy like the plague. They (along with many instructors) seemed to believe that students should be able to learn on their own, without relying on learning aids in the text. As a consequence, although child development texts still presented a valuable overview of the field, they were often ineffective tools for student learning. In 1993, it seemed to me that a new book was needed—one that would meet instructors' needs for a solid, research-oriented overview of the field but would also emphasize effective pedagogy designed to enhance students' learning. Children and Their Development, first published in 1998, is my effort to meet these goals. This book is traditional in its focus on research. The organization, too, is familiar: I begin with theories and methods, move to biological bases of child development, then describe cognitive development and, later, social-emotional development. Where this book begins to differ from the competition is length: it has about 100 fewer pages than most competing texts. To make the truly important child development work stand out for students, I have deliberately omitted some topics and described others relatively briefly. But the focus on a student-friendly book is really evident in the way I've structured the chapters to help students learn about child development. I describe my approach in detail in Module 1.1, so I'll simply sketch it here. Each chapter consists of three or four modules that provide a clear and well-defined organization to the chapter. Each module begins with a set of learning objectives and a vignette that introduces the topic to be covered. Within each module, all figures, tables, and photos are fully integrated, eliminating the need for students to search for a graphic. Similarly, boxlike feature material that is set off in other textbooks is fully integrated with the main text and identified by a distinctive icon. Each module ends with several questions designed to help students check their understanding of the major ideas in the module. The end of each chapter includes several additional study aids. "In Perspective" recaps each module, then links the ideas in the chapter to a major developmental theme. "See for Yourself" suggests activities that allow students to observe topics in child development firsthand. "Resources" includes books and Web sites where students can learn more about child development. "Key Terms" is a list of all of the important terms that appeared in the chapter. The "Summary" is organized by module and the primary headings within each module; it reviews the entire chapter. Each module includes at least one feature where selected issues are highlighted. The four different kinds of features are "Focus on Research," "Making Children's Lives Better," "Cultural Influences;" and "Real Children:" The features are described in Module 1.1, but "Focus on Research" warrants extra attention here. Most textbooks describe research methods early on, then ignore them for the rest of the book. Children and Their Development takes a different and unique approach. In Module 1.3, I portray child development research as a dynamic process in which scientists make a series of decisions as they plan their work. In the process, they create a study that has both strengths and weaknesses. Each of the remaining chapters of the book contains a "Focus on Research" feature that illustrates this process by showing—in a question-and-answer format—the different decisions that investigators made in designing a particular study. I trace each of the steps and explain the decisions that were made. Then the results are shown—usually with an annotated figure so that students can learn how to interpret graphs—and the investigators' conclusions are described. Thus, the research methods that are introduced in Chapter 1 reappear in every chapter, in a setting that makes research come alive as a set of decisions that often involve compromises. (In my classes, I encourage students to think how the "Focus on Research" studies could be improved with different methods. At the same time, I ask them why the investigators might have resorted to the methods they did.) The "Focus on Research" and other pedagogical elements are effective; students using the first edition commented that the book is easy to read and presents complex topics in an understandable way. Reading Children and Their Development, students come to appreciate both what we know about children's development and the research process that produced this knowledge. Changes to the Second Edition In writing the second edition, I have included hundreds of new citations to research published in the past few years. I have also made significant additions to every chapter. Of particular note is the following new material: Chapter 1 includes information on how to study and explains the rationale for the book's organization. Chapter 2 has material on methods from molecular genetics and two new major sections: one on pathways from genes to behavior and another on nonshared environmental influences. Chapter 3 contains a new section on postpartum depression and information about the national "Back to Sleep" campaign to combat SIDS. Chapter 4 now has information on sexual orientation, bulimia, and brain plasticity. Chapter 5 includes new material on object perception and the development of attention. Chapter 6 is reorganized to include two new modules, one that evaluates Piaget's theory and another that describes new approaches that complement Piaget's work. The latter module has a new section on "the child as a theorist." Chapter 7 now describes inhibitory processes, autobiographical memory, infantile amnesia, and writing. Chapter 8 contains new material on social intelligence and dynamic approaches to intelligence testing. Chapter 9 now begins with a new section defining different aspects of language and has an expanded section on fast mapping of meaning to words. Chapter 10 describes research on emotion regulation and work on adults' representations of their attachments with their own parents. Chapter 11 has a new "Focus on Research" feature on identity in children of transracial adoptions and a new section on the consequences of low self-esteem. Chapter 12 includes material that relates temperament to self-control, information on Kohlberg's Just Communities, and a new section dealing with victims of aggression. Chapter 13 describes social class and race differences in gender stereotypes and also includes information on gender differences in physical and relational aggression. Chapter 14 begins with a new section devoted to a systems approach to the study of the family and contains an expanded section on parental behaviors (with new material on direct instruction and coaching). Chapter 15 has much expanded coverage of peer relations, material on cross-sex friendships and factors that contribute to long-lasting friendships, a new section about TV as a medium (in addition to material about TV content), a largely new section on schools (organized around factors that make schools effective), and brand new material about adolescents' part-time employment. Support Materials Children and Their Development is accompanied by a superb set of materials. They include the following: For Instructors Instructor's Resource Manual, prepared by Dale Grubb of Baldwin Wallace College. This IRM contains a wealth of material for new and experienced instructors alike. Each chapter includes chapter organizers, learning objectives, a detailed lecture outline with suggestions, classroom demonstrations and learning activities, critical thinking questions and exercises, assignment ideas, journal exercises, suggested films and videos, and classroom handouts. Test Item File, prepared by Terri T. Combs of Indiana University-Purdue University. This test bank contains over 3,000 multiple choice, true/false, short-answer and essay questions that test factual, applied, and conceptual knowledge. Prentice Hall Test Manager. One of the best-selling test-generating software programs on the market, Test Manager is available in Windows and Macintosh formats and contains a Gradebook, Online Network Testing, and many tools to help you edit and create tests. The program comes with full Technical Support and telephone "Request a Test" service. Prentice Hall's Color Transparencies for Developmental Psychology. Designed in large-type format for lecture settings, these full color overhead transparencies add visual appeal to your lectures by augmenting the visuals in the text with a variety of new illustrations. PowerPoint Slides and Online Graphics Archive. Available in the Faculty Module of the Companion Website at prenhall/kail, each chapter's art has been digitized and is available for download into any presentation software. PowerPoint lectures for each chapter are also available for download. Prentice Hall Video Libraries. Prentice Hall has assembled a superior collection of video materials which range from short lecture launchers to full-length detailed features for use in the Developmental Psychology course. The videos below are available to qualified adopters. Films for the Humanities and Sciences. A wealth of videos from the extensive library of Films for the Humanities and Sciences, on a variety of topics in developmental psychology, are available to qualified adopters. Contact your local Prentice Hall representative for a list of videos. ABC News Videos for Developmental Psychology. These videos consist of segments from ABC Nightly News with Peter Jennings, Nightline, 20/20, Prime Time Live, and The Health Show. Media Support for Children and Their Development, Second Edition. Both instructors and students will find many useful resources in the media program to accompany this text. prenhall/kail Companion Website. Prepared by Larry Jenkins of Tidewater Community College, this free online Study Guide allows students to review each chapter's material, take practice tests, research topics for course projects, and more. Professors should visit the Faculty Module of the site to download electronic versions of the Instructor's Resource Manual, Powerpoint Slides for each chapter, and an Online Graphics Archive. On-Line Course Management. For professors interested in using the Internet and on-line course management in their courses, Prentice Hall offers fully customizable on-line courses in WebCT, B1ackBoard, and eCollege to accompany this textbook. Contact your local Prentice Hall representative or visit prenhall/demo for more information. For Students Study Guide, written by Dea DeWolf This attractive, highly visual Study Guide reinforces the key pedagogical features of the textbook. The author incorporates both illustrations and design elements from the text. Each of the fifteen chapters follows the same modular organization as the text. Each of the modules in every chapter includes learning objectives, matching exercises to review key theories, definitions, terms and concepts, practice true/false questions, cumulative fill-in-the blank chapter summaries, multiple choice questions, and essay questions. Psychology on the Internet. This "hands-on" Internet tutorial features Web sites related to psychology and general information about using the Internet for research. This supplement is available free when packaged with the text and helps students capitalize on all the resources that the World Wide Web has to offer. Acknowledgments Textbook authors do not produce books on their own. I want to thank the many reviewers who generously gave their time and effort to help sharpen my thinking about child development and shape the development of this text. I am especially grateful to the following people who reviewed various aspects of the manuscript: Jack Meacham, University of Buffalo; Lesa Rae Vartanian, Purdue University; Adam Winsler, George Mason University; Tony Simon, Furman University; K. Robert Bridges, Pennsylvania State University; Frank Manis, University of Southern California; Marianne Taylor, University of Puget Sound; Karen Rudolph, University of Illinois; Cynthia Stifter, Pennsylvania State University; James Black, University of Illinois; Laura Hess, Purdue University; Lisa Oakes, University of Iowa; Jacquelyn Mice, Auburn University; Amy Weiss, University of Iowa; Brad Pillow, Northern Illinois University; Janet Dipietro, Johns Hopkins University; Lee Ann Thompson, Case Western Reserve University; Gary Ladd, University of Illinois. Thank you, as well, to those who reviewed the first edition of the manuscript: Susan McClure, Westmoreland County Community College; Rebecca Bigler, University of Texas-Austin; Kathleen Fox, Salisbury State University; Rick Medlin, Stetson University; Joan Cook, County College of Morris; Elizabeth Lemerise, Western Kentucky University; Jim Dannemiller, University of Wisconsin-Madison; Mark B. Alcorn, University of Northern Colorado; Vernon C. Hall, Syracuse University; and May X. Wang, Metropolitan State College of Denver. Without their thoughtful comments, this book would be less complete, less accurate, and less interesting. I also owe a debt of thanks to many people who helped take this project from a first draft to a bound book. Jennifer Gilliland has supported this book enthusiastically and served as a savvy guide to its revision. As she did for the first edition, Harriett Prentiss labored long to make my writing clear and inviting. Laura Curry helped to compile the many new references that were added to this edition. Anne Demarinis, under the direction of Carole Anson, designed a book that is both beautiful and functional. Julie Sullivan skillfully orchestrated the many activities that were involved in actually producing the book. Kathy Ringrose found the marvelous photographs that appear throughout the book. To all these people, many, many thanks. —Robert V. Kail --This text refers to an alternate edition. From the Back Cover MyDevelopmentLab with MyVirtualChild is a learning and assessment tool that allows instructors to assess student performance and adapt course content without investing a lot of additional time or resources.    Students benefit from this easy-to-use site with or without their instructor’s involvement. Students can test themselves on key content, track their progress, and utilize individually tailored study plan activities, including an e-book, simulations, newsfeeds, videos, and application exercises.   MyDevelopmentLab also provides students the opportunity to raise a virtual child from birth to age 18 and monitor the effects of specific parenting decisions over time.

Review "Straight Talk about Psychological Testing for Kids, by Harvard psychologists Ellen Braaten, PhD, and Gretchen Felopulos, PhD, would have saved me many sleepless nights. It covers just about everything parents need to know about testing....The book takes a user-friendly 'who, what, when, how' approach, with many case studies. Odds are, you'll find your own questions answered, as I did."--Terry Matlen, MSW, mother of a child with special needs"Psychological testing is an invaluable resource in helping to determine what may be problematic with your child. This book is an extraordinary reference for parents and professionals in truly understanding when to use, and how to interpret, the various psychological tests available. Drs. Braaten and Felopulos provide an exceptional service by distilling complex information into a very readable and pragmatic guide."--Timothy E. Wilens, MD, Massachusetts General Hospital, Harvard Medical School"At last! A superb book for the lay person about psychological testing. It is highly informative, extremely interesting, and it is really fun to read. Braaten and Felopulos have written a totally engrossing book on a topic that is usually deadly dull. Their secret is to give testing a human face and describe how it points the way to solutions for many kinds of human suffering. They write with clarity, but also with heart. They are clear, without oversimplifying. They cover a huge amount of ground, but allow the reader to enjoy the ride. This is the best book of its kind that I have ever seen."--Edward M. Hallowell, MD, author of The Childhood Roots of Adult Happiness and coauthor of Driven to Distraction"For parents wrestling with the question of how best to help a child struggling with school or with social or behavioral problems, this book is an absolute godsend. Clarifying what psychological testing is and what it can tell parents about their child, Drs. Braaten and Felopulos manage not only to demystify these complex diagnostic tools but also to teach parents about child development in general. Warm and wonderfully reassuring, the authors convey their extensive knowledge and clinical experience in language that is clear, direct, and accessible. Parents will appreciate the effort to highlight important terminology, the Q & A sections, and especially the affirming message that their 'non-expert' insights and understanding of their child are invaluable."--Bonnie Ohye, PhD"Professional psychologists, while mindful of the complexities associated with psychological testing, often fail to remember how intimidating the process can be for parents and families. Drs. Braaten and Felopulos provide an excellent review of the psychological testing process from the beginning to the closing stages. The book will be both enormously helpful to parents and instructive to professional psychologists, social workers, school-based professionals, and graduate students. This is a very valuable book."--Tanya L. Eckert, PhD, School Psychology Program, Syracuse University Excerpt. © Reprinted by permission. All rights reserved. I. Where Do I Begin? 1. How Do I Know My Child Needs Testing? 2. What Is Involved in a Testing Evaluation? 3. Who Is Qualified to Conduct the Evaluation? II. A Practical Guide to Commonly Used Tests 4. The Tests: What Are They and What Do They Do? 5. What Do All the Numbers Mean? III. Common Childhood Disorders 6. Dyslexia 7. Attention-Deficit/Hyperactivity Disorder 8. Nonverbal Learning Disorders and Asperger Syndrome 9. Autism and Pervasive Developmental Disorder 10. Mathematics Disorder and Disorder of Written Expression 11. Children at the Extremes: Mental Retardation and Giftedness --This text refers to the edition.

Review 'Just like any other "ship", friendship...means travelling through stormy waters as well as calm.' --- Wendy Lawson About the Author Wendy Lawson is a mother of four who after years of misdiagnoses was finally diagnosed with an autism spectrum disorder in 1994. Her youngest son was diagnosed with Asperger's Syndrome at the age of 12. Wendy has had an eventful and at times traumatic life and has worked as a qualified counsellor, social worker and psychologist in private practice for many years. She is the author of six books, including Understanding and Working with the Spectrum of Autism, Build Your Own Life: A Self-help Guide for Individuals With Asperger's Syndrome and Sex, Sexuality and the Autism Spectrum and ASPoetry: Illustrated Poems from an Aspie Life, all published by Jessica Kingsley Publishers.

From the Back Cover "Sara Dimerman makes a convincing case that developing character in our children is one of a parent's most important tasks. In Character Is the Key, she provides an innovative, step-by-step template for families who want to explore the values they cherish and deepen their commitment to living by those values."—Caroline Connell, Editor, Today's Parent "Sara Dimerman has done a wonderful service to everyone striving for more harmonious relationships within families. This book is a valuable and timely resource for anyone engaged in the challenge of raising children today."—Toronto Chief of Police William Blair Would you like to see your children:Taking greater initiative at home and school?Able to put themselves in others' shoes?Taking more responsibility for their actions?Valuing togetherness as a family and wanting to spend more time with you?Consistently treating peers, adults and themselves with respect?Persisting through challenges and not giving up prematurely?Being honest even when the truth is difficult to share?Courageously facing fears?Motivated to help with chores around the house?Less influenced by negative peer pressure and able to stand up for what they believe?Looking forward to a bright and successful future? Then Character Is the Key will help! The character education movement, implemented by educators around the world, is an incredibly successful and growing phenomenon. When important character attributes like honesty, integrity, and fairness are modeled and taught to kids, they develop an inner compass that continues to guide them in a positive direction. The missing link has been helping parents with their crucial participation at home - until now. In Character Is the Key, parenting expert and therapist Sara Dimerman shares proven techniques in a powerful, step-by-step plan that will help you bring your family together, improve communication, and unlock the very best in your children - and yourself. Get started today! About the Author Sara Dimerman, Dip.C.S., C.Psych.Assoc., is the founder and Director of the Parent Education and Resource Centre. Her syndicated column Help Me Sara appears in publications across the United States and Canada, and she is the child and family therapy expert at canadianparents.com. Sara is relied upon by the media as a parenting expert: she is regularly quoted in magazine and newspaper articles as well as appearing on radio and television across North America. Her first book, Am I a Normal Parent? (Hatherleigh Press, USA) was published in 2008.  Sara lives in Toronto, Canada. She is married and has two daughters, aged nine and seventeen.Visit www.helpmesara.com

About the Author Liane Holliday Willey is a doctor of education, a writer and a researcher who specializes in the fields of psycholinguistics and learning style differences. Dr. Willey has a wonderful husband, three happy children, dedicated parents and an active social life. She also has Asperger Syndrome, just like her youngest daughter. Dr. Willey's previous book, Pretending to Be Normal, described her life with Asperger Syndrome and became an international success, attracting enthusiastic reviews. A frequent guest lecturer on 'aspie' topics, Dr. Willey is an energetic educator and advocate of Asperger issues.

Review "On the one hand, the book is a carefully researched and scholarly work that will appeal to researchers, policymakers, mental health professionals, and service providers. On the other, it is a highly readable, enjoyable, and informative work for families of gay sons or lesbian daughters." -- "Journal of Feminist Family Therapy" Review An extremely helpful book for parents and family members as they discover a child to be lesbian, gay, bisexual, transgendered, or questioning. We wish we might have read it eleven years ago when our kids came out. (Rev. Paul Beeman, PFLAG President )

About the Author Anne Clinard Barnhill lives in North Carolina. She has a Master of Fine Arts in Creative Writing and has published hundreds of short stories, features and reviews in a variety of newspapers and magazines.

Review 'Running With Walker is the witty and insightful story of another, the first-born son of author Robert Hughes, a Chicago college professor. Hughes describes the mounting terror he and his wife Ellen begin to feel when they realize their beautiful little boy is not "normal" and chronicles their journey into the mysteries of autism. With humor and honesty, Hughes describes the steps and missteps they take in their search for answers, in spite of grim prognosis. "I hold out no hope for this child," one physician tells them This is not a magic-cure book about autism, nor is it a tale of woe. Running with Walker tells what could be a very grim tale with warmth and grace... This book is a rebuttal to anyone who has ever thought "I could never go through that." In the end, this family goes on, always striving and hoping for the best - because that's what families do. - Chicago Parent 'I loved this book. Painful, funny and moving, it highlights the dilemma faced by parents of children with disabilities - the need to keep hope alive, and the fears and concerns of health professional. Good parents avoid labeling and focus on what is positive about their child. Health professionals deal in labels and focus on what is wrong with children. The clash seems inevitable. Robert Hughes writes with disarming honesty about the reality and complexity of parenting an autistic child and of the need to see Walker not as hopeless, but as a unique child with possibilities. Inspirational reading! - Five to Eleven 'The story Hughes tells is tragic and beautiful and full of hope...His memoir is a testimonial to parental love that is endless, selfless, unconditional and all enduring. It is also great reading for anyone.' -Family Time 'Such an affecting and instructive story, and one told so very well: a father's relentless love for his son, offered time and again, no matter the boy's troubles. Here is human connection at its stirring, challenging best - and here is a lesson of family love for all of us to consider.' --- Robert Coles, James Agee Professor of Social Ethics, Harvard University About the Author Robert Hughes teaches English at Truman College in Chicago. His articles have appeared in Newsweek, the Chicago Tribune, Parents Magazine and Chicago Magazine.

About the Author Corinne Aves BA, PGCE, CertEdPsych, MACP is Consultant Child Psychotherapist at The Tavistock Clinic Child and Family Department

Review For a clue to what young children are really thinking, Susan Engel urges us to set aside our theories for a while as we listen anew to the children and watch them play. With humor and insight she celebrates the child's unique and ever-changing role playing and realities, and she calls upon us to make more sense of our research and teaching by seeing the children not as subjects but as co-discoverers. --Vivian Gussin Paley, author of In Mrs. Tully's Room About the Author Susan L. Engel is Director of the Program in Teaching and Senior Lecturer in Psychology at Williams College and author of The Stories Children Tell and Context Is Everything.