Читать книгу Infants and Children in Context - Tara L. Kuther - Страница 7
Detailed Contents
Оглавление2 Preface
5 Unit I Foundations of Child and Adolescent DevelopmentChapter 1: Understanding Human Development: Approaches and TheoriesUnderstanding DevelopmentPeriods of DevelopmentPrenatal Period (Conception to Birth)Infancy and Toddlerhood (Birth to 2 Years)Early Childhood (2 to 6 Years)Middle Childhood (6 to 11 Years)Adolescence (11 to 18 Years)Domains of DevelopmentContexts of DevelopmentBasic Issues in Developmental ScienceNature and Nurture: How Do Nature and Nurture Influence Development?The Active Child: How Do Children Influence Their Own Development?Continuities and Discontinuities: In What Ways Is Development Continuous and Discontinuous?Theories of Child DevelopmentPsychoanalytic TheoriesFreud’s Psychosexual TheoryErikson’s Psychosocial TheoryBehaviorist and Social Learning TheoriesClassical ConditioningOperant ConditioningSocial Learning TheoryCognitive TheoriesPiaget’s Cognitive-Developmental TheoryInformation Processing TheoryContextual TheoriesVygotsky’s Sociocultural TheoryBronfenbrenner’s Bioecological Systems TheoryEthology and Evolutionary Developmental TheoryDynamic Systems TheoryResearch in Human DevelopmentThe Scientific MethodMethods of Data CollectionObservational MeasuresSelf-Report MeasuresPhysiological MeasuresResearch DesignsCase StudyCorrelational ResearchExperimental ResearchDevelopmental Research DesignsCross-Sectional Research DesignLongitudinal Research DesignCross-Sequential Research DesignResearch EthicsChapter 2: Biological and Environmental Foundations of DevelopmentGenetic Foundations of DevelopmentGeneticsCell ReproductionSex DeterminationGenes Shared by TwinsPatterns of Genetic InheritanceDominant–Recessive InheritanceIncomplete DominancePolygenic InheritanceGenomic ImprintingChromosomal and Genetic ProblemsGenetic DisordersDominant–Recessive DisordersX-Linked DisordersChromosomal AbnormalitiesMutationReproductive ChoicesGenetic CounselingReproductive TechnologyAdoptionPrenatal DiagnosisPrenatal Treatment of Genetic DisordersHeredity and EnvironmentBehavioral GeneticsMethods of Behavioral GeneticsGenetic Influences on Personal CharacteristicsGene–Environment InteractionsRange of ReactionCanalizationGene–Environment CorrelationsEpigenetic Influences on DevelopmentChapter 3: The Prenatal Period, Birth, and the NewbornPrenatal DevelopmentConceptionGerminal Period (0 to 2 Weeks)Embryonic Period (3 to 8 Weeks)Fetal Period (9 Weeks to Birth)Environmental Influences on Prenatal DevelopmentPrinciples of TeratologyTypes of TeratogensPrescription and Nonprescription DrugsAlcoholCigarette SmokingCannabisCocaineOpioidsMaternal IllnessEnvironmental HazardsMaternal CharacteristicsNutritionEmotional Well-BeingMaternal AgePaternal CharacteristicsContextual and Cultural Influences on Prenatal CareChildbirthLaborMedication During DeliveryCesarean DeliveryNatural ChildbirthHome BirthThe NewbornMedical and Behavioral Assessment of NewbornsThe Newborn’s Perceptual CapacitiesNewborn States of ArousalLow-Birthweight Infants: Preterm and Small-for-Date BabiesContextual Risks for Low BirthweightCharacteristics of Low-Birthweight InfantsOutcomes of Low-Birthweight Infants
6 Unit II Infancy and ToddlerhoodChapter 4: Physical Development in Infancy and ToddlerhoodBody GrowthGrowth TrendsPatterns of GrowthNutrition and GrowthBreastfeedingMalnutritionHealth ThreatsGrowth FalteringSudden Infant Death SyndromeFailure to VaccinateBrain Development During Infancy and ToddlerhoodThe NeuronProcesses of Neural DevelopmentThe Cerebral CortexExperience and Brain DevelopmentSleep and Brain DevelopmentEarly Learning CapacitiesHabituationClassical ConditioningOperant ConditioningImitationSensation and Perception During Infancy and ToddlerhoodMethods for Studying Infant PerceptionVisionFace PerceptionObject ExplorationColor VisionDepth PerceptionHearingTouchSmell and TasteIntermodal PerceptionInfant–Context Interactions and Perceptual DevelopmentMotor Development During Infancy and ToddlerhoodGross Motor DevelopmentFine Motor DevelopmentBiological and Contextual Determinants of Motor DevelopmentBiological Influences on Motor DevelopmentContextual Influences on Motor DevelopmentMotor Development as a Dynamic SystemChapter 5: Cognitive Development in Infancy and ToddlerhoodPiaget’s Cognitive-Developmental TheoryProcesses of DevelopmentSensorimotor SubstagesSubstage 1: Reflexes (Birth to 1 Month)Substage 2: Primary Circular Reactions (1 to 4 Months)Substage 3: Secondary Circular Reactions (4 to 8 Months)Substage 4: Coordination of Secondary Circular Reactions (8 to 12 Months)Substage 5: Tertiary Circular Reactions (12 to 18 Months)Substage 6: Mental Representation (18 to 24 Months)Evaluating Sensorimotor ReasoningViolation-of-Expectation TasksA-Not-B TasksDeferred Imitation TasksCore Knowledge TheoryInformation Processing TheoryInformation Processing SystemAttentionMemoryWorking MemoryLong-Term MemoryInfants’ ThinkingCulture and Cognitive DevelopmentIndividual Differences in Cognitive AbilitiesTesting Infant IntelligenceInformation Processing as IntelligenceChild Care and Mental DevelopmentLanguage Development in Infancy and ToddlerhoodEarly Preferences for Speech SoundsPrelinguistic CommunicationFirst WordsLearning Words: Semantic GrowthTwo-Word UtterancesNature, Nurture, and LanguageLearning ApproachesNativist ApproachesInteractionist Approach to Language DevelopmentChapter 6: Socioemotional Development in Infancy and ToddlerhoodPsychosocial Development in Infancy and ToddlerhoodTrust Versus MistrustAutonomy Versus Shame and DoubtEmotional Development in Infancy and ToddlerhoodInfants’ Emotional ExperienceBasic EmotionsSelf-Conscious EmotionsEmotion RegulationSocial Interaction and Emotional DevelopmentParental InteractionSocial ReferencingCultural Influences on Emotional DevelopmentEmotional Display RulesStranger WarinessTemperament in Infancy and ToddlerhoodStyles of TemperamentContext and Goodness of FitCultural Differences in TemperamentAttachment in Infancy and ToddlerhoodBowlby’s Ethological Perspective on AttachmentInfants’ Signals and Adults’ ResponsesPhases of AttachmentSecure Base, Separation Anxiety, and Internal Working ModelsAinsworth’s Strange Situation and Attachment ClassificationsAttachment-Related OutcomesInfluences on AttachmentStability of AttachmentCultural Variations in Attachment ClassificationsThe Self in Infancy and ToddlerhoodSelf-AwarenessSelf-RecognitionEmerging Self-ConceptSelf-Control
7 Unit III Early ChildhoodChapter 7: Physical Development in Early ChildhoodGrowth and Motor DevelopmentPatterns of GrowthGross Motor SkillsFine Motor SkillsBrain DevelopmentNormative Processes of Brain DevelopmentAtypical Brain DevelopmentAutism Spectrum DisorderSensory Processing DisorderPromoting Health in Early ChildhoodNutritionPhysical ActivitySleepScreen UseThreats to Health and Well-BeingIllnessAllergiesToxinsUnintentional InjuryChild MaltreatmentEffects of Child MaltreatmentRisk Factors for Child MaltreatmentChapter 8: Cognitive Development in Early ChildhoodCognitive-Developmental and Sociocultural Reasoning in Early ChildhoodPiaget’s Cognitive-Developmental Theory: Preoperational ReasoningCharacteristics of Preoperational ReasoningEvaluating Preoperational ReasoningEducational Implications of Preoperational ReasoningVygotsky’s Sociocultural TheoryGuided Participation and ScaffoldingZone of Proximal DevelopmentPrivate SpeechEvaluating Vygotsky’s Sociocultural TheoryInformation Processing in Early ChildhoodAttentionWorking Memory and Executive FunctionMemoryMemory for InformationMemory for ScriptsAutobiographical MemoryTheory of MindFalse BeliefContextMetacognitionLanguage Development in Early ChildhoodVocabularyGrammarBilingual Language LearningMoral Development in Early ChildhoodSocial Learning TheoryCognitive-Developmental TheoryHeteronomous MoralityPreconventional ReasoningConceptions of Moral, Social, and Personal IssuesEarly Childhood EducationChild-Centered and Academically Centered Preschool ProgramsEarly Childhood Education InterventionsChapter 9: Socioemotional Development in Early ChildhoodEmerging Sense of SelfPsychosocial Development in Early ChildhoodSelf-ConceptSelf-EsteemEmotional Development in Early ChildhoodEmotional UnderstandingEmotion RegulationEmpathy and Prosocial BehaviorProsocial BehaviorInfluences on Prosocial BehaviorAggressionFamiliesParenting StylesAuthoritarian ParentingPermissive ParentingUninvolved ParentingAuthoritative ParentingDisciplineCulture, Context, and ParentingSiblingsGender Stereotypes, Gender Differences, and Gender DevelopmentGender Role Norms and Gender StereotypesSex DifferencesBiological Influences on Gender Role DevelopmentCognitive Influences on Gender Role DevelopmentParentsPeersMediaCultureReducing Gender StereotypingPlay and Peer Relationships in Early ChildhoodPlay and DevelopmentCognitive and Emotional DevelopmentSocial Development and Early FriendshipsSociodramatic PlayRough-and-Tumble PlayPretend PlaymatesCulture and Play
8 Unit IV Middle ChildhoodChapter 10: Physical Development in Middle ChildhoodGrowth and Motor DevelopmentPatterns of GrowthGross Motor DevelopmentFine Motor DevelopmentInfluences on Growth and Motor DevelopmentBrain DevelopmentNormative Brain DevelopmentAtypical Brain DevelopmentAttention-Deficit/Hyperactivity DisorderSpecific Learning DisorderPhysical Activity in Middle ChildhoodBenefits of Physical Activity for ChildrenPhysical EducationRecessOrganized SportsThreats to Health in Middle ChildhoodUnintentional InjuryAsthmaChildhood ObesityChild Sexual AbuseResilience in Middle ChildhoodChapter 11: Cognitive Development in Middle ChildhoodCognitive Development in Middle ChildhoodPiaget’s Cognitive-Developmental Theory: Concrete Operational ReasoningClassificationConservationCulture and Concrete Operational ReasoningImplications of Cognitive-Developmental Theory for EducationInformation Processing TheoryWorking Memory and Executive FunctionMetacognition and MetamemoryMemory StrategiesContext and CognitionImplications for EducationIntelligenceIntelligence TestsIndividual and Group Differences in IQContextual Influences on IQAlternative Views of IntelligenceMultiple IntelligencesTriarchic Theory of IntelligenceMoral Reasoning in Middle ChildhoodMoral Reasoning: Piaget’s TheoryChildren’s Conceptions of Justice: Kohlberg’s Cognitive-Developmental TheoryDistributive Justice ReasoningDistinguishing Moral and Conventional RulesLanguage Development in Middle ChildhoodVocabularyGrammarPragmaticsBilingual Language LearningLearning and Schooling in Middle ChildhoodApproaches to EducationTeacher-Centered ClassroomConstructivist ClassroomReading and Mathematics InstructionTransition to First GradeAccess to Digital Technology and LearningGiftednessEducating Children With Special NeedsChapter 12: Socioemotional Development in Middle ChildhoodPsychosocial Development in Middle ChildhoodSelf-ConceptSelf-EsteemAchievement MotivationContextual Influences on Achievement Attributions and MotivationParentsTeachersCultural InfluencesGender DevelopmentBoys and Girls: Similarities and DifferencesGrowthVerbal SkillsSpatial SkillsMathematics SkillsEmotional ExpressionGender-Related Preferences and StereotypesPeer Relationships in Middle ChildhoodFriendshipPeer Acceptance, Popularity, and RejectionPopularityPeer RejectionBullyingChildren Who BullyVictims of BullyingIntervening in BullyingFamilies in Middle ChildhoodParent–Child RelationshipsSiblingsOnly ChildrenSame-Sex Parented FamiliesSingle-Parent FamiliesCohabiting FamiliesDivorced and Divorcing FamiliesBlended Families
9 Glossary
10 References
