Understanding Children's Development, 4th Edition,9780631228233

Understanding Children's Development, 4th Edition

by ; ;
Edition: 4th
ISBN13: 9780631228233
ISBN10: 0631228233
Format: Paperback
Pub. Date: 2003-04-01
Publisher(s): Wiley-Blackwell
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Summary

This leading child development text, widely acclaimed for its international coverage and its rigorous research-based approach, has been thoroughly revised and updated: Provides international coverage. Takes a rigorous research-based approach. Now includes an additional chapter on prenatal development and birth. Student-friendly features include detailed case studies, suggestions for further reading, and ideas for classroom discussion. Useful online support material, including multiple choice questions, to accompany this text is available at www.blackwellpublishing.com/ucd.

Author Biography

Peter K. Smith is Professor of Psychology and Head of the Unit for School and Family Studies at Goldsmiths College, London.

Helen Cowie is Professor of Psychology and on the senior management team of the School of Psychology and Counselling at the University of Surrey Roehampton.

Mark Blades is Senior Lecturer in Psychology at the University of Sheffield.

Table of Contents

List of Plates and Box Plates xii
List of Figures and Box Figures xiv
List of Tables and Box Tables xx
Series Preface xxiv
Preface to the Fourth Edition xxv
Preface to the Third Edition xxvii
Preface to the Second Edition xxix
Preface to the First Edition xxxi
Acknowledgements xxxiii
Part One Theories and Methods
1(64)
1 Studying Development
3(22)
Development Observed
4(1)
What Is 'Development'?
5(6)
Obtaining Information about Behaviour and Development
11(6)
Working with the Data: Quantitative and Qualitative Methods
17(2)
What Implications does Psychological Knowledge have for Society?
19(2)
The Scientific Status of Psychology
21(2)
Further Reading
23(1)
Discussion Points
24(1)
2 Biological and Cultural Theories of Development
25(40)
Genetics and the Groundplan for Development
25(8)
How Behaviour Develops: Nature and Nurture
33(14)
Evolution and Human Behaviour
47(7)
Culture and Development
54(3)
Social Constructionist Approaches
57(2)
Further Reading
59(1)
Discussion Points
59(8)
Box 2.1: The behaviour of free-living chimpanzees in the Combe Stream Reserve
60(2)
Box 2.2: Development through participation in sociocultural activity
62(3)
Part Two The Social World of the Child
65(252)
3 Prenatal Development and Birth
67(25)
From Conception to Birth
67(3)
The Nature of Birth
70(7)
Early Social Behaviour and Social Interactions
77(8)
Further Reading
85(1)
Discussion Points
85(7)
Box 3.1: Newborn and fetal response to the human voice
86(2)
Box 3.2: Cognitive status, language attainment, and prereading skills of 6-year-old very preterm children and their peers: the Bavarian longitudinal study
88 (4)
4 Parents and Families
92(44)
The Development of Attachment Relationships
92(14)
Bowlby's 'Maternal Deprivation' Hypothesis
106(4)
Care Outside the Family: Day Care and Childminding
110(2)
Relationships with Other Family Members
112(7)
Styles of Parenting
119(2)
Divorce and Step-parenting
121(3)
Harsh Physical Punishment, and Child Abuse
124(3)
Models of Parenting
127(2)
Further Reading
129(1)
Discussion Points
129(7)
Box 4.1: Infant-mother attachment among the Dogon of Mali
130(4)
Box 4.2: The effect of early institutional rearing on the behaviour problems and affectional relationships of 4-year-old children
134(2)
5 The Peer Group
136(39)
Early Peer Relationships
136(2)
Siblings
138(3)
Peer Relationships in Preschool and School
141(9)
Friendship
150(3)
The Importance of Peer Relations and Friendship
153(4)
Dominance and Aggression in Children
157 (7)
Bullying in School
164(2)
Group Socialization Theory and the Role of the Peer Group: How Important are Families?
166(2)
Further Reading
168(1)
Discussion Points
169(6)
Box 5.1: Dimensions and types of social status: a cross-age perspective
169(2)
Box 5.2: Bully/victim problems among schoolchildren: basic facts and effects of a school-based intervention programme
171(4)
6 Becoming Socially Aware
175(39)
How Children Begin to Understand Self and Others
175(3)
Emotional Development
178(5)
Understanding Others' Emotions, Desires and Beliefs
183(2)
Self-concept and Self-esteem
185(1)
Early Sex Differences and the Development of Gender Identity
186(3)
Theories of Sex-role Identification
189(5)
Ethnic Awareness, Identity, Preference and Prejudice
194(5)
The Influence of Television
199(10)
Further Reading
209(1)
Discussion Points
209(5)
Box 6.1: Changes in embarrassment as a function of age, sex and situation
209(2)
Box 6.2: Television and the child: an empirical study of the effect of television on the young
211(3)
7 Play
214(29)
The Characteristics of Playful Behaviour
216(3)
The Development of Play
219(10)
Play Theorists
229(3)
Empirical Studies
232(5)
Further Reading
237(1)
Discussion Points
238(5)
Box 7.1: Exploration and play in children
238(2)
Box 7.2: Universal, developmental, and variable aspects of young children's play: A cross-cultural comparison of pretending at home
240(3)
8 Helping Others and Moral Development
243(38)
The Development of Prosocial Behaviour
244(5)
Factors Influencing Prosocial Behaviour in the Family and in School
249(8)
The Development of Moral Reasoning
257(17)
Further Reading
274(1)
Discussion Points
275(6)
Box 8.1: Child-rearing and children's prosocial initiations towards victims of distress
275(2)
Box 8.2: The effects of primary division, student-mediated conflict resolution programs on playground aggression
277(4)
9 Adolescence
281(36)
The Biological and Physical Changes of Puberty
282(5)
Psychological Effects of Puberty
287(4)
Adolescence as a Period of Turmoil, or 'Storm and Stress'
291(14)
Relations with Parents: Conflicts, and Mood Disruption
305(4)
Relations with Peers and Risk Taking Behaviours
309(1)
Adolescence in Different Cultures
310(2)
Further Reading
312(1)
Discussion Points
313(6)
Box 9.1: Unravelling girls' delinquency: biological, dispositional and contextual contributions to adolescent misbehaviour
313(2)
Box 9.2: Cultural bases of risk behaviour: Danish adolescents
315(2)
Part Three Children's Developing Minds
317(275)
10 Perception
319(29)
Methods for Studying Infants' Perception
320(2)
Visual Perception
322(11)
Auditory Perception
333(3)
Intermodal Perception
336(2)
Effects of the Environment on Perceptual Development
338(2)
Conclusions
340(1)
Further Reading
341(1)
Discussion Points
341(7)
Box 10.1: The origin of form perception
341(5)
Box 10.2: Effects of prior experience on 4.5-month-old infants' object segregation
346(2)
11 Language
348(40)
Main Areas of Language Development
348(1)
Sequences in Language Development
349(8)
The Development of Discourse and Narrative Skills
357(4)
Pre-reading and Pre-writing Skills
361(3)
Dyslexia
364(2)
Theories of Language Development
366(15)
Further Reading
381(1)
Discussion Points
381(7)
Box 11.1: Categorizing sounds and learning to read: a causal connection
382(3)
Box 11.2: Facilitating children's syntax development
385(3)
12 Cognition: Piaget's Theory
388(32)
Underlying Assumptions: Structure and Organization
391(2)
The Stages of Cognitive Development
393(1)
The Sensori-motor Stage
393(4)
Re-interpretations of Piaget: the Sensori-motor Stage
397(2)
The Pre-operational Stage
399(6)
Re-interpretations of Piaget: the Pre-operational Stage
405(2)
The Concrete Operational Stage
407(1)
Re-interpretations of Piaget: the Concrete Operational Stage
407(1)
The Formal Operational Stage
408(2)
Re-interpretations of Piaget: the Formal Operational Stage
410(2)
Piaget's Theory: an Overview
412(1)
Educational Implications
412(2)
Further Reading
414(1)
Discussion Points
414(6)
Box 12.1: Piaget's mountains revisited: changes in the egocentric landscape
415(2)
Box 12.2: Conservation accidents
417(3)
13 Cognition: The Information Processing Approach
420(40)
Information Processing Limitations
422(3)
Neo-Piagetians and Information Processing
425(7)
Memory Development
432(4)
How do Memory Strategies Develop?
436(1)
Metacognition
437(1)
Knowledge and Memory Development
438(1)
Constructive Memory and Knowledge Structures
439(3)
Children's Eyewitness Research
442(2)
Children's Suggestibility
444(5)
Further Reading
449(1)
Discussion Points
450(10)
Box 13.1: The origins of scientific reasoning
450(6)
Box 13.2: The effects of stereotypes and suggestions on preschoolers' reports
456(4)
14 Children's Understanding of Mind
460(31)
Thc False-belief Task
462(2)
Children's Knowledge of Mind before about Four Years of Age
464(3)
When is Theory of Mind Achieved?
467(1)
Knowledge of the Mind after about Four Years of Age
468(3)
Theories about the Development of Understanding the Mind
471(6)
Do Children with Autism Lack an Understanding of Others' Minds?
477(4)
How Far can a Deficit in Understanding Mental Representations Contribute to an Explanation of Autism?
481(2)
Further Reading
483(1)
Discussion Points
484(7)
Box 14.1: Beliefs about beliefs: representations and constraining function of wrong beliefs in young children's understanding of deception
484(4)
Box 14.2: Domain specificity in conceptual development: neuropsychological evidence from autism
488(3)
15 Learning in a Social Context
491(34)
The Challenge of Vygotsky
491(3)
Individual Mental Functioning: its Sociocultural Origins
494(5)
Language and Thought
499(2)
The Impact of Bruner
501(8)
Implications for Education
509(4)
Is a Synthesis Possible between Piagetian and Vygotskian Theory?
513(3)
Further Reading
516(1)
Discussion Points
516(9)
Box 15.1: Capturing and modelling the process of conceptual change
517(4)
Box 15.2: Mathematics in the streets and in schools
521(4)
16 Intelligence and Attainment
525(28)
The Development of Intelligence Tests
525(8)
Reliability and Validity
533(1)
The Early Uses of Intelligence Tests
534(1)
Concepts of Intelligence
535(4)
Savants
539(2)
Intelligence in a Social-cultural Context
541(2)
The Use of Intelligence Tests
543(3)
Attainment Tests
546(2)
Conclusions
548(1)
Further Reading
548(1)
Discussion Points
549(4)
Box 16.1: People's conceptions of intelligence
549(1)
Box 16.2: Calendar calculating in 'idiots savants'. How do they do it?
550(3)
17 Deprivation and Enrichment: Risk and Resilience
553(32)
Disadvantage
553(1)
Extreme Deprivation and Neglect
554(5)
The Effects of Institutional Rearing on Children's Development
559(4)
Socially Disadvantaged Children
563(4)
Explanatory Models
567(4)
Interventions: the Role of families
571(1)
Compensatory Education Programmes in the UK
572(1)
Compensatory Education Programmes in the USA
573(1)
Compensatory Programmes Evaluated
574(2)
A Continuing Debate
576(3)
Further Reading
579(1)
Discussion Points
580(5)
Box 17.1: Children and political violence: an overview
580(2)
Box 17.2: Lasting effects of early education: a report from the consortium of longitudinal studies
582(3)
Appendix A Ethical Principles for Conducting Research with Human Participants
585(5)
Appendix B Careers in Psychology
590(2)
References 592(52)
Index 644

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