Table of Contents

Chapter 1 Child Development: Themes, Theories, and Methods Themes of Development Theoretical Perspectives on Development Developmental Themes and Theoretical Perspectives: An Overview Research Methods in Child Psychology Chapter 2: Heredity and the Environment The Process of Genetic Transmission Genetic Influences on Development Genetic Counseling and Genetic Engineering Heredity-Environment Interactions Heredity, Environment, and Individual Differences Chapter 3: Prenatal Development and Birth Stages of Prenatal Development Risks in the Prenatal Environment Birth and the Beginnings of Life Vulnerability and Resilience in Children at Risk Chapter 4: Infancy: Sensation, Perception, and Learning The Newborn The Infant’s Sensory and Perceptual Capacities Early Learning and Memory Chapter 5: The Child’s Growth: Brain, Body, Motor Skills, and Sexual Maturation Brain Development in Infancy Motor Development Physical Growth Sexual Maturation Chapter 6: Emotional Development and Attachment Early Emotional Development The Beginnings of Specific Emotions Learning to Regulate Emotions How Children Think About Emotions The Development of Attachment The Nature and Quality of Attachment Chapter 7: Language and Communication The Components of Language: Phonology, Semantics, Grammar, and Pragmatics Theories of Language Development The Antecedents of Language Development Semantic Development: The Power of Words The Acquisition of Grammar: From Words to Sentences Learning the Social and Creative Uses of Language Chapter 8: Cognitive Development: Piaget and Vygotsky Piaget’s Theory of Cognitive Development Piaget’s Main Tenet: The Child Actively Seeks Knowledge The Stages of Cognitive Development Evaluation of Piaget’s Theory Vygotsky’s Sociocultural Theory of Cognitive Development Evaluation of Vygotsky’s Theory Chapter 9: Cognitive Development: The Information-Processing Approach Information-Processing Theory Developmental Changes in Some Significant Cognitive Abilities Metacognition Chapter 10: Intelligence and Achievement Theories of Intelligences The Traditional Approach: Testing Intelligence Why Do People Differ In Measured Intelligence Achievement, Motivation, and Intellectual Performance Ethnicity, Social Class, and Intellectual Performance Cognitive Intervention Studies Beyond the Norms: Giftedness and Mental Retardation Creativity Chapter 11: The Family The Family System Social Class, Ethnicity, and Socialization The Changing American Family Child Abuse Within the Family Chapter 12: Expanding the Social World: Peers and Friends How Peer Interactions Begin: Developmental Patterns Peers as Socializers Peer Acceptance Promoters of Peer Acceptance: Parents and Teachers When Peers Become Friends Parents, Peers, or Both From Dyads to Groups Peer Groups in Different Cultures Chapter 13: Gender Roles and Gender Differences Defining Sex and Gender Gender-Role Standards and Stereotypes Gender Differences in Development Biological Factors in Gender Differences Cognitive Factors in Gender Typing Influence of the Family in Gender Typing Extrafamilial Influences on Gender Roles Androgyny Chapter 14: Morality, Altruism, and Aggression An Overview of Moral Development Cognitive Theories of Moral Development The Behavioral Side of Moral Development The Evolution of Prosocial and Altruistic Behaviors The Development of Aggression Chapter 15: Developmental Psychopathology The Developmental Approach to Psychopathology What is Abnormal? Classifying Child Psychopathology Some Psychological Disorders that Affect Children Treating and Preventing Child Psychological Disorders

About the Author

Ross D. Parke is Distinguished Professor of Psychology and director of the Center for Family Studies at the University of California, Riverside. He is past president of the Society for Research in Child Development and of Division 7, the Development Psychology Division, of the American Psychological Association, and in 1995, he received the G. Stanley Hall award from this APA division. Parke was elected a fellow of the American Association for the Advancement of Science in 1997. He has served as editor of both the Journal of Family Psychology and Developmental Psychology and as associate editor of Child Development. Parke is the author of Fatherhood, coauthor of Throwaway Dads (with Armin Brott), and coeditor of Family-Peer Relationships: In Search of the Linkages (with Gary Ladd), Children in Time and Place(with Glen Elder and John Modell), and Exploring Family Relationships With Other Social Contexts (with Sheppard Kellam). Parke's research has focused on early social relationships in infancy and childhood. He obtained his Ph.D. from the University of Waterloo, Ontario, Canada, and is well know for his early work on the effects of punishment, aggression, and child abuse and for his work on the father's role in infancy and early childhood. Parke's current work focuses on the links between family and peer social systems, ethnic variations in families, and the effects of the new reproductive technologies on families.
Mary Gauvain is a Professor of Psychology at the University of California, Riverside. She is a fellow of the American Psychological Association and past secretary/treasurer of Division 7 (Developmental Psychology) of APA. She is also a fellow of the American Association for the Advancement of Science and a member of the Society for Research in Child Development. Gauvain is currently an associate editor of Child Development and on the editorial board of the journals Child Development Perspectives and Cognitive Development. She is the author of The Social Context of Cognitive Development and coauthor of Readings on the Development of Children (with Michael Cole). She is well known for her research on cognitive development, in particular, for her research on social and cultural contributions to the development of planning skills and spatial thinking. Gauvain obtained her M.A. degree in sociology of education from Stanford University and her Ph.D. in psychology from the University of Utah. She has held postdoctoral positions in developmental psychology at the Graduate Center of the City University of New York and the Oregon Social Learning Center. Her current research focuses on the ecology of children's everyday lives, including how experiences in the family and cultural community provide opportunities for the development of cognitive skills.