Lecture Notes for Child Development, 9th Edition
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Instructor’s Resource Manual
for
Berk
Child Development
Ninth Edition
prepared by
Sara Harris
Illinois State University
Laura E. Berk
Illinois State University
Leah Shriro
Judy Ashkenaz
for
Berk
Child Development
Ninth Edition
prepared by
Sara Harris
Illinois State University
Laura E. Berk
Illinois State University
Leah Shriro
Judy Ashkenaz
CONTENTS
PREFACE vii
CHAPTER 1 HISTORY, THEORY, AND APPLIED DIRECTIONS 1
Chapter-at-a-Glance 1 • Brief Chapter Summary 2
Learning Objectives 2 • Lecture Outline 2 • Lecture Enhancements 11
Learning Activities 15 • Ask Yourself 17 • Suggested Readings 21
Media Materials 21
CHAPTER 2 RESEARCH STRATEGIES 23
Chapter-at-a-Glance 23 • Brief Chapter Summary 23
Learning Objectives 24 • Lecture Outline 24 • Lecture Enhancements 29
Learning Activities 33 • Ask Yourself 36 • Suggested Readings 39
Media Materials 40
CHAPTER 3 BIOLOGICAL FOUNDATIONS, PRENATAL DEVELOPMENT, AND
BIRTH 41
Chapter-at-a-Glance 41 • Brief Chapter Summary 42
Learning Objectives 42 • Lecture Outline 43 • Lecture Enhancements 56
Learning Activities 59 • Ask Yourself 62 • Suggested Readings 69
Media Materials 69
CHAPTER 4 INFANCY: EARLY LEARNING, MOTOR SKILLS, AND
PERCEPTUAL CAPACITIES 71
Chapter-at-a-Glance 71 • Brief Chapter Summary 71
Learning Objectives 72 • Lecture Outline 72 • Lecture Enhancements 81
Learning Activities 83 • Ask Yourself 86 • Suggested Readings 90
Media Materials 91
CHAPTER 5 PHYSICAL GROWTH 93
Chapter-at-a-Glance 93 • Brief Chapter Summary 94
Learning Objectives 94 • Lecture Outline 95 • Lecture Enhancements 103
Learning Activities 106 • Ask Yourself 109 • Suggested Readings 113
Media Materials 114
CHAPTER 6 COGNITIVE DEVELOPMENT: PIAGETIAN, CORE KNOWLEDGE,
AND VYGOTSKIAN PERSPECTIVES 117
Chapter-at-a-Glance 117 • Brief Chapter Summary 118
Learning Objectives 119 • Lecture Outline 119 • Lecture Enhancements 130
Learning Activities 133 • Ask Yourself 136 • Suggested Readings 142
Media Materials 142
iii
PREFACE vii
CHAPTER 1 HISTORY, THEORY, AND APPLIED DIRECTIONS 1
Chapter-at-a-Glance 1 • Brief Chapter Summary 2
Learning Objectives 2 • Lecture Outline 2 • Lecture Enhancements 11
Learning Activities 15 • Ask Yourself 17 • Suggested Readings 21
Media Materials 21
CHAPTER 2 RESEARCH STRATEGIES 23
Chapter-at-a-Glance 23 • Brief Chapter Summary 23
Learning Objectives 24 • Lecture Outline 24 • Lecture Enhancements 29
Learning Activities 33 • Ask Yourself 36 • Suggested Readings 39
Media Materials 40
CHAPTER 3 BIOLOGICAL FOUNDATIONS, PRENATAL DEVELOPMENT, AND
BIRTH 41
Chapter-at-a-Glance 41 • Brief Chapter Summary 42
Learning Objectives 42 • Lecture Outline 43 • Lecture Enhancements 56
Learning Activities 59 • Ask Yourself 62 • Suggested Readings 69
Media Materials 69
CHAPTER 4 INFANCY: EARLY LEARNING, MOTOR SKILLS, AND
PERCEPTUAL CAPACITIES 71
Chapter-at-a-Glance 71 • Brief Chapter Summary 71
Learning Objectives 72 • Lecture Outline 72 • Lecture Enhancements 81
Learning Activities 83 • Ask Yourself 86 • Suggested Readings 90
Media Materials 91
CHAPTER 5 PHYSICAL GROWTH 93
Chapter-at-a-Glance 93 • Brief Chapter Summary 94
Learning Objectives 94 • Lecture Outline 95 • Lecture Enhancements 103
Learning Activities 106 • Ask Yourself 109 • Suggested Readings 113
Media Materials 114
CHAPTER 6 COGNITIVE DEVELOPMENT: PIAGETIAN, CORE KNOWLEDGE,
AND VYGOTSKIAN PERSPECTIVES 117
Chapter-at-a-Glance 117 • Brief Chapter Summary 118
Learning Objectives 119 • Lecture Outline 119 • Lecture Enhancements 130
Learning Activities 133 • Ask Yourself 136 • Suggested Readings 142
Media Materials 142
iii
CHAPTER 7 COGNITIVE DEVELOPMENT: AN INFORMATION-
PROCESSING PERSPECTIVE 145
Chapter-at-a-Glance 145 • Brief Chapter Summary 146
Learning Objectives 147 • Lecture Outline 147 • Lecture Enhancements 154
Learning Activities 157 • Ask Yourself 160 • Suggested Readings 165
Media Materials 165
CHAPTER 8 INTELLIGENCE 167
Chapter-at-a-Glance 167 • Brief Chapter Summary 168
Learning Objectives 168 • Lecture Outline 169 • Lecture Enhancements 177
Learning Activities 179 • Ask Yourself 182 • Suggested Readings 185
Media Materials 186
CHAPTER 9 LANGUAGE DEVELOPMENT 187
Chapter-at-a-Glance 187 • Brief Chapter Summary 188
Learning Objectives 188 • Lecture Outline 189 • Lecture Enhancements 196
Learning Activities 199 • Ask Yourself 201 • Suggested Readings 207
Media Materials 207
CHAPTER 10 EMOTIONAL DEVELOPMENT 209
Chapter-at-a-Glance 209 • Brief Chapter Summary 210
Learning Objectives 210 • Lecture Outline 211 • Lecture Enhancements 220
Learning Activities 223 • Ask Yourself 226 • Suggested Readings 231
Media Materials 232
CHAPTER 11 SELF AND SOCIAL UNDERSTANDING 235
Chapter-at-a-Glance 235 • Brief Chapter Summary 236
Learning Objectives 237 • Lecture Outline 237 • Lecture Enhancements 245
Learning Activities 249 • Ask Yourself 251 • Suggested Readings 255
Media Materials 255
CHAPTER 12 MORAL DEVELOPMENT 257
Chapter-at-a-Glance 257 • Brief Chapter Summary 258
Learning Objectives 259 • Lecture Outline 259 • Lecture Enhancements 270
Learning Activities 274 • Ask Yourself 276 • Suggested Readings 280
Media Materials 280
CHAPTER 13 DEVELOPMENT OF SEX DIFFERENCES AND GENDER
ROLES 283
Chapter-at-a-Glance 283 • Brief Chapter Summary 283
Learning Objectives 284 • Lecture Outline 285 • Lecture Enhancements 292
Learning Activities 295 • Ask Yourself 298 • Suggested Readings 303
Media Materials 304
iv
PROCESSING PERSPECTIVE 145
Chapter-at-a-Glance 145 • Brief Chapter Summary 146
Learning Objectives 147 • Lecture Outline 147 • Lecture Enhancements 154
Learning Activities 157 • Ask Yourself 160 • Suggested Readings 165
Media Materials 165
CHAPTER 8 INTELLIGENCE 167
Chapter-at-a-Glance 167 • Brief Chapter Summary 168
Learning Objectives 168 • Lecture Outline 169 • Lecture Enhancements 177
Learning Activities 179 • Ask Yourself 182 • Suggested Readings 185
Media Materials 186
CHAPTER 9 LANGUAGE DEVELOPMENT 187
Chapter-at-a-Glance 187 • Brief Chapter Summary 188
Learning Objectives 188 • Lecture Outline 189 • Lecture Enhancements 196
Learning Activities 199 • Ask Yourself 201 • Suggested Readings 207
Media Materials 207
CHAPTER 10 EMOTIONAL DEVELOPMENT 209
Chapter-at-a-Glance 209 • Brief Chapter Summary 210
Learning Objectives 210 • Lecture Outline 211 • Lecture Enhancements 220
Learning Activities 223 • Ask Yourself 226 • Suggested Readings 231
Media Materials 232
CHAPTER 11 SELF AND SOCIAL UNDERSTANDING 235
Chapter-at-a-Glance 235 • Brief Chapter Summary 236
Learning Objectives 237 • Lecture Outline 237 • Lecture Enhancements 245
Learning Activities 249 • Ask Yourself 251 • Suggested Readings 255
Media Materials 255
CHAPTER 12 MORAL DEVELOPMENT 257
Chapter-at-a-Glance 257 • Brief Chapter Summary 258
Learning Objectives 259 • Lecture Outline 259 • Lecture Enhancements 270
Learning Activities 274 • Ask Yourself 276 • Suggested Readings 280
Media Materials 280
CHAPTER 13 DEVELOPMENT OF SEX DIFFERENCES AND GENDER
ROLES 283
Chapter-at-a-Glance 283 • Brief Chapter Summary 283
Learning Objectives 284 • Lecture Outline 285 • Lecture Enhancements 292
Learning Activities 295 • Ask Yourself 298 • Suggested Readings 303
Media Materials 304
iv
CHAPTER 14 THE FAMILY 307
Chapter-at-a-Glance 307 • Brief Chapter Summary 308
Learning Objectives 309 • Lecture Outline 309 • Lecture Enhancements 320
Learning Activities 323 • Ask Yourself 326 • Suggested Readings 330
Media Materials 331
CHAPTER 15 PEERS, MEDIA, AND SCHOOLING 333
Chapter-at-a-Glance 333 • Brief Chapter Summary 333
Learning Objectives 334 • Lecture Outline 335 • Lecture Enhancements 346
Learning Activities 349 • Ask Yourself 352 • Suggested Readings 358
Media Materials 358
ADDITIONAL INSTRUCTIONAL IDEAS 361
MEDIA DISTRIBUTION INFORMATION 363
v
Chapter-at-a-Glance 307 • Brief Chapter Summary 308
Learning Objectives 309 • Lecture Outline 309 • Lecture Enhancements 320
Learning Activities 323 • Ask Yourself 326 • Suggested Readings 330
Media Materials 331
CHAPTER 15 PEERS, MEDIA, AND SCHOOLING 333
Chapter-at-a-Glance 333 • Brief Chapter Summary 333
Learning Objectives 334 • Lecture Outline 335 • Lecture Enhancements 346
Learning Activities 349 • Ask Yourself 352 • Suggested Readings 358
Media Materials 358
ADDITIONAL INSTRUCTIONAL IDEAS 361
MEDIA DISTRIBUTION INFORMATION 363
v
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PREFACE
This Instructor’s Resource Manual, which accompanies Child Development, Ninth Edition, is designed to assist both the novice
and the experienced teacher in preparing lectures and guiding students’ learning. During the months that we wrote the manual,
we tried to think of the kind of supports that might help instructors seasoned by years of experience bring freshness,
stimulation, and inspiration to the teaching of child development. At the same time, we paid great attention to addressing the
needs of beginning teachers—only a breath ahead of the syllabus in class preparation and scrambling to find good sources that
amplify text discussion. The resources in this manual are intended to lighten the busy schedules of instructors; bring new
insights and lively discussion to the classroom; and, most of all, deepen the understanding of students of child development.
The Instructor’s Resource Manual consists of the following instructional resources keyed to each chapter of the text:
1. Chapter-at-a-Glance. Located at the beginning of each chapter, the Chapter-at-a-Glance tables provide easy reference to
available resources in the manual as well as outside supplements. Main topics are page-referenced, and instruction ideas
(Learning Objectives, Lecture Enhancements, Learning Activities, and Ask Yourself questions) and the supplement (Test
Bank) relevant to each text section are listed.
2. Brief Chapter Summary. This feature is designed to provide quick familiarity with the coverage of topics in each chapter.
It can serve as the basis for deciding which subjects treated by the text to review and extend in class lecture and which
supplementary topics to add that reflect the instructor’s unique perspective, interests, and personal experiences.
3. Learning Objectives. For each text chapter, a comprehensive set of Learning Objectives is provided. We believe that
students learn best when they actively grapple with text material and integrate new information with what they already know.
Students can be asked to write a paragraph or two in response to each objective, include important terms in their responses,
check their answers against the text’s discussion, and revise each response accordingly. This exercise yields a student-generated
summary of the content of each chapter. Once completed, it provides a useful review written in the student’s own words that
can be referred to while preparing for examinations. Further, the objectives are tied to individual items in the accompanying Test
Bank.
4. Lecture Outline. The purpose of the Lecture Outlines is to provide a detailed synopsis of each chapter. Material is
organized by text headings and subheadings and page-referenced to the text. Important terms and concepts appear in boldface
and in italics, as in the text narrative. The outlines permit a “quick read” of each chapter and can serve as the basis for lecture
notes or PowerPoint® Presentations.
5. Lecture Enhancements. Four Lecture Enhancements, page-referenced to relevant text material, accompany each chapter.
Each expands on information treated in the text by addressing new theory and research, considering controversial issues that
promote student discussion and debate, and extending the text’s emphasis on the vital connections among theory, research, and
applications. To assist instructors with the time-consuming task of lecture preparation, the Lecture Enhancements go beyond
merely suggesting appropriate topics to providing the general direction of each lecture’s content. Enough detail is given so that
instructors who are pressed for time can integrate information from the manual directly into their lectures. Each Lecture
Enhancement is accompanied by one or two current sources that can be used to develop a more extensive lecture presentation.
Finally, for Lecture Enhancements calling for student participation, specific instructions have been boldfaced.
6. Learning Activities. From seven to eleven Learning Activities per chapter are included. Many of the activities provide
students with opportunities to see “live” examples of research findings by observing and interviewing children and adolescents.
Also included are written assignments that permit students to extend their knowledge of topics in the text.
7. Ask Yourself. The Ask Yourself feature consists of critical-thinking questions, designed to support students’ active
engagement with the subject matter. Each question can be found at the end of major sections in the text and is page-referenced
in this manual. The focus of these questions is divided between theory and application. Many describe problematic situations
and ask students to resolve them in light of what they have learned. In this way, the questions inspire high-level thinking and
new insights.
vii
This Instructor’s Resource Manual, which accompanies Child Development, Ninth Edition, is designed to assist both the novice
and the experienced teacher in preparing lectures and guiding students’ learning. During the months that we wrote the manual,
we tried to think of the kind of supports that might help instructors seasoned by years of experience bring freshness,
stimulation, and inspiration to the teaching of child development. At the same time, we paid great attention to addressing the
needs of beginning teachers—only a breath ahead of the syllabus in class preparation and scrambling to find good sources that
amplify text discussion. The resources in this manual are intended to lighten the busy schedules of instructors; bring new
insights and lively discussion to the classroom; and, most of all, deepen the understanding of students of child development.
The Instructor’s Resource Manual consists of the following instructional resources keyed to each chapter of the text:
1. Chapter-at-a-Glance. Located at the beginning of each chapter, the Chapter-at-a-Glance tables provide easy reference to
available resources in the manual as well as outside supplements. Main topics are page-referenced, and instruction ideas
(Learning Objectives, Lecture Enhancements, Learning Activities, and Ask Yourself questions) and the supplement (Test
Bank) relevant to each text section are listed.
2. Brief Chapter Summary. This feature is designed to provide quick familiarity with the coverage of topics in each chapter.
It can serve as the basis for deciding which subjects treated by the text to review and extend in class lecture and which
supplementary topics to add that reflect the instructor’s unique perspective, interests, and personal experiences.
3. Learning Objectives. For each text chapter, a comprehensive set of Learning Objectives is provided. We believe that
students learn best when they actively grapple with text material and integrate new information with what they already know.
Students can be asked to write a paragraph or two in response to each objective, include important terms in their responses,
check their answers against the text’s discussion, and revise each response accordingly. This exercise yields a student-generated
summary of the content of each chapter. Once completed, it provides a useful review written in the student’s own words that
can be referred to while preparing for examinations. Further, the objectives are tied to individual items in the accompanying Test
Bank.
4. Lecture Outline. The purpose of the Lecture Outlines is to provide a detailed synopsis of each chapter. Material is
organized by text headings and subheadings and page-referenced to the text. Important terms and concepts appear in boldface
and in italics, as in the text narrative. The outlines permit a “quick read” of each chapter and can serve as the basis for lecture
notes or PowerPoint® Presentations.
5. Lecture Enhancements. Four Lecture Enhancements, page-referenced to relevant text material, accompany each chapter.
Each expands on information treated in the text by addressing new theory and research, considering controversial issues that
promote student discussion and debate, and extending the text’s emphasis on the vital connections among theory, research, and
applications. To assist instructors with the time-consuming task of lecture preparation, the Lecture Enhancements go beyond
merely suggesting appropriate topics to providing the general direction of each lecture’s content. Enough detail is given so that
instructors who are pressed for time can integrate information from the manual directly into their lectures. Each Lecture
Enhancement is accompanied by one or two current sources that can be used to develop a more extensive lecture presentation.
Finally, for Lecture Enhancements calling for student participation, specific instructions have been boldfaced.
6. Learning Activities. From seven to eleven Learning Activities per chapter are included. Many of the activities provide
students with opportunities to see “live” examples of research findings by observing and interviewing children and adolescents.
Also included are written assignments that permit students to extend their knowledge of topics in the text.
7. Ask Yourself. The Ask Yourself feature consists of critical-thinking questions, designed to support students’ active
engagement with the subject matter. Each question can be found at the end of major sections in the text and is page-referenced
in this manual. The focus of these questions is divided between theory and application. Many describe problematic situations
and ask students to resolve them in light of what they have learned. In this way, the questions inspire high-level thinking and
new insights.
vii
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8. Suggested Readings. Many instructors wish to assign or recommend supplementary readings to their students. A list of
three to four additional readings complements each text chapter. The readings have been carefully selected for their interest,
value, and readability; the majority are recently published. Each entry is annotated so instructors can discern the topic and
general orientation of the reading prior to consulting the original source.
9. Media Materials. Each chapter contains a related list of available DVDs, including the date of production, the name of the
distributor, the length of the presentation, and a description of content.
Sara Harris
Laura E. Berk
Leah Shriro
Judy Ashkenaz
viii
three to four additional readings complements each text chapter. The readings have been carefully selected for their interest,
value, and readability; the majority are recently published. Each entry is annotated so instructors can discern the topic and
general orientation of the reading prior to consulting the original source.
9. Media Materials. Each chapter contains a related list of available DVDs, including the date of production, the name of the
distributor, the length of the presentation, and a description of content.
Sara Harris
Laura E. Berk
Leah Shriro
Judy Ashkenaz
viii
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ADDITIONAL INSTRUCTIONAL IDEAS
For additional instructional ideas, visit MyDevelopmentLab, an interactive multimedia resource that is designed to reinforce
text concepts through controlled assessments, extensive video footage, simulations, biographies of major theorists in the field,
careers in child development, and other interactive activities that are unique to Child Development. Below are sample activities
that can be used for classroom instruction or out-of-class assignments.
Sample Videos and Simulations Featured on MyDevelopmentLab
Chapter 1
MDL Video: Resilience: Mentoring At-Risk Children
MDL Simulate: Ecological Systems Theory
Chapter 2
MDL Simulate: Distinguishing Independent and Dependent Variables
MDL Simulate: Ethics in Psychological Research
Chapter 3
MDL Video: Parenting a Child with a Genetic Disorder
MDL Video: Childbirth
MDL Video: Preterm Birth
MDL Simulate: Alien Gene Lab
Chapter 4
MDL Video: Newborn States
MDL Video: Motor Development in Infancy
MDL Simulate: Newborn Reflexes
MDL Simulate: Experiencing the Visual Cliff
Chapter 5
MDL Video: Motor Development and Play: The Children’s Circus
MDL Video: Childhood Obesity
MDL Video: Adolescent Parenthood
MDL Simulate: Brain Development
MDL Simulate: Early versus Late Pubertal Timing
Chapter 6
MDL Video: Make-Believe Play: Sophie, Age 2½ and Alison, 4 Years
MDL Video: Understanding of Death
MDL Video: Cooperative Learning
MDL Simulate: Piaget and Vygotsky
Chapter 7
MDL Video: ADHD
MDL Video: Mathematics: A Second-Grade Math Lesson
MDL Simulate: Working Memory
361
For additional instructional ideas, visit MyDevelopmentLab, an interactive multimedia resource that is designed to reinforce
text concepts through controlled assessments, extensive video footage, simulations, biographies of major theorists in the field,
careers in child development, and other interactive activities that are unique to Child Development. Below are sample activities
that can be used for classroom instruction or out-of-class assignments.
Sample Videos and Simulations Featured on MyDevelopmentLab
Chapter 1
MDL Video: Resilience: Mentoring At-Risk Children
MDL Simulate: Ecological Systems Theory
Chapter 2
MDL Simulate: Distinguishing Independent and Dependent Variables
MDL Simulate: Ethics in Psychological Research
Chapter 3
MDL Video: Parenting a Child with a Genetic Disorder
MDL Video: Childbirth
MDL Video: Preterm Birth
MDL Simulate: Alien Gene Lab
Chapter 4
MDL Video: Newborn States
MDL Video: Motor Development in Infancy
MDL Simulate: Newborn Reflexes
MDL Simulate: Experiencing the Visual Cliff
Chapter 5
MDL Video: Motor Development and Play: The Children’s Circus
MDL Video: Childhood Obesity
MDL Video: Adolescent Parenthood
MDL Simulate: Brain Development
MDL Simulate: Early versus Late Pubertal Timing
Chapter 6
MDL Video: Make-Believe Play: Sophie, Age 2½ and Alison, 4 Years
MDL Video: Understanding of Death
MDL Video: Cooperative Learning
MDL Simulate: Piaget and Vygotsky
Chapter 7
MDL Video: ADHD
MDL Video: Mathematics: A Second-Grade Math Lesson
MDL Simulate: Working Memory
361
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Instructor’s Resource Manual for Berk / Child Development, 9e
362
Chapter 8
MDL Video: Home Environment and Mental Development
MDL Video: Jumpstart: Promoting Early Literacy and School Readiness
MDL Simulate: Gardner’s Theory of Multiple Intelligences
Chapter 9
MDL Video: Supporting Early Language Learning: Storybook Reading
MDL Video: Acquiring Conversational Skills
Chapter 10
MDL Video: Early Emotional Development
MDL Video: Multiple Attachments: Fathers
MDL Simulate: Recognizing Facial Expressions of Emotion
MDL Simulate: The Strange Situation
Chapter 11
MDL Video: Understanding of False Belief
MDL Video: Autism
MDL Video: Self-Concept
Chapter 12
MDL Video: Early Morally Relevant Self-Control
MDL Video: Delinquency
MDL Simulate: Development of Moral Reasoning
Chapter 13
MDL Video: Gender Typing
MDL Video: Gender Constancy
Chapter 14
MDL Video: Transition to Parenthood
MDL Video: Quality Child Care
MDL Video: Child Abuse
MDL Simulate: Child-Rearing Styles
Chapter 15
MDL Video: Peer Acceptance
MDL Video: Friendship in Adolescence
MDL Video: Adolescent Dating
MDL Simulate: Peer Acceptance
MDL Simulate: Name That Educational Philosophy
362
Chapter 8
MDL Video: Home Environment and Mental Development
MDL Video: Jumpstart: Promoting Early Literacy and School Readiness
MDL Simulate: Gardner’s Theory of Multiple Intelligences
Chapter 9
MDL Video: Supporting Early Language Learning: Storybook Reading
MDL Video: Acquiring Conversational Skills
Chapter 10
MDL Video: Early Emotional Development
MDL Video: Multiple Attachments: Fathers
MDL Simulate: Recognizing Facial Expressions of Emotion
MDL Simulate: The Strange Situation
Chapter 11
MDL Video: Understanding of False Belief
MDL Video: Autism
MDL Video: Self-Concept
Chapter 12
MDL Video: Early Morally Relevant Self-Control
MDL Video: Delinquency
MDL Simulate: Development of Moral Reasoning
Chapter 13
MDL Video: Gender Typing
MDL Video: Gender Constancy
Chapter 14
MDL Video: Transition to Parenthood
MDL Video: Quality Child Care
MDL Video: Child Abuse
MDL Simulate: Child-Rearing Styles
Chapter 15
MDL Video: Peer Acceptance
MDL Video: Friendship in Adolescence
MDL Video: Adolescent Dating
MDL Simulate: Peer Acceptance
MDL Simulate: Name That Educational Philosophy
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Media Distribution Information
MEDIA DISTRIBUTION INFORMATION
ACT Media Productions Inc.
1365 North Winchester Street
Olathe, KS 66061-5880
Phone: 1-800-745-5480
Annenberg Media
P.O. Box 55742
Indianapolis, IN 46205-0742
Phone: 1-800-LEARNER (1-800-532-7637)
Fax: 1-317-579-0402
E-mail: order@learner.org
www.learner.org
Aquarius Health Care Media
30 Forest Road
P.O. Box 249
Millis, MA 02054
Phone: 1-508-376-1244
Fax: 1-508-376-1245
www.aquariusproductions.com
Cambridge Documentary Films, Inc.
MEDIA DISTRIBUTION INFORMATION
ACT Media Productions Inc.
1365 North Winchester Street
Olathe, KS 66061-5880
Phone: 1-800-745-5480
Annenberg Media
P.O. Box 55742
Indianapolis, IN 46205-0742
Phone: 1-800-LEARNER (1-800-532-7637)
Fax: 1-317-579-0402
E-mail: order@learner.org
www.learner.org
Aquarius Health Care Media
30 Forest Road
P.O. Box 249
Millis, MA 02054
Phone: 1-508-376-1244
Fax: 1-508-376-1245
www.aquariusproductions.com
Cambridge Documentary Films, Inc.
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Instructor’s Resource Manual for Berk / Child Development, 9e
Media Education Foundation
60 Masonic St.
Northampton, MA 01060
Phone: 1-800-897-0089
Fax: 1-800-659-6882
E-mail: info@mediaed.org
www.mediaed.org
National Geographic Channel
National Geographic Catalog/Online
777 South State Road 7
Margate, FL 33068
Phone: 1-888-225-5647
http://shop.nationalgeographic.com
PBS Home Video
Phone: 1-800-531-4727
www.shoppbs.org/home
PHD Lowe Productions
#188-P.O. Box 8000
Abbotsford, BC V2S 6H1
Canada
Phone: 1-604-854-8130
E-mail: phd-lowe@shaw.ca
www.vygotskydocumentary.com
School Media Associates
5815 Live Oak Parkway, Suite 2-B
Norcross, GA 30093-1700
Phone: 1-800-451-5226
Fax: 1-770-441-8529
E-mail: info@smavideo.net
www.smavideo.com
364
Media Education Foundation
60 Masonic St.
Northampton, MA 01060
Phone: 1-800-897-0089
Fax: 1-800-659-6882
E-mail: info@mediaed.org
www.mediaed.org
National Geographic Channel
National Geographic Catalog/Online
777 South State Road 7
Margate, FL 33068
Phone: 1-888-225-5647
http://shop.nationalgeographic.com
PBS Home Video
Phone: 1-800-531-4727
www.shoppbs.org/home
PHD Lowe Productions
#188-P.O. Box 8000
Abbotsford, BC V2S 6H1
Canada
Phone: 1-604-854-8130
E-mail: phd-lowe@shaw.ca
www.vygotskydocumentary.com
School Media Associates
5815 Live Oak Parkway, Suite 2-B
Norcross, GA 30093-1700
Phone: 1-800-451-5226
Fax: 1-770-441-8529
E-mail: info@smavideo.net
www.smavideo.com
364
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CHAPTER 1
HISTORY, THEORY, AND APPLIED DIRECTIONS
CHAPTER-AT-A-GLANCE
Chapter Outline Instruction Ideas Supplements
The Field of Child Development pp. 4–6
Domains of Development • Periods of
Development
Learning Objectives 1.1–1.2
Lecture Enhancement 1.1
Test Bank Items 1–12
Please contact your Pearson publisher’s
representative for a wide range of video
offerings available to adopters.
Basic Issues pp. 6–10, 11
Continuous or Discontinuous Development? •
One Course of Development or Many? •
Relative Influence of Nature and Nurture? •
A Balanced Point of View
Learning Objective 1.3
Lecture Enhancement 1.2
Learning Activities 1.1–1.2
Ask Yourself p. 9
Test Bank Items 13–26, 136–137, 141
Historical Foundations pp. 10–14
Medieval Times • The Reformation •
Philosophies of the Enlightenment • Scientific
Beginnings
Learning Objective 1.4
HISTORY, THEORY, AND APPLIED DIRECTIONS
CHAPTER-AT-A-GLANCE
Chapter Outline Instruction Ideas Supplements
The Field of Child Development pp. 4–6
Domains of Development • Periods of
Development
Learning Objectives 1.1–1.2
Lecture Enhancement 1.1
Test Bank Items 1–12
Please contact your Pearson publisher’s
representative for a wide range of video
offerings available to adopters.
Basic Issues pp. 6–10, 11
Continuous or Discontinuous Development? •
One Course of Development or Many? •
Relative Influence of Nature and Nurture? •
A Balanced Point of View
Learning Objective 1.3
Lecture Enhancement 1.2
Learning Activities 1.1–1.2
Ask Yourself p. 9
Test Bank Items 13–26, 136–137, 141
Historical Foundations pp. 10–14
Medieval Times • The Reformation •
Philosophies of the Enlightenment • Scientific
Beginnings
Learning Objective 1.4
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Instructor’s Resource Manual for Berk / Child Development, 9e
BRIEF CHAPTER SUMMARY
Child development is the study of human constancy and change from conception through adolescence. It is part of the larger,
interdisciplinary field of developmental science, which includes the entire lifespan.
Researchers often divide the study of development into three broad domains—physical, cognitive, and emotional and
social—and divide development into five age periods from conception through adolescence. In recent decades, researchers have
posited a new period, emerging adulthood, which describes the prolonged transition to adulthood typical of contemporary
young people in industrialized nations.
Theories of child development provide organizing frameworks that guide and give meaning to the scientific study of
children. All major theories of child development take a stand on three basic issues: (1) Is the course of development
continuous or discontinuous? (2) Do all children follow one course of development, or are there many possible courses? (3) Are
genetic or environmental factors more important in influencing development? Recent theories generally take a balanced view of
these issues.
Contemporary theories of child development are rooted in ideas about children that go back many centuries. The theories
that have been major forces in child development research vary in their focus on different domains of development, in their
view of development, and in their strengths and limitations.
In recent years, the field of child development has become increasingly concerned with applying its vast knowledge base to
solving pressing social problems. Public policy—favorable laws and government programs aimed at improving current
conditions—is essential for safeguarding children’s positive experiences in family, school, and community contexts. Such
policies are strongly affected by cultural values like individualism versus collectivism. To be effective in meeting children’s
needs, public policies must be guided by research. As researchers in child development collaborate with community and
government agencies, they can help to create a sense of immediacy about the need to improve the condition of children and
families.
LEARNING OBJECTIVES
After reading this chapter, you should be able to answer the following:
1.1 What is the field of child development, and what factors stimulated its expansion? (p. 4)
1.2 How is child development typically divided into domains and periods? (pp. 4–6)
1.3 Identify three basic issues on which child development theories take a stand. (pp. 6–10, 11)
1.4 Describe major historical influences on theories of child development. (pp. 10–14)
1.5 What theories influenced child development research in the mid-twentieth century? (pp. 14–21)
1.6 Describe recent theoretical perspectives on child development. (pp. 21–31)
1.7 Identify the stand taken by each major theory on the basic issues of child development. (pp. 31–32)
1.8 Explain the importance of social policies for safeguarding children’s well-being, and cite factors that affect the policy-
making process, noting the role of child development research. (pp. 32–38)
LECTURE OUTLINE
I. THE FIELD OF CHILD DEVELOPMENT (pp. 4–6)
A. Child development is an area of study devoted to understanding constancy and change from conception through
adolescence.
B. Child development is part of the field of developmental science, which includes all changes that humans experience
throughout the lifespan.
C. Research in child development has both scientific and applied (practical) importance.
D. Our large storehouse of information about child development is interdisciplinary.
2
BRIEF CHAPTER SUMMARY
Child development is the study of human constancy and change from conception through adolescence. It is part of the larger,
interdisciplinary field of developmental science, which includes the entire lifespan.
Researchers often divide the study of development into three broad domains—physical, cognitive, and emotional and
social—and divide development into five age periods from conception through adolescence. In recent decades, researchers have
posited a new period, emerging adulthood, which describes the prolonged transition to adulthood typical of contemporary
young people in industrialized nations.
Theories of child development provide organizing frameworks that guide and give meaning to the scientific study of
children. All major theories of child development take a stand on three basic issues: (1) Is the course of development
continuous or discontinuous? (2) Do all children follow one course of development, or are there many possible courses? (3) Are
genetic or environmental factors more important in influencing development? Recent theories generally take a balanced view of
these issues.
Contemporary theories of child development are rooted in ideas about children that go back many centuries. The theories
that have been major forces in child development research vary in their focus on different domains of development, in their
view of development, and in their strengths and limitations.
In recent years, the field of child development has become increasingly concerned with applying its vast knowledge base to
solving pressing social problems. Public policy—favorable laws and government programs aimed at improving current
conditions—is essential for safeguarding children’s positive experiences in family, school, and community contexts. Such
policies are strongly affected by cultural values like individualism versus collectivism. To be effective in meeting children’s
needs, public policies must be guided by research. As researchers in child development collaborate with community and
government agencies, they can help to create a sense of immediacy about the need to improve the condition of children and
families.
LEARNING OBJECTIVES
After reading this chapter, you should be able to answer the following:
1.1 What is the field of child development, and what factors stimulated its expansion? (p. 4)
1.2 How is child development typically divided into domains and periods? (pp. 4–6)
1.3 Identify three basic issues on which child development theories take a stand. (pp. 6–10, 11)
1.4 Describe major historical influences on theories of child development. (pp. 10–14)
1.5 What theories influenced child development research in the mid-twentieth century? (pp. 14–21)
1.6 Describe recent theoretical perspectives on child development. (pp. 21–31)
1.7 Identify the stand taken by each major theory on the basic issues of child development. (pp. 31–32)
1.8 Explain the importance of social policies for safeguarding children’s well-being, and cite factors that affect the policy-
making process, noting the role of child development research. (pp. 32–38)
LECTURE OUTLINE
I. THE FIELD OF CHILD DEVELOPMENT (pp. 4–6)
A. Child development is an area of study devoted to understanding constancy and change from conception through
adolescence.
B. Child development is part of the field of developmental science, which includes all changes that humans experience
throughout the lifespan.
C. Research in child development has both scientific and applied (practical) importance.
D. Our large storehouse of information about child development is interdisciplinary.
2
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Chapter 1 History, Theory, and Applied Directions
E. Domains of Development (pp. 4–5)
1. Development often is divided into three broad domains, which combine in an integrated, holistic fashion to yield
the living, growing child.
2. The three domains are physical, cognitive, and emotional and social.
F. Periods of Development (pp. 5–6)
1. Researchers usually segment child development into age periods.
2. The prenatal period: from conception to birth: In this nine-month period, a one-celled organism is transformed
into a human baby.
3. Infancy and toddlerhood: from birth to 2 years: This period brings dramatic changes in the body and brain that
support the emergence of a wide array of motor, perceptual, and intellectual capacities.
4. Early childhood: from 2 to 6 years: In this period, motor skills are refined, children become more self-sufficient,
make-believe play blooms, and thought and language expand rapidly.
5. Middle childhood: from 6 to 11 years: In this period, children learn about the wider world and master
responsibilities that increasingly resemble those of adults.
6. Adolescence: from 11 to 18 years: During this period, puberty leads to an adult-sized body and sexual maturity,
thought becomes abstract and idealistic, and schooling focuses on preparation for higher education and work.
7. Emerging adulthood: from 18 to 25 years:
a. Some researchers posit this as a new period of development for contemporary youths in industrialized
nations.
E. Domains of Development (pp. 4–5)
1. Development often is divided into three broad domains, which combine in an integrated, holistic fashion to yield
the living, growing child.
2. The three domains are physical, cognitive, and emotional and social.
F. Periods of Development (pp. 5–6)
1. Researchers usually segment child development into age periods.
2. The prenatal period: from conception to birth: In this nine-month period, a one-celled organism is transformed
into a human baby.
3. Infancy and toddlerhood: from birth to 2 years: This period brings dramatic changes in the body and brain that
support the emergence of a wide array of motor, perceptual, and intellectual capacities.
4. Early childhood: from 2 to 6 years: In this period, motor skills are refined, children become more self-sufficient,
make-believe play blooms, and thought and language expand rapidly.
5. Middle childhood: from 6 to 11 years: In this period, children learn about the wider world and master
responsibilities that increasingly resemble those of adults.
6. Adolescence: from 11 to 18 years: During this period, puberty leads to an adult-sized body and sexual maturity,
thought becomes abstract and idealistic, and schooling focuses on preparation for higher education and work.
7. Emerging adulthood: from 18 to 25 years:
a. Some researchers posit this as a new period of development for contemporary youths in industrialized
nations.
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Chapter 1 History, Theory, and Applied Directions
4. Investigators have broadened their focus to include wider social contexts that affect children’s well-being and to
examine the impact on children of societal changes.
E. Looking Toward the Future (p. 37)
1. Policies aimed at fostering children’s development can be justified on two grounds: Children are the future, and
child-oriented policies can be defended on humanitarian grounds.
2. Growing awareness of the gap between what we know and what we do to better children’s lives has led experts in
child development to join with concerned citizens as advocates for more effective policies, creating several
influential interest groups devoted to the well-being of children:
a. In the United States, the most vigorous children’s advocacy group is the Children’s Defense Fund, which
engages in public education, legal action, drafting of legislation, congressional testimony, and community
organizing.
b. Another advocacy organization is the National Center for Children in Poverty, dedicated to advancing the
economic security, health, and welfare of U.S. children in low-income families.
3. More researchers are collaborating with community and government agencies to enhance the social relevance of
their investigations and to disseminate their findings more widely.
LECTURE ENHANCEMENTS
LECTURE ENHANCEMENT 1.1
Illustrating Domains of Development: The Relationship Between Cognitive and Emotional and Social Development
(pp. 4–5)
Time: 10–15 minutes
Objective: To illustrate domains of development by examining the relationship between reading problems and internalizing
behavior in school-age children.
Chapter 1 of the text notes that each domain of development—physical, cognitive, and emotional and social—influences and is
influenced by the others. To highlight the relationship between reading problems (cognitive domain) and internalizing behavior
(emotional and social domain), Ackerman and colleagues (2008) recruited 105 school-age children who were already
participating in a longitudinal study of low-income families. The researchers collected the following information when children
were in grades 3 and 5:
(1) Teachers completed the Child Behavior Checklist (CBCL), which assesses withdrawn behavior, somatic
complaints, anxiety, depression, aggression, and delinquency.
(2)
4. Investigators have broadened their focus to include wider social contexts that affect children’s well-being and to
examine the impact on children of societal changes.
E. Looking Toward the Future (p. 37)
1. Policies aimed at fostering children’s development can be justified on two grounds: Children are the future, and
child-oriented policies can be defended on humanitarian grounds.
2. Growing awareness of the gap between what we know and what we do to better children’s lives has led experts in
child development to join with concerned citizens as advocates for more effective policies, creating several
influential interest groups devoted to the well-being of children:
a. In the United States, the most vigorous children’s advocacy group is the Children’s Defense Fund, which
engages in public education, legal action, drafting of legislation, congressional testimony, and community
organizing.
b. Another advocacy organization is the National Center for Children in Poverty, dedicated to advancing the
economic security, health, and welfare of U.S. children in low-income families.
3. More researchers are collaborating with community and government agencies to enhance the social relevance of
their investigations and to disseminate their findings more widely.
LECTURE ENHANCEMENTS
LECTURE ENHANCEMENT 1.1
Illustrating Domains of Development: The Relationship Between Cognitive and Emotional and Social Development
(pp. 4–5)
Time: 10–15 minutes
Objective: To illustrate domains of development by examining the relationship between reading problems and internalizing
behavior in school-age children.
Chapter 1 of the text notes that each domain of development—physical, cognitive, and emotional and social—influences and is
influenced by the others. To highlight the relationship between reading problems (cognitive domain) and internalizing behavior
(emotional and social domain), Ackerman and colleagues (2008) recruited 105 school-age children who were already
participating in a longitudinal study of low-income families. The researchers collected the following information when children
were in grades 3 and 5:
(1) Teachers completed the Child Behavior Checklist (CBCL), which assesses withdrawn behavior, somatic
complaints, anxiety, depression, aggression, and delinquency.
(2)
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Instructor’s Resource Manual for Berk / Child Development, 9e
Ask students to identify factors that may explain the relationship between reading difficulties and anxiety and
depression. How might internalizing problems, in turn, contribute to reading difficulties?
Ackerman, B. P., Izard, C. E., Kobak, R., Brown, E. D., & Smith, C. (2008). Relation between reading problems and
internalizing behavior in school for preadolescent children from economically disadvantaged families. Child
Development, 78, 581–596.
LECTURE ENHANCEMENT 1.2
Risk and Resilience in Low-SES Ethnically Diverse Families (pp. 10–11)
Time: 10–15 minutes
Objective: To extend existing research on risk and resilience in low-SES ethnically diverse families.
As noted in the text, environmental risks, such as poverty, negative family interactions, parental divorce, mental illness, and
drug abuse, predispose children to future problems. However, not all at-risk children experience lasting problems. To extend
existing research on risk and resilience, Wadsworth and Santiago (2008) recruited 94 families living at or below the federal
poverty line. Each family had at least one parent or guardian and one child or adolescent between the ages of 6 and 18 years.
Thirty-three percent of the families were European American, with the remaining families being African American, Latino,
Native American, or multiracial. The researchers collected the following information:
(1)
Ask students to identify factors that may explain the relationship between reading difficulties and anxiety and
depression. How might internalizing problems, in turn, contribute to reading difficulties?
Ackerman, B. P., Izard, C. E., Kobak, R., Brown, E. D., & Smith, C. (2008). Relation between reading problems and
internalizing behavior in school for preadolescent children from economically disadvantaged families. Child
Development, 78, 581–596.
LECTURE ENHANCEMENT 1.2
Risk and Resilience in Low-SES Ethnically Diverse Families (pp. 10–11)
Time: 10–15 minutes
Objective: To extend existing research on risk and resilience in low-SES ethnically diverse families.
As noted in the text, environmental risks, such as poverty, negative family interactions, parental divorce, mental illness, and
drug abuse, predispose children to future problems. However, not all at-risk children experience lasting problems. To extend
existing research on risk and resilience, Wadsworth and Santiago (2008) recruited 94 families living at or below the federal
poverty line. Each family had at least one parent or guardian and one child or adolescent between the ages of 6 and 18 years.
Thirty-three percent of the families were European American, with the remaining families being African American, Latino,
Native American, or multiracial. The researchers collected the following information:
(1)
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Subject
Psychology