The Developing Person
Through Childhood and Adolescence
The Developing Person
Through Childhood and Adolescence
Kathleen Stassen Berger Bronx Community College City University of New York
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Library of Congress Control Number: 2017936099 ISBN-13: 978-1-319-14624-5 (EPUB)
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ABOUT THE AUTHOR
Kathleen Stassen Berger received her undergraduate education at Stanford University and Radcliffe College, and then she earned an MAT from Harvard University and an M.S. and Ph.D. from Yeshiva University. Her broad experience as an educator includes directing a preschool, serving as chair of philosophy at the United Nations International School, and teaching child and adolescent development at Fordham University graduate school, Montclair State University, and Quinnipiac University. She also taught social psychology to inmates at Sing Sing Prison who were earning paralegal degrees.
Currently, Berger is a professor at Bronx Community College of the City University of New York, as she has been for most of her professional career. She began there as an adjunct in English and for the past decades has been a full professor in the Social Sciences Department, which includes psychology, sociology, economics, anthropology, political science, and human services. She has taught introduction to psychology, child and adolescent development, adulthood and aging, social psychology, abnormal psychology, and human motivation. Her students—from diverse ethnic, economic, and educational backgrounds, of many ages, ambitions, and interests—honor her with the highest teaching evaluations.
Berger is also the author of Invitation to the Life Span and The Developing Person Through the Life Span. Her developmental texts are used at more than 700 colleges and universities worldwide and are available in Spanish, French, Italian, and Portuguese as well as English. Her research interests include adolescent identity, immigration, bullying, and grandparents, and she has published articles on developmental topics in the Wiley Encyclopedia of Psychology, Developmental Review, and in publications of the American Association for Higher Education and the National Education Association for Higher Education. She continues teaching and learning from her students as well as from her four daughters and three grandsons.
PART I The Beginnings CHAPTER 1 The Science of Human Development
CHAPTER 2 Theories
CHAPTER 3 The New Genetics
CHAPTER 4 Prenatal Development and Birth
PART II The First Two Years CHAPTER 5 The First Two Years: Biosocial Development
CHAPTER 6 The First Two Years: Cognitive Development
CHAPTER 7 The First Two Years: Psychosocial Development
PART III Early Childhood CHAPTER 8 Early Childhood: Biosocial Development
CHAPTER 9 Early Childhood: Cognitive Development
CHAPTER 10 Early Childhood: Psychosocial Development
PART IV Middle Childhood CHAPTER 11 Middle Childhood: Biosocial Development
CHAPTER 12 Middle Childhood: Cognitive Development
CHAPTER 13 Middle Childhood: Psychosocial Development
PART V Adolescence CHAPTER 14 Adolescence: Biosocial Development
CHAPTER 15 Adolescence: Cognitive Development
CHAPTER 16 Adolescence: Psychosocial Development
EPILOGUE Emerging Adulthood
APPENDIX More About Research Methods
Glossary References Name Index Subject Index
Chapter 1 The Science of Human Development Understanding How and Why
The Scientific Method A VIEW FROM SCIENCE: Overweight Children and Adult Health The Nature–Nurture Controversy
The Life-Span Perspective Development Is Multidirectional
Development Is Multicontextual INSIDE THE BRAIN: Thinking About Marijuana Development Is Multicultural Development Is Multidisciplinary Development Is Plastic
A CASE TO STUDY: David Designing Science
Observation The Experiment The Survey Studying Development over the Life Span
Cautions and Challenges from Science Correlation and Causation Quantity and Quality Ethics
Chapter 2 Theories What Theories Do
Questions and Answers Past and Future
Grand Theories Psychoanalytic Theory: Freud and Erikson Behaviorism: Conditioning and Learning Cognitive Theory: Piaget and Information Processing INSIDE THE BRAIN: Measuring Mental Activity
Newer Theories Sociocultural Theory: Vygotsky and Beyond Evolutionary Theory OPPOSING PERSPECTIVES: Toilet Training—How and When?
What Theories Contribute
Chapter 3 The New Genetics The Genetic Code
46 to 21,000 to 3 Billion Same and Different Matching Genes and Chromosomes OPPOSING PERSPECTIVES: Too Many Boys?
New Cells, New People Cells and Identity Twins and More
From Genotype to Phenotype Many Factors Gene–Gene Interactions Nature and Nurture Practical Applications
Chromosomal and Genetic Problems Spontaneous Mutations Not Exactly 46 Gene Disorders Genetic Counseling and Testing
A CASE TO STUDY: Raising Healthy Children
Chapter 4 Prenatal Development and Birth Prenatal Development
Germinal: The First 14 Days Embryo: From the Third Week Through the Eighth Week Fetus: From the Ninth Week Until Birth INSIDE THE BRAIN: Neuronal Birth and Death
Birth The Newborn’s First Minutes Medical Assistance
Problems and Solutions Harmful Substances Applying the Research A VIEW FROM SCIENCE: What Is Safe? Prenatal Diagnosis Low Birthweight: Causes and Consequences OPPOSING PERSPECTIVES: “What Do People Live to Do?” Complications During Birth
The New Family The Newborn New Mothers
New Fathers Parental Alliance Family Bonding
The First Two Years
Chapter 5 The First Two Years: Biosocial Development Body Changes
Body Size Sleep Brain Development INSIDE THE BRAIN: Neuroscience Vocabulary Harming the Infant Body and Brain A VIEW FROM SCIENCE: Face Recognition
Perceiving and Moving The Senses Motor Skills Cultural Variations
Surviving in Good Health Better Days Ahead A CASE TO STUDY: Scientist at Work Immunization Nutrition
Chapter 6 The First Two Years: Cognitive Development Sensorimotor Intelligence
Stages One and Two: Primary Circular Reactions Stages Three and Four: Secondary Circular Reactions Stages Five and Six: Tertiary Circular Reactions A VIEW FROM SCIENCE: Object Permanence
Information Processing Affordances Memory
Language: What Develops in the First Two Years? The Universal Sequence INSIDE THE BRAIN: Understanding Speech Cultural Differences Theories of Language Learning
OPPOSING PERSPECTIVES: Language and Video
Chapter 7 The First Two Years: Psychosocial Development Emotional Development
Early Emotions Toddlers’ Emotions Temperament INSIDE THE BRAIN: Expressing Emotions
The Development of Social Bonds Synchrony Attachment Insecure Attachment and the Social Setting A CASE TO STUDY: Can We Bear This Commitment? Social Referencing Fathers as Social Partners
Theories of Infant Psychosocial Development Psychoanalytic Theory Behaviorism Cognitive Theory Evolutionary Theory Sociocultural Theory Conclusion
Chapter 8 Early Childhood: Biosocial Development
Body Changes Growth Patterns Nutrition Brain Growth INSIDE THE BRAIN: Connected Hemispheres
Advancing Motor Skills Gross Motor Skills A VIEW FROM SCIENCE: Eliminating Lead Fine Motor Skills
Injuries and Abuse Avoidable Injury A CASE TO STUDY: “My Baby Swallowed Poison” Prevention
Child Maltreatment Definitions and Statistics Frequency of Maltreatment Consequences of Maltreatment Preventing Maltreatment
Chapter 9 Early Childhood: Cognitive Development Thinking During Early Childhood
Piaget: Preoperational Thought A CASE TO STUDY: Stones in the Belly Vygotsky: Social Learning Children’s Theories
Brain and Context Language Learning
A Sensitive Time The Vocabulary Explosion Acquiring Grammar Learning Two Languages
Early-Childhood Schooling Homes and Schools Child-Centered Programs Teacher-Directed Programs Intervention Programs Long-Term Gains from Intensive Programs
Chapter 10 Early Childhood: Psychosocial Development Emotional Development
Initiative Versus Guilt Motivation
Play Playmates Active Play Learning Emotional Regulation
Challenges for Caregivers Styles of Caregiving A VIEW FROM SCIENCE: Culture and Parenting Style Discipline
OPPOSING PERSPECTIVES: Is Spanking OK? Becoming Boys or Girls: Sex and Gender A CASE TO STUDY: The Berger Daughters What Is Best?
Chapter 11 Middle Childhood: Biosocial Development A Healthy Time
Slower Growth, Greater Strength Physical Activity Health Problems in Middle Childhood A VIEW FROM SCIENCE: What Causes Childhood Obesity?
Children with Special Brains and Bodies Measuring the Mind Special Needs in Middle Childhood Specific Learning Disorders OPPOSING PERSPECTIVES: Drug Treatment for ADHD and Other Disorders
Special Education A CASE TO STUDY: Unexpected and Odd Labels, Laws, and Learning Early Intervention Gifted and Talented
Chapter 12 Middle Childhood: Cognitive Development Building on Theory
Piaget and Concrete Thought Vygotsky and Culture A CASE TO STUDY: Is She Going to Die? Information Processing INSIDE THE BRAIN: Coordination and Capacity Memory Control Processes
Language Vocabulary Speaking Two Languages Differences in Language Learning OPPOSING PERSPECTIVES: Happiness or High Grades?
Teaching and Learning International Schooling Schooling in the United States Choices and Complications
Chapter 13 Middle Childhood: Psychosocial Development The Nature of the Child
Self-Concept OPPOSING PERSPECTIVES: Protect or Puncture Self-Esteem? Resilience and Stress
Families and Children Shared and Nonshared Environments Family Structure and Family Function A VIEW FROM SCIENCE: “I Always Dressed One in Blue Stuff . . .” Connecting Structure and Function Family Trouble
The Peer Group The Culture of Children A CASE TO STUDY: Ignorance All Around
Children’s Moral Values Moral Reasoning What Children Value
Chapter 14 Adolescence: Biosocial Development Puberty Begins
Unseen Beginnings Brain Growth When Will Puberty Begin? INSIDE THE BRAIN: Lopsided Growth A VIEW FROM SCIENCE: Stress and Puberty Too Early, Too Late
Growth and Nutrition Growing Bigger and Stronger Diet Deficiencies Eating Disorders
Sexual Maturation Sexual Characteristics Sexual Activity Sexual Problems in Adolescence
Chapter 15 Adolescence: Cognitive Development Logic and Self
Egocentrism Formal Operational Thought Two Modes of Thinking A CASE TO STUDY: Biting the Policeman INSIDE THE BRAIN: Impulses, Rewards, and Reflection
Digital Natives Technology and Cognition Sexual Abuse?
Addiction Cyber Danger
Secondary Education Definitions and Facts Middle School High School OPPOSING PERSPECTIVES: Testing Variability
Chapter 16 Adolescence: Psychosocial Development Identity
Not Yet Achieved Four Arenas of Identity Formation
Relationships with Adults A VIEW FROM SCIENCE: Teenagers, Genes, and Drug Use Parents
Peer Power Peer Pressure A CASE TO STUDY: The Naiveté of Your Author Romance Sex Education
Sadness and Anger Depression Delinquency and Defiance
Drug Use and Abuse
Variations in Drug Use OPPOSING PERSPECTIVES: E-Cigarettes: Path to Addiction or Healthy Choice?
Harm from Drugs Preventing Drug Abuse: What Works?
Epilogue Emerging Adulthood Biosocial Development
Strong and Active Bodies Taking Risks
Cognitive Development Countering Stereotypes Cognitive Growth and Higher Education
Psychosocial Development Identity Achievement Intimacy Needs Concluding Questions and Hopes
Appendix More About Research Methods Make It Personal Read the Research
Professional Journals and Books The Internet
Additional Terms and Concepts Who Participates? Research and Design Reporting Results
If human development were simple, universal, and unchanging, there would be no need for a new edition of this textbook. Nor would anyone need to learn anything about human growth. But human development is complex, varied, and never the same.
This is evident to me in small ways as well as large ones. Yesterday, I made the mistake of taking two of my grandsons, aged 6 and 7, to the grocery store, asking them what they wanted for dinner. I immediately rejected their first suggestions—doughnuts or store-made sandwiches. But we lingered over the meat counter. Asa wanted hot dogs and Caleb wanted chicken. Neither would concede.
At least one universal is apparent in this anecdote: Grandmothers seek to nourish grandchildren. But complexity and variability were evident in two stubborn cousins and one confused grandmother.
This small incident is not unlike the headlines in today’s newspaper. Indeed, other developmental questions seem more urgent now, interweaving what is universally true about humans with what is new and immediate, balancing them in order to move forward with our public and personal lives. I found a compromise for dinner—chicken hot dogs, which both boys ate, with whole wheat bread and lots of ketchup. I do not know the solutions to public dilemmas such as climate change, immigration, gun violence, and systemic racism, but I believe that a deeper and more accurate understanding of human development might help.
That is why I wrote this eleventh edition, which presents both the enduring and the current findings from the study of child and adolescent development. Some of those findings have been recognized for decades, even centuries, and some are new, as thousands of scientists study how humans grow and change with new circumstances. I hope they will help us with the public and private aspects of our lives.
What’s New in the Eleventh Edition? New Material Every year, scientists discover and explain more concepts and research. The best of these are integrated into the text, with hundreds of new references on many topics, including epigenetics at conception, prenatal protections, infant nutrition, autism spectrum disorder, attachment, high- stakes testing, drug addiction and opioid-related deaths, sex education, and diversity of all kinds —ethnic, economic, gender, and cultural. Cognizant of the interdisciplinary nature of human development, I include recent research in biology, sociology, education, anthropology, political science, and more—as well as my home discipline, psychology.
What Can You Learn? Scientists first establish what is, and then they try to change it. In one recent experiment, Deb Kelemen (shown here) established that few children under age 12 understand a central concept of evolution (natural selection). Then she showed an experimental group a picture book illustrating the idea. Success! The independent variable (the book) affected the dependent variable (the children’s ideas), which confirmed Kelemen’s hypothesis: Children can understand natural selection if instruction is tailored to their ability.
Genetics and social contexts are noted throughout. The interaction of nature and nurture is discussed in many chapters, because neuroscience relates to every aspect of life. Among the many topics described with new research are the variations, benefits, and hazards of breast- feeding, infant day care, preschool education, single parenthood, exercise, vaccination, same-sex marriage—always noting differences, deficits, and resilience.
No paragraph in this edition is exactly what it was in the tenth edition. To help professors who taught with the earlier texts, or students who have friends who took the course a few years ago, here are some highlights of the updates:
Is She Awake? This 36-year-old mother in Hong Kong put her 7-month-old baby on her back, protecting her from SIDS as the Chinese have done for centuries. However, the soft pillow and comforter are hazards. Will she carry the baby to a safe place before she falls asleep?
Updated examples illustrating replication, race and ethnicity, and cross-sequential study
(Chapter 1). New feature on childhood obesity illustrating the scientific method (Chapter 1). New feature on marijuana use and sensitive periods (Chapter 1). Expanded discussion and new examples of what theories do (Chapter 2). New example and figure on opioid-related deaths illustrating classical conditioning (Chapter 2). Descriptions of newer brain imaging techniques such as DTI (diffusion tensor imaging) (Chapter 2). Grandmother hypothesis added to the discussion of evolutionary theory (Chapter 2). New coverage on the impact of the microbiome (Chapter 3). Updated material on stem cells and the use of CRISPR (Chapter 3). New feature on genetic counseling (Chapter 3). New feature on neurogenesis in the developing fetus (Chapter 4). Updated coverage and data on cesarean sections, the utilization of midwives, and alternatives to hospital birth (Chapter 4). Added discussion of teratogens, including recent research and data on Zika virus (Chapter 4). New research and data on international trends in low birthweight (Chapter 4). Updated coverage and research examples of infant sleep, bed-sharing, and co-sleeping (Chapter 5). New feature explaining neuroscience terms and brain structures (Chapter 5). New research on newborn vision and experience of pain (Chapter 5). Added coverage of motor-skill development, including walking (Chapter 5). New research on memory in infancy (Chapter 6). New coverage of bilingualism in babies (Chapter 6). Added discussion of attachment and the work of Bowlby and Ainsworth (Chapter 7). New features on emotional expression and adoptive parents’ attachment to their children (Chapter 7). Expanded coverage and research on infant day care, including new data on international trends in paid family leave (Chapter 7). Updated research on childhood obesity and nutrition (Chapter 8). Added discussion and research on childhood allergies (Chapter 8). New research on dangers of environmental pollutants in early childhood (Chapter 8). New research examples in discussion of young children’s logic (Chapter 9). Expanded discussion and new research on STEM learning, educational software use, and bilingualism in early childhood (Chapter 9). New research on brain plasticity and emotional regulation (Chapter 10). New coverage and data on screen time (Chapter 10). New research on gender development and gender differences (Chapter 10). Added discussion of embodied cognition and the importance of physical activity for overall health (Chapter 11). Added coverage on Sternberg, Gardner, and multiple intelligences (Chapter 11).
Updated coverage of childhood psychopathology, including ADHD, autism spectrum disorder, and specific learning disorders, and special education (Chapter 11). New feature on cognition in middle childhood (Chapter 12). Added discussion of Vygotsky and the role of instruction (Chapter 12). New discussion of the U.S. Common Core standards and of Finland’s recent education reform (Chapter 12). Added discussion and research on social comparison in middle childhood (Chapter 13). New U.S. and international research on various family structures (Chapter 13). New feature and research on bullying (Chapter 13). Added discussion of the benefits of psychotherapy for emotional problems during adolescence (Chapter 14). New coverage and research on executive function (Chapter 14). New research on eating disorders and sexual activity during adolescence (Chapter 14). Added discussion and research on advances in cognition during adolescence (Chapter 15). Updated coverage of media use among adolescents (Chapter 15). New research on adolescents’ experience of middle school (Chapter 15). Updated coverage of ethnic and gender development, as well as sexual orientation (Chapter 16). Updated coverage of teenage drug use, including e-cigarettes (Chapter 16). More coverage on exercise and new data on family-planning trends worldwide (Epilogue). Updated material on college completion and debt, including a new infographic (Epilogue). Updated material and new research on dating, cohabitation, and romance in emerging adults (Epilogue).
Universal Morality Remarkable? Not really. By the end of middle childhood, many children are eager to express their moral convictions, especially with a friend. Chaim Ifrah and Shai Reef believe that welcoming refugees is part of being a patriotic Canadian and a devout Jew, so they brought a welcoming sign to the Toronto airport where Syrian refugees (mostly Muslim) will soon deplane.
New Inside the Brain Feature
Since new discoveries abound almost daily in the field of neuroscience, I have added Inside the Brain features to several chapters, exploring topics such as the intricacies of prenatal and infant brain development, brain specialization and speech development, and brain maturation and emotional development.
New and Updated Coverage of Neuroscience Inclusion of neuroscience is a familiar feature of this book. In addition to the new Inside the Brain features, I include the latest, cutting-edge research on the brain in virtually every chapter, often enhancing it with charts, figures, and photos to help students understand the brain’s inner workings. A list highlighting this material is available at macmillanlearning.com.
New Developing Lives Developing Lives is a robust and sophisticated interactive experience in which each student “raises” a virtual child from sperm-and-egg to teenager—fully integrated into LaunchPad. With Developing Lives, each student creates a personal profile, selects a virtual partner (or chooses to be a single parent), and marks the arrival of their newborn (represented by a unique avatar based on the parents’ characteristics). As the child grows, the student responds to events both planned and unforeseen, making important decisions (nutrition choices, doctor visits, sleeping location) and facing uncertain moments (illness, divorce, a new baby), with each choice affecting how the child grows. Throughout, Developing Lives deepens each student’s attachment and understanding of key concepts in the field with immediate, customized feedback based on child development research. It integrates more than 200 videos and animations and includes quizzes and essay questions that are easy to assign and assess.
New Integration with LaunchPad Throughout the book, the margins include LaunchPad call-outs to online videos about people in a particular context or key scientists who might become role models. For example, Susan Beal, the Australian scientist who revolutionized our understanding of SIDS (sudden infant death
syndrome) and infant sleep is shown. The video demonstrates that she is not an aloof expert, but a wife and mother, like many students and their relatives. Application to Developing Lives (described above) and Data Connections activities (described below) are also highlighted for the reader.
Renewed Emphasis on Critical Thinking and Application in the Pedagogical Program We all need to be critical thinkers. Virtually every page of this book presents questions as well as facts. A new marginal feature, Think Critically, encourages student reflection and analysis. There are no pat answers to these questions: They could be used to start a class discussion or begin a long essay.