Child and Adolescent Development in Your Classroom, Topical Approach

Cover
Contents
Section 1: Foundations Of Child Development
	Chapter 1 Ways Of Thinking About Children
		1-1 The Science Of Child Development
			1-1a Child Development Theories: A Brief  Overview
			1-1b Research Methods
				Experimental Designs
				Nonexperimental Correlational Designs
				Qualitative Designs
				Studies Of Change Over Time
				Causality
				Measurement
				Generalizability
				Effect Size
		1-2 Nature And Nurture
			1-2a Nature: The Role Of Genes In Individual Diversity
				Genes And Heritability
			Box 1.1 Theories & Theorists: The Bioecological Model
				Shared (SE) And Nonshared Environment (NSE)
				Is The Family A Shared Or Nonshared Environment?
				Problems With Estimating Heritability
				How Can Genes Influence Behavior?
			1-2b Nurture: The Role Of Culture In Group Diversity
				What Is Culture?
				Ethnicity
				Cultural Capital
				Cultural Mismatch
				Classroom Implications Of Culture
			1-2c Reconciling The Role Of Genes And Culture
		1-3 Risk And Resilience
			1-3a Protective Factors
			1-3b Accumulation Of Risk
			1-3c Stability In Development
				Stability Of Risk Across Childhood
					The Importance Of Early Experience
			1-3d Maternal Depression As A Risk Factor
			1-3e Poverty As A Risk Factor
				How Does Poverty Have These Effects
				Ethnicity And Poverty
				Classroom Implications Of Poverty
		1-4 Classroom Implications: The Case Of School Readiness  And Preschool
			1-4a School Readiness
				Measuring School Readiness
				What Should Be Done For Children Who Are Not Ready For School?
			1-4b What Does The Research  On Preschools For Children At Risk Say
				Head Start
				Prekindergarten
		Reflections On Practice: My Teaching
		Chapter Summary
	Chapter 2 Physical Development And Health
		2-1 The Brain
			2-1a Structure And Function Of The Brain
			Box 2.1 Theories & Theorists: Maslow’s Hierarchy Of Needs
			2-1b Age Trends In Brain Development
				Infancy And Toddlerhood (Prenatal To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			2-1c Individual Diversity In Brain  Development
				What Do Individual Differences In The Brain Predict?
				What Predicts Individual Differences In Brain Development?
			2-1d Classroom Implications Of Brain  Development
		2-2 Growth And Motor Development
			2-2a Age Trends In Growth And Motor Development
				Infancy And Toddlerhood (Prenatal To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			2-2b Individual Diversity In Growth And  Motor Development
				What Do Individual Differences In Growth And  Motor Skills Predict
			Box 2.2 Challenges In Development: Low Birth Weight
				What Predicts Individual Differences In Growth And Motor Skills
			Brain Research: Exercise Builds Better Brains
			2-2c Group Diversity In Growth And Motor Development
				Gender
				Socioeconomic Status
				Ethnicity
			2-2d Classroom Implications Of Growth And Motor Development
				In-School Nutrition
				Physical Activity At School
				Motor Skills In The Classroom
		2-3 Contemporary Health Challenges
			2-3a Sleep Deprivation
				Age Trends In Sleep Patterns
				Sleep Disorders
				Improving Sleep
				Classroom Implications Of Sleep Deprivation
			2-3b Obesity And Other Eating Disorders
				Age Trends In Obesity
				What Does Obesity Predict?
				What Predicts Obesity?
				Group Diversity In Obesity
				Classroom Implications Of Obesity
				Other Eating Disorders
			2-3c Drug Use
				Age Trends In Drug Use
				What Does Drug Use Predict?
				What Predicts Drug Use?
				Group Diversity In Drug Use
		Brain Research: Drug Use Harms Young Brains
			Classroom Implications Of Drug Use
			Prenatal Drug Exposure—Behavioral Teratogens
		Reflections On Practice: My Teaching
		Chapter Summary
		Summary Of Age Trends In Physical Development
Section 2: The Cognitive Child
	Chapter 3 Classic Theories Of Learning And Cognition
		3-1 Behaviorism
			3-1a Classical Conditioning
			3-1b Operant Conditioning
				Reinforcement And Punishment
			Box 3.1 Theories & Theorists: B. F. Skinner
				Shaping
				Stability And Extinction
			3-1c Classroom Implications Of  Behaviorism
				Operant Conditioning In Classrooms
				Direct Instruction
		3-2 Piaget’s Theory Of Cognitive Development
			3-2a Age Trends In Piaget’s Cognitive Developmental Theory
				The Sensorimotor Stage (Birth To 2 Years)
				The Preoperational Stage (About Ages 2 Through 7)
				The Concrete Operational Stage (About Ages 7 Through 11)
				The Formal Operational Stage (About Age 12 And Older)
			3-2b Advances In Knowledge Since Piaget
				Underestimation And Overestimation Of Abilities
				Primacy Of Language
			3-2c Diversity In Cognitive Developmental  Theory
			3-2d Classroom Implications Of Cognitive Developmental Theory
				Developmentally Appropriate Practice
				Constructivist Teaching
		3-3 Vygotsky’s Sociocultural Theory
			3-3a The Role Of Social Interaction
			3-3b Zone Of Proximal Development
			3-3c Scaffolding
			3-3d Language And Private Speech
			3-3e Age Trends In Sociocultural Theory
			3-3f Diversity In Sociocultural Theory
			Brain Research: Private Speech Builds Brains
			3-3g Classroom Implications Of Sociocultural Theory
				Social Constructivism
				A Note Of Caution About Constructivist Instruction
		3-4 Comparing Theories Of  Learning And Cognition
		Box 3.2 Theories & Theorists: Social Cognitive Theory
		Reflections On Practice: My Teaching
		Summary Of Age Trends In Learning And Cognition
		Chapter Summary
	Chapter 4 Information Processing, Memory, And Problem Solving
		4-1 Information Processing
			4-1a Components Of The Information-Processing Model
				Sensory Register
				Long-Term Memory
				Executive Functions
			4-1b Age Trends In Information Processing
				Infancy And Toddlerhood (Birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			Brain Research: Mature Brains Have Better Executives
			4-1c Individual Diversity In Information Processing
			Box 4.1 Challenges In Development: ADHD
			4-1d Classroom Implications Of Information  Processing
				Reduce Working Memory And Executive Load
				Focus Attention
				Strengthen Executive Functions
			Brain Research: Brains Can Be Trained
		4-2 Memory
			4-2a Remember? Maybe, Maybe Not
				Memory Errors
				Memory Strategies
			4-2b Age Trends In Memory
				Infancy And Toddlerhood (Prenatal To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			4-2c Individual Diversity In Memory
				What Do Individual Differences In Memory Predict?
				What Predicts Individual Differences In Memory?
			4-2d Classroom Implications Of Memory
				Connect Knowledge
				Facilitate Memory Strategies
				Increase Exposure To Material To Be Learned
				Spaced Practice
				Test Students
		4-3 Reasoning And Problem Solving
			4-3a Age Trends In Reasoning And Problem Solving
				Infancy And Toddlerhood (Birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			4-3b Individual Diversity In Reasoning And Problem Solving
				What Do Individual Differences In Reasoning Predict?
				What Predicts Individual Differences In Reasoning?
			4-3c Classroom Implications Of Reasoning And Problem Solving
				Increase Knowledge
				Require Explanations
				Teach Effective Strategies
				Foster Argument
				Use Inquiry-based Lessons
				Directly Train Reasoning
		4-4 Putting The Theories To Work: The Case Of Mathematics
			4-4a Age Trends In Mathematics
				Informal Math
				School-Age Math
			4-4b Implications For Teachers From Different Theories
				Behaviorism And Math
				Piaget’s Theory Of Cognitive Development And Math
				Vygotsky’s Sociocultural Theory And Math
				The Information Processing Model And Math
		Reflections On Practice: My Teaching
		Summary Of Age Trends In Information  Processing
		Chapter Summary
	Chapter 5 Cognitive Ability: Intelligence, Talent, And Achievement
		5-1 Intelligence
			5-1a What Is Intelligence?
				Intelligence as g
				Theory Of Successful Intelligence
				Multiple Intelligences
				Measurement Of Intelligence
			5-1b Individual Diversity In Intelligence
				Stability Of Intelligence
				What Do Individual Differences In Intelligence Predict?
			Box 5.1 Theories & Theorists: Habituation And Core  Knowledge
				What Predicts Individual Differences In Intelligence?
			5-1c Group Diversity In Intelligence
				Gender
			Brain Research: Boy Vs. Girl Brains
				Socioeconomic Status
				Ethnicity
				Culture
				Test Bias
				Cohort Effect—Rising Intelligence
			5-1d Classroom Implications Of Intelligence
				Multiple Intelligences In The Classroom
				Intelligence Tests And The Classroom
			Box 5.2 Challenges In Development: Learning Disabilities
		5-2 Talent And Expertise
			5-2a Age Trends In Talent And Expertise
			5-2b Individual Diversity In Talent And Expertise
				What Do Individual Differences In Expertise Predict?
				What Predicts Individual Differences In Expertise?
			5-2c Group Diversity In Talent And Expertise
			5-2d Classroom Implications Of Talent And Expertise
				Expert Teaching
		5-3 Achievement
			5-3a Age Trends In Achievement
			5-3b Individual Diversity In Achievement
				Stability Of Individual Differences In Achievement
				What Do Individual Differences In Achievement Predict?
				What Predicts Individual Differences In Achievement?
			5-3c Group Diversity In Achievement
				Gender
				Socioeconomic Status
				Ethnicity
				Cross-National Comparisons
			5-3d Classroom Implications Of Research On Achievement
				Testing
				Study Skills
				Time-on-Task
				Homework
				Retention In Grade
				Class Size
				High-Stakes Tests
		Reflections On Practice: My Teaching
		Summary Of Age Trends In Cognitive Ability
		Chapter Summary
Section 3: The Emotional Child
	Chapter 6 Attachment And Personality
		6-1 Attachment
			Box 6.1 Theories & Theorists: John Bowlby And Mary Ainsworth
			Box 6.2 Theories & Theorists: Ethology And Critical Periods
			6-1a Age Trends In Attachment
				Infancy And Toddlerhood (Birth To 2 Years)
				Early And Middle Childhood (3 To 12 Years)
				Adolescence (13 To 19 Years)
			6-1b Individual Diversity In Attachment
				Secure Attachment
				Insecure Avoidant Attachment
				Insecure Resistant Attachment
				Disorganized Attachment
				How Stable Is Attachment?
				Attachment In Adult Romantic Relationships
				What Do Individual Differences In Attachment Predict?
				What Predicts Individual Differences In Attachment?
				Improving Attachment
				Attachment To Father
				How Does Attachment Have Such Far-Reaching Consequences?
				Secure Attachment
				Insecure Avoidant Attachment
				Insecure Resistant Attachment
				Disorganized Attachment
				How Stable Is Attachment?
				Attachment In Adult Romantic Relationships
				What Do Individual Differences In Attachment Predict?
				What Predicts Individual Differences In Attachment?
				Improving Attachment
				Attachment To Father
				How Does Attachment Have Such Far-Reaching Consequences?
			6-1c Group Diversity In Attachment
			Brain Research: Secure Brains Learn Better
				Socioeconomic Status And Ethnicity
			6-1d Classroom Implications Of Attachment
				Teacher–Student Relationships
				School Bonding
		6-2 Temperament And Personality
			6-2a Age Trends In Temperament And Personality
			6-2b Individual Diversity In Temperament And Personality
				How Stable Are Individual Differences In Temperamentand Personality?
				How Stable Is Personality Across Situations?
				What Do Temperamentand Personality Predict?
				What Predicts Temperament And Personality?
			Brain Research: Brain Differences In  Personality
			6-2c Group Diversity In Temperament And Personality
				Gender
				Socioeconomic Status
			Box 6.3 Theories & Theorists: Revisiting Nature  And Nurture—Epigenetics
				Cohort Effect
			6-2d Classroom Implications Of Temperament And Personality
				Change Your Perceptions of The Learner’s Personality
				Create A Good Fit
				Shape The Student’s Personality
		Reflections On Practice: My Teaching
		Summary Of Age Trends In Attachment And Personality
		Chapter Summary
	Chapter 7 Self-Control And Discipline
		7-1 Self-control
			7-1a Age Trends In Self-Control
				Infancy And Toddlerhood (Birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			Brain Research: Some Teen Brains Find Risk Rewarding
			7-1b Individual Diversity In Self-Control
				Stability Across Time
				Stability Across Situations
				What Do Individual Differences In Self-Control Predict?
				What Predicts Individual Differences In Self-Control?
			7-1c Group Diversity In Self-Control
			7-1d Classroom Implications Of Self-Control
			Box 7.1 Theories & Theorists: Collectivism And  Individualism
		7-2 Effective Discipline
			7-2a The Goal Of Discipline
			7-2b Types Of Discipline
				Induction
				Psychological Control
				Power Assertion
			7-2c Principles Of Effective Discipline
			Box 7.2 Challenges In Development: Child Abuse
				Applying The Principles Of Effective Discipline: Persistent Persuasion
				Why Persistent Persuasion Should Work
				Applying The Principles Of Effective Discipline: Skill Development
			7-2d Group Diversity In Discipline
				Socioeconomic Status
				Ethnicity
				Discipline Gap
			7-2e Classroom Implications Of Discipline
				Revisiting Behavior Modification
				Classroom Management
				Culturally Responsive Classroom Management
		7-3 Teaching Self-control: What Parenting Styles Tell Us
			7-3a Four Styles Of Parenting
				Indifferent Style
				Indulgent Style
				Authoritarian Style
				Authoritative Style
				The Adolescent Challenge
			7-3b Group Diversity In Parenting Style
				Ethnicity
			7-3c Classroom Implications Of Parenting Style
		Reflections On Practice: My Teaching
		Summary Of Age Trends In Self-control And Discipline
		Chapter Summary
	Chapter 8 Emotional Development
		8-1 Emotions
			8-1a What Emotions Do Children Have?
				Early Basic Emotions
			Box 8.1 Theories & Theorists: Charles Darwin
				Complex Social Emotions
			8-1b Why Do Children Have Emotions
			8-1c Emotions Influence Learning And Thought
				Positive Emotions
				Negative Emotions
		8-2 Regulating One’s Own Emotions
			8-2a Strategies To Regulate Emotion
			8-2b Emotional Dissemblance—Faking It
			8-2c Age Trends In Emotion Regulation
				Infancy And Toddlerhood (Birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			8-2d Individual Diversity In Emotion Regulation
				What Does Emotion Regulation Predict
				What Predicts Emotion Regulation
			Brain Research: Extreme Stress Alters Brains
			8-2e Depression And Anxiety: Emotion Regulation Gone Awry
				Prevalence Of Depression And Anxiety
				Antecedents And Consequences Of Depression And Anxiety
			Box 8.2 Challenges In Development: Test And Math  Anxiety
			8-2f Group Diversity In Emotion Regulation
				Gender
				Socioeconomic Status
				Ethnicity
			Box 8.3 Challenges In Development: Military-Connected Children
			8-2g Classroom Implications Of Emotion Regulation
				Talk About Emotions
				Be Sensitive To Learners’ Emotions
				Scaffold And Teach Emotion Regulation
				Create A Positive Classroom Climate
				Helping Depressed Students
				Helping Anxious Students
		8-3 Understanding Others’ Emotions
			Brain Research: Mirror Neurons
			8-3a Age Trends In Understanding Others’  Emotions
				Infancy And Toddlerhood (Birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			8-3b Individual Diversity In Understanding Others’ Emotions
				What Does Understanding Others’ Emotions Predict?
				What Predicts Understanding Others’ Emotions?
			8-3c Group Diversity In Understanding Others’ Emotions
				Gender
				Culture
			8-3d Classroom Implications Of  Understanding Others’ Emotions
		Reflections On Practice: My Teaching
		Summary Of Age Trends In Emotional  Competence
		Chapter Summary
Section 4: The Social Child
	Chapter 9 Social Cognition
		9-1 Theory Of Mind
			Box 9.1 Challenges In Development: Autism Spectrum Conditions
			9-1a Age Trends In Theory Of Mind
				Infancy And Toddlerhood (Birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			Brain Research: The Puzzle Of Autistic Brains
				Adolescence (13 To 19 Years)
			9-1b Individual Diversity In Theory Of Mind
				What Do Individual Differences In Theory Of Mind Predict?
				What Predicts Individual Differences In Theory Of Mind?
			9-1c Group Diversity In Theory Of Mind
			9-1d Classroom Implications Of Theory Of Mind
		9-2 Humor
			9-2a What Is Humor?
				Causes And Functions Of Humor
				Playful Teasing
			Box 9.2 Theories & Theorists: Sigmund  Freud
			9-2b Age Trends In Humor
				Infancy And Toddlerhood (Birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			9-2c Individual Diversity In Humor
				What Do Individual Differences In Humor Predict?
				What Predicts Individual Differences In Humor?
			9-2d Group Diversity In Humor
			9-2e Classroom Implications Of Humor
				Be Humorous Yourself
				Accept Children’s Humor (When Appropriate)
		9-3 Moral Judgment
			9-3a Different Views Of Moral Judgment
				Piaget’s View
				Kohlberg’s View
				Level I: Preconventional Morality: Punishment And Obedience To Authority
				Level Ii: Conventional Morality: Laws Are Supreme
				Level Iii: Postconventional Morality: Abstract Principles Of Justice And Rights
				Prosocial Reasoning
				Honesty And Lying
			9-3b Age Trends In Moral Judgment
				Infancy And Toddlerhood (Birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			9-3c Individual Diversity In Moral Judgment
				What Do Individual Differences In Moral Judgment Predict?
				What Predicts Individual Differences In Moral Judgmentand Behavior?
			9-3d Group Diversity In Moral Judgment
				Gender
				Socioeconomic Status
			9-3e Classroom Implications Of Moral Judgment
				Moral Education (Constructing Morality)
				Character Education (Handing Down Morality)
				Does Moral Or Character Education Work?
			Box 9.3 Challenges In Development: Academic  Dishonesty
				Teach Morality Through Everyday Interactions
		Reflections On Practice: My Teaching
		Summary Of Age Trends In Social Cognition
		Chapter Summary
	Chapter 10 Social Behavior
		10-1 Prosocial Behavior
			10-1a Age Trends In Prosocial Behavior
				Infancy And Toddlerhood (Birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			10-1b Individual Diversity In Prosocial Behavior
				What Do Individual Differences In Prosocial Behavior Predict?
				What Predicts Individual Differences In Prosocial Behavior?
			10-1c Gender Diversity In Prosocial Behavior
			10-1d Classroom Implications Of Prosocial Behavior
				Help Learners Feel Responsible For Others
				Provide Opportunities To Practice Prosocial Behavior
				School-Based Interventions
		10-2 Antisocial Behavior And Aggression
			Box 10.1 Challenges In Development: Conduct Disorder
			10-2a Types Of Aggression
				Physical, Verbal, And Social Aggression
				Reactive Aggression And Bullying
			Box 10.2 Challenges In Development: Victims
			10-2b Age Trends In Antisocial Behavior
				Infancy And Toddlerhood (Birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			10-2c Individual Diversity In Antisocial Behavior
				What Do Individual Differences In Antisocial Behavior Predict?
				What Predicts Individual Differences In Antisocial Behavior?
			Box 10.3 Theories & Theorists: The Social  Information Processing Model
			10-2d Group Diversity In Antisocial Behavior
				Gender
				Socioeconomic Status
				Ethnicity
			10-2e Classroom Implications Of Antisocial Behavior
				Reducing Bullying And Aggression
				School-Based Interventions
		10-3 Conflict Resolution
			10-3a How Should Conflict Be Resolved
			10-3b Age Trends In Conflict Resolution
				Infancy And Toddlerhood (Birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood To Adolescence (6 To 19 Years)
			10-3c Individual Diversity In Conflict Resolution
				What Do Conflict Resolution Skills Predict?
				What Predicts Conflict-Resolution Skills?
			10-3d Classroom Implications Of Conflict Resolution
				Promoting Conflict-Resolution Skills
				Conflict-Resolution Education
		Reflections On Practice: My Teaching
		Summary Of Age Trends In Social Behavior
		Chapter Summary
	Chapter 11 Peers, Friends, And Play
		11-1 Peer Status
			11-1a Individual Diversity In Peer Status
				What Does Peer Rejection Predict?
			Brain Research: Social Rejection Hurts
				What Predicts Peer Status?
			11-1b Group Diversity In Peer Status
				Gender
				Socioeconomic Status (SES)
				Ethnicity
			11-1c Classroom Implications Of Peer Status
				Improve Behavior
				Influence Learners’ Reputation
				Provide Opportunity For Peer Interaction
		11-2 Friendship And Peer  Networks
			11-2a Birds Of A Feather Flock Together
			11-2b Peer Pressure: Is It Good Or Bad
			11-2c Age Trends In Friendship And Peer  Networks
				Infancy And Toddlerhood (birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			Box 11.1 Challenges In Development: Stis And Hiv/  Aids
			11-2d Individual Diversity In Friendship  And Peer Networks
				What Do Individual Differences In Friendship Predict?
				What Predicts Quantity And Quality Of Friendships?
			11-2e Group Diversity In Friendship And  Peer Networks
				Gender
				Ethnicity
			11-2f Classroom Implications Of Friendship  And Peer Networks
		11-3 Play
			11-3a Types Of Play
			11-3b Age Trends In Play
				Infancy And Toddlerhood (birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			11-3c Individual Diversity In Play
				What Do Individual Differences In Play Predict?
				What Predicts Individual Differences In Play?
				A Cautionary Note About Solitary Play
				Sports
			11-3d Group Diversity In Play
				Gender
				Socioeconomic Status
			11-3e Classroom Implications Of Play
				Use Play In Your Classroom To Support Learning
				Consider Using Educational Electronic Games
				Promote Recess
		Reflections On Practice: My Teaching
		Summary Of Age Trends In Peer Status,  Friendship, And Play
		Chapter Summary
Section 5: The Whole Child
	Chapter 12 Language And Literacy
		12-1 Language Development
			12-1a Types Of Language: Nonverbal And  Verbal
			12-1b Age Trends In Language
				Infancy And Toddlerhood (Birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
				Language Learning Is Remarkable
			Brain Research: Efficient Brains Can Make Language  Learning Harder
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
				Language Learning Is Remarkable
			12-1c Individual Diversity In Language
			Box 12.1 Theories & Theorists: Language As Core  Knowledge—the Great Debate
				What Do Individual Differences In Language Ability Predict?
				What Predicts Individual Differences In Language Ability?
			12-1d Group Diversity In Language
				Gender
				Socioeconomic Status
				African American English
				Immigrant Students And Bilingualism
			12-1e Classroom Implications Of Language
				Nonverbal Language In The Classroom
				Bilingual Education
		12-2 Literacy
			12-2a Age Trends In Literacy
				Infancy And Toddlerhood (Birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			12-2b Individual Diversity In Literacy
				What Do Individual Differences in Literacy Predict?
			Box 12.2 Challenges In Development: Specific Reading Disability
				What Predicts Individual Differences In Literacy?
			12-2c Group Diversity In Literacy
				Gender
				Socioeconomic Status
				Ethnicity
			12-2d Classroom Implications Of Literacy Development
				Promote Phonological Awareness And Decoding Skills
				Promote Print Concepts
				Promote Fluency
				Promote Vocabulary And Comprehension
				Promote Writing Skills
				Bridge Cultural Borders
				Support Bilingual And Biliterate Students
		12-3 Putting The Theories To Work: The Case Of Literacy
			12-3a Implications For Teachers From Different Theories
				Behaviorism And Literacy
				Piaget’s Theory Of Cognitive Development And Literacy
				Vygotsky’s Sociocultural Theory And Literacy
				The Information-Processing Model And Literacy
			12-3b Comparing The Theories
		Reflections On Practice: My Teaching
		Summary Of Age Trends In Language And Literacy
		Chapter Summary
	Chapter 13 The Self-System And Motivation
		13-1 The Self-System
			13-1a Self-esteem, Self-concept, And Self-Efficacy
			Box 13.1 Theories & Theorists: Erikson’s Psychosocial Theory
			13-1b Age Trends In The Self
				Infancy And Toddlerhood (Birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			13-1c Individual Differences In The Self
				What Do Views Of The Self Predict?
				What Predicts Views Of The Self?
			13-1d Group Diversity In The Self
				Gender
				Ethnicity
			13-1e Classroom Implications Of The Self
		13-2 Social Identity: Gender And Ethnicity
			13-2a Gender Identity
				Infancy And Toddlerhood (Birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			13-2b Ethnic Identity
				Age Trends In Ethnic Identity
				Individual Differences In Ethnic Identity
			13-2c Sexism And Racism
			13-2d Classroom Implications Of Gender And Ethnic Identity
				Stereotype Threat
				Promote Positive Social Identity
				Reduce Prejudice
		13-3 Motivation
			13-3a Can I Do This?
				Self-Efficacy Affects Learners’ Answer To “Can I Do This?”
				Views Of Ability Affect Learners’ Answer To “Can I Do This?”
				Attributions Affect Learners’ Answer To “Can I Do This?”
			13-3b Classroom Implications Of “Can I Do This?"
			13-3c Do I Want To Do This?
				Goals Affect Learners’ Answer To “Do I Want To Do This?”
				Self-Determination Affects Learners’ Answer To “Do I want To Do This?”
				Interest Affects Learners’ Answer To “Do I Want To Do This?”
		Reflections On Practice: My Teaching
		Summary Of Age Trends In The Self-System And Motivation
		Chapter Summary
	Chapter 14 The Child In Context: Family Structure, Child Care, And Media
		14-1 Family Structure
			14-1a What Does Family Structure Predict?
				Divorce
				Single-Parent Families And Stepfamilies
				Teenage Mothers
				Cohabiting Families
				Gay And Lesbian Families
			14-1b How Might Family Structure Influence Children?
				Father Presence
				Parental Conflict
				Quality Of Parenting
				Revisiting Risk And Resilience
			14-1c Group Diversity In Family Structure
				Gender
				Socioeconomic Status
			Box 14.1 Challenges In Development: Orphanages,  Foster Care, And Adoption
				Ethnicity
			Brain Research: Deprivation Harms Brains
			14-1d Classroom Implications Of Family Structure And Parent Involvement
				Involving Parents In Education
		14-2 Maternal Employment And Child Care
			14-2a Maternal Employment
			14-2b Child Care
			14-2c Age Trends In Child Care
				Infancy To Early Childhood (Birth To 5 Years)
				Middle Childhood And Adolescence (6 To 19 Years)
			14-2d What Does Child Care Predict?
				Language And Cognitive Development
				Attachment
				Stress
				Social Competence
				Play
				Does Parenting Or Child Care Have A Larger Effect?
			14-2e Group Diversity In Child Care
				Gender
				Socioeconomic Status
			14-2f Classroom Implications Of Maternal Employment And Child Care
		14-3 Television And Other Media
			14-3a The Issue Of Time
			14-3b The Issue Of Content
			14-3c Age Trends In Media Use
				Infancy And Toddlerhood (Birth To 2 Years)
				Early Childhood (3 To 5 Years)
				Middle Childhood (6 To 12 Years)
				Adolescence (13 To 19 Years)
			14-3d Individual Diversity In Media Use
				What Do Differences In Media Use Predict?
			Brain Research: Violent Video Games Alter The Brain’s Response To Violence
				Thinking Like A Scientist
				What Predicts Individual Differences In Media Use?
			14-3e Group Diversity In Media Use
				Gender
				Socioeconomic Status
				Ethnicity
			14-3f Classroom Implications Of Media Use
				Reducing The Negative Effects Of Violent Media
				Using Computers In Your Classroom
		14-4 Farewell
			Box 14.2 Theories & Theorists: The Bioecological  Model Revisited
		Reflections On Practice: My Teaching
		Summary Of Age Trends Of The Child In Context
		Chapter Summary
Glossary
References
Name Index
Subject Index