Early Childhood Development: A Multicultural Perspective

Cover......Page 1
Title Page......Page 2
Copyright Page......Page 3
Preface......Page 4
Acknowledgments......Page 7
Brief Contents......Page 9
Contents......Page 10
Chapter 1: Studying Early Childhood Development in a Diverse World......Page 18
What Is Early Childhood Development?......Page 20
Perspectives of Historically Underrepresented Groups......Page 21
Western Perspectives on Childhood......Page 23
A Guide to Interactions with Children......Page 26
A Guide to Curriculum Planning......Page 27
A Guide to Observing Children and Identifying Special Needs......Page 28
A Guide to Advocacy and the Shaping of Public Policy......Page 29
Why Study Early Childhood Development from a Multicultural Perspective?......Page 30
Applying Chapter Ideas......Page 32
Research Into Practice......Page 33
Chapter 2: Research and Assessment in Early Childhood Development......Page 34
Correlational Studies......Page 36
Experimental Studies......Page 38
Multicultural Critique of Traditional Research......Page 39
Qualitative/Ethnographic Studies......Page 40
The Assessment and Accountability Movement......Page 41
Summative Assessment......Page 43
Formative Assessment......Page 46
Assessment to Identify Disabilities......Page 50
Applying Chapter Ideas......Page 54
Research Into Practice......Page 55
Chapter 3: Theories of Child Development......Page 56
Maturationist Theory......Page 57
Working with Adam......Page 59
Critique and Multicultural Analysis......Page 60
Classical and Operant Conditioning......Page 61
Social Learning Theory......Page 62
Critique and Multicultural Analysis......Page 63
Psychoanalytic Theory......Page 64
Erikson’s Ages of Emotional Development......Page 65
Working with Adam......Page 67
Cognitive-Developmental Theory......Page 68
Critique and Multicultural Analysis......Page 70
Neo-Piagetian Theories......Page 71
Critique and Multicultural Perspective......Page 72
Sociocultural Theory......Page 73
Working with Adam......Page 75
Information Processing Theory......Page 76
Working with Adam......Page 78
Ecological Systems Theory......Page 79
Working with Adam......Page 80
Critique and Multicultural Analysis......Page 81
Neuroscience and Theories of Development......Page 82
Neuroscience and Behaviorist Theory: Working with Adam......Page 83
Neuroscience and Cognitive-Developmental, Neo-Piagetian, Sociocultural, and Information Processing Theories: Work-ing with Adam......Page 84
Neuroscience and Ecological Systems Theory: Working with Adam......Page 85
Applying Chapter Ideas......Page 87
Research Into Practice......Page 88
Chapter 4: Genetics, Prenatal Development, and Birth......Page 90
Genes and Chromosomes......Page 91
Genetics from a Multicultural Perspective......Page 93
Becoming an Individual Within a Cultural Group......Page 94
Prenatal Development......Page 96
Environmental Influences on Prenatal Development......Page 97
Teen Pregnancy......Page 101
Prenatal Development and the Brain......Page 103
Childbirth......Page 104
Western Childbirth Procedures......Page 105
Childbirth Across Cultures......Page 106
Research Into Practice......Page 110
Chapter 5: The Newborn......Page 112
Physical Characteristics of Newborns......Page 113
Newborn Psychological States......Page 114
Sleeping......Page 115
Alert and Waking Activity States......Page 116
Crying......Page 117
Breastfeeding......Page 118
Reflexes......Page 119
Exploration and Habituation......Page 120
Genetic Disorders......Page 122
Poor Health Status and Prematurity......Page 123
Protecting the Newborn Brain......Page 125
Applying Chapter Ideas......Page 127
Research Into Practice......Page 128
Chapter 6: Physical Growth of Infants and Toddlers......Page 130
Trends in Physical Growth......Page 131
Motor Abilities......Page 132
Toddler Motor Abilities......Page 134
Toddler Self-Care Skills......Page 135
Vision......Page 138
Hearing......Page 140
Touch......Page 141
Toddler Perceptual Development......Page 142
How the Brain Works......Page 143
The Super-Dense Infant and Toddler Brain......Page 145
Prime Time for Brain Growth......Page 146
Visual Impairment......Page 147
Hearing Impairment......Page 148
Infant and Toddler Obesity......Page 150
Applying Chapter Ideas......Page 152
Research Into Practice......Page 153
Chapter 7: Cognitive Development of Infants and Toddlers......Page 155
Piaget’s Theory......Page 156
Piaget’s substages......Page 157
Vygotsky’s Theory......Page 161
Infant Memory......Page 162
Toddler Memory......Page 163
Infant Attention......Page 164
Infant and Toddler Play and Cognitive Development......Page 165
Culture and Cognitive Development......Page 168
Poverty......Page 169
Challenging Conditions and Cognitive Development......Page 170
Families, Culture, and Infants and Toddlers with Special Needs......Page 171
Early Intervention......Page 172
Classroom Adaptations: Infants and Toddlers with Cognitive Disabilities......Page 175
Applying Chapter Ideas......Page 176
Research Into Practice......Page 177
Chapter 8: Infant and Toddler Language and Literacy......Page 179
Speech Perception......Page 180
Infant Crying......Page 181
Infant Babbling......Page 182
First Words......Page 184
First Words of Dual Language Learners......Page 185
Two-Word Utterances of Dual Language Learning Infants......Page 187
Infant and Toddler Language Learning and the Brain......Page 189
Reading with Toddlers......Page 190
Classroom Adaptations: Infants and Toddlers with Language Delays......Page 191
Hearing Impairment and Infant and Toddler Language......Page 192
General Language Delay......Page 194
Applying Chapter Ideas......Page 196
Research Into Practice......Page 197
Chapter 9: Infant and Toddler Social and Emotional Development......Page 199
Trust and Attachment......Page 200
Separation Anxiety and Stranger Anxiety......Page 201
Types of Attachment......Page 203
Cultural Variations in Infant Attachment......Page 204
Parenting Behaviors, Attachment, and Culture......Page 205
Attachment and Disabilities......Page 207
Attachment Interventions......Page 208
Infant and Toddler Care and Attachment......Page 209
Attachment and the “Social Brain”......Page 210
Autonomy of Toddlers......Page 212
Cultural Variations in Autonomy......Page 213
Temperament......Page 214
Temperament and Culture......Page 216
Early Emotions......Page 217
Infant and Toddler Emotions and the Brain......Page 219
Infant and Toddler Relationships and Egocentrism......Page 220
Classroom Adaptations: The Social and Emotional Development of Infants and Toddlers with Disabilities......Page 221
Research Into Practice......Page 224
Chapter 10: Preschool Physical and Motor Development......Page 227
Physical Growth......Page 228
Gross Motor Development......Page 229
Cultural Variations in Activity Level......Page 231
Running and Walking......Page 232
Climbing and Jumping Down......Page 233
Catching and Throwing......Page 234
Rough-and-Tumble Play......Page 235
The Body–Brain Connection......Page 236
Fine Motor Development......Page 237
Drawing Development: A Traditional View......Page 238
Drawing and Culture: The Reggio Emilia Perspective......Page 241
Gender and Motor Development......Page 243
Personal and Family Life Skills......Page 244
Neurological and Perceptual Disorders......Page 245
Attention-Deficit/Hyperactivity Disorder......Page 247
Malnutrition......Page 249
Obesity......Page 250
Early Intervention......Page 251
Summary......Page 252
Research Into Practice......Page 253
Chapter 11: Cognitive Development in the Preschool Years......Page 256
Cognitive Development in the Preschool Years: Piaget’s Theory......Page 257
Characteristics of Preoperational Thought......Page 258
Piagetian Tasks......Page 262
Cultural Variations......Page 265
Faulty Research Methods......Page 266
Vygotsky’s Perspective on Cognitive Development......Page 267
Multicultural Variations in Vygotsky’s Theory......Page 269
Information Processing Perspective on Preschool Cognition......Page 271
Theories of the Mind......Page 272
Variations in Theories of the Mind......Page 275
Executive Function and the Brain......Page 276
Academic Skills and the Assessment and Accountability Movement......Page 277
Classroom Adaptations: Preschoolers with Cognitive Disabilities......Page 279
Applying Chapter Ideas......Page 282
Research Into Practice......Page 283
Chapter 12: Symbolic Thought: Play, Language, and Literacy in the Preschool Years......Page 286
Sociodramatic Play......Page 287
Sociodramatic Play and Cognition......Page 288
Components of Sociodramatic Play......Page 289
Sociodramatic Play Intervention......Page 290
Sociodramatic Play, Class, and Culture......Page 292
Play and Visual Impairments......Page 294
Play and Cognitive Disabilities......Page 295
Sociodramatic Play and the Brain......Page 297
Phonology......Page 299
Semantics......Page 303
Syntax......Page 306
Pragmatics......Page 308
Bilingual Preschools......Page 313
Literacy Development......Page 314
Writing......Page 315
Reading......Page 316
Promoting Early Literacy......Page 317
Cultural Variations in Emergent Literacy......Page 318
Classroom Adaptations: Addressing Language and Literacy Delays......Page 320
Research Into Practice......Page 322
Chapter 13: Social and Emotional Development of Preschoolers......Page 325
Emotional Growth in the Preschool Years......Page 326
Initiative and Self-Concept......Page 327
Initiative and Culture......Page 328
Peer Status: Children Who Are Popular, Rejected, and Neglected......Page 329
Social Participation......Page 335
Positive and Negative Social Behaviors......Page 338
The Brain and Social Behaviors......Page 343
Culture and Prosocial Behaviors......Page 344
Access to Peers......Page 345
Friendliness and Shyness......Page 346
Rough Play and Teasing......Page 347
Peer Acceptance and Culture......Page 348
Poverty and Family Stressors......Page 349
Child Care......Page 350
Gender and Social Development......Page 352
Classroom Adaptations: Social Competence and Young Children with Disabilities......Page 353
Applying Chapter Ideas......Page 356
Research Into Practice......Page 357
Chapter 14: Physical Growth and Motor Development in the Primary Years......Page 359
Cultural Variations in Physical Growth......Page 360
Illness......Page 361
Nutrition......Page 362
Injury......Page 363
Violence......Page 365
Homelessness......Page 366
Motor Development in the Primary Years......Page 367
Motor Play and Culture......Page 368
Functional Play......Page 370
Rough-and-Tumble Play......Page 371
Games with Rules......Page 372
Teasing Play......Page 373
Modern Threats to Motor Play......Page 374
School Policy......Page 375
Cerebral Palsy......Page 376
Meeting Special Motor Needs in School......Page 378
Attention-Deficit/Hyperactivity Disorder......Page 379
Research Into Practice......Page 382
Chapter 15: Cognitive Development in the Primary Years......Page 385
Schools Across Cultures......Page 387
Uses of IQ Tests in School......Page 388
Analysis and Multicultural Critique of IQ Testing......Page 389
Assimilation and Accommodation......Page 393
The Concrete Operational Stage......Page 394
Vygotsky’s Views of Cognitive Development......Page 396
History......Page 399
Geography......Page 400
Economics......Page 401
Mathematics......Page 402
Science......Page 403
Inaccurate Views of Competence......Page 405
Cultural Variations in School Learning......Page 406
Types of Memory......Page 408
Memory and the Brain......Page 410
Memory and Culture......Page 411
Labeling and Organization......Page 412
Culture and School Success......Page 413
Clashes in Cognitive Style......Page 414
Poor Schools and Teaching......Page 415
Common Core Standards......Page 416
Classroom Adaptations: Primary-Grade Children with Cognitive Disabilities......Page 417
Learning Disabilities......Page 418
Children Who Are Gifted and Talented......Page 419
Meeting Diverse Cognitive Needs in One Classroom......Page 421
Summary......Page 423
Research Into Practice......Page 424
Chapter 16: Language and Literacy in the Primary Years......Page 427
First- and Second-Language Acquisition......Page 428
Phonology......Page 429
Semantics......Page 431
Syntax......Page 434
Metalinguistic Awareness......Page 435
Pragmatics......Page 437
Bilingual Education......Page 440
Writing in the Primary Years......Page 443
Reading Development......Page 447
Literacy and Culture......Page 450
Literacy and Dual Language Learners......Page 451
Classroom Adaptations: Language, Literacy, and Children with Special Needs......Page 452
Summary......Page 455
Research Into Practice......Page 456
Chapter 17: Social and Emotional Development in the Primary Years......Page 459
A Sense of Competence......Page 460
Development of Feelings of Competence......Page 461
A Sense of Competence in School......Page 462
Competence Versus Social Acceptance......Page 463
Integrating the Types of Self-Esteem......Page 465
Self-Esteem and Culture......Page 466
Cultural Competencies and Criteria for Self-Evaluation......Page 467
Culture and Feelings of Control......Page 468
Culture and Feelings of Moral Self-Worth......Page 469
Self-Esteem, Prejudice, and the Myth of Self-Hatred......Page 470
Early Identity Formation......Page 471
Gender Identity......Page 472
Ethnic Identity......Page 473
The Peer Group......Page 476
Peer Rejection and Reputation......Page 477
Children Who Are Neglected......Page 478
Friendships......Page 479
Classroom Adaptations: Social Competence and Children with Special Needs......Page 480
Serious Emotional Disturbance......Page 481
Autism and Social Competence......Page 482
ADHD and Social Competence......Page 483
Invisible Disabilities and Peer Acceptance......Page 484
Moral Development......Page 487
Critiques of Kohlberg......Page 489
Applying Chapter Ideas......Page 490
Research Into Practice......Page 491
Chapter 18: Parents, Families, and Children: A Multicultural Perspective......Page 494
Types of Families......Page 495
Extended Families......Page 496
Gay and Lesbian Families......Page 498
Foster Families......Page 499
Fathers......Page 501
Grandparents......Page 502
Friends Who Are Like Family......Page 503
Poverty and Beliefs About Children......Page 504
Oppression and Beliefs About Children......Page 506
Parenting Beliefs and Professional Practice......Page 507
Parenting Styles......Page 508
Parent Communication......Page 510
Teaching Behaviors......Page 512
Carrying and Holding Practices......Page 513
Risk and Protective Factors......Page 514
Addiction and Substance Abuse......Page 515
Teachers as a Protective Factor......Page 516
Summary......Page 517
Research Into Practice......Page 518
Glossary......Page 520
References......Page 528
Author Index......Page 602
Subject Index......Page 615