{"product_id":"the-development-of-children-and-adolescents-an-applied-perspective-paperback-softback-9780470405406","title":"The Development of Children and Adolescents; An Applied Perspective (Paperback \/ softback) 9780470405406","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eThe Development of Children and Adolescents\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eAn Applied Perspective\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003ePenny Hauser-Cram (Author), J. Kevin Nugent (Author), Kathleen Thies (Author), John F. Travers (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780470405406, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 28 February 2014\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e784 pages\u003cbr\u003e27.4 x 21.6 x 2.8 cm, 1.61 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003ci\u003e\u003cb\u003eThe Development of Children and Adolescents\u003c\/b\u003e\u003c\/i\u003e, by Penny Hauser-Cram, J. Kevin Nugent, Kathleen Thies, and John F. Travers, provides an integrated view of child development.  Presenting the most pertinent research for each developmental stage and linking this to practical applications in the areas of Parenting, Policy, and Practice, this balanced approach emphasizes the relationship between research and theory and applications. The rich media program, including WileyPLUS with Real Development promotes active learning and allows for increased understanding and comprehension of the course content. Real Development, authored by Nicole Barnes, Ph.D., Montclair State University and Christine Hatchard, Psy.D., Monmouth  University, uses authentic video showcasing real families, along with activities and assessments that put students in the place of a professional, to gain an understanding of key concepts. Through the combination of text and media, students are engaged in meaningful learning that deepens and enriches their understanding of developmental concepts.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eWileyPLUS sold separately from text.\u003c\/b\u003e\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003cb\u003ePart 1 \u003c\/b\u003e\u003cb\u003eIntroduction\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 \u003c\/b\u003e\u003cb\u003eA Child’s Journey 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMAKING A DIFFERENCE: All Children Have Birthdays 3\u003c\/p\u003e \u003cp\u003eChildren and Their Development 4\u003c\/p\u003e \u003cp\u003eWhat is Development? 5\u003c\/p\u003e \u003cp\u003eThe Study of Development 5\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: Developmental Domains 5\u003c\/p\u003e \u003cp\u003eDevelopmental Epochs: Is Age the Answer? 6\u003c\/p\u003e \u003cp\u003eIssues in Development 6\u003c\/p\u003e \u003cp\u003eA Child’s Journey in the 21st Century 9\u003c\/p\u003e \u003cp\u003eResearch Insights: Are Today’s Children More Imaginative? 10\u003c\/p\u003e \u003cp\u003eParenting: Children in the Home 10\u003c\/p\u003e \u003cp\u003eChildren and Their Cultural Communities 12\u003c\/p\u003e \u003cp\u003eChildren in a Technological World 13\u003c\/p\u003e \u003cp\u003eCulture and Parents‘ Views on Children’s Disabilities 14\u003c\/p\u003e \u003cp\u003ePractice: Video Games and Learning 15\u003c\/p\u003e \u003cp\u003eExplaining Development: The Theories 16\u003c\/p\u003e \u003cp\u003ePsychoanalytically Based Theories 16\u003c\/p\u003e \u003cp\u003eCognitive Theories 18\u003c\/p\u003e \u003cp\u003eLearning Theories 23\u003c\/p\u003e \u003cp\u003eEthological Theories 25\u003c\/p\u003e \u003cp\u003eSystems Theories 26\u003c\/p\u003e \u003cp\u003eFocus On: Urie Bronfenbrenner 28\u003c\/p\u003e \u003cp\u003eAsking Questions, Examining Answers 29\u003c\/p\u003e \u003cp\u003eThe Scientific Method 29\u003c\/p\u003e \u003cp\u003eDesigning Research Studies 30\u003c\/p\u003e \u003cp\u003eCollecting Data 37\u003c\/p\u003e \u003cp\u003eReporting Research Results 38\u003c\/p\u003e \u003cp\u003ePolicy: Ethical Considerations 39\u003c\/p\u003e \u003cp\u003eChapter Summary 40\u003c\/p\u003e \u003cp\u003eKey Terms 41\u003c\/p\u003e \u003cp\u003eCritical Thinking Questions 41\u003c\/p\u003e \u003cp\u003eDevelopment 41\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2 Biological Beginnings\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 \u003c\/b\u003e\u003cb\u003eBiological Foundations of Child Development 43\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMAKING A DIFFERENCE: It Can Start with Cells 43\u003c\/p\u003e \u003cp\u003eThe Biology of Life 44\u003c\/p\u003e \u003cp\u003eThe Functions of Cells 45\u003c\/p\u003e \u003cp\u003eDNA, RNA, and Protein 45\u003c\/p\u003e \u003cp\u003eWHEN CELLULAR SYSTEMS CONNECT: PKU as an Example 47\u003c\/p\u003e \u003cp\u003eResearch Insights: “Turning Off” Genes 47\u003c\/p\u003e \u003cp\u003eGenes and Heredity 48\u003c\/p\u003e \u003cp\u003eGenes and Chromosomes 48\u003c\/p\u003e \u003cp\u003eCulture, Genetics, and Human Migration 50\u003c\/p\u003e \u003cp\u003ePatterns of Heredity 51\u003c\/p\u003e \u003cp\u003eChromosomal Disorders 56\u003c\/p\u003e \u003cp\u003eParenting: Genetic Counseling 58\u003c\/p\u003e \u003cp\u003eGene-Environment Interactions 59\u003c\/p\u003e \u003cp\u003eMechanisms of Interaction Between Genes and Environment 59\u003c\/p\u003e \u003cp\u003eResearch on Gene-Environment Interactions: Kinship Studies 63\u003c\/p\u003e \u003cp\u003eThe Physiology of Thinking and Feeling 66\u003c\/p\u003e \u003cp\u003eThe Brain and Nervous System 66\u003c\/p\u003e \u003cp\u003eThe Endocrine System and the Physiology of Stress 72\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: Stress and Child Development 73\u003c\/p\u003e \u003cp\u003eChildren’s Well-Being in Society 74\u003c\/p\u003e \u003cp\u003eIndicators of Children’s Well-Being in the United States 75\u003c\/p\u003e \u003cp\u003eHealth Care among American Children 75                                                                   \u003c\/p\u003e \u003cp\u003ePolicy: Who is Covered by Insurance, and How? 76\u003c\/p\u003e \u003cp\u003ePractice: A Hmong Child in the American Health-Care System 77\u003c\/p\u003e \u003cp\u003eChapter Summary 78\u003c\/p\u003e \u003cp\u003eKey Terms 79\u003c\/p\u003e \u003cp\u003eCritical Thinking Questions 79\u003c\/p\u003e \u003cp\u003eDevelopment 79\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 \u003c\/b\u003e\u003cb\u003ePrenatal Development 81\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMAKING A DIFFERENCE: Advocating for Care of Pregnant Women 81\u003c\/p\u003e \u003cp\u003eConception 82\u003c\/p\u003e \u003cp\u003eGametes and Meiosis 82\u003c\/p\u003e \u003cp\u003eFertilization 84\u003c\/p\u003e \u003cp\u003ePrenatal Growth and Development 85\u003c\/p\u003e \u003cp\u003eThe Germinal Period: 0 to 2 Weeks 85\u003c\/p\u003e \u003cp\u003ePolicy: The Politics of Stem Cell Research 86\u003c\/p\u003e \u003cp\u003eThe Period of the Embryo: 3 to 8 Weeks 87\u003c\/p\u003e \u003cp\u003eThe Period of the Fetus: 9 Weeks to Birth 88\u003c\/p\u003e \u003cp\u003eThe Developing Brain: A Closer Look 90\u003c\/p\u003e \u003cp\u003eResearch Insights: Learning Before Birth 91\u003c\/p\u003e \u003cp\u003eDevelopment and the Prenatal Environment 92\u003c\/p\u003e \u003cp\u003eChemical Substances 92\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: Alcohol and Pregnancy 95\u003c\/p\u003e \u003cp\u003eFocus On: Ann Streissguth and Fetal Alcohol Syndrome 95\u003c\/p\u003e \u003cp\u003eMaternal Disease, Illness, and Stress 97\u003c\/p\u003e \u003cp\u003eEnvironmental Pollutants and Hazards 101\u003c\/p\u003e \u003cp\u003eHealth During Pregnancy 102\u003c\/p\u003e \u003cp\u003ePhysiology of Pregnancy 102\u003c\/p\u003e \u003cp\u003eCulture and Pregnancy 103\u003c\/p\u003e \u003cp\u003ePractice: Recommendations for a Healthy Pregnancy 104\u003c\/p\u003e \u003cp\u003eComplications of Pregnancy and High-Risk Pregnancies 104\u003c\/p\u003e \u003cp\u003eA Special High-Risk Case: The Pregnant Adolescent 106\u003c\/p\u003e \u003cp\u003ePregnancy and Society 108\u003c\/p\u003e \u003cp\u003eBirth-Rate Trends 108\u003c\/p\u003e \u003cp\u003eAccess to Health Care 108\u003c\/p\u003e \u003cp\u003eInfertility 109\u003c\/p\u003e \u003cp\u003eParenting and ART: Telling the Children 113\u003c\/p\u003e \u003cp\u003ePractice: Multiple Births 114\u003c\/p\u003e \u003cp\u003eParenting: Health, Family, and Culture 114\u003c\/p\u003e \u003cp\u003eChapter Summary 116\u003c\/p\u003e \u003cp\u003eKey Terms 117\u003c\/p\u003e \u003cp\u003eCritical Thinking Questions 117\u003c\/p\u003e \u003cp\u003eDevelopment 117\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 \u003c\/b\u003e\u003cb\u003eBirth and the Newborn 119\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMAKING A DIFFERENCE: An Unexpected Birth Experience 119\u003c\/p\u003e \u003cp\u003eBirth 120\u003c\/p\u003e \u003cp\u003eWhat Do You Know About Childbirth? 121\u003c\/p\u003e \u003cp\u003ePreparing for the Birth of the Baby 121\u003c\/p\u003e \u003cp\u003eParenting: Writing a Birth Plan 122\u003c\/p\u003e \u003cp\u003eStages of Labor 123\u003c\/p\u003e \u003cp\u003eChildbirth and Pain 124\u003c\/p\u003e \u003cp\u003eThe Place of Childbirth: Home or Hospital? 125\u003c\/p\u003e \u003cp\u003eFocus On: Pioneers in the Natural Childbirth Movement 126\u003c\/p\u003e \u003cp\u003eResearch Insights: Risks in Planned Cesarean Delivery 129\u003c\/p\u003e \u003cp\u003eAt-Risk Infants: A Different Beginning 130\u003c\/p\u003e \u003cp\u003ePrematurity and Birth Weight 130\u003c\/p\u003e \u003cp\u003eCauses and Treatments of Prematurity 131\u003c\/p\u003e \u003cp\u003ePrematurity and Developmental Outcomes 131\u003c\/p\u003e \u003cp\u003eLow Birth Weight in the Developing World 132\u003c\/p\u003e \u003cp\u003eA Different Beginning for Parents, Too 132\u003c\/p\u003e \u003cp\u003eResearch Insights: The Long-Term Risks of Prematurity 133\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: Early Intervention for At-Risk Newborns 134\u003c\/p\u003e \u003cp\u003eFocus On: Heidelise Als 134\u003c\/p\u003e \u003cp\u003eNeonatal Mortality 135\u003c\/p\u003e \u003cp\u003ePolicy: The Fourth Millennium Development Goals 137\u003c\/p\u003e \u003cp\u003eThe Newborn 138\u003c\/p\u003e \u003cp\u003eA Dramatic Transition 138\u003c\/p\u003e \u003cp\u003eTHE DEVELOPING BRAIN: Newborn Reflexes and Behavioral States 139\u003c\/p\u003e \u003cp\u003eThe Neonatal Behavioral Assessment Scale 141\u003c\/p\u003e \u003cp\u003eSensory Capacities and the Social Newborn 142\u003c\/p\u003e \u003cp\u003eThe Developmental Tasks of the\u003c\/p\u003e \u003cp\u003eNewborn Period 147\u003c\/p\u003e \u003cp\u003eThe Parent-Infant Bond 147\u003c\/p\u003e \u003cp\u003eBreast-Feeding: A Developmental Issue 147\u003c\/p\u003e \u003cp\u003ePractice: The UNICEF\/WHO Baby-Friendly Hospital Initiative 148\u003c\/p\u003e \u003cp\u003eDevelopmental Tasks Facing the Newborn 149\u003c\/p\u003e \u003cp\u003eResearch Insights: Effects of Breast-Feeding on Intelligence 150\u003c\/p\u003e \u003cp\u003eCulture and Crying 151\u003c\/p\u003e \u003cp\u003eChapter Summary 152\u003c\/p\u003e \u003cp\u003eKey Terms 152\u003c\/p\u003e \u003cp\u003eCritical Thinking Questions 153\u003c\/p\u003e \u003cp\u003eDevelopment 153\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 3 Infancy\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 \u003c\/b\u003e\u003cb\u003ePhysical Development and Health in Infancy and Toddlerhood 155\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMAKING A DIFFERENCE: Beating the Odds 155\u003c\/p\u003e \u003cp\u003eA Framework for Children’s Health and Physical Development 156\u003c\/p\u003e \u003cp\u003eBiology of Health: Physical, Motor, and Perceptual Development 158\u003c\/p\u003e \u003cp\u003eNew Directions in Infant Motor Research 159\u003c\/p\u003e \u003cp\u003eWhat Happens in the Brain? Beginning to Walk 160\u003c\/p\u003e \u003cp\u003ePhysical Development: How Babies Grow into Toddlers 162\u003c\/p\u003e \u003cp\u003eMotor Development: From Sitting to Jumping 163\u003c\/p\u003e \u003cp\u003eResearch Insights: Climbing Stairs 165\u003c\/p\u003e \u003cp\u003eTheories of Motor Development 166\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: Dynamic Systems Theory 169\u003c\/p\u003e \u003cp\u003eSensory and Perceptual Development: Taking in the World 169\u003c\/p\u003e \u003cp\u003eThe Developing Brain: Biology of Health 172\u003c\/p\u003e \u003cp\u003eAn Exuberant Burst of Synapse Formation 173\u003c\/p\u003e \u003cp\u003eFocus On: Santiago Ramon y Cajal and Wilder Penfield, Pioneers in Brain Research 173\u003c\/p\u003e \u003cp\u003eResearch Insights: Mirror Neurons 175\u003c\/p\u003e \u003cp\u003ePruning: Refining the Brain Through Experience 176\u003c\/p\u003e \u003cp\u003eFoundations of Health: Nutrition and Health 177\u003c\/p\u003e \u003cp\u003eNutrition for Infants and Toddlers 177\u003c\/p\u003e \u003cp\u003eNutritional Problems 178\u003c\/p\u003e \u003cp\u003ePolicy: The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) 179\u003c\/p\u003e \u003cp\u003eCapacities for Health: Caregivers, Environment, and Community 182\u003c\/p\u003e \u003cp\u003eThe Physical Environment 182\u003c\/p\u003e \u003cp\u003eThe Caregiving Environment 183\u003c\/p\u003e \u003cp\u003eCulture and Sleeping Arrangements 184\u003c\/p\u003e \u003cp\u003eParenting: Products for Infants 185\u003c\/p\u003e \u003cp\u003ePractice: Infant and Toddler Child-Care Settings 186\u003c\/p\u003e \u003cp\u003eMotor Development in Different Cultural Environments 187\u003c\/p\u003e \u003cp\u003eDisruptions in Health: Neuromotor Disabilities 189\u003c\/p\u003e \u003cp\u003eCerebral Palsy 189\u003c\/p\u003e \u003cp\u003eMuscular Dystrophy 190\u003c\/p\u003e \u003cp\u003eDown Syndrome 190\u003c\/p\u003e \u003cp\u003ePolicy: Early Intervention 191\u003c\/p\u003e \u003cp\u003eChapter Summary 193\u003c\/p\u003e \u003cp\u003eKey Terms 194\u003c\/p\u003e \u003cp\u003eCritical Thinking Questions 194\u003c\/p\u003e \u003cp\u003eDevelopment 195\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 \u003c\/b\u003e\u003cb\u003eCognitive Development in Infancy and Toddlerhood 197\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMAKING A DIFFERENCE: Does Infant Stimulation Matter? 197\u003c\/p\u003e \u003cp\u003eTheories of Cognitive Development 198\u003c\/p\u003e \u003cp\u003ePiaget’s Sensorimotor Stage 199\u003c\/p\u003e \u003cp\u003eVygotsky’s Sociocultural Perspective 203\u003c\/p\u003e \u003cp\u003eCulture and Fatherhood 205\u003c\/p\u003e \u003cp\u003eOther Theories 205\u003c\/p\u003e \u003cp\u003eInformation-Processing Approaches 206\u003c\/p\u003e \u003cp\u003eTHE DEVELOPING BRAIN: The Basis for Cognitive Gains 210\u003c\/p\u003e \u003cp\u003eResearch Methods 211\u003c\/p\u003e \u003cp\u003eVisual Preference Procedures 212\u003c\/p\u003e \u003cp\u003eObject Exploration Approaches 214\u003c\/p\u003e \u003cp\u003ePractice: Making Sense of Media Reports 214\u003c\/p\u003e \u003cp\u003eStudies of Infant Imitation 215\u003c\/p\u003e \u003cp\u003eNeuroimaging Techniques 215\u003c\/p\u003e \u003cp\u003eStandardized Tests of Infant Cognitive Development 216\u003c\/p\u003e \u003cp\u003eThe Beginnings of Language 217\u003c\/p\u003e \u003cp\u003eThe Language Areas of the Brain 217\u003c\/p\u003e \u003cp\u003eTheories of Language Development 218\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: The Interactionist Approach 219\u003c\/p\u003e \u003cp\u003eAcquiring Language: From Speech Perception to First Words 219\u003c\/p\u003e \u003cp\u003eThe Role of Experience in Language Development 221\u003c\/p\u003e \u003cp\u003eParenting: Wireless Parents 223\u003c\/p\u003e \u003cp\u003eResearch Insights: The Video Deficit 223\u003c\/p\u003e \u003cp\u003eRaising a Bilingual Child 224\u003c\/p\u003e \u003cp\u003eInfant and Toddler Education 225\u003c\/p\u003e \u003cp\u003ePolicy: Disparities in Cognitive Development in the First Years of Life 225\u003c\/p\u003e \u003cp\u003eFocus On: James J. Heckman, Nobel Prize Winner in Economics 225\u003c\/p\u003e \u003cp\u003eHigh-Quality Programs for Infants and Toddlers 226\u003c\/p\u003e \u003cp\u003eChapter Summary 227\u003c\/p\u003e \u003cp\u003eKey Terms 228\u003c\/p\u003e \u003cp\u003eCritical Thinking Questions 229\u003c\/p\u003e \u003cp\u003eDevelopment 229\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 \u003c\/b\u003e\u003cb\u003ePsychosocial Development in Infancy and Toddlerhood 231\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMAKING A DIFFERENCE: The Infant Mental Health Professional 231\u003c\/p\u003e \u003cp\u003eTheories of Psychosocial Development 232\u003c\/p\u003e \u003cp\u003eFreud’s Psychoanalytic Theory 232\u003c\/p\u003e \u003cp\u003eErikson’s Psychosocial Theory 233\u003c\/p\u003e \u003cp\u003eBowlby’s Attachment Theory 233\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: The Transactional Model 234\u003c\/p\u003e \u003cp\u003eThe Importance of Attachment 235\u003c\/p\u003e \u003cp\u003eHow Does Attachment Develop? 235\u003c\/p\u003e \u003cp\u003eMeasuring Attachment 236\u003c\/p\u003e \u003cp\u003eCultural Differences in Attachment 238\u003c\/p\u003e \u003cp\u003eLong-Term Effects of Early Attachment 239\u003c\/p\u003e \u003cp\u003ePolicy: Maternal Employment During the First Year and How It Affects Attachment 240\u003c\/p\u003e \u003cp\u003eThe Effects of Early Adverse Experiences 241\u003c\/p\u003e \u003cp\u003eEmotional Development 243\u003c\/p\u003e \u003cp\u003eTHE DEVELOPING BRAIN: The Limbic System 243\u003c\/p\u003e \u003cp\u003eEmotion: The Language of Babies 245\u003c\/p\u003e \u003cp\u003eExpressing Emotion 245\u003c\/p\u003e \u003cp\u003eTransitions in Emotional Development in the First Years 247\u003c\/p\u003e \u003cp\u003eEmotional Regulation 248\u003c\/p\u003e \u003cp\u003eSocial Competence 250\u003c\/p\u003e \u003cp\u003eAutism Spectrum Disorder 252\u003c\/p\u003e \u003cp\u003eParenting: Red Flags for Autism Spectrum Disorder 252\u003c\/p\u003e \u003cp\u003eThe Emerging Sense of Self 253\u003c\/p\u003e \u003cp\u003eErikson, Stern, and the Sense of Self 253\u003c\/p\u003e \u003cp\u003eSelf-Recognition and Self-Concept 254\u003c\/p\u003e \u003cp\u003eEmpathy 255\u003c\/p\u003e \u003cp\u003eAre Babies Capable of Moral Acts? 256\u003c\/p\u003e \u003cp\u003eResearch Insights: The Beginnings of Moral Development 256\u003c\/p\u003e \u003cp\u003eEnvironment, Temperament, and Psychosocial Development 257\u003c\/p\u003e \u003cp\u003eCultural Differences in Parenting Practices During Infancy 257\u003c\/p\u003e \u003cp\u003eFocus On: Marian Wright Edelman and the Children’s Defense Fund 258\u003c\/p\u003e \u003cp\u003eCulture and School Readiness 259\u003c\/p\u003e \u003cp\u003eFathers and Their Infants 259\u003c\/p\u003e \u003cp\u003eThe Role of Siblings and Peers 261\u003c\/p\u003e \u003cp\u003eThe Changing Role of Grandparents 262\u003c\/p\u003e \u003cp\u003ePractice: The Enduring Effects of Early Child Care 262\u003c\/p\u003e \u003cp\u003eThe Role of Temperament 264\u003c\/p\u003e \u003cp\u003eParenting: Goodness of Fit 266\u003c\/p\u003e \u003cp\u003eChapter Summary 267\u003c\/p\u003e \u003cp\u003eKey Terms 268\u003c\/p\u003e \u003cp\u003eCritical Thinking Questions 268\u003c\/p\u003e \u003cp\u003eDevelopment 269\u003c\/p\u003e \u003cp\u003eMILESTONES IN INFANCY AND TODDLERHOOD 270\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 4 Early Childhood\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 \u003c\/b\u003e\u003cb\u003ePhysical Development and Health in Early Childhood 273\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMAKING A DIFFERENCE: Soap 273\u003c\/p\u003e \u003cp\u003eBiology of Health: Physical Growth and Development 274\u003c\/p\u003e \u003cp\u003eGrowth and Size 274\u003c\/p\u003e \u003cp\u003eBrain Development 276\u003c\/p\u003e \u003cp\u003eTHE DEVELOPING BRAIN: Stress 279\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: National Well-Being and Young Brains 280\u003c\/p\u003e \u003cp\u003eMotor Development 281\u003c\/p\u003e \u003cp\u003eFocus On: Jack P. Shonkoff, MD, and the Center on the Developing Child at Harvard University 281\u003c\/p\u003e \u003cp\u003eFoundations of Health: Health Promotion 287\u003c\/p\u003e \u003cp\u003eHealth Promotion and Disease Prevention 287\u003c\/p\u003e \u003cp\u003ePractice: Well-Child Visits and Developmental Screening 288\u003c\/p\u003e \u003cp\u003eNutrition, Food Allergies, and Malnutrition 289\u003c\/p\u003e \u003cp\u003ePolicy: Food Insecurity and Food Deserts 293\u003c\/p\u003e \u003cp\u003eImmunizations and Vaccines 294\u003c\/p\u003e \u003cp\u003eResearch Insights: Lessons from the Autism–Vaccine Controversy 296\u003c\/p\u003e \u003cp\u003ePromoting Dental Health 297\u003c\/p\u003e \u003cp\u003ePolicy: Dental Health and Fluoride 297\u003c\/p\u003e \u003cp\u003eCapacity for Health: Caregivers, Community, and Child Safety 298\u003c\/p\u003e \u003cp\u003eParenting: Health Literacy 298\u003c\/p\u003e \u003cp\u003eKids, Germs, and Early Child Care 299\u003c\/p\u003e \u003cp\u003eSafety at Home and in the Community 301\u003c\/p\u003e \u003cp\u003eCommon Disruptions in Health 305\u003c\/p\u003e \u003cp\u003eAsthma 305\u003c\/p\u003e \u003cp\u003eCulture and Medical Beliefs 307\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: An Ecological Perspective on Asthma Management 308\u003c\/p\u003e \u003cp\u003eEar Infections: Otitis Media 308\u003c\/p\u003e \u003cp\u003eChapter Summary 309\u003c\/p\u003e \u003cp\u003eKey Terms 310\u003c\/p\u003e \u003cp\u003eCritical Thinking Questions 310\u003c\/p\u003e \u003cp\u003eDevelopment 311\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 \u003c\/b\u003e\u003cb\u003eCognitive Development in Early Childhood 313\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMAKING A DIFFERENCE: The Harlem Children’s Zone 313\u003c\/p\u003e \u003cp\u003ePiaget’s Theory and Preoperational Thought 315\u003c\/p\u003e \u003cp\u003eAdvances and Limitations in Preoperational Thought 315\u003c\/p\u003e \u003cp\u003eCriticisms of Piaget’s Theory 319\u003c\/p\u003e \u003cp\u003ePractice: Implications of Piaget’s Theory for Preschool Classrooms 319\u003c\/p\u003e \u003cp\u003eVygotsky’s Sociocultural Theory 320\u003c\/p\u003e \u003cp\u003eFeatures of Vygotsky’s Theory 320\u003c\/p\u003e \u003cp\u003eCriticisms of Vygotsky’s Theory 322\u003c\/p\u003e \u003cp\u003eFocus On: Barbara Rogoff 323\u003c\/p\u003e \u003cp\u003ePractice: Implications of Vygotsky’s Theory for Preschool Classrooms 323\u003c\/p\u003e \u003cp\u003eInformation Processing Theory 324\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: The Role of Executive Function 325\u003c\/p\u003e \u003cp\u003eTHE DEVELOPING BRAIN: A Growth Spurt in Executive Function 326\u003c\/p\u003e \u003cp\u003eCombining Theories: Neo-Piagetian Approaches 330\u003c\/p\u003e \u003cp\u003eCriticisms of Information Processing Theory 330\u003c\/p\u003e \u003cp\u003ePractice: Implications of Information Processing Theory for Preschool Classrooms 330\u003c\/p\u003e \u003cp\u003eResearch Insights: Can We Teach Executive Function Skills to Young Children? 331\u003c\/p\u003e \u003cp\u003eLanguage Development 332\u003c\/p\u003e \u003cp\u003eVocabulary Growth 332\u003c\/p\u003e \u003cp\u003eGrammar Usage 334\u003c\/p\u003e \u003cp\u003eRules of Conversation 336\u003c\/p\u003e \u003cp\u003eSpeaking Two Languages 336\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: Language Delays 338\u003c\/p\u003e \u003cp\u003eSchool Readiness 338\u003c\/p\u003e \u003cp\u003eEmergent Reading 339\u003c\/p\u003e \u003cp\u003eWhat Happens in the Brain? Beginning to Read 340\u003c\/p\u003e \u003cp\u003eParenting: Helping Preschool Children Become Readers 342\u003c\/p\u003e \u003cp\u003eEmergent Writing 342\u003c\/p\u003e \u003cp\u003eEmergent Number Concepts 344\u003c\/p\u003e \u003cp\u003eCulture and Learning Numbers 345\u003c\/p\u003e \u003cp\u003ePreschool Education 347\u003c\/p\u003e \u003cp\u003eResearch Insights: Young Children and Board Games 347\u003c\/p\u003e \u003cp\u003ePolicy: P.L. 104-193: The Personal Responsibility and Work Opportunity Reconciliation Act 348\u003c\/p\u003e \u003cp\u003eChapter Summary 352\u003c\/p\u003e \u003cp\u003eKey Terms 352\u003c\/p\u003e \u003cp\u003eCritical Thinking Questions 353\u003c\/p\u003e \u003cp\u003eDevelopment 353\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 \u003c\/b\u003e\u003cb\u003ePsychosocial Development in Early Childhood 355\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMAKING A DIFFERENCE: Being a Voice for a Child 355\u003c\/p\u003e \u003cp\u003eEmotional Development 356\u003c\/p\u003e \u003cp\u003ePsychosocial Theory 356\u003c\/p\u003e \u003cp\u003eRecognizing Emotions 357\u003c\/p\u003e \u003cp\u003eEmotional Regulation 357\u003c\/p\u003e \u003cp\u003eCulture and Showing Pride and Shame 358\u003c\/p\u003e \u003cp\u003eThe Development of a Sense of Self 360\u003c\/p\u003e \u003cp\u003eSelf-Concept 360\u003c\/p\u003e \u003cp\u003eTHE DEVELOPING BRAIN: Self-Representation and the Brain 361\u003c\/p\u003e \u003cp\u003eGender-Role Development 361\u003c\/p\u003e \u003cp\u003eRelationships with Peers 367\u003c\/p\u003e \u003cp\u003ePlay 367\u003c\/p\u003e \u003cp\u003ePractice: How Can Preschool Teachers Support Play? 369\u003c\/p\u003e \u003cp\u003eFriendships 369\u003c\/p\u003e \u003cp\u003ePolicy: The Individuals with Disabilities Education Act (IDEA) 372\u003c\/p\u003e \u003cp\u003eProsocial and Antisocial Behaviors 373\u003c\/p\u003e \u003cp\u003eFocus On: Albert Bandura 376\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: Developing a Theory of Mind 377\u003c\/p\u003e \u003cp\u003eResearch Insights: Do Children with Autism Lack a Theory of Mind? 379\u003c\/p\u003e \u003cp\u003eMoral Development 379\u003c\/p\u003e \u003cp\u003eRight and Wrong 380\u003c\/p\u003e \u003cp\u003eDistributive Justice 382\u003c\/p\u003e \u003cp\u003eParenting Practices 383\u003c\/p\u003e \u003cp\u003eParenting Styles 384\u003c\/p\u003e \u003cp\u003eParenting: Spanking as a Form of Discipline 386\u003c\/p\u003e \u003cp\u003eMaltreatment of Children 387\u003c\/p\u003e \u003cp\u003ePolicy: The Federal Child Abuse Prevention and Treatment Act (CAPTA) 388\u003c\/p\u003e \u003cp\u003eResearch Insights: The Effects of Extreme Emotional Neglect 391\u003c\/p\u003e \u003cp\u003eChapter Summary 392\u003c\/p\u003e \u003cp\u003eKey Terms 392\u003c\/p\u003e \u003cp\u003eCritical Thinking Questions 393\u003c\/p\u003e \u003cp\u003eDevelopment 393\u003c\/p\u003e \u003cp\u003eMILESTONES IN EARLY CHILDHOOD 394\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 5 Middle Childhood\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 \u003c\/b\u003e\u003cb\u003ePhysical Development and Health in Middle Childhood 397\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMAKING A DIFFERENCE: School Health 397\u003c\/p\u003e \u003cp\u003eBiology of Health: Physical Growth and Development 398\u003c\/p\u003e \u003cp\u003eGrowth and Size 398\u003c\/p\u003e \u003cp\u003eTHE DEVELOPING BRAIN: Middle Childhood 401\u003c\/p\u003e \u003cp\u003eMotor Development in Middle Childhood 404\u003c\/p\u003e \u003cp\u003eResearch Insights: Degrees of Freedom 405\u003c\/p\u003e \u003cp\u003eFoundations of Health: Health Promotion 408\u003c\/p\u003e \u003cp\u003eHealth Promotion and Disease Prevention 408\u003c\/p\u003e \u003cp\u003eNutrition 411\u003c\/p\u003e \u003cp\u003eCulture and Body Weight 413\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: Why the Incidence of Overweight and Obesity Has Increased 414\u003c\/p\u003e \u003cp\u003ePolicy: Reducing and Preventing Childhood Obesity 416\u003c\/p\u003e \u003cp\u003eParenting: Family Mealtime 416\u003c\/p\u003e \u003cp\u003ePhysical Activity 417\u003c\/p\u003e \u003cp\u003eFocus On: Michelle Obama and Let’s Move! 419\u003c\/p\u003e \u003cp\u003eCapacity for Health: Caregivers and Community 419\u003c\/p\u003e \u003cp\u003eSafety from Unintentional Injuries 420\u003c\/p\u003e \u003cp\u003eSports 422\u003c\/p\u003e \u003cp\u003eSchool Health 424\u003c\/p\u003e \u003cp\u003ePractice: The Coordinated School Health Program (CSHP) Model 425\u003c\/p\u003e \u003cp\u003eCommon Disruptions in Health 427\u003c\/p\u003e \u003cp\u003eChronic Conditions in Childhood 427\u003c\/p\u003e \u003cp\u003eChapter Summary 431\u003c\/p\u003e \u003cp\u003eKey Terms 432\u003c\/p\u003e \u003cp\u003eCritical Thinking Questions 432\u003c\/p\u003e \u003cp\u003eDevelopment 433\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 \u003c\/b\u003e\u003cb\u003eCognitive Development in Middle Childhood 435\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMAKING A DIFFERENCE: Be a Buddy 435\u003c\/p\u003e \u003cp\u003ePiaget’s Theory and Concrete Operational Thought 436\u003c\/p\u003e \u003cp\u003eAccomplishments of the Concrete Operational Period 437\u003c\/p\u003e \u003cp\u003ePractice: Helping Children Develop Their Cognitive Skills in the Classroom 439\u003c\/p\u003e \u003cp\u003eCriticisms of Piaget’s Theory 440\u003c\/p\u003e \u003cp\u003eVygotsky’s Sociocultural Theory 440\u003c\/p\u003e \u003cp\u003eDevelopment in Middle Childhood 441\u003c\/p\u003e \u003cp\u003ePractice: Vygotsky in the Classroom 442\u003c\/p\u003e \u003cp\u003eCriticisms of Vygotsky’s Theory 443\u003c\/p\u003e \u003cp\u003eInformation Processing 444\u003c\/p\u003e \u003cp\u003eAttention 444\u003c\/p\u003e \u003cp\u003eTHE DEVELOPING BRAIN: Attention 447\u003c\/p\u003e \u003cp\u003eMemory 448\u003c\/p\u003e \u003cp\u003eResearch Insights: Children with Problems with Attention 449\u003c\/p\u003e \u003cp\u003eFocus On: Eric Kandel 452\u003c\/p\u003e \u003cp\u003ePractice: Teaching Effective Memory Strategies 456\u003c\/p\u003e \u003cp\u003eCriticisms of Information Processing Theory 457\u003c\/p\u003e \u003cp\u003eIntelligence and Thinking 457\u003c\/p\u003e \u003cp\u003eThe Search for Intelligence 458\u003c\/p\u003e \u003cp\u003eCulture and Views on Intelligence 458\u003c\/p\u003e \u003cp\u003eBinet, Wechsler, and Intelligence Testing 459\u003c\/p\u003e \u003cp\u003eA Theory of Multiple Intelligences 461\u003c\/p\u003e \u003cp\u003eThe Triarchic Theory of Intelligence 462\u003c\/p\u003e \u003cp\u003eThe Development of Language, Literacy, and Mathematical Skills 463\u003c\/p\u003e \u003cp\u003eLanguage Development 463\u003c\/p\u003e \u003cp\u003ePolicy: English Language Learners 465\u003c\/p\u003e \u003cp\u003eLiteracy Skills 467\u003c\/p\u003e \u003cp\u003eMathematical Skills 468\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: Mathematical Skills and Executive Functioning 469\u003c\/p\u003e \u003cp\u003eParenting: Parental Engagement in Children’s Schooling 470\u003c\/p\u003e \u003cp\u003eChapter Summary 471\u003c\/p\u003e \u003cp\u003eKey Terms 472\u003c\/p\u003e \u003cp\u003eCritical Thinking Questions 472\u003c\/p\u003e \u003cp\u003eDevelopment 473\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13 \u003c\/b\u003e\u003cb\u003ePsychosocial Development in Middle Childhood 475\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMAKING A DIFFERENCE: Service Learning 475\u003c\/p\u003e \u003cp\u003eEmotional Development 476\u003c\/p\u003e \u003cp\u003eErikson’s Psychosocial Theory 477\u003c\/p\u003e \u003cp\u003eAntisocial Behavior 477\u003c\/p\u003e \u003cp\u003eResearch Insights: Do Violent Video Games Promote Aggression? 478\u003c\/p\u003e \u003cp\u003eProsocial Behavior 479\u003c\/p\u003e \u003cp\u003eEmotional Regulation 480\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: Coping with Stress 481\u003c\/p\u003e \u003cp\u003eRelating to One’s Self 482\u003c\/p\u003e \u003cp\u003eThe I-Self and the Me-Self 482\u003c\/p\u003e \u003cp\u003eThe Developing Sense of Self 482\u003c\/p\u003e \u003cp\u003eGender Development 484\u003c\/p\u003e \u003cp\u003eSelf-Esteem 484\u003c\/p\u003e \u003cp\u003eParenting: Building Self-Esteem 486\u003c\/p\u003e \u003cp\u003eRelating to Others 487\u003c\/p\u003e \u003cp\u003eTHE DEVELOPING BRAIN: The Social Brain 487\u003c\/p\u003e \u003cp\u003eFocus On: Antonio Damasio 489\u003c\/p\u003e \u003cp\u003eUnderstanding Others 489\u003c\/p\u003e \u003cp\u003eWhat Happens in the Brain? Emotional Self-Regulation in Middle Childhood 490\u003c\/p\u003e \u003cp\u003eInteracting with Peers 494\u003c\/p\u003e \u003cp\u003eInteracting with Parents 496\u003c\/p\u003e \u003cp\u003eParenting: Supporting Children’s Well-Being After Divorce 499\u003c\/p\u003e \u003cp\u003eInteracting with Siblings 500\u003c\/p\u003e \u003cp\u003eInteracting at School 502\u003c\/p\u003e \u003cp\u003ePolicy: Anti-Bullying Legislation 504\u003c\/p\u003e \u003cp\u003eMoral Development 505\u003c\/p\u003e \u003cp\u003eCognitive-Developmental Theory: Piaget and Kohlberg 505\u003c\/p\u003e \u003cp\u003eTelling the Truth 506\u003c\/p\u003e \u003cp\u003eDistributive Justice 507\u003c\/p\u003e \u003cp\u003eCulture and Children’s Evaluations of Truths and Lies 508\u003c\/p\u003e \u003cp\u003ePractice: Making Moral Principles Meaningful 508\u003c\/p\u003e \u003cp\u003eChapter Summary 510\u003c\/p\u003e \u003cp\u003eKey Terms 511\u003c\/p\u003e \u003cp\u003eCritical Thinking Questions 511\u003c\/p\u003e \u003cp\u003eDevelopment 511\u003c\/p\u003e \u003cp\u003eMILESTONES IN MIDDLE CHILDHOOD 512\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 6 Adolescence\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14 \u003c\/b\u003e\u003cb\u003ePhysical Development and Health in Adolescence 515\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMAKING A DIFFERENCE: Youth Advocating for Youth 515\u003c\/p\u003e \u003cp\u003eBiology of Health: Physical Growth and Development 516\u003c\/p\u003e \u003cp\u003eFocus On: G. Stanley Hall 516\u003c\/p\u003e \u003cp\u003ePuberty 517\u003c\/p\u003e \u003cp\u003eThe Timing of Puberty 520\u003c\/p\u003e \u003cp\u003eHormones, Emotions, and Behavior 521\u003c\/p\u003e \u003cp\u003eCulture and Menarche 522\u003c\/p\u003e \u003cp\u003eBrain Development 524\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: Adolescent Brain Development 526\u003c\/p\u003e \u003cp\u003eFoundations of Health: Health Promotion and Disease Prevention 526\u003c\/p\u003e \u003cp\u003eResearch Insights: Survey Data 527\u003c\/p\u003e \u003cp\u003eNutrition and Physical Activity 527\u003c\/p\u003e \u003cp\u003eSleep and Stress 531\u003c\/p\u003e \u003cp\u003eAdolescent Health Behaviors: Injury, Sexual Activity, and Substance Use 532\u003c\/p\u003e \u003cp\u003ePolicy: Cervical Cancer, Human Papillomavirus, and a Vaccine 537\u003c\/p\u003e \u003cp\u003eHealth Education and Prevention: Focus on Sex and Alcohol 539\u003c\/p\u003e \u003cp\u003eParenting: The Role of Parents in Adolescent Sexual Behavior 540\u003c\/p\u003e \u003cp\u003eAlcohol and Drug Prevention Programs 541\u003c\/p\u003e \u003cp\u003eCapacity for Health: Caregivers, Community, and Safety 542\u003c\/p\u003e \u003cp\u003eMotor Vehicle Safety 542\u003c\/p\u003e \u003cp\u003eAccess to Health Care for Adolescents 543\u003c\/p\u003e \u003cp\u003eWhat Happens in the Brain? Having a Conversation While Driving a Car 544\u003c\/p\u003e \u003cp\u003eSafety: Sports and Injury 546\u003c\/p\u003e \u003cp\u003ePractice: Treating Concussions in Adolescents 547\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: An Uneven Playing Field 548\u003c\/p\u003e \u003cp\u003eCommon Disruptions in Health: Managing Chronic Illness 549\u003c\/p\u003e \u003cp\u003eChapter Summary 551\u003c\/p\u003e \u003cp\u003eKey Terms 552\u003c\/p\u003e \u003cp\u003eCritical Thinking Questions 552\u003c\/p\u003e \u003cp\u003eDevelopment 553\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15 \u003c\/b\u003e\u003cb\u003eCognitive Development in Adolescence 555\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMAKING A DIFFERENCE: Teen-to-Teen Tutors 555\u003c\/p\u003e \u003cp\u003ePiaget and Formal Operations 556\u003c\/p\u003e \u003cp\u003eCognitive Changes in the Formal Operational Period 556\u003c\/p\u003e \u003cp\u003eAdolescent Egocentrism 560\u003c\/p\u003e \u003cp\u003eContributions and Criticisms of Piaget’s Theory 561\u003c\/p\u003e \u003cp\u003eVygotsky’s Sociocultural Theory and the Adolescent Mind 562\u003c\/p\u003e \u003cp\u003eAcquiring Academic Language 562\u003c\/p\u003e \u003cp\u003ePractice: Peer Tutoring 563\u003c\/p\u003e \u003cp\u003eContributions of Vygotsky’s Theory 564\u003c\/p\u003e \u003cp\u003eInformation Processing in the Adolescent Years 565\u003c\/p\u003e \u003cp\u003eCognitive Changes in Processing 565\u003c\/p\u003e \u003cp\u003eChanges in Metacognition 567\u003c\/p\u003e \u003cp\u003eDecision Making 568\u003c\/p\u003e \u003cp\u003eContributions of the Information Processing Approach 570\u003c\/p\u003e \u003cp\u003eThe Developing Brain: The Brain and Adolescent Cognition 571\u003c\/p\u003e \u003cp\u003eChanges in the Prefrontal Cortex 571\u003c\/p\u003e \u003cp\u003eSynaptic Pruning and Increased Myelination 572\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: The Effects of Experience 573\u003c\/p\u003e \u003cp\u003eLearning and Schooling 574\u003c\/p\u003e \u003cp\u003eSex Differences in Math and Verbal Skills 574\u003c\/p\u003e \u003cp\u003eAcademic Motivation 576\u003c\/p\u003e \u003cp\u003eResearch Insights: Can Knowledge About Income Difference Motivate Students? 578\u003c\/p\u003e \u003cp\u003eResearch Insights: Can You Grow Your Intelligence? 579\u003c\/p\u003e \u003cp\u003eFocus On: Claude Steele 580\u003c\/p\u003e \u003cp\u003eParenting: Promoting School Achievement 580\u003c\/p\u003e \u003cp\u003eSchool Transitions 580\u003c\/p\u003e \u003cp\u003eSchool Completion 582\u003c\/p\u003e \u003cp\u003ePolicy: The No Child Left Behind Act and High School Completion 583\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: School Completion 583\u003c\/p\u003e \u003cp\u003eCulture and Learning Models 585\u003c\/p\u003e \u003cp\u003eSchool and Work 586\u003c\/p\u003e \u003cp\u003eChapter Summary 587\u003c\/p\u003e \u003cp\u003eKey Terms 588\u003c\/p\u003e \u003cp\u003eCritical Thinking Questions 588\u003c\/p\u003e \u003cp\u003eDevelopment 589\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16 \u003c\/b\u003e\u003cb\u003ePsychosocial Development in Adolescence 591\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMAKING A DIFFERENCE: Peer Court 591\u003c\/p\u003e \u003cp\u003eThe Development of the Self: Identity 592\u003c\/p\u003e \u003cp\u003eErikson’s Theory 592\u003c\/p\u003e \u003cp\u003eMarcia’s Patterns of Identity Status 593\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: Identity Achievement and Cognitive Skills 594\u003c\/p\u003e \u003cp\u003eEthnic and Racial Identity 594\u003c\/p\u003e \u003cp\u003eFocus On: Janet E. Helms 596\u003c\/p\u003e \u003cp\u003eCulture and the Immigrant Paradox 597\u003c\/p\u003e \u003cp\u003eSexual Identity 598\u003c\/p\u003e \u003cp\u003eRelating to Others 599\u003c\/p\u003e \u003cp\u003eAdolescent–Parent Relationships 599\u003c\/p\u003e \u003cp\u003eParenting: Psychological Control 602\u003c\/p\u003e \u003cp\u003eAdolescent–Peer Relationships 603\u003c\/p\u003e \u003cp\u003eMoral Development 608\u003c\/p\u003e \u003cp\u003eKohlberg’s Stages of Moral Reasoning 608\u003c\/p\u003e \u003cp\u003eCriticisms of Kohlberg’s Theory 610\u003c\/p\u003e \u003cp\u003eTHE DEVELOPING BRAIN: Moral Judgments 611\u003c\/p\u003e \u003cp\u003eProsocial and Antisocial Behavior 613\u003c\/p\u003e \u003cp\u003eResearch Insights: Impulsivity and Reward Seeking 614\u003c\/p\u003e \u003cp\u003ePolicy: Trying Juveniles as Adults 617\u003c\/p\u003e \u003cp\u003eRisk and Resilience 618\u003c\/p\u003e \u003cp\u003eAdolescent Depression 618\u003c\/p\u003e \u003cp\u003eWHEN SYSTEMS CONNECT: Risk Factors for Depression 618\u003c\/p\u003e \u003cp\u003eResearch Insights: Treatment for Adolescents with Depression 620\u003c\/p\u003e \u003cp\u003eAdolescent Eating Disorders 621\u003c\/p\u003e \u003cp\u003ePractice: Positive Youth Development 623\u003c\/p\u003e \u003cp\u003eChapter Summary 625\u003c\/p\u003e \u003cp\u003eKey Terms 626\u003c\/p\u003e \u003cp\u003eCritical Thinking Questions 626\u003c\/p\u003e \u003cp\u003eDevelopment 627\u003c\/p\u003e \u003cp\u003eMILESTONES IN ADOLESCENCE 628\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Psychology [\u003ca title=\"See our other books on Psychology\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Psychology%20%5BJM%5D%22\"\u003eJM\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley","offers":[{"title":"Brand New","offer_id":52276237107480,"sku":"9780470405406","price":169.79,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9780470405406.jpg?v=1781365537","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/the-development-of-children-and-adolescents-an-applied-perspective-paperback-softback-9780470405406","provider":"Freshly Printed Books","version":"1.0","type":"link"}