The Development of Children and Adolescents, 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. WileyPLUS sold separately from text.

Table of Contents:
Part 1 Introduction Chapter 1 A Child’s Journey 3 MAKING A DIFFERENCE: All Children Have Birthdays 3 Children and Their Development 4 What is Development? 5 The Study of Development 5 WHEN SYSTEMS CONNECT: Developmental Domains 5 Developmental Epochs: Is Age the Answer? 6 Issues in Development 6 A Child’s Journey in the 21st Century 9 Research Insights: Are Today’s Children More Imaginative? 10 Parenting: Children in the Home 10 Children and Their Cultural Communities 12 Children in a Technological World 13 Culture and Parents‘ Views on Children’s Disabilities 14 Practice: Video Games and Learning 15 Explaining Development: The Theories 16 Psychoanalytically Based Theories 16 Cognitive Theories 18 Learning Theories 23 Ethological Theories 25 Systems Theories 26 Focus On: Urie Bronfenbrenner 28 Asking Questions, Examining Answers 29 The Scientific Method 29 Designing Research Studies 30 Collecting Data 37 Reporting Research Results 38 Policy: Ethical Considerations 39 Chapter Summary 40 Key Terms 41 Critical Thinking Questions 41 Development 41 Part 2 Biological Beginnings Chapter 2 Biological Foundations of Child Development 43 MAKING A DIFFERENCE: It Can Start with Cells 43 The Biology of Life 44 The Functions of Cells 45 DNA, RNA, and Protein 45 WHEN CELLULAR SYSTEMS CONNECT: PKU as an Example 47 Research Insights: “Turning Off” Genes 47 Genes and Heredity 48 Genes and Chromosomes 48 Culture, Genetics, and Human Migration 50 Patterns of Heredity 51 Chromosomal Disorders 56 Parenting: Genetic Counseling 58 Gene-Environment Interactions 59 Mechanisms of Interaction Between Genes and Environment 59 Research on Gene-Environment Interactions: Kinship Studies 63 The Physiology of Thinking and Feeling 66 The Brain and Nervous System 66 The Endocrine System and the Physiology of Stress 72 WHEN SYSTEMS CONNECT: Stress and Child Development 73 Children’s Well-Being in Society 74 Indicators of Children’s Well-Being in the United States 75 Health Care among American Children 75                                                                    Policy: Who is Covered by Insurance, and How? 76 Practice: A Hmong Child in the American Health-Care System 77 Chapter Summary 78 Key Terms 79 Critical Thinking Questions 79 Development 79 Chapter 3 Prenatal Development 81 MAKING A DIFFERENCE: Advocating for Care of Pregnant Women 81 Conception 82 Gametes and Meiosis 82 Fertilization 84 Prenatal Growth and Development 85 The Germinal Period: 0 to 2 Weeks 85 Policy: The Politics of Stem Cell Research 86 The Period of the Embryo: 3 to 8 Weeks 87 The Period of the Fetus: 9 Weeks to Birth 88 The Developing Brain: A Closer Look 90 Research Insights: Learning Before Birth 91 Development and the Prenatal Environment 92 Chemical Substances 92 WHEN SYSTEMS CONNECT: Alcohol and Pregnancy 95 Focus On: Ann Streissguth and Fetal Alcohol Syndrome 95 Maternal Disease, Illness, and Stress 97 Environmental Pollutants and Hazards 101 Health During Pregnancy 102 Physiology of Pregnancy 102 Culture and Pregnancy 103 Practice: Recommendations for a Healthy Pregnancy 104 Complications of Pregnancy and High-Risk Pregnancies 104 A Special High-Risk Case: The Pregnant Adolescent 106 Pregnancy and Society 108 Birth-Rate Trends 108 Access to Health Care 108 Infertility 109 Parenting and ART: Telling the Children 113 Practice: Multiple Births 114 Parenting: Health, Family, and Culture 114 Chapter Summary 116 Key Terms 117 Critical Thinking Questions 117 Development 117 Chapter 4 Birth and the Newborn 119 MAKING A DIFFERENCE: An Unexpected Birth Experience 119 Birth 120 What Do You Know About Childbirth? 121 Preparing for the Birth of the Baby 121 Parenting: Writing a Birth Plan 122 Stages of Labor 123 Childbirth and Pain 124 The Place of Childbirth: Home or Hospital? 125 Focus On: Pioneers in the Natural Childbirth Movement 126 Research Insights: Risks in Planned Cesarean Delivery 129 At-Risk Infants: A Different Beginning 130 Prematurity and Birth Weight 130 Causes and Treatments of Prematurity 131 Prematurity and Developmental Outcomes 131 Low Birth Weight in the Developing World 132 A Different Beginning for Parents, Too 132 Research Insights: The Long-Term Risks of Prematurity 133 WHEN SYSTEMS CONNECT: Early Intervention for At-Risk Newborns 134 Focus On: Heidelise Als 134 Neonatal Mortality 135 Policy: The Fourth Millennium Development Goals 137 The Newborn 138 A Dramatic Transition 138 THE DEVELOPING BRAIN: Newborn Reflexes and Behavioral States 139 The Neonatal Behavioral Assessment Scale 141 Sensory Capacities and the Social Newborn 142 The Developmental Tasks of the Newborn Period 147 The Parent-Infant Bond 147 Breast-Feeding: A Developmental Issue 147 Practice: The UNICEF/WHO Baby-Friendly Hospital Initiative 148 Developmental Tasks Facing the Newborn 149 Research Insights: Effects of Breast-Feeding on Intelligence 150 Culture and Crying 151 Chapter Summary 152 Key Terms 152 Critical Thinking Questions 153 Development 153 Part 3 Infancy Chapter 5 Physical Development and Health in Infancy and Toddlerhood 155 MAKING A DIFFERENCE: Beating the Odds 155 A Framework for Children’s Health and Physical Development 156 Biology of Health: Physical, Motor, and Perceptual Development 158 New Directions in Infant Motor Research 159 What Happens in the Brain? Beginning to Walk 160 Physical Development: How Babies Grow into Toddlers 162 Motor Development: From Sitting to Jumping 163 Research Insights: Climbing Stairs 165 Theories of Motor Development 166 WHEN SYSTEMS CONNECT: Dynamic Systems Theory 169 Sensory and Perceptual Development: Taking in the World 169 The Developing Brain: Biology of Health 172 An Exuberant Burst of Synapse Formation 173 Focus On: Santiago Ramon y Cajal and Wilder Penfield, Pioneers in Brain Research 173 Research Insights: Mirror Neurons 175 Pruning: Refining the Brain Through Experience 176 Foundations of Health: Nutrition and Health 177 Nutrition for Infants and Toddlers 177 Nutritional Problems 178 Policy: The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) 179 Capacities for Health: Caregivers, Environment, and Community 182 The Physical Environment 182 The Caregiving Environment 183 Culture and Sleeping Arrangements 184 Parenting: Products for Infants 185 Practice: Infant and Toddler Child-Care Settings 186 Motor Development in Different Cultural Environments 187 Disruptions in Health: Neuromotor Disabilities 189 Cerebral Palsy 189 Muscular Dystrophy 190 Down Syndrome 190 Policy: Early Intervention 191 Chapter Summary 193 Key Terms 194 Critical Thinking Questions 194 Development 195 Chapter 6 Cognitive Development in Infancy and Toddlerhood 197 MAKING A DIFFERENCE: Does Infant Stimulation Matter? 197 Theories of Cognitive Development 198 Piaget’s Sensorimotor Stage 199 Vygotsky’s Sociocultural Perspective 203 Culture and Fatherhood 205 Other Theories 205 Information-Processing Approaches 206 THE DEVELOPING BRAIN: The Basis for Cognitive Gains 210 Research Methods 211 Visual Preference Procedures 212 Object Exploration Approaches 214 Practice: Making Sense of Media Reports 214 Studies of Infant Imitation 215 Neuroimaging Techniques 215 Standardized Tests of Infant Cognitive Development 216 The Beginnings of Language 217 The Language Areas of the Brain 217 Theories of Language Development 218 WHEN SYSTEMS CONNECT: The Interactionist Approach 219 Acquiring Language: From Speech Perception to First Words 219 The Role of Experience in Language Development 221 Parenting: Wireless Parents 223 Research Insights: The Video Deficit 223 Raising a Bilingual Child 224 Infant and Toddler Education 225 Policy: Disparities in Cognitive Development in the First Years of Life 225 Focus On: James J. Heckman, Nobel Prize Winner in Economics 225 High-Quality Programs for Infants and Toddlers 226 Chapter Summary 227 Key Terms 228 Critical Thinking Questions 229 Development 229 Chapter 7 Psychosocial Development in Infancy and Toddlerhood 231 MAKING A DIFFERENCE: The Infant Mental Health Professional 231 Theories of Psychosocial Development 232 Freud’s Psychoanalytic Theory 232 Erikson’s Psychosocial Theory 233 Bowlby’s Attachment Theory 233 WHEN SYSTEMS CONNECT: The Transactional Model 234 The Importance of Attachment 235 How Does Attachment Develop? 235 Measuring Attachment 236 Cultural Differences in Attachment 238 Long-Term Effects of Early Attachment 239 Policy: Maternal Employment During the First Year and How It Affects Attachment 240 The Effects of Early Adverse Experiences 241 Emotional Development 243 THE DEVELOPING BRAIN: The Limbic System 243 Emotion: The Language of Babies 245 Expressing Emotion 245 Transitions in Emotional Development in the First Years 247 Emotional Regulation 248 Social Competence 250 Autism Spectrum Disorder 252 Parenting: Red Flags for Autism Spectrum Disorder 252 The Emerging Sense of Self 253 Erikson, Stern, and the Sense of Self 253 Self-Recognition and Self-Concept 254 Empathy 255 Are Babies Capable of Moral Acts? 256 Research Insights: The Beginnings of Moral Development 256 Environment, Temperament, and Psychosocial Development 257 Cultural Differences in Parenting Practices During Infancy 257 Focus On: Marian Wright Edelman and the Children’s Defense Fund 258 Culture and School Readiness 259 Fathers and Their Infants 259 The Role of Siblings and Peers 261 The Changing Role of Grandparents 262 Practice: The Enduring Effects of Early Child Care 262 The Role of Temperament 264 Parenting: Goodness of Fit 266 Chapter Summary 267 Key Terms 268 Critical Thinking Questions 268 Development 269 MILESTONES IN INFANCY AND TODDLERHOOD 270 Part 4 Early Childhood Chapter 8 Physical Development and Health in Early Childhood 273 MAKING A DIFFERENCE: Soap 273 Biology of Health: Physical Growth and Development 274 Growth and Size 274 Brain Development 276 THE DEVELOPING BRAIN: Stress 279 WHEN SYSTEMS CONNECT: National Well-Being and Young Brains 280 Motor Development 281 Focus On: Jack P. Shonkoff, MD, and the Center on the Developing Child at Harvard University 281 Foundations of Health: Health Promotion 287 Health Promotion and Disease Prevention 287 Practice: Well-Child Visits and Developmental Screening 288 Nutrition, Food Allergies, and Malnutrition 289 Policy: Food Insecurity and Food Deserts 293 Immunizations and Vaccines 294 Research Insights: Lessons from the Autism–Vaccine Controversy 296 Promoting Dental Health 297 Policy: Dental Health and Fluoride 297 Capacity for Health: Caregivers, Community, and Child Safety 298 Parenting: Health Literacy 298 Kids, Germs, and Early Child Care 299 Safety at Home and in the Community 301 Common Disruptions in Health 305 Asthma 305 Culture and Medical Beliefs 307 WHEN SYSTEMS CONNECT: An Ecological Perspective on Asthma Management 308 Ear Infections: Otitis Media 308 Chapter Summary 309 Key Terms 310 Critical Thinking Questions 310 Development 311 Chapter 9 Cognitive Development in Early Childhood 313 MAKING A DIFFERENCE: The Harlem Children’s Zone 313 Piaget’s Theory and Preoperational Thought 315 Advances and Limitations in Preoperational Thought 315 Criticisms of Piaget’s Theory 319 Practice: Implications of Piaget’s Theory for Preschool Classrooms 319 Vygotsky’s Sociocultural Theory 320 Features of Vygotsky’s Theory 320 Criticisms of Vygotsky’s Theory 322 Focus On: Barbara Rogoff 323 Practice: Implications of Vygotsky’s Theory for Preschool Classrooms 323 Information Processing Theory 324 WHEN SYSTEMS CONNECT: The Role of Executive Function 325 THE DEVELOPING BRAIN: A Growth Spurt in Executive Function 326 Combining Theories: Neo-Piagetian Approaches 330 Criticisms of Information Processing Theory 330 Practice: Implications of Information Processing Theory for Preschool Classrooms 330 Research Insights: Can We Teach Executive Function Skills to Young Children? 331 Language Development 332 Vocabulary Growth 332 Grammar Usage 334 Rules of Conversation 336 Speaking Two Languages 336 WHEN SYSTEMS CONNECT: Language Delays 338 School Readiness 338 Emergent Reading 339 What Happens in the Brain? Beginning to Read 340 Parenting: Helping Preschool Children Become Readers 342 Emergent Writing 342 Emergent Number Concepts 344 Culture and Learning Numbers 345 Preschool Education 347 Research Insights: Young Children and Board Games 347 Policy: P.L. 104-193: The Personal Responsibility and Work Opportunity Reconciliation Act 348 Chapter Summary 352 Key Terms 352 Critical Thinking Questions 353 Development 353 Chapter 10 Psychosocial Development in Early Childhood 355 MAKING A DIFFERENCE: Being a Voice for a Child 355 Emotional Development 356 Psychosocial Theory 356 Recognizing Emotions 357 Emotional Regulation 357 Culture and Showing Pride and Shame 358 The Development of a Sense of Self 360 Self-Concept 360 THE DEVELOPING BRAIN: Self-Representation and the Brain 361 Gender-Role Development 361 Relationships with Peers 367 Play 367 Practice: How Can Preschool Teachers Support Play? 369 Friendships 369 Policy: The Individuals with Disabilities Education Act (IDEA) 372 Prosocial and Antisocial Behaviors 373 Focus On: Albert Bandura 376 WHEN SYSTEMS CONNECT: Developing a Theory of Mind 377 Research Insights: Do Children with Autism Lack a Theory of Mind? 379 Moral Development 379 Right and Wrong 380 Distributive Justice 382 Parenting Practices 383 Parenting Styles 384 Parenting: Spanking as a Form of Discipline 386 Maltreatment of Children 387 Policy: The Federal Child Abuse Prevention and Treatment Act (CAPTA) 388 Research Insights: The Effects of Extreme Emotional Neglect 391 Chapter Summary 392 Key Terms 392 Critical Thinking Questions 393 Development 393 MILESTONES IN EARLY CHILDHOOD 394 Part 5 Middle Childhood Chapter 11 Physical Development and Health in Middle Childhood 397 MAKING A DIFFERENCE: School Health 397 Biology of Health: Physical Growth and Development 398 Growth and Size 398 THE DEVELOPING BRAIN: Middle Childhood 401 Motor Development in Middle Childhood 404 Research Insights: Degrees of Freedom 405 Foundations of Health: Health Promotion 408 Health Promotion and Disease Prevention 408 Nutrition 411 Culture and Body Weight 413 WHEN SYSTEMS CONNECT: Why the Incidence of Overweight and Obesity Has Increased 414 Policy: Reducing and Preventing Childhood Obesity 416 Parenting: Family Mealtime 416 Physical Activity 417 Focus On: Michelle Obama and Let’s Move! 419 Capacity for Health: Caregivers and Community 419 Safety from Unintentional Injuries 420 Sports 422 School Health 424 Practice: The Coordinated School Health Program (CSHP) Model 425 Common Disruptions in Health 427 Chronic Conditions in Childhood 427 Chapter Summary 431 Key Terms 432 Critical Thinking Questions 432 Development 433 Chapter 12 Cognitive Development in Middle Childhood 435 MAKING A DIFFERENCE: Be a Buddy 435 Piaget’s Theory and Concrete Operational Thought 436 Accomplishments of the Concrete Operational Period 437 Practice: Helping Children Develop Their Cognitive Skills in the Classroom 439 Criticisms of Piaget’s Theory 440 Vygotsky’s Sociocultural Theory 440 Development in Middle Childhood 441 Practice: Vygotsky in the Classroom 442 Criticisms of Vygotsky’s Theory 443 Information Processing 444 Attention 444 THE DEVELOPING BRAIN: Attention 447 Memory 448 Research Insights: Children with Problems with Attention 449 Focus On: Eric Kandel 452 Practice: Teaching Effective Memory Strategies 456 Criticisms of Information Processing Theory 457 Intelligence and Thinking 457 The Search for Intelligence 458 Culture and Views on Intelligence 458 Binet, Wechsler, and Intelligence Testing 459 A Theory of Multiple Intelligences 461 The Triarchic Theory of Intelligence 462 The Development of Language, Literacy, and Mathematical Skills 463 Language Development 463 Policy: English Language Learners 465 Literacy Skills 467 Mathematical Skills 468 WHEN SYSTEMS CONNECT: Mathematical Skills and Executive Functioning 469 Parenting: Parental Engagement in Children’s Schooling 470 Chapter Summary 471 Key Terms 472 Critical Thinking Questions 472 Development 473 Chapter 13 Psychosocial Development in Middle Childhood 475 MAKING A DIFFERENCE: Service Learning 475 Emotional Development 476 Erikson’s Psychosocial Theory 477 Antisocial Behavior 477 Research Insights: Do Violent Video Games Promote Aggression? 478 Prosocial Behavior 479 Emotional Regulation 480 WHEN SYSTEMS CONNECT: Coping with Stress 481 Relating to One’s Self 482 The I-Self and the Me-Self 482 The Developing Sense of Self 482 Gender Development 484 Self-Esteem 484 Parenting: Building Self-Esteem 486 Relating to Others 487 THE DEVELOPING BRAIN: The Social Brain 487 Focus On: Antonio Damasio 489 Understanding Others 489 What Happens in the Brain? Emotional Self-Regulation in Middle Childhood 490 Interacting with Peers 494 Interacting with Parents 496 Parenting: Supporting Children’s Well-Being After Divorce 499 Interacting with Siblings 500 Interacting at School 502 Policy: Anti-Bullying Legislation 504 Moral Development 505 Cognitive-Developmental Theory: Piaget and Kohlberg 505 Telling the Truth 506 Distributive Justice 507 Culture and Children’s Evaluations of Truths and Lies 508 Practice: Making Moral Principles Meaningful 508 Chapter Summary 510 Key Terms 511 Critical Thinking Questions 511 Development 511 MILESTONES IN MIDDLE CHILDHOOD 512 Part 6 Adolescence Chapter 14 Physical Development and Health in Adolescence 515 MAKING A DIFFERENCE: Youth Advocating for Youth 515 Biology of Health: Physical Growth and Development 516 Focus On: G. Stanley Hall 516 Puberty 517 The Timing of Puberty 520 Hormones, Emotions, and Behavior 521 Culture and Menarche 522 Brain Development 524 WHEN SYSTEMS CONNECT: Adolescent Brain Development 526 Foundations of Health: Health Promotion and Disease Prevention 526 Research Insights: Survey Data 527 Nutrition and Physical Activity 527 Sleep and Stress 531 Adolescent Health Behaviors: Injury, Sexual Activity, and Substance Use 532 Policy: Cervical Cancer, Human Papillomavirus, and a Vaccine 537 Health Education and Prevention: Focus on Sex and Alcohol 539 Parenting: The Role of Parents in Adolescent Sexual Behavior 540 Alcohol and Drug Prevention Programs 541 Capacity for Health: Caregivers, Community, and Safety 542 Motor Vehicle Safety 542 Access to Health Care for Adolescents 543 What Happens in the Brain? Having a Conversation While Driving a Car 544 Safety: Sports and Injury 546 Practice: Treating Concussions in Adolescents 547 WHEN SYSTEMS CONNECT: An Uneven Playing Field 548 Common Disruptions in Health: Managing Chronic Illness 549 Chapter Summary 551 Key Terms 552 Critical Thinking Questions 552 Development 553 Chapter 15 Cognitive Development in Adolescence 555 MAKING A DIFFERENCE: Teen-to-Teen Tutors 555 Piaget and Formal Operations 556 Cognitive Changes in the Formal Operational Period 556 Adolescent Egocentrism 560 Contributions and Criticisms of Piaget’s Theory 561 Vygotsky’s Sociocultural Theory and the Adolescent Mind 562 Acquiring Academic Language 562 Practice: Peer Tutoring 563 Contributions of Vygotsky’s Theory 564 Information Processing in the Adolescent Years 565 Cognitive Changes in Processing 565 Changes in Metacognition 567 Decision Making 568 Contributions of the Information Processing Approach 570 The Developing Brain: The Brain and Adolescent Cognition 571 Changes in the Prefrontal Cortex 571 Synaptic Pruning and Increased Myelination 572 WHEN SYSTEMS CONNECT: The Effects of Experience 573 Learning and Schooling 574 Sex Differences in Math and Verbal Skills 574 Academic Motivation 576 Research Insights: Can Knowledge About Income Difference Motivate Students? 578 Research Insights: Can You Grow Your Intelligence? 579 Focus On: Claude Steele 580 Parenting: Promoting School Achievement 580 School Transitions 580 School Completion 582 Policy: The No Child Left Behind Act and High School Completion 583 WHEN SYSTEMS CONNECT: School Completion 583 Culture and Learning Models 585 School and Work 586 Chapter Summary 587 Key Terms 588 Critical Thinking Questions 588 Development 589 Chapter 16 Psychosocial Development in Adolescence 591 MAKING A DIFFERENCE: Peer Court 591 The Development of the Self: Identity 592 Erikson’s Theory 592 Marcia’s Patterns of Identity Status 593 WHEN SYSTEMS CONNECT: Identity Achievement and Cognitive Skills 594 Ethnic and Racial Identity 594 Focus On: Janet E. Helms 596 Culture and the Immigrant Paradox 597 Sexual Identity 598 Relating to Others 599 Adolescent–Parent Relationships 599 Parenting: Psychological Control 602 Adolescent–Peer Relationships 603 Moral Development 608 Kohlberg’s Stages of Moral Reasoning 608 Criticisms of Kohlberg’s Theory 610 THE DEVELOPING BRAIN: Moral Judgments 611 Prosocial and Antisocial Behavior 613 Research Insights: Impulsivity and Reward Seeking 614 Policy: Trying Juveniles as Adults 617 Risk and Resilience 618 Adolescent Depression 618 WHEN SYSTEMS CONNECT: Risk Factors for Depression 618 Research Insights: Treatment for Adolescents with Depression 620 Adolescent Eating Disorders 621 Practice: Positive Youth Development 623 Chapter Summary 625 Key Terms 626 Critical Thinking Questions 626 Development 627 MILESTONES IN ADOLESCENCE 628