Standard 1

ALL AGES

Chapter 2

1. Presents “grand” theories of development: psychoanalytic, behaviorism/social learning, and cognitive/information processing (pp. 40–50). Includes an Opposing Perspectives feature on potential impact of toilet training methods (pp. 50–51).

2. Presents newer theories: Sociocultural (Vygotsky and beyond), humanism, and evolutionary theory (pp. 52–61).

AGES BIRTH TO TWO

Chapter 3

1. Presents information on chromosomal and genetic variations that can impact development, including Down syndrome, hemophilia, fragile-X syndrome, sickle cell anemia, cystic fibrosis, and thalassemia (pp. 89–95).

2. Includes a table of four common abnormalities involving the sex chromosomes, with a brief description of their symptoms (p. 90).

Chapter 4

1. Covers prenatal development and birth; includes discussion of pregnant women’s nutritional needs, health assessment immediately after birth, the effects of teratogens, prenatal diagnosis of potential problems, causes and consequences of low birthweight, and the importance of family bonding (pp. 99–131).

Chapter 5

1. Describes physical changes from birth to age 2 (p. 138).

2. Discusses normal sleep patterns as well as sleep problems and their potential effects (pp. 138–141).

3. Describes normal brain development over the first two years, including the formation of neural networks and the impact of experience on development; also reviews the effect of stress, social deprivation, and shaken baby syndrome on brain development (pp. 142–151).

4. Discusses the development and roles of the five senses; the difference between sensation and perception; maturation of the language areas of the cortex and its impact on language development; adaptation of the senses to the social world; and the controversy over infants’ perception of pain (pp. 152–155).

5. Discusses development of gross and fine motor skills, including variations in the motor skills that are encouraged in different cultures (pp. 156–160).

6. Discusses infants’ nutritional needs, the benefits of breast-feeding, and the effects of malnutrition (pp. 161–168).

7. Reviews the research and education that has saved thousands of infants from Sudden Infant Death Syndrome (pp. 162–163).

8. Addresses the benefits and importance of immunization; explores the emerging trend of parents claiming personal belief exemptions from vaccination, putting children and entire communities at risk (pp. 162–163).

Chapter 6

1. Describes cognitive development in the first two years (pp. 171–172).

2. Discusses Piaget’s stages of sensorimotor intelligence (pp. 172–180).

3. Discusses information-processing theory and aspects of infant memory (pp. 180–186).

4. Describes language development in the first two years: the universal sequence of language acquisition, the naming explosion, and major theories of language learning (pp. 186–199).

Chapter 7

1. Describes emotional development in infants and toddlers in the first two years. Discusses infant’s emotions, including smiling and laughing, anger and sadness, and fear. Discusses toddler’s emotions, including pride, shame, guilt, embarrassment, and the development of self-awareness (pp. 204–207).

2. Discusses the role of brain maturation in supporting social impulses, and the impact of stress on brain development (pp. 207–210).

3. Discusses the four types of temperament identified by the NYLS, the continuity and discontinuity of temperament, and the impact of temperament on caregiver-child relationships (including goodness of fit) (pp. 210–212).

4. Discusses theories of infant psychosocial development: psychoanalytic, behaviorism/social learning, cognitive (development of working models), sociocultural (the impact of proximal and distal parenting) (pp. 224–230).

5. Discusses the development of social bonds, including synchrony, stages of attachment, types of attachment, and social referencing (pp. 213–223).

6. Discusses types of nonmaternal day care, including characteristics of high-quality day care (see Table 7.3) and the effects of day care on infants and toddlers (pp. 230–234).

AGES 2 to 6

Chapter 8

1. Describes typical growth patterns in early childhood, nutritional needs, potential effects of nutritional problems (like undernutrition and obesity) on growth and cognition, and the importance of oral health (pp. 241–245).

2. Discusses brain development, myelination, lateralization and the development of the corpus callosum; covers the difference-equals-deficit error in regard to left-handedness (pp. 245–248).

3. A-10

   Discusses ongoing maturation of the prefrontal cortex and resultant advances in neurological control; looks at cultural differences in impulsivity and perseveration (pp. 248–250).

4. Discusses the maturing limbic system, practical advice for teachers regarding children’s emotional reactions, and the effect of stress on the limbic system (pp. 251–254).

5. Discusses improvement in motor skills, aligning various skills and achievements to approximate ages of development; also discusses reflexes and activities that aid motor development, and variations in the development of motor skills (pp. 254–256).

6. Discusses environmental hazards that harm growing bodies and brains, including pollution, lead, pesticides, BPA, and cigarette smoke; discusses variation in risk in different cultural settings and in relation to SES (pp. 256–261).

7. Discusses three levels of prevention of avoidable injury, including provision of safe environments (pp. 261–266).

8. Discusses the short- and long-term biosocial, cognitive, and psychosocial effects of child maltreatment, including neglect and physical abuse; notes warning signs of maltreatment (pp. 266–273).

Chapter 9

1. Describes cognitive development from ages 2 to 6 (pp. 277–306).

2. Discusses characteristics of Piaget’s preoperational thought (egocentrism, centration, focus on appearance, static reasoning, irreversibility, conservation, animism) (pp. 277–281).

3. Discusses Vygotsky’s theories of cognition (guided participation, zone of proximal development, scaffolding, private speech) (pp. 281–284).

4. Discusses cognitive advances in early childhood, including theory-theory and theory of mind; and the effects of brain maturation and culture on cognitive development (pp. 286–290).

5. Describes language development from ages 2 to 6, including the vocabulary explosion, fast-mapping, acquisition of grammar, and learning two languages (pp. 290–297).

6. Discusses the influence of culture and SES on language development (pp. 295–297).

1. The influence of home and school environments, and importance of quality of home life and effectiveness of individual teachers (pp. 298–299).

2. Characteristics of child-centered and teacher-directed programs, including foundational theories of each approach and practical differences in daily experiences in each type of environment (pp. 299–302).

3. Characteristics and considerations of intervention programs like Head Start; cultural considerations in bilingual programs; and long-term gains from intensive programs (pp. 302–306).

Chapter 10

1. Discusses children’s achievement of emotional regulation (pp. 311–312).

2. Discusses Erickson’s stage of initiative versus guilt, protective optimism; aspects of the developing self-concept (pp. 312–313).

3. Ties the emergence of initiative to brain maturation (specifically to myelination of the limbic system; growth of the prefrontal cortex, and longer attention span) (pp. 313–314).

4. Discusses intrinsic and extrinsic motivations and ways to encourage intrinsic motivation (pp. 314–315).

5. Discusses cultural differences regarding emotional regulation (p. 315).

6. Discusses psychopathology, including internalizing and externalizing problems, sex differences in emotional regulation, and impact of maltreatment on emotional regulation (pp. 316–317).

1. Importance of peer relationships on development of emotional regulation, empathy, and social understanding; and cultural differences in play (pp. 317–320).

2. Parten’s five types of play (p. 320).

3. How active play advances planning and self-control; the theory that rough-and-tumble play advances development of prefrontal cortex as well as social skills, emotional regulation, and physical strength (pp. 320–321).

4. Benefits of sociodramatic play as children explore and rehearse social roles, learn how to explain ideas and persuade others; practice emotional regulation; and develop self-concept (pp. 321–322).

1. Discusses pros and cons of exposure to electronic media (pp. 322–323).

2. Discusses the distinction between sex differences and gender differences, and major themes of gender-role development (pp. 327–332).

3. A-11

   Discusses Baumrind’s caregiving styles and their characteristics and impact on children, as well as cultural variations in caregiving and teacher-student interaction (pp. 324–325).

1. Factors that result in development of empathy and antipathy, prosocial and antisocial behavior (pp. 334–335).

2. Four major types of aggression (pp. 335–336).

3. Disciplinary measures and their effects, and cultural differences in discipline (pp. 337–340).

AGES 6 to 11

Chapter 11

1. Describes normal growth patterns in middle childhood: slowdown in growth and increase in strength (p. 348).

2. Discusses improvements in medical care and influence of children’s health habits on development (pp. 348–349).

3. Discusses benefits (and potential disadvantages) of physical activity; discusses physical, cognitive, and social impact of participation in neighborhood games, school exercise, and after-school sports programs (pp. 349–351).

1. The increasing prevalence, causes, and consequences of childhood obesity, including international and SES considerations (pp. 351–354).

2. Potential causes, treatment, and prevention of asthma (pp. 354–355).

1. The “massively interconnected brain” that has developed by age 7 or 8 (p. 356).

2. The results of this brain maturation, including increased speed of thought, faster reaction time, longer attention span, and automatization of thoughts and actions (p. 357).

1. The difference between aptitude and achievement; the assessment of both; and criticism of the tests (pp. 358–360).

2. Sternberg’s three types and Gardner’s nine types of intelligence (pp. 359–360).

3. Brain scans and what they tell us about brain functioning (p. 360).

1. Four basic principles of developmental psychopathology (pp. 361–362).

2. Multifinality and equifinality (p. 362).

3. Symptoms, potential causes, and treatments of ADHD (pp. 362–365).

4. Diagnosis and treatment of specific learning disorders (p. 366).

5. Symptoms, treatments, and impact of autism spectrum disorder (pp. 367–368).

6. Changing laws and practices around special education (pp. 369–371).

7. Educating gifted and talented children (pp. 371–373).

Chapter 12

1. Discusses Piaget’s concrete operational thought and the child’s increasing ability to logic in thinking: classification, transitive inference, and seriation (pp. 378–379).

2. Discusses Vygotsky; the roles that social interaction and instruction play in children’s cognitive development (pp. 379–380).

3. Discusses the influence of culture and context on what, how, and when children learn (p. 380).

4. Discusses information-process theory: sensory memory, working memory, and long-term memory; the influences of children’s knowledge base on their learning; development of control process and metacognition (pp. 381–385).

1. Advances in vocabulary and grammatical constructions (p. 386).

2. Understanding and use of metaphors (p. 386).

3. Pragmatics (children’s ability to adjust speech to the social context) (p. 387).

4. The effect of SES on a child’s exposure to and acquisition of language (pp. 390–391).

5. The impact of parents’ and teachers’ expectation on the child’s acquisition of and proficiency with language (pp. 390–391).

1. Differences in curriculum by nation, community, and school subject (pp. 392–393).

   A-12

2. The hidden curriculum (implicit values and assumptions evident in course selection, schedules, tracking, teacher characteristics, discipline, instructional methods, extracurricular activities, etc.) (pp. 394–395).

3. Learning a second language—immersion, bilingual education, ELL (pp. 387–388; p. 400).

4. Gender differences in school performance (pp. 397–398).

5. Determinants of educational practice—state and local governments, teachers, and parents (p. 399).

6. Types of schools in the U.S. (public, private, charter, home schooling) and characteristics of each (pp. 401–403).

Chapter 13

1. Discusses Erikson’s four psychosocial crisis (industry versus inferiority), and the relationship between productivity and self-control (p. 410).

2. Discusses Freud’s latency period (pp. 410–411).

3. Discusses ongoing development of self-concept, including children’s ideas about their intelligence, personality, abilities, gender, and ethnicity) as cognition and social awareness continue to develop (pp. 411–412).

4. Discusses resiliency and stress, and cumulative stress’s impact on development (includes section on the importance of social support and the efficacy of religious faith in dealing with stress) (pp. 413–415).

1. Kohlberg’s levels of moral thought and criticisms of his research (pp. 434–435).

2. The influence of peers, parents, and culture on children’s moral values (p. 436).

3. Alignment with peers when peer values conflict with those of adults (pp. 436–437).