Text Philosophy

1. An understanding of major theories and the strengths and shortcomings of each. The first chapter begins by emphasizing that only knowledge of multiple theories can do justice to the richness of child development. As I take up each age sector and domain of development, I present a variety of theoretical perspectives, indicate how each highlights previously overlooked contributions to development, and discuss research that has been used to evaluate them. Consideration of contrasting theories also serves as the context for an even-handed analysis of many controversial issues throughout the text.

2. An appreciation of research strategies for investigating child development. To evaluate theories, students must have a firm grounding in research methods and designs. In addition to a special section in Chapter 1 covering research strategies, throughout the book numerous studies are discussed in sufficient detail for students to use what they have learned to critically assess the findings, conclusions, and implications of research.

3. Knowledge of both the sequence of child development and the processes that underlie it. Students are pro-vided with a description of the organized sequence of development, along with a discussion of processes of change. An understanding of process-how complex interactions of biological and environmental events produce development- has been the focus of most recent research. Accordingly, the text reflects this emphasis. But new information about the timetable of change has also emerged. In many ways, children have proven far more competent than they were believed to be in the past. Current evidence on the timing and sequence of development, along with its implications for process, is presented throughout the book.

4. An appreciation of the impact of context and culture on child development. A wealth of research indicates that children live in rich physical and social contexts that affect all aspects of development. In each chapter, the student travels to distant parts of the world as I review a growing body of cross-cultural evidence. The text narrative also discusses many findings on socioeconomically and ethnically diverse children, and children with varying abilities and disabilities. Besides highlighting the role of immediate settings, such as family, neighborhood, and school, I make a concerted effort to underscore the impact of larger social structures-societal values, laws, and government programs-on children's well-being.

5. An understanding of the joint contributions of biology and environment to development. The field recognizes more powerfully than ever before the interaction of hereditary/ constitutional and environmental factors-that these contributions to development combine in complex ways and cannot be separated in a simple manner. Numerous examples of how biological dispositions can be maintained as well as transformed by social contexts are presented throughout the book.

6. A sense of the interdependency of all domains of development-physical, cognitive, emotional, and social. Every chapter takes an integrated approach to understanding children. I show how physical, cognitive, emotional, and social development are interwoven. Within the text narrative and in the "Ask Yourself ...Connect"questions, students are referred to other sections of the book to deepen their grasp of relationships between various aspects of change.

7. An appreciation of the interrelatedness of theory, research, and applications. Throughout this book, I emphasize that theories of child development and the research stimulated by them provide the foundation for sound, effective practices with children. The link between theory, research, and applications is reinforced by an organizational format in which theory and research are presented first, followed by implications for practice. In addition, a current focus in the field-harnessing child development knowledge to shape social policies that support children's needs-is reflected in every chapter. The text addresses the current condition of children in the United States and around the world and shows how theory and research have sparked successful interventions.

Text Organization

New Coverage in the Fourth Edition

CHAPTER 1
New sections describing major periods and domains of development at the beginning of the chapter. Revised section on basic issues on which major theories take a stand. Expanded discussion of applications of information- processing research. Enhanced section on development as a dynamic system. New sections on psycho-physiological methods as well as methods for studying culture, illustrated in a new Cultural Influences box on immigrant youth.

CHAPTER 2
Increased attention to the complexity of genetic influences, including a revised and updated Biology and Environment box on the Human Genome Project. New section on environmental influences on gene expression, including discussion of epigenesis. Updated section on environmental contexts for development, with special attention to family and neighborhood influences. New Biology and Environment box on uncoupling genetic- environmental correlations for mental illness and antisocial behavior.

CHAPTER 3
Updated research on the relationship of family size to development. Enhanced and updated discussion of teratogens, with special attention to the consequences of illegal drugs, alcohol, radiation, environmental pollutants, and infectious disease for brain development. New Social Issues: Health box on the prenatal environment and health in later life.

CHAPTER 4
Expanded and updated sections on social support, interventions, and complications during labor and delivery; maternal bonding; and capacities of the newborn. New Biology and Environment box on factors that control the timing of birth. Updated Social Issues: Health box, including current international data on infant mortality and paid maternity and paternity leave policies.

CHAPTER 5
New case examples, including the story of Grace, a 16- month-old toddler born in Cambodia and adopted by American parents. Enhanced discussion of brain development, including synaptic pruning, lateralization, plasticity, and sensitive periods, with implications for appropriate infant and toddler stimulation. New research on development of vision, including pattern and face perception and perception of object unity. New Biology and Environment box on development of infants with severe visual impairments.

CHAPTER 6
New research on infants' reasoning about the physical world, including object permanence and physical causality. New research on development of vision, including pattern and face perception and perception of object unity. Updated findings on development of representation, memory, and categorization. Expanded treatment of the social context of early cognitive development. Updated research on specialization of brain areas for language, with emphasis on the role of language-learning experiences in lateralization. New section on a sensitive period for language development. New Biology and Environment box on parent-child interaction and cognitive development of deaf children.

CHAPTER 7
Application of the dynamic systems perspective to early emotional development. Cross-cultural evidence on development of stranger anxiety. Enhanced consideration of the development of emotional self-regulation, including cultural variations. Expanded discussion of dimensions of temperament, stability of temperament, and cultural influences on the development of temperament. Updated consideration of the role of infant temperament and caregiving in attachment security. New findings on disorganized/disoriented attachment. Updated Social Issues box on child care and attachment security, including findings from the NICHD Study of Early Child Care.

CHAPTER 8
New evidence on lateralization and handedness. Revised and updated Biology and Environment box on treating short children with growth hormone. Expanded discussion of environmental influences on preschoolers' eating behaviors. Updated statistics on child health indicators, including nutrition, immunization, and infectious disease. New Social Issues: Health box on otitis media and development. Expanded discussion of prevention strategies of unintentional injuries. Updated consideration of development of drawing and writing.

CHAPTER 9
Revised section on preschoolers' understanding of symbol- real world relations. New research on reasoning by analogy, causal reasoning, and categorization. Revised section evaluating Vygotsky's theory. New section on problem solving, covering overlapping-waves theory of strategy development. New Cultural Influences box on young children's daily life in a Yucatec Mayan village, illustrating diversity in preschool cognitive development. Updated discussion of the young child's theory of mind. Updated discussion of literacy and mathematical development. New evidence on outcomes associated with child-centered versus academic preschools. New evidence on language development, including vocabulary, grammar, and conversational skills.

CHAPTER 10
New Cultural Influences box on implications of cultural variations in personal storytelling for preschoolers' self-concepts. New evidence on understanding of intentions and emotions, emotional self-regulation, and self-conscious emotions. Updated section on empathy, including the distinction between empathy and sympathy. "New findings on cultural variations in peer sociability and on friendships as social supports during the transition to school. New section on social problem solving. Revised and updated section on television and aggression. New research on morality, with special attention to distinctions between moral imperatives, social conventions, and matters of personal choice."

Expanded discussion of cultural variations in child-rearing styles. Updated section on child maltreatment.

CHAPTER 11
Current findings on development of myopia. Updated and expanded discussion of childhood obesity. Updated Social Issues: Education box on children's understanding of health and illness. Expanded consideration of sex differences in motor skills and adult-organized youth sports.

CHAPTER 12
Updated research on cognitive inhibition, planning, and early reading development. Enhanced consideration of culture, language styles, and mental test performance. Updated research on dynamic testing. Expanded consideration of gains in communication skills. Revised and updated sections on bilingual development and bilingual education. New Social Issues: Education box on school readiness, academic redshirting, and early retention. Enhanced discussion of school grouping practices, cooperative learning, and inclusion. Updated section on gifted children, with special attention to the distinction between talent and creativity.

CHAPTER 13
Enhanced consideration of self-concept and self-esteem, including cultural variations. Expanded treatment of self-conscious emotions, emotional understanding, and emotional self-regulation. Updated consideration of school-age children's grasp of linkages between moral rules and social conventions. Expanded discussion of peer groups. New evidence on peer acceptance, including two subtypes of popular children. Updated Biology and Environment box on bullies and their victims. Updated discussion of development of gender stereotypes, including girls' tendency to discount their academic talent. New section on never-married, single-parent families. Updated section on divorce, with special attention to long-term consequences. Enhanced attention to age differences in children's adjustment to blended families. Updated section on child care for school-age children. Inclusion of findings on school-based violence prevention programs.

CHAPTER 14
New findings on the link between the emotional quality of childhood experiences and timing of puberty. New section on implications of adolescents' tendency to stay up late for their learning, mood, and behavior. Updated research on parent-child relationships and anorexia nervosa and bulimia nervosa. New evidence on sexual activity, adolescent parenthood, and pregnancy prevention. Updated findings on substance use and abuse. New Biology and Environment box on intergenerational continuity in adolescent parenthood.

CHAPTER 15
New evidence on the development of propositional thought and scientific reasoning. Updated coverage of sex differences in mathematical and spatial abilities. New research on language development, including under-standing of figurative language. Current research on school transitions, family and peer influences on academic achievement, and drop-out prevention strategies. New Social Issues: Education box on highly achieving, optimistic African American high school students. Updated research on the school-to-work transition.

CHAPTER 16
Updated research on self-concept and self-esteem, including profiles of separate self-esteems. Enhanced discussion of identity development, including a new section on the role of close friends. Updated Cultural Influences box on ethnic identity. Expanded treatment of sex differences in moral reasoning, including cross-cultural research. Enhanced discussion of influences on moral reasoning, including a new section on the role of personality and a revised section on the impact of culture. New Social Issues: Education box on development of civic responsibility. Expanded treatment of adolescent sibling relationships. Enhanced discussion of adolescent friendships, including stability of friendships and significance of other-sex friends. Special emphasis on personal and contextual factors that contribute to adolescent problem behavior, as illustrated by depression, suicide, and delinquency.

Instructor’s Supplements

Instructor’s Resource Manual (IRM)
Prepared by Sara Harris and Laura E. Berk, Illinois State University, this thoroughly revised IRM contains additional material to enrich your class presentations. For each chapter, the IRM provides a Chapter-at-a-Glance grid, Brief Chapter Summary, Learning Objectives, detailed Lecture Outline, Lecture Extensions, Learning Activities, "Ask Yourself " questions with answers, Suggested Readings, Transparencies listing, and Media Materials.

Test Bank
Prepared by Gabrielle Principe, Cornell University, and Karla Gingerich, Colorado State University, the test bank contains over 2,000 multiple-choice questions, each of which is cross-referenced to a Learning Objective, page-referenced to chapter content, and classified by type (factual, applied, or conceptual); essay questions; and premade tests.

Computerized Test Bank
This computerized version of the test bank is available in Windows and Macintosh formats using ESATEST III, the best-selling test generation software.

Transparencies
OvOver 200 full-color new transparencies taken from the text and other sources are available on adoption of the text.

Seasons of Life Video Series
Illustrating the text's interdisciplinary focus, this five-video series explores a multitude of biological, psychological, and social influences on development. Nearly 75 psychologists, biologists, sociologists, and anthropologists present theory, methods, and research. Student Activities are pro-vided in the IRM to help you integrate Seasons of Life into your course. Your publisher's representative can provide you with details on class enrollment restrictions.

Films for the Humanities and Sciences: Child Development Video
Complementing the text's linkage of theory and research to application, this revised video features high-interest segments on topics such as genetic counseling, fetal alcohol syndrome, the child's theory of mind, and adolescent depression. The IRM provides synopses and Discussion Questions for each segment.

“Infants, Children, and Adolescents in Action” Observation Program
I have revised and expanded this real-life videotape, containing a wealth of observation segments that illustrate the many theories, concepts, and milestones of child development. An Observation Guide helps students use the video in conjunction with the textbook, deepening their under-standing of the material and applying what they have learned to everyday life. The videotape and Observation Guide are free to instructors who adopt the text and are available to students at a discount when packaged with the text.

POWERPOINT™ CD-ROM
A PowerPoint™ CD-ROM contains outlines of key points and illustrations from each chapter, as well as an electronic version of the Instructor's Resource Manual, making it easy to customize content.

Reviewers of the First through Third Editions

Mark B. Alcorn University of Northern Colorado Kathleen Bey Palm Beach Community College Donald Bowers Community College of Philadelphia Michele Y. Breault Truman State University Jerry Bruce Sam Houston State College Joseph J. Campos University of California, Berkeley Nancy Taylor Coghill University of Southwest Louisiana Diane Brothers Cook Gainesville College Jennifer Cook Kent State University Roswell Cox Berea College Zoe Ann Davidson Alabama A & M University Sheridan DeWolf Grossmont College Constance DiMaria-Kross Union County College Kathleen Fite Southwest Texas State University Trisha Folds-Bennett College of Charleston Vivian Harper San Joaquin Delta College Janice Hartgrove-Freile North Harris Community College Vernon Haynes Youngstown State University Bert Hayslip Jr. University of North Texas Paula Hillmann University of Wisconsin, Waukesha Malia Huchendorf Normandale Community College Clementine Hansley Hurt Radford University John S. Klein Castleton State College Eugene Krebs California State University, Fresno Carole Kremer Hudson Valley Community College Gary W. Ladd University of Illinois, Urbana-Champaign

Linda Lavine State University of New York at Cortland Gail Lee Jersey City State College Judith R. Levine State University of New York at Farmingdale Frank Manis University of Southern California Mary Ann McLaughlin Clarion University of Pennsylvania Cloe Merrill Weber State University Rich Metzger University of Tennessee at Chattanooga Jennifer Trapp Myers University of Michigan Peter V. Oliver University of Hartford Virginia Parsons Carroll College Alan Russell Flinders University Tizrah Schutzengel Bergen Community College Johnna Shapiro Illinois Wesleyan University Gregory Smith Dickinson College Thomas Spencer San Francisco State University Carolyn Spies Bloomfield College Connie Steele University of Tennessee, Knoxville Janet Strayer Simon Fraser University Marcia Summers Ball State University Judith Ward Central Connecticut State University Shawn Ward Le Moyne College Alida Westman Eastern Michigan University Sue Williams Southwest Texas State University Deborah Winters New Mexico State University Connie K. Varnhagen University of Alberta

Reviewers of the Fourth Edition

Armin W. Arndt Eastern Washington University Lanthan D. Camblin University of Cincinnati Linda A. Camras DePaul University Bronwyn Fees Kansas State University Lisa Huffman Ball State University Claire Kopp Claremont Graduate School Annie McManus Parkland College

Karla Miley Black Hawk College Virginia Navarro University of Missouri, St. Louis Joe M. Price San Diego State University Mary Kay Reed York College of Pennsylvania Kathy Stansbury University of New Mexico Belinda Wholeben Rockford College

In addition, I thank the following individuals for responding to a survey that provided vital feedback for the new edition:

Megan E. Bradley Frostburg State University Edward J. Bujdos Albion College Diane Clark Shippensburg University Andrea Clements East Tennessee State University Jeffrey Coldren Youngstown State University Diane Cook Gainesville College Ron Craig Edinboro University of Pennsylvania Valerie Dargan University of Maryland, College Park Claire Etaugh Bradley University Kathy Fite Southwest Texas State University Janice Hartgrove-Freile North Harris College Rick Holigrocki University of Indianapolis Don Holmlund College of Marin County Dennis Karpowitz University of Kansas Jacqueline Kikuchi University of Rhode Island Pat Kolasa University of Nebraska at Omaha Ann Kruger Georgia State University

Gary W. Ladd University of Illinois - Urbana Judith Levine SUNY Farmingdale Amy Malkus Washington State University Martin Marino Atlantic Cape Community College Deborah Margolis Boston College Kathryn A. Markell Cardinal Stritch University Jamie Nekich University of Idaho Deanna Nekovei Texas A & M University Brenda Perry-Hawkins Coastal Carolina Community College Joe M. Price San Diego State University Jack P. Shilkret Anne Arundel Community College Reggie Smith Salem Community College Diana Volk Cleveland State University Shawn L. Ward Le Moyne College Alida Westman Eastern Michigan University Marlene S. Winter Carlow College

Colleagues and graduate students at Illinois State University aided my research and contributed significantly to the text's supplements. Richard Payne, Department of Political Science, Illinois State University, is a kind and devoted friend with whom I have shared many profitable discussions about the writing process, the condition of children and families, and other topics and significantly influenced by perspective on child development and social policy. JoDe Paladino's out-standing, dedicated work in helping conduct literature searches, secure library materials, and revise the Study Guide has been invaluable. Dorothy Welty-Rodriguez helped plan the revised Observation Video, collaborated with me on its accompanying Observation Guide, and assisted with preparation of website materials and other media supports. Sara Harris joined me in preparing a thoroughly revised Instructor's Resource Manual, bringing to this task enthusiasm, imagination, depth of knowledge, and impressive writing skill.

The supplement package also benefited from the talents and diligence of several other individuals. Gabrielle Principe of Cornell University and Karla Gingerich of Colorado State University revised the Test Bank with great concern for clarity and accuracy. Many thanks, also, to Elizabeth Kenny for a superb job in coordinating the preparation of the supplement package and to Kelly Perkins for her wonderful coordination of filming for the Observation Video.

I have been fortunate to work with an exceptionally capable editorial team at Allyn and Bacon. It has been a privilege to author this book under the sponsorship of Executive Editor Carolyn Merrill. When I first met Carolyn, she told me that she was a "woman of action," and she has been true to her word. Her enthusiasm, organizational skills, and fielding of potential difficulties contributed to a smooth and timely revision process. Her genuine interest in child development sparked many fruitful discussions that influenced my approach to preparing sections of the book as well as its pedagogical features. Carolyn graciously took time to provide life histories of Caitlin, Grace, and Timmy, the three new characters whose experiences and development illustrate Infancy and Toddlerhood, Chapters 5-7.

I would like to express a heartfelt thank you to Joyce Nilsen, Director of Marketing, and Caroline Croley, Marketing Manager of Psychology, for the outstanding work they have done in marketing my texts. Each has made sure that accurate and clear information about my books and their ancillaries reached Allyn and Bacon's sales force and that the needs of prospective and current adopters were met. Marcie Melia, Field Marketing Specialist, has also devoted much time and energy to marketing activities, and I greatly appreciate the lovely social occasions she has planned and the kind greetings she sends from time to time, despite her very busy schedule.

Susan Messer undertook the development activities for the book. It is difficult to find words that do justice to her contributions. Susan worked closely with me as I wrote each chapter, making sure that every thought and concept would be precisely expressed and well developed. Her keen writing and editing skills and prompt and patient responses to my concerns and queries have enhanced every aspect of this edition. It has been a pleasure to get to know Susan during the past year.

Liz Napolitano managed the complex production tasks that resulted in a beautiful fourth edition. I am grateful for her competence, flexibility, efficiency, and thoughtfulness, and I look forward to a continuing partnership with her in future editions of my texts. I thank Sarah Evertson for obtaining the exceptional photographs that so aptly illustrate the text narrative. Lara Zeises and Jonathan Bender, Editorial Assistants, arranged for manuscript reviews and attended to a wide variety of pressing, last-minute details.

A final word of gratitude goes to my family, whose love, patience, and understanding have enabled me to be wife, mother, teacher, researcher, and text author at the same time. My sons, David and Peter, grew up with my child development texts, passing from childhood to adolescence and then to young adulthood as successive editions were written. David has a special connection with the books' subject matter as an elementary school teacher. Peter is embarking on a career in law as the book goes to press. Both continue to enrich my understanding through reflections on events and progress in their own lives. My husband, Ken, willingly made room for yet another time-consuming endeavor in our life together and communicated his belief in its importance in a great many unspoken, caring ways.

--Laura E. Berk