How Have Views on Childhood Changed Over the Years? --
Western Perspectives Throughout History --
Non-Western Perspectives Throughout History --
Why Study Early Childhood Development? --
A Guide to Interactions with Children --
A Guide to Curriculum Planning --
A Guide to Observing Children and Identifying Special Needs --
A Guide to Understanding and Appreciating Diversity --
A Guide to Advocacy and the Shaping of Public Policy --
Why Study Early Childhood Development from a Multicultural Perspective? --
Summary --
Research Into Practice --
ch. 2 Research and Assessment in Early Childhood Development --
Research on Young Children --
Early Child Study --
Correlational Studies --
Experimental Studies --
Multicultural Critique of Traditional Research --
Qualitative/Ethnographic Studies --
Assessment of Young Children Note continued: The Assessment and Accountability Movement --
Summative Assessment --
Formative Assessment --
Assessment to Identify Disabilities --
Summary --
Research Into Practice --
ch. 3 Theories of Child Development --
Maturationist Theory --
Working with Adam --
Critique and Multicultural Analysis --
Behaviorist Theory --
Classical and Operant Conditioning --
Social Learning Theory --
Working with Adam --
Critique and Multicultural Analysis --
Psychoanalytic Theory --
Erikson's Ages of Emotional Development --
Working with Adam --
Critique and Multicultural Analysis --
Cognitive-Developmental Theory --
Working with Adam --
Critique and Multicultural Analysis --
Sociocultural Theory --
Working with Adam --
Critique and Multicultural Analysis --
Information Processing Theory --
Working with Adam --
Critique and Multicultural Analysis --
Ecological Systems Theory --
Working with Adam --
Critique and Multicultural Analysis Note continued: Neuroscience and Theories of Development --
Neuroscience and Maturationist Theory: Working with Adam --
Neuroscience and Behaviorist Theory: Working with Adam --
Neuroscience and Psychoanalytic Theory: Working with Adam --
Neuroscience and Cognitive-Developmental, Sociocultural, and Information Processing Theories: Working with Adam --
Neuroscience and Ecological Systems Theory: Working with Adam --
Summary --
Research Into Practice --
ch. 4 Genetics, Prenatal Development, and Birth --
Genetics: The Biological Steps to Becoming a Unique Human Being --
Genes and Chromosomes --
Hereditary Diseases --
Genetics from a Multicultural Perspective --
Becoming Human --
Becoming an Individual --
Becoming an Individual Within a Cultural Group --
Prenatal Development --
Environmental Influences on Prenatal Development --
Teen Pregnancy --
Prenatal Development and the Brain --
Childbirth --
Western Childbirth Procedures --
Childbirth Across Cultures --
Summary Note continued: Research Into Practice --
ch. 5 The Newborn --
Physical Characteristics of Newborns --
Newborn Psychological States --
Sleeping --
Alert and Waking Activity States --
Crying --
Breastfeeding --
Reflexes --
Exploration and Habituation --
Newborns with Special Needs --
Genetic Disorders --
Environmental Risk Factors --
Poor Health Status and Prematurity --
Protecting the Newborn Brain --
Summary --
Research Into Practice --
ch. 6 Physical Growth of Infants and Toddlers --
Physical Growth and Motor Development of Infants --
Trends in Physical Growth --
Motor Abilities --
Physical Growth and Motor Development of Toddlers --
Toddler Motor Abilities --
Toddler Self-Care Skills --
Perceptual Development of Infants --
Vision --
Hearing --
Taste and Smell --
Touch --
Toddler Perceptual Development --
Brain Growth of Infants and Toddlers --
How the Brain Works --
The Super-Dense Infant and Toddler Brain --
Promoting Infant and Toddler Brain Growth Note continued: Prime Time for Brain Growth --
Classroom Adaptations: Infants and Toddlers with Perceptual-Motor Challenges --
Visual Impairment --
Hearing Impairment --
Other Conditions That Affect Perception and Motor Ability --
Infant and Toddler Obesity --
Summary --
Research Into Practice --
ch. 7 Cognitive Development of Infants and Toddlers --
Piaget's View of Infant and Toddler Intelligence --
Piaget's Substages --
A Multicultural Critique of Piaget's Theory --
Neuroscience and Piaget's Theory --
Other Cognitive Abilities --
Infant Memory --
Toddler Memory --
Infant Attention --
Toddler Attention --
Infant and Toddler Play and Cognitive Development --
Variations In Cognitive Development --
Culture and Cognitive Development --
Poverty --
Challenging Conditions and Cognitive Development --
Families, Culture, and Infants and Toddlers with Special Needs --
Early Intervention --
Classroom Adaptations: Infants and Toddlers with Cognitive Disabilities --
Summary Note continued: Research Into Practice --
ch. 8 Infant and Toddler Language and Literacy --
Receptive Communication --
Speech Perception --
Understanding Words --
Productive Communication --
Infant Crying --
Infant Noises and Gestures --
Infant Babbling --
Infants' First Words --
Toddlers' Word Use --
Toddlers' Two-Word Utterances --
Infant and Toddler Language Learning and The Brain --
Infant and Toddler Literacy --
Infant Literacy Experiences --
Reading with Toddlers --
Classroom Adaptations: Infants and Toddlers with Language Delays --
Hearing Impairment and Infant and Toddler Language --
Down Syndrome and Infant and Toddler Language --
General Language Delay --
Summary --
Research Into Practice --
ch. 9 Infant and Toddler Social and Emotional Development --
Trust and Attachment --
Attachment Formation --
Separation Anxiety and Stranger Anxiety --
Types of Attachment --
Cultural Variations in Infant Attachment --
Parenting Behaviors, Attachment, and Culture Note continued: Attachment and Disabilities --
Attachment and Family Stress --
Attachment Interventions --
Infant and Toddler Care and Attachment --
Attachment and the "Social Brain" --
Autonomy of Toddlers --
Cultural Variations in Autonomy --
Temperament --
Temperament and Attachment --
Temperament and Culture --
Temperament and the Brain --
Early Emotions --
Emotions and Culture --
Infant and Toddler Emotions and the Brain --
Infant and Toddler Relationships and Egocentrism --
Classroom Adaptations: The Social and Emotional Development of Infants and Toddlers with Disabilities --
Summary --
Research Into Practice --
ch. 10 Preschool Physical and Motor Development --
Physical Growth --
Gross Motor Development --
Cultural Variations in Motor Skills --
Cultural Variations in Activity Level --
Motor Play and Culture --
Running and Walking --
Climbing and Jumping Down --
Catching and Throwing --
Balancing --
Rough-and-Tumble Play --
The Body-Brain Connection Note continued: Fine Motor Development --
Artistic Development --
Drawing Development: A Traditional View --
Drawing and Culture: The Reggio Emilia Perspective --
Artistic Expression and the Brain --
Gender and Motor Development --
Personal and Family Life Skills --
Classroom Adaptations: Preschoolers with Physically Challenging Conditions --
Neurological and Perceptual Disorders --
Attention-Deficit/Hyperactivity Disorder --
Malnutrition --
Obesity --
Early Intervention --
Summary --
Research Into Practice --
ch. 11 Cognitive Development in the Preschool Years --
Cognitive Development in the Preschool Years: Piaget's Theory --
Characteristics of Preoperational Thought --
Piagetian Tasks --
Criticisms of Piagetian Theory --
Cultural Variations --
Flaws in Research --
Vygotsky's Perspective on Cognitive Development --
Culture and Social and Language Interactions --
Information Processing Perspective on Preschool Cognition --
Attention --
Theories of the Mind Note continued: Variations in Theories of the Mind --
Executive Function and the Brain --
Academic Skills and the Standards Movement --
Classroom Adaptations: Preschoolers with Cognitive Disabilities --
Summary --
Research Into Practice --
ch. 12 Symbolic Thought: Play, Language, and Literacy in the Preschool Years --
Sociodramatic Play --
Sociodramatic Play and Cognition --
Components of Sociodramatic Play --
Sociodramatic Play Intervention --
Sociodramatic Play, Class, and Culture --
Classroom Adaptations: Facilitating The Play of Children with Special Needs --
Play and Visual Impairments --
Play and Hearing Impairments --
Play and Cognitive Disabilities --
Play and Autism --
Sociodramatic Play and the Brain --
First- and Second-Language Acquisition --
Phonology --
Semantics --
Syntax --
Pragmatics --
Bilingual Preschools --
The Brain's Role in Learning a Second Language --
Literacy Development --
Writing --
Reading --
Phonemic Awareness --
Promoting Early Literacy Note continued: Cultural Variations in Emergent Literacy --
Classroom Adaptations: Addressing Language and Literacy Delays --
Summary --
Research Into Practice --
ch. 13 Social and Emotional Development of Preschoolers --
Emotional Growth in the Preschool Years --
Initiative Versus Guilt --
Social Initiative --
Initiative and Self-Concept --
Initiative and Culture --
Social Competence --
Peer Status: Children Who are Popular, Rejected, and Neglected --
Friendships --
Social Participation --
Positive and Negative Social Behaviors --
The Brain and Social Behaviors --
Culture and Social Competence --
Culture and Prosocial Behaviors --
Play --
Access to Peers --
Friendliness and Shyness --
Rough Play and Teasing --
Social Interaction and Second-Language Acquisition --
Peer Acceptance and Culture --
Other Sources of Variation in Social Competence --
Poverty and Family Stressors --
Siblings --
Child Care --
Gender and Social Development Note continued: Classroom Adaptations: Social Competence and Young Children with Disabilities --
Summary --
Research Into Practice --
ch. 14 Physical Growth and Motor Development in the Primary Years --
Physical Appearance and Stature --
Cultural Variations in Physical Growth --
Poverty and Health Status of Primary-Age Children --
Illness --
Nutrition --
Obesity --
Injury --
Violence --
Homelessness --
Motor Development in the Primary Years --
The Body-Brain Connection --
Motor Play and Culture --
Functional Play --
Rough-and-Tumble Play --
Pretend Play --
Games with Rules --
Teasing Play --
Rituals --
Modern Threats to Motor Play --
Television --
School Policy --
Classroom Adaptations: Physically Challenging Conditions --
Cerebral Palsy --
Duchenne Muscular Dystrophy --
Spina Bifida --
Meeting Special Motor Needs in School --
Attention-Deficit/Hyperactivity Disorder --
Summary --
Research Into Practice --
ch. 15 Cognitive Development in the Primary Years Note continued: Schools Across Cultures --
Intelligence --
Uses of IQ Tests in School --
Analysis and Multicultural Critique of IQ Testing --
Piaget's Theory of Cognitive Development --
Assimilation and Accommodation --
The Concrete Operational Stage --
Piaget's Theory and Traditional School Subjects --
Analysis and Multicultural Critique of Piaget's Theory --
Underestimates of Competence --
Culture and Cognitive Abilities --
Vygotsky's View of Language and Social Interaction --
Memory --
Types of Memory --
Memory and the Brain --
Memory and Culture --
Metacognition --
Rehearsal --
Labeling and Organization --
Paying Attention --
Metacognition in School --
Culture and School Success --
Clashes in Cognitive Style --
Poor Schools and Teaching --
Family Attitudes Toward School --
School and the Standards Movement --
Classroom Adaptations: Primary-Grade Children with Cognitive Disabilities --
Learning Disabilities --
Children Who are Gifted and Talented Note continued: Meeting Diverse Cognitive Needs in One Classroom --
Summary --
Research Into Practice --
ch. 16 Language and Literacy in the Primary Years --
First- and Second-Language Acquisition --
Phonology --
Semantics --
Syntax --
Metalinguistic Awareness --
Pragmatics --
Bilingual Education --
Literacy Development --
Writing in the Primary Years --
Reading Development --
Literacy and Culture --
Biliteracy --
Classroom Adaptations: Language, Literacy, and Children with Special Needs --
Reading and the Brain --
Summary --
Research Into Practice --
ch. 17 Social and Emotional Development in the Primary Years --
A Sense of Competence --
Development of Feelings of Competence --
A Sense of Competence in School --
Types of Self-Esteem --
Competence Versus Social Acceptance --
Feelings of Control --
Feelings of Moral Self-Worth --
Integrating the Types of Self-Esteem --
Self-Esteem and Culture --
Inclusive Views of Self Note continued: Cultural Competencies and Criteria for Self-Evaluation --
Culture and Feelings of Control --
Culture and Feelings of Moral Self-Worth --
Self-Esteem, Prejudice, and the Myth of Self-Hatred --
Early Identity Formation --
Gender Identity --
Ethnic Identity --
Peer Relationships --
The Peer Group --
Peer Rejection and Reputation --
Children Who are Neglected --
Friendships --
Peer Relations, Culture, and Class --
Moral Development --
Critiques of Kohlberg --
Classroom Adaptations: Social Competence and Children with Special Needs --
Serious Emotional Disturbance --
Autism and Social Competence --
ADHD and Social Competence --
Invisible Disabilities and Peer Acceptance --
Peer Relationships and the Brain --
Summary --
Research Into Practice --
ch. 18 Parents, Families, and Children: A Multicultural Perspective --
Types of Families --
Nuclear Families --
Extended Families --
Single-Parent Families --
Gay and Lesbian Families --
Foster Families Note continued: Adoptive Families --
Family Members Who Influence Children's Development --
Fathers --
Grandparents --
Siblings --
Friends Who Are Like Family --
Parent Beliefs About Child Development --
Poverty and Beliefs About Children --
Oppression and Beliefs About Children --
Parenting Beliefs and Professional Practice --
Parenting Styles --
Adult-Child Interactions --
Parent Communication --
Responses to Crying --
Teaching Behaviors --
Carrying and Holding Practices --
Family Stressors and Resilience --
Divorce --
Addiction and Substance Abuse --
Homelessness --
Teachers as a Protective Factor --
Summary --
Research Into Practice.