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Child and Adolescent Development
ISBN 978-1-29204-106-3
Anita Woolfolk Nancy E. Perry
9 781292 041063
Pearson New International Edition
Child and Adolescent Development
Anita Woolfolk Nancy E. Perry
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P E A R S O N C U S T O M L I B R AR Y
Table of Contents
1. Introduction: Dimensions of Development
Anita Woolfolk/Nancy E. Perry 1
2. Physical Development in Early Childhood
Anita Woolfolk/Nancy E. Perry 29
3. Cognitive Development in Early Childhood
Anita Woolfolk/Nancy E. Perry 61
4. Social Emotional Development in Early Childhood
Anita Woolfolk/Nancy E. Perry 115
5. Physical Development in Middle Childhood
Anita Woolfolk/Nancy E. Perry 167
6. Cognitive Development in Middle Childhood
Anita Woolfolk/Nancy E. Perry 201
7. Social Emotional Development in Middle Childhood
Anita Woolfolk/Nancy E. Perry 261
8. Physical Development in Adolescence
Anita Woolfolk/Nancy E. Perry 317
9. Cognitive Development in Adolescence
Anita Woolfolk/Nancy E. Perry 351
10. Social Emotional Development in Adolescence
Anita Woolfolk/Nancy E. Perry 405
Glossary
Anita Woolfolk/Nancy E. Perry 455
References
Anita Woolfolk/Nancy E. Perry 465
Index 511
I
II
Introduction:
Dimensions
Development
of
From Chapter 1 of Child and Adolescent Development,1/e. Anita Woolfolk.Nancy E.Perry.
Copyright © 2012 by Pearson Education. All rights reserved.
1
Introduction:
Dimensions
Development
of
K WHAT WOULD YOU DO?
APPLYING YOUR KNOWLEDGE OF CHILD DEVELOPMENT
O
Why are you taking this class, and what will you do with the knowledge you gain?
Do you plan a career in child development? Which one? How will you decide?
O
Should you consider being a teacher, social worker, physician, child life specialist,
speech therapist, psychologist, researcher, nutritionist, pediatric or neonatal
B
nurse, recreational or camp director, children’s minister, college professor, public
policy analyst . . .? Are you now or will you ever be a parent, aunt, uncle, foster
E
parent, guardian, voter . . .? If the answer to any of these questions is “yes” or
S
even “maybe,” then you need to think critically about what this class means for
A your future.
C CRITICAL THINKING
• What experiences have you had with children?
• Which careers or roles involving children fit best with your talents, experi-
e
ences, dispositions, and abilities?
• What is your final educational goal: Associate degree? Bachelor’s degree?
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Master’s? Doctorate?
T
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(cid:2) OVERVIEW AND OBJECTIVES
Welcome to the remarkable world of children caught in the act of becoming. For the next several
hundred pages, we will explore how children develop—and we will encounter some surprising
situations.
• Ethan, a 3-year-old, confidently predicts that there will be “candy” in a big, red, heart-shaped
candy box; when he sees that the box actually contains pencils, he claims that he always knew
there were pencils in the box, and that his friend Jacob, who has never seen the candy box be-
fore, would also know this.
• A young girl who once said her feethurt suddenly begins to refer to her footshurting, and then
describes her footsesbefore she finally returns to talking about her feet.
• Elizabeth, a 4-year-old, watches as her mother flips through the channels on the TV. Elizabeth
insists she wants to watch one channel on the TV, then another, then the first one, then the
other—all at the same time.
• Leah, a 5-year-old, is certain that rolling out a ball of clay into a snake makes more clay.
• A 9-year-old child in Geneva, Switzerland is asked, “What is your nationality?”—I am Swiss.—
“How come?”—Because I live in Switzerland.—“Are you also a Genevan?”—No, that’s not
possible. I’malready Swiss, I can’t also be Genevan.
• Jamal, a very bright elementary school student, cannot answer the question, “How would life be
different if there were no darkness at night?” because he insists, “It IS DARK at night!”
• A 2-year-old who brings his own mother to comfort a friend who is crying (even though the
friend’s mother is available too) becomes an adolescent who buys that friend a gift—a CD by
arapper he hates, but that his friend really likes.
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INTRODUCTION: DIMENSIONS OF DEVELOPMENT
What explanations are there for these interesting beliefs and behaviors? You will soon find out,
because you also are entering the world of child development. By the time you finish this chapter
you should be able to:
Objective 1.1 Describe the field of child development and compare it to the science
ofdevelopmental psychology.
Objective 1.2 Explain four broad time periods in the development of children, including the social
expectations about what children can do at each period.
Objective 1.3 Describe three broad areas of development during childhood and adolescence.
Objective 1.4 Discuss how family, ethnicity, social class, social policies, and historical time periods
provide contexts for child development.
Objective 1.5 Discuss three key and constant questions in child development involving the shape,
timing, and sources of development, and explain how these questions are answered
today.
Objective 1.6 Decide how to apply the knowledge you have gained about child development.
W I C D ?
HAT S HILD EVELOPMENT
The term developmentin its most general sense refers to patterns of growth and change that
occur in human beings (or animals) between conception and death. The patterns and
change often involve greater complexity—the 3-month-old who stops following an object
when it moves out of sight becomes an 8-year-old who can read a map and then a 16-year-
old who can understand theories of geometry (Thelen & Corbetta, 2009; Thelen & Smith,
1998).Development is not applied to all changes,but rather to those that appear in orderly
ways and remain for a reasonably long period of time. A temporary change caused by a brief
illness,for example,is not considered a part of development.Even a more permanent change
such as altering your appearance through plastic surgery is not development. A more tech-
nical definition is “a developmental theory describes changes over time in one or several
areas of behavior or psychological activity such as thought, language, social behavior, or
perception”(Miller,2011,p.8).So the study of child development is the study of predictable
patterns of change in children over time.
Boththecontentofthechange(forexample,thechildsayingfeet,then
OUTLINE (cid:3) foots,thenfootes,thenfeettorefertothepluraloffoot)andtheprocesses
(howchildrenfigureouttherulesandexceptionsinlanguage)arepartof
TheCasebook—Applying Your the study of child development. Thus two important questions are: What
Knowledge of Child Development: changes?andHowdothechangesoccur? Athirdimportantquestioniscon-
What Would You Do? stancy: What does not change, and why? Miller’s definition above tells us
Overview and Objectives thatthehowandwhyquestionsaboutchangeareexaminedbyconsidering
biologicalandenvironmentalfactorsincontinuousinteraction.
What Is Child Development?
Now,let’s get more specific.Developmental scientists approach the
Basic Themes and Debates study of change/constancy and biology/environment in a systematic, sci-
inDevelopment entific manner.
What Are the Contexts for
The Science of Child Development
Development?
Like so many other areas of study today,child developmentis a subfield of a
Why Study Development?
larger category,developmental science.Developmental scientists are inter-
Summary and Key Terms ested in human growth and change from conception until death, often
called lifespan development. Those studying child development focus on
The Casebook—Applying Your
Knowledge of Child Development: the period from conception through adolescence, roughly the time from
What Would They Do? 0to about 20 years old—the span covered by this book.Of course,people
4
INTRODUCTION: DIMENSIONS OF DEVELOPMENT
continue to develop after adolescence. The more we learn about adult development, the
more we realize that it is impossible to disconnect child development from adult develop-
ment. For example, abusive parents often were abused as children, and their children are
more likely to continue the cycle of abuse.Still,our focus will be on the developing child,with
attention to all the influences along the way,including adults.
People always have been interested in children. In the 1800s and 1900s, the system-
atic study of child development began with the “baby biographies.”These biographies first
appeared in Germany around the end of the 1700s. The author, usually a close relative,
would keep a detailed journal,recording everything about the baby’s growth and develop-
ment.Often these baby biographies were written by mothers and published as guidance for
parents and teachers.For example,in the United States,Dr.Milicent Washburn Shinn wrote
four volumes, published between 1893 and 1898, called Notes of the Development of a
Child.She condensed the four volumes into a popular version called Biography of a Baby,
published in 1900. Dr. Shinn—quoted by David Noon (2004, p. 111)—believed that “It is
hard to get statistics about babies,scattered as they are,one by one,in different homes,not
massed in schoolrooms ...the most fruitful method so far has been the biographical one—
that of watching one baby’s development,day by day,and recording it.”
Most baby biographies lacked the more sophisticated research methods described in
this text, and, of course, the authors were emotionally connected to their “subjects.”But
some of the early biographers were more systematic and scientific in their writings.For ex-
ample,Charles Darwin (1877),the author of the theory of evolution,studied his own son’s
first two years of development with the care that he brought to his other scientific obser-
vations.Darwin thought that studying how an individual developed might provide insights
about how a species develops.In fact,Darwin did use these observations to write a very im-
portant essay on the expression of emotions (Rochat,2001).
Asyoucansee,thescientificstudyofchildrenisrelativelyrecent—abitover100years
old(Cairns&Cairns,2006).Whatismeantbyscientificstudy?Volumeshavebeenwrittenon
thisquestion,butthesimpleansweristhatscientificstudyinvolvesaskingcarefullyspecified
questionsbasedoncurrentunderstandings(theories);systematicallygatheringandanalyzing
ofallkindsofinformation(data)aboutthequestions;modifyingandimprovingexplanatory
theoriesbasedontheresultsofthoseanalyses;andthenaskingnewquestionsbasedonthe
improvedtheories.
Theoryis very important in scientific study.It is both the basisfor initial questions and
the outcomeof the questioning process—the beginning and the end of the research cycle.
The common sense notion of theory (as in “Oh well, it was only a theory”) is “a guess or
hunch.”But the scientific meaning of theoryis quite different.“A theoryin science is an in-
terrelated set of concepts that is used to explain a body of data and to make predictions...”
(Stanovich, 1992, p. 21). The overriding purpose of theories is to explain phenomena, to
tell us why things happened and what will happen in the future (Green & Piel,2010).
Developmental scientists have constructed explanations for the relationships among
many variables and even whole systems of relationships. There are theories to explain how
language develops,how differences in intelligence occur,and how people learn. There are
grand theories,such as those of Piaget, Vygotsky,or Bronfenbrenner that provide compre-
hensive explanations for many different aspects of a child’s development—thinking,prob-
lem solving,language,social skills,and so on. There are smaller theories that focus on just
one domain such as vocabulary development or self-concept. Today,because many differ-
ent disciplines—from anthropology to zoology—are interested in understanding children,
there are emerging theories that combine insights from many fields of research (Hartup,
2002;Salkind,2004).
Science,then,is a process that allows us to gather and organize information into large
and small theories to better understand the development of children.But few theories ex-
plain and predict perfectly. You will see many examples of people taking different theoret-
ical positions and disagreeing on the overall explanations of such processes as the
development of reasoning or the origins of self-concept. Because no one theory offers all
the answers,it makes sense to consider what each has to offer.
5
