Original PDF Voyages in Development 2nd Canadian Edition PDF
Original PDF Voyages in Development 2nd Canadian Edition PDF
Original PDF Voyages in Development 2nd Canadian Edition PDF
vi NEL
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Christina M. Rinaldi
Christina Rinaldi is a professor of educational psychology at the University
of Alberta in Edmonton and a registered psychologist in both Alberta
and Quebec. Since earning her Ph.D. in school/applied child psychology
at McGill University, she has published research articles in journals such
as Early Childhood Research Quarterly, Eating Behaviors, Infant and Child
Development, and the Journal of Adolescence and Youth.
Dr. Rinaldi’s professional experience working in schools, hospitals, and
mental health settings has informed her research. Her research focuses
on how parent–child relationships in early childhood and adolescence
support social and emotional learning and development. She also studies
the assessment of social functioning and how to support optimal social
development. Her research has been funded by Social Sciences and
Humanities Research Council of Canada (SSHRC) and the Alberta Centre
for Child, Family, and Community Research (ACCFCR). She teaches
undergraduate and graduate courses in learning and development in
childhood, social development, adolescent development, and consultation in
school and clinical child psychology. She presently serves on the Council of
the College of Alberta Psychologists, and is on the Board of Directors of the
Society for Safe and Caring Schools and Communities. Finally, Rinaldi values
and cherishes the time spent with her family and friends. She especially
enjoys playing and sharing quality time with her children, who never cease to
amaze her and teach her something new each day.
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BRieF Contents
Preface xxix
2 Beginnings
Chapter 2 Heredity and Conception 49
Chapter 3 Prenatal Development 81
Chapter 4 Birth and the Newborn Baby: In the New World 117
3 Infancy
Chapter 5 Infancy: Physical Development 155
Chapter 6 Infancy: Cognitive Development 189
Chapter 7 Infancy: Social and Emotional Development 223
4 Early Childhood
Chapter 8 Early Childhood: Physical Development 263
Chapter 9 Early Childhood: Cognitive Development 293
Chapter 10 Early Childhood: Social and Emotional Development 327
5 Middle Childhood
Chapter 11 Middle Childhood: Physical Development 367
Chapter 12 Middle Childhood: Cognitive Development 393
Chapter 13 Middle Childhood: Social and Emotional Development 439
6 Adolescence (Online)
Chapter 14 Adolescence: Physical Development
Chapter 15 Adolescence: Cognitive Development
Chapter 16 Adolescence: Social and Emotional Development
NEL ix
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Contents
Preface xxix
Gyuszko-Photo/Shutterstock.com
1.2 Historical Review of Theories
of Child Development 7
What Are Theories of Child Development? 8
The Psychoanalytic Perspective 9
Concept Review 1.1: Comparison of Freud’s and
Erikson’s Stages of Development 10
The Learning Perspective: Behavioural and Social
Cognitive Theories 13
a closeR looK: Research The Bell-and-Pad Method for
Treating Bed-Wetting 14
a closeR looK: Research Operant Conditioning of
Vocalizations in Infants 16
The Cognitive Perspective 18
Concept Review 1.2: Jean Piaget’s Stages of Cognitive
Development 20
The Biological Perspective 21
The Ecological Perspective 22
The Sociocultural Perspective 24
OBSERVING CHILDREN, UNDERSTANDING OURSELVES Zone of
Proximal Development 25
NEL xi
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a closeR looK: Research Surveying High School Seniors’
Attitudes toward Living Together before Getting Married 36
Correlation: Putting Things Together 36
The Experiment: Trying Things Out 38
Longitudinal Research: Studying Development over Time 39
Concept Review 1.4: Comparison of Cross-Sectional,
Longitudinal, and Cross-Sequential Research 41
1.5 Ethical Considerations 42
a closeR looK: Research The Conditioning of “Little
Albert”: A Case Study in Ethics 43
Recite an Active Summary 44
Key Terms 45
Active Learning Resources 46
Part 2 Beginnings
2 HeReDity anD ConCeption 49
Truth or Fiction? 49
2.1 The Influence of Heredity on Development: The
Nature of Nature 50
Chromosomes and Genes 50
Mitosis and Meiosis 51
Identical and Fraternal Twins 52
Dominant and Recessive Traits 52
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2.5 Infertility and Assisted Reproductive
Technology 71
Causes of Infertility 71
a closeR looK: Diversity LGBT Family Building 72
Helping People with Fertility Problems Become Parents 73
a closeR looK: Research Selecting the Sex of Your Child:
Fantasy or Reality? 73
Recite an Active Summary 76
Key Terms 77
Active Learning Resources 78
3 pRenatal DeVelopment 81
Truth or Fiction? 81
3.1 The Germinal Stage: Wanderings 82
Without Visible Means of Support … 82
3.2 The Embryonic Stage 83
Sexual Differentiation 85
The Amniotic Sac: A Shock Absorber 86
The Placenta: A Filtration System 87
3.3 The Fetal Stage 87
Concept Review 3.1: Highlights of Prenatal Development 90
3.4 Environmental Influences on Prenatal
Development 92
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Recite an Active Summary 112
Key Terms 113
Active Learning Resources 114
4 BiRtH anD tHe neWBoRn BaBy: in tHe neW
WoRlD 117
Truth or Fiction? 117
4.1 Countdown … 118
4.2 The Stages of Childbirth 118
The First Stage 119
The Second Stage 119
The Third Stage 121
OBSERVING CHILDREN, UNDERSTANDING
OURSELVES Birth 121
4.3 Methods of Childbirth 122
Anesthesia 122
Hypnosis and Biofeedback 123
Prepared Childbirth 124
Cesarean Section 124
TO COME
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Recite an Active Summary 151
Key Terms 152
Active Learning Resources 153
Part 3 Infancy
5 inFanCy: pHysiCal DeVelopment 155
Truth or Fiction? 155
5.1 Physical Growth and Development 156
Sequences of Physical Development: Head First? 156
Concept Review 5.1: Sequences of Physical
Development 156
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Growth Patterns in Height and Weight: Heading toward
the Greek Ideal? 157
Failure to Thrive 159
5.2 Nutrition: Fuelling Development 160
a closeR looK: Real Life Food Timeline for the
First Two Years 161
Reasons to Breast-Feed 162
a closeR looK: Diversity Wasting Away from Hunger 162
5.3 Development of the Brain and Nervous
System 166
Development of Neurons 166
Development of the Brain 168
Nature and Nurture in the Development of the Brain 169
5.4 Motor Development: How Moving 170
OBSERVING CHILDREN, UNDERSTANDING OURSELVES Early
Gross Motor Development 171
Lifting and Holding the Torso and Head: Heads Up 171
Control of the Hands: Getting a Grip on Things 171
Locomotion: Getting a Move On 172
Nature and Nurture in Motor Development 173
5.5 Sensory and Perceptual Development:Taking In
the World 175
Development of Vision: The Better to See You With 175
OBSERVING CHILDREN, UNDERSTANDING OURSELVES The
Visual Cliff 177
NEL contents xv
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OBSERVING CHILDREN, UNDERSTANDING
OURSELVES Sensation and Perception in Infancy 182
The Active–Passive Controversy in Perceptual
Development 183
Nature and Nurture in Perceptual Development 184
Recite an Active Summary 185
Key Terms 186
Active Learning Resources 187
6 inFanCy: CognitiVe DeVelopment 189
Truth or Fiction? 189
6.1 Cognitive Development: Jean Piaget 190
The Sensorimotor Stage (0–24 Months) 190
OBSERVING CHILDREN, UNDERSTANDING OURSELVES Piaget’s
Sensorimotor Stage 192
Development of Object Permanence 193
Concept Review 6.1: The Six Substages of the Sensorimotor
Stage, According to Piaget 196
Evaluation of Piaget’s Theory 197
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6.6 Theories of Language Development: Can You
Make a Houseplant Talk? 211
Views That Emphasize Nurture 212
a closeR looK: Diversity Two-Word Sentences Here,
There, and … 212
Enhancing Language Development 214
Views That Emphasize Nature 215
Recite an Active Summary 218
Key Terms 219
Active Learning Resources 220
7 inFanCy: soCial anD emotional
DeVelopment 223
Truth or Fiction? 223
7.1 Attachment: Bonds That Endure 224
Patterns of Attachment 224
OBSERVING CHILDREN, UNDERSTANDING
OURSELVES Early Attachment and Anxiety 226
Establishing Attachment 226
Stability of Attachment 228
Stages of Attachment 228
Theories of Attachment 229
OBSERVING CHILDREN,UNDERSTANDING
OURSELVES The Social Smile 231
Concept Review 7.1: Theories of Attachment 232
© PM/Getty Images
7.2 When Attachment Fails 233
Social Deprivation 234
Child Abuse and Neglect 237
a closeR looK: Real Life Prevention of Sexual Abuse of
Children 239
a closeR looK: Research How Child Abuse May Set the
Stage for Psychological Disorders in Adulthood 242
Autism Spectrum Disorders: Alone among the Crowd 243
7.3 Child Care 247
a closeR looK: Real Life Finding Child Care You (and Your
Child) Can Live With 248
7.4 Emotional Development 249
OBSERVING CHILDREN, UNDERSTANDING
OURSELVES Emotional Development 249
Emotional Development and Patterns of Attachment 250
Fear of Strangers 250
Social Referencing: What Should I Do Now? 251
Emotional Regulation: Keeping on an Even Keel 251
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7.5 Personality Development 253
The Self-Concept 253
Temperament: Easy, Difficult, or Slow to Warm Up? 254
7.6 Gender Differences 257
OBSERVING CHILDREN, UNDERSTANDING
OURSELVES Gender 257
Behaviour of Infant Girls and Boys 257
Adults’ Behaviours toward Infant Girls and Boys 258
Parents’ Behaviours toward Sons and Daughters 258
Recite an Active Summary 259
Key Terms 260
Active Learning Resources 261
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8.5 Sleep 282
a closeR looK: Research Cross-Cultural Differences in
Sleeping Arrangements 283
Sleep Disorders 284
8.6 Elimination Disorders 285
Enuresis 286
a closeR looK: Real Life What to Do about
Bed-Wetting 287
Encopresis 287
Recite an Active Summary 288
Key Terms 289
Active Learning Resources 289
9 eaRly CHilDHooD: CognitiVe
DeVelopment 293
Truth or Fiction? 293
9.1 Jean Piaget’s Preoperational Stage
(2–7 years) 294
Symbolic Thought 294
Symbolic or Pretend Play: “We Could Make
Believe” 294
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a closeR looK: Real Life Helping Children Use Television
Wisely 308
9.4 Theory of Mind: What Is the Mind? How Does It
Work? 310
False Beliefs: Just Where Are Those Crayons? 310
Origins of Knowledge: Where Does It Come From? 311
The Appearance–Reality Distinction: Appearances Are More
Deceiving at Some Ages Than at Others 312
9.5 Development of Memory: Creating Documents,
Storing Them, Retrieving Them 313
Memory Tasks: Recognition and Recall 313
Competence of Memory in Early Childhood 314
Factors Influencing Memory 314
Memory Strategies: Remembering to Remember 316
9.6 Language Development: Why “Daddy Goed
Away” 317
Development of Vocabulary: Words, Words, and More
Words 317
Development of Grammar: Toward More Complex Language 318
OBSERVING CHILDREN, UNDERSTANDING OURSELVES An
Explosion In Vocabulary 320
Pragmatics: Preschoolers Can Be Practical 320
Language and Cognition 321
a closeR looK: Diversity Canada’s Languages: A Multilingual
Nation 321
Recite an Active Summary 323
Key Terms 324
Active Learning Resources 325
10 eaRly CHilDHooD: soCial anD emotional
DeVelopment 327
Truth or Fiction? 327
10.1 Influences on Development: Parents, Siblings,
and Peers 328
Dimensions of Child Rearing 328
How Parents Set (or Enforce) Boundaries 329
Parenting Styles: How Parents Transmit Values and
Standards 330
Effects of the Situation and the Child on Parenting Styles 333
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xx contents NEL
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10.2 Social Behaviour: In the World,
among Others 340
Play—Child’s Play, That Is 340
OBSERVING CHILDREN, UNDERSTANDING OURSELVES Types
of Play 340
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Causes of Being Overweight 372
a closeR looK: Real Life Helping Overweight Children
Manage Their Weight 373
11.3 Childhood Asthma 375
11.4 Motor Development 376
Gross Motor Skills 376
Concept Review 11.1: Development of Motor Skills during Middle
Childhood 376
OBSERVING CHILDREN, UNDERSTANDING OURSELVES Middle
Childhood: Gross Motor Skills 377
Fine Motor Skills 377
Gender Similarities and Differences in Motor Development 377
Exercise and Fitness 378
11.5 Disorders That Affect Learning 380
Attention-Deficit/Hyperactivity Disorder (AD/HD) 380
Learning Disabilities 384
Concept Review 11.2: Kinds of Learning Disabilities 384
Communication Disorders 386
Educating Children with Learning and Communication
Disorders 387
Recite an Active Summary 389
Key Terms 390
Active Learning Resources 390
12 miDDle CHilDHooD: CognitiVe
DeVelopment 393
Truth or Fiction? 393
12.1 Piaget:The Concrete-Operational Stage 394
Conservation 394
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OBSERVING CHILDREN, UNDERSTANDING
OURSELVES Rehearsal Strategies 407
a closeR looK: Research Early Math Matters: Does a Child’s
Education in Math Need to Begin Prior to Kindergarten? 409
Development of Recall Memory 410
a closeR looK: Research Children’s Eyewitness Testimony 410
Development of Metacognition and Metamemory 411
OBSERVING CHILDREN, UNDERSTANDING
OURSELVES Suggestibility 412
12.4 Intellectual Development, Creativity, and
Achievement 412
12.5 Theories of Intelligence 413
Factor Theories 413
The Triarchic Theory of Intelligence 414
The Theory of Multiple Intelligences 415
Concept Review 12.2: Theories of Intelligence 416
Emotional Intelligence and Social Intelligence 417
Measurement of Intellectual Development 417
Patterns of Intellectual Development 423
Differences in Intellectual Development 424
a closeR looK: Diversity Socioeconomic and Ethnic
Differences in IQ 425
Creativity and Intellectual Development 426
Determinants of Intellectual Development 428
12.6 Language Development 431
Vocabulary and Grammar 431
Pragmatic Language Skills 431
Reading Skills 431
Methods of Teaching Reading 432
12.7 Bilingualism 432
Recite an Active Summary 434
Key Terms 436
Active Learning Resources 437
13 miDDle CHilDHooD: soCial anD
emotional DeVelopment 439
Truth or Fiction? 439
13.1 Theories of Social and Emotional
Development in Middle Childhood 440
Psychoanalytic Theory 440
Social Cognitive Theory 441
Cognitive-Developmental Theory and Social
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Cognition 441
Development of the Self-Concept in Middle
Childhood 442
OBSERVING CHILDREN, UNDERSTANDING
OURSELVES Self-Concept 442
NEL contents xxiii
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young Cæsar Valentinian, between East and West, a new, if
unsubstantial, cordiality appeared. Italy at least was restored to
prosperity, while in Aetius she possessed a general as great as the
great Stilicho. But if Italy was safe the provinces were in peril and
she herself saw Africa betrayed by Boniface and ravaged by and lost
to the Vandals under Genseric. Nor was the domestic state of her
household and court such as to inspire her with confidence in the
future. If her son Valentinian was a foolish and sensual boy, her
daughter Honoria was discovered in a low intrigue with a
chamberlain of the palace, and when in exile at Constantinople sent,
perhaps longing for the romantic fate of her mother, her ring to the
new and youthful King of the Huns, soon to be famous as Attila,
inviting him to carry her off as Adolphus, the Goth, had carried off
Placidia.
Such was the condition of things in the royal household of the
West. In Constantinople things were not more promising.
Theodosius, the young Emperor, called the Calligrapher, was a
dilettante of the fine arts, not a statesman. Those who surrounded
him were mediocrities intent rather on theological controversies than
on the safety of the State, or sunk in a cynical corruption in which
everything noble was lost. No one East or West seemed able to
grasp or to realise that there was any danger. Had the Imperial
Governments failed altogether to understand the fundamental cause
of the Gothic advance, the Vandal attack, indeed of all their
embarrassments? Had they failed to remember what was there
beyond the Rhine and the Danube? Had they forgotten the Huns?
FOOTNOTES:
[2] See my “Ravenna” (Dent, 1913), pp. 1-10.
II
THE HUNS AND ATTILA
When Attila had achieved the hegemony of the North he turned his
attention upon the Empire; and it is curious for us at this moment to
note the coincidence that this first attack upon civilisation was
delivered at the very spot upon the Danube where the Germanic
powers in August, 1914, began their offensive. Attila directed his
armies upon the frontiers of modern Servia at the point where the
Save joins the Danube, where the city of Singidunum rose then and
where to-day Belgrade stands.
The pretext for this assault was almost as artificial and
manufactured as that which Austria put forward for her attack upon
Servia. Attila asserted that the Bishop of that same frontier town of
Margus, on the Morava, where he had made treaty with the Empire,
had crossed the Danube, and having secretly obtained access to the
sepulchre of the Hunnish kings had stolen away its treasures. The
Bishop, of course, eagerly denied this strange accusation, and it
seemed indeed so unlikely that he was guilty that Theodosius was
exceedingly reluctant to sacrifice him. The people of Moesia
clamoured for a decision; if the Bishop were guilty then he must be
delivered to Attila, but if not Theodosius must protect both him and
them. For Attila had waited for nothing; he had crossed the Danube
before making his accusation and had occupied Viminacium, one of
the greater towns upon the frontier.
Meanwhile the Bishop, seeing the hesitation of Theodosius and
expecting to be sacrificed, made his way to the camp of the Huns
and promised in return for his life to deliver Margus to them, and this
he did upon the following night. Then, dividing his forces into two
armies, Attila began his real attack upon the Empire.
The first of these armies was directed upon Singidunum, the
modern Belgrade, which was taken and ruined, and when that was
achieved it proceeded up the Save to Sirmium, the ancient capital of
Pannonia, which soon fell into its hands. The second crossed the
Danube further eastward and besieged Ratiaria, a considerable
town, the head-quarters of a Roman Legion and the station of the
fleet of the Danube.