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CONTENTS vii
BIOLOGY AND ENVIRONMENT “Tuning in” to Familiar Speech, Faces, Emotional Development
and Music: A Sensitive Period for Culture-Specific Learning 188 #BTJD&NPUJPOT
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*OUFSNPEBM1FSDFQUJPO #FHJOOJOHTPG&NPUJPOBM4FMG3FHVMBUJPO
6OEFSTUBOEJOH1FSDFQUVBM%FWFMPQNFOU Temperament and Development
Summary 5IF4USVDUVSFPG5FNQFSBNFOU
Important Terms and Concepts .FBTVSJOH5FNQFSBNFOU
BIOLOGY AND ENVIRONMENT Development of Shyness and
Sociability 256
chapter 6 4UBCJMJUZPG5FNQFSBNFOU
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Cognitive Development in Infancy 5FNQFSBNFOUBOE$IJME3FBSJOH5IF(PPEOFTTPG'JU.PEFM
and Toddlerhood 200 Development of Attachment
Piaget’s Cognitive-Developmental Theory #PXMCZT&UIPMPHJDBM5IFPSZ
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SOCIAL ISSUES: EDUCATION Baby Learning from TV and Video: .VMUJQMF"UUBDINFOUT
The Video Deficit Effect 210
SOCIAL ISSUES: HEALTH Does Child Care in Infancy Threaten
&WBMVBUJPOPGUIF4FOTPSJNPUPS4UBHF Attachment Security and Later Adjustment? 270
Information Processing
"(FOFSBM.PEFMPG*OGPSNBUJPO1SPDFTTJOH CULTURAL INFLUENCES The Powerful Role of Paternal Warmth
in Development 272
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BIOLOGY AND ENVIRONMENT Infantile Amnesia 220 Self-Development
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The Social Context of Early Cognitive Development 4FMG$POUSPM
CULTURAL INFLUENCES Social Origins of Make-Believe Play 224 Summary
Individual Differences in Early Mental Development Important Terms and Concepts
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Language Development Development in Infancy and Toddlerhood 282
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BIOLOGY AND ENVIRONMENT Deaf Children Invent Language 232
(FUUJOH3FBEZUP5BML PA R T F O U R
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$PNQSFIFOTJPOWFSTVT1SPEVDUJPO TWO TO SIX YEARS
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Summary chapter 8
Important Terms and Concepts
Physical Development in Early Childhood 284
Body Growth
chapter 7 4LFMFUBM(SPXUI
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Emotional and Social Development
Influences on Physical Growth and Health
in Infancy and Toddlerhood 244 )FSFEJUZBOE)PSNPOFT
Erikson’s Theory of Infant and Toddler Personality BIOLOGY AND ENVIRONMENT Low-Level Lead Exposure and
#BTJD5SVTUWFSTVT.JTUSVTU Children’s Development 291
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viii CONTENTS
&NPUJPOBM8FMM#FJOH Summary

4MFFQ)BCJUTBOE1SPCMFNT
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SOCIAL ISSUES: HEALTH Otitis Media and Development 298 chapter 10
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Motor Development
Emotional and Social Development
(SPTT.PUPS%FWFMPQNFOU in Early Childhood 356
'JOF.PUPS%FWFMPQNFOU Erikson’s Theory: Initiative versus Guilt
CULTURAL INFLUENCES Why Are Children from Asian Cultures Self-Understanding
Advanced in Drawing Skills? 305
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CULTURAL INFLUENCES Cultural Variations in Personal Storytelling:
Summary Implications for Early Self-Concept 360
Important Terms and Concepts Emotional Development
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chapter 9 4FMG$POTDJPVT&NPUJPOT
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Cognitive Development in Early Childhood 310
Peer Relations
Piaget’s Theory: The Preoperational Stage "EWBODFTJO1FFS4PDJBCJMJUZ
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Foundations of Morality
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SOCIAL ISSUES: EDUCATION Children’s Questions: Catalyst for 4PDJBM-FBSOJOH5IFPSZ
Cognitive Development 320
CULTURAL INFLUENCES Ethnic Differences in the Consequences
1JBHFUBOE&EVDBUJPO of Physical Punishment 377
Vygotsky’s Sociocultural Theory 5IF$PHOJUJWF%FWFMPQNFOUBM1FSTQFDUJWF
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Gender Typing
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CULTURAL INFLUENCES Children in Village and Tribal Cultures #JPMPHJDBM*OnVFODFTPO(FOEFS5ZQJOH
Observe and Participate in Adult Work 326 &OWJSPONFOUBM*OnVFODFTPO(FOEFS5ZQJOH
Information Processing SOCIAL ISSUES: EDUCATION Children Learn About Gender
"UUFOUJPO Through Mother–Child Conversations 388
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Child Rearing and Emotional and Social Development
BIOLOGY AND ENVIRONMENT Autism and Theory of Mind 335 4UZMFTPG$IJME3FBSJOH
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Individual Differences in Mental Development $VMUVSBM7BSJBUJPOT
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)PNF&OWJSPONFOUBOE.FOUBM%FWFMPQNFOU Summary
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Language Development
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CONTENTS ix
PA R T F I V E ,OPXMFEHFBOE.FNPSZ1FSGPSNBODF
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MIDDLE CHILDHOOD: 5IF4DIPPM"HF$IJMET5IFPSZPG.JOE
SIX TO ELEVEN YEARS $PHOJUJWF4FMG3FHVMBUJPO
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chapter 11 Individual Differences in Mental Development

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Physical Development in Middle Childhood 404 3FDFOU&ɔPSUTUP%FmOF*OUFMMJHFODF
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Body Growth
8PSMEXJEF7BSJBUJPOTJO#PEZ4J[F CULTURAL INFLUENCES The Flynn Effect: Massive Generational Gains
in IQ 452
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4LFMFUBM(SPXUI 3FEVDJOH$VMUVSBM#JBTJO5FTUJOH
#SBJO%FWFMPQNFOU Language Development
Common Health Problems 7PDBCVMBSZ
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SOCIAL ISSUES: HEALTH Family Stressors and Childhood
Obesity 412 Children’s Learning in School
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Health Education
SOCIAL ISSUES: EDUCATION Magnet Schools: Equal Access to
Motor Development and Play High-Quality Education 464
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Summary
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SOCIAL ISSUES: EDUCATION School Recess—A Time to Play,
a Time to Learn 425 chapter 13
1IZTJDBM&EVDBUJPO Emotional and Social Development
Summary
in Middle Childhood 472
Erikson’s Theory: Industry versus Inferiority
Self-Understanding
chapter 12 4FMG$PODFQU
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Cognitive Development 4FMG$PODFQU
in Middle Childhood 428 4FMG&TUFFN
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Piaget’s Theory: The Concrete Operational Stage
Emotional Development
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Information Processing Moral Development
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BIOLOGY AND ENVIRONMENT Children with Attention-Deficit Peer Relations
Hyperactivity Disorder 438 1FFS(SPVQT
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x CONTENTS
BIOLOGY AND ENVIRONMENT Bullies and Their Victims 492 'PTUFSJOH3FTJMJFODFJO.JEEMF$IJMEIPPE
Gender Typing SOCIAL ISSUES: HEALTH Children’s Eyewitness
(FOEFS4UFSFPUZQFE#FMJFGT Testimony 511
(FOEFS*EFOUJUZBOE#FIBWJPS Summary
Family Influences Important Terms and Concepts
1BSFOUo$IJME3FMBUJPOTIJQT
4JCMJOHT
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-FTCJBOBOE(BZ'BNJMJFT Development in Middle Childhood 516
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Glossary G-1
Some Common Problems of Development References R-1
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Name Index NI-1
CULTURAL INFLUENCES The Impact of Ethnic and Political Subject Index SI-1
Violence on Children 509
A Personal Note to Students
O ur many years of teaching child development have brought us in contact with

thousands of students like you—students with diverse college majors, future goals,
interests, and needs. Some are affiliated with our own field of psychology, but many come
from other related fields—education, sociology, anthropology, biology, family studies,
social service, and health sciences, to name just a few. Each semester, our students’
aspirations have proved to be as varied as their fields of study. Many look toward careers
in applied work—teaching, caregiving, nursing, counseling, social work, school psychol-
ogy, and program administration. Some want to teach, and a few want to do research.
Most hope someday to become parents, whereas others are already parents who come
with a desire to better understand and rear their children. And almost all arrive with a
deep curiosity about how they themselves developed from tiny infants into the complex
human beings they are today.
Our goal in preparing this eighth edition of Infants and Children is to provide a
textbook that meets the instructional goals of your course as well as your personal
interests and needs. To achieve these objectives, we have grounded this book in a care-
fully selected body of classic and current theory and research brought to life with stories
and vignettes about children and families, most of whom we have known personally.
In addition, the text highlights the joint contributions of biology and environment to
the developing child, explains how the research process helps solve real-world problems,
illustrates commonalities and differences among ethnic groups and cultures, and pays
special attention to policy issues that are crucial for safeguarding children’s well-being
in today’s world. Woven throughout the text is a unique pedagogical program that will
assist you in mastering information, integrating the various aspects of development,
critically examining controversial issues, applying what you have learned, and relating
the information to real life.
We hope that learning about child development will be as rewarding for you as we
have found it over the years. We would like to know what you think about both the field
of child development and this book. We welcome your comments; please contact us
through our textbook website: www.infantschildrenandadolescents.com.
Laura E. Berk and Adena B. Meyers
xi
Preface for Instructors
A Message from Laura Berk development of the brain, motor skills, cognitive and language
competencies, temperament and personality, emotional and social
understanding, and developmental problems underscores the way
It is my pleasure to introduce Adena B. Meyers, new coauthor of biological factors emerge in, are modified by, and share power with
Infants and, Children, Eighth Edition. How excited I was when she experience. The interconnection between biology and environment
readily responded “yes!” to my invitation to join in preparing this is revisited throughout the text narrative and in Biology and Envi-
edition. Adena and I live and work in the same community: We ronment boxes with new and updated topics.
have been departmental colleagues for many years and have written
Inclusion of interdisciplinary research is expanded. The move
together on numerous occasions. Our coauthorship of the eighth
toward viewing thoughts, feelings, and behavior as an integrated
edition is a natural extension of our previous joint endeavors.
whole, affected by a wide array of influences in biology, social
Adena brings to the text outstanding scholarship, areas of
context, and culture, has motivated developmental researchers to
specialization that complement my own, a similar writing style, a
strengthen their ties with other areas of psychology and with other
shared commitment to research-based applications, and wide-
disciplines. Topics and findings included in this edition increas-
ranging direct experiences with children and families. In addition
ingly reflect the contributions of educational psychology, social
to her talents as a teacher, researcher, and clinician, she is an exem-
psychology, health psychology, clinical psychology, neurobiology,
plary parent of two remarkable teenagers.
pediatrics, sociology, anthropology, social service, and other fields.
Adena’s gracious partnership throughout the journey of pre-
paring this revision realizes my fondest hopes when I first set my The links among theory, research, and applications—a theme
pen to page to craft Infants and Children: that future editions will be of this book since its inception—are strengthened. As researchers
numerous, and that instructor and student enthusiasm for the text intensify their efforts to generate findings that can be applied to
will continue to be a deep source of author pride and satisfaction real-life situations, we have placed even greater weight on social
for many years to come. policy issues and sound theory- and evidence-based interventions
and practices. Further applications are provided in the Applying
Laura E. Berk What We Know tables, which give students concrete ways of build-
ing bridges between their learning and the real world.
The Eighth Edition The educational context of development becomes a stronger
focus. The home, school, and community are featured as vital edu-
cational contexts in which the child develops. Research on effective
In preparing this eighth edition of Infants and Children, we drew
teaching practices appears in all chapters and in new and revised
inspiration from the hundreds of students of child development
Social Issues: Education boxes.
with whom we have worked in our combined half-century of col-
lege teaching. As in previous editions, we aimed for a text that is The role of active student learning is made more explicit. The
intellectually stimulating, provides depth as well as breadth of cov- Take a Moment . . . feature, built into the chapter narrative, asks
erage, portrays the complexities of child development with clarity students to think deeply and critically as they read. Ask Yourself
and excitement, and is relevant and useful in building a bridge from questions at the end of each major section have been revised to pro-
theory and research to children’s everyday lives. mote four approaches to engaging actively with the subject matter:
The more than two decades since Infants and Children first Review, Connect, Apply, and Reflect. This feature assists students in
appeared have been a period of unprecedented expansion and change thinking about what they have read from multiple vantage points.
in theory and research. This eighth edition represents these rapidly The Look and Listen feature presents students with opportunities to
transforming aspects of the field, with a wealth of new content and observe what real children say and do and attend to influences on
enhanced teaching tools: children in their everyday environments.
Diverse pathways of change are highlighted. Investigators have
reached broad consensus that variations in biological makeup,
everyday tasks, and the people who support children in mastery of
Text Philosophy
those tasks lead to wide individual differences in children’s paths of
change and resulting competencies. This edition pays more atten- The basic approach of this book has been shaped by our profes-
tion to variability in development and to recent theories—includ- sional and personal histories as teachers, researchers, and parents.
ing ecological, sociocultural, dynamic systems, and epigenesis—that It consists of seven philosophical ingredients that we regard as
attempt to explain it. Multicultural and cross-cultural findings, essential for students to emerge from a course with a thorough
including international comparisons, are enhanced throughout the understanding of child development:
text and in revised and expanded Cultural Influences boxes. 1. An understanding of major theories and the strengths and
The complex, bidirectional relationship between biology and shortcomings of each. The first chapter begins by emphasizing that
environment is given greater attention. Accumulating evidence on only knowledge of multiple theories can do justice to the richness
xii
PREFACE xiii
of child development. As we take up each age period and domain 7. An appreciation of the interrelatedness of theory, research, and
of development, we present a variety of theoretical perspectives, applications. Throughout this book, we emphasize that theories
indicate how each highlights previously overlooked facets of devel- of child development and the research stimulated by them provide
opment, and discuss research that evaluates it. Consideration of the foundation for sound, effective practices with children. The
contrasting theories also serves as the context for an evenhanded links among theory, research, and applications are reinforced by an
analysis of many controversial issues. organizational format in which theory and research are presented
first, followed by practical implications. In addition, a current focus
2. An appreciation of research strategies for investigating child in the field—harnessing child development knowledge to shape
development. To evaluate theories, students must have a firm social policies that support children’s needs—is reflected in every
grounding in research methods and designs. In addition to a special chapter. The text addresses the current condition of children in
section in Chapter 1 covering research strategies, numerous studies the United States and around the world and shows how theory
are discussed in sufficient detail throughout the book for students and research have combined with public interest to spark successful
to use what they have learned to critically assess the findings, con- interventions.
clusions, and implications of research.
3. Knowledge of both the sequence of child development and the
processes that underlie it. Students are provided with a description
Text Organization
of the organized sequence of development along with processes of
change. An understanding of process—how complex interactions The chronological organization of this text assists students in
of biological and environmental events produce development— thoroughly understanding each age period. It also eases the task of
has been the focus of most recent research. Accordingly, the text integrating the various domains of development because each is
reflects this emphasis. But new information about the timetable discussed in close proximity. At the same time, a chronologically
of change is constantly emerging. In many ways, children are con- organized book requires that theories covering several age peri-
siderably more competent than they were believed to be in the ods be presented piecemeal. This creates a challenge for students,
past. Current evidence on the sequence and timing of develop- who must link the various parts together. To assist with this task,
ment, along with its implications for process, is presented through- we frequently remind students of important earlier achievements
out the book. before discussing new developments, referring back to related sec-
tions with page references. Also, chapters devoted to the same topic
4. An appreciation of the impact of context and culture on child (for example, cognitive development) are similarly organized, mak-
development. A wealth of research indicates that children live in ing it easier for students to draw connections across age periods
rich physical and social contexts that affect all domains of develop- and construct an overall view of developmental change.
ment. In each chapter, students travel to distant parts of the world
as we review a growing body of cross-cultural evidence. The text
narrative also discusses many findings on socioeconomically and New Coverage in the
ethnically diverse children within the United States and on children
with varying abilities and challenges. Besides highlighting the role
Eighth Edition
of immediate settings, such as family, neighborhood, and school,
we make a concerted effort to underscore the impact of larger social Child development is a fascinating and ever-changing field, with
structures—societal values, laws, and government programs—on constantly emerging new discoveries and refinements in existing
children’s well-being. knowledge. The eighth edition represents this burgeoning contem-
porary literature with more than 1,500 new citations. Cutting-edge
5. An understanding of the joint contributions of biology and topics throughout the text underscore the book’s major themes.
environment to development. The field recognizes more power- Here is a sampling:
fully than ever before the joint roles of hereditary/constitutional
and environmental factors—that these contributions to develop- CHAPTER 1 New chapter introduction, inviting readers to become
ment combine in complex ways and cannot be separated in a sim- acquainted with the coauthors t Revised and updated section on
ple manner. Numerous examples of how biological dispositions can developmental neuroscience, with special attention to developmen-
be maintained as well as transformed by social contexts are pre- tal social neuroscience t New Social Issues: Health box on how fam-
sented throughout the book. ily chaos undermines children’s well-being t Revised and updated
Cultural Influences box on immigrant youths t Updated examples
6. A sense of the interdependency of all domains of development— of research designs, including the benefits of massive longitudinal
physical, cognitive, emotional, and social. Every chapter takes an projects yielding multipurpose data banks t Inclusion of children’s
integrated approach to understanding children. We show how phys- assent as part of informed consent guidelines for protection of
ical, cognitive, emotional, and social development are interwoven. human subjects
Within the text narrative and in a special series of Ask Yourself
Connect questions at the end of major sections, students are referred CHAPTER 2 Updated discussion of gene–gene interactions, includ-
to other sections of the book to deepen their grasp of relationships ing the distinction between protein-coding genes and regulator
among various aspects of change. genes t Consideration of social and cultural influences on the
xiv PREFACE
male-to-female birth sex ratio t New evidence on older paternal age newborns’ capacity to imitate t New dynamic systems research on
and increased risk of DNA mutations contributing to serious disor- development of walking, reaching, and grasping t Updated findings
ders, including autism and schizophrenia t Enhanced attention to on implications of infants’ capacity to analyze the speech stream
the impact of poverty on development, with special attention to for later language progress t Enhanced discussion of the impact of
interventions that help children surmount developmental risks t crawling and walking experience on perception of depth-at-an-
Revised and updated Social Issues: Education box on the impact of edge t New evidence on the perceptual narrowing effect in speech,
worldwide education of girls t Updated research on neighborhood music, and species-related face perception, and in gender- and
influences on children’s physical and mental health t Expanded race-related face perception
attention to the role of ethnic minority extended families in pro-
moting resilience in the face of prejudice and economic deprivation CHAPTER 6 Updated evidence on toddlers’ grasp of pictures and
t Current statistics on the condition of children and families in the videos as symbols, including experiences that enhance symbolic
United States compared with other Western nations t Enhanced understanding t New research on infants’ ability to discriminate
discussion of gene–environment interaction t Expanded section on and perform simple arithmetic operations on large sets of items t
epigenesis, including the role of methylation Revised section introducing information-processing concepts,
including working memory, automatic processes, processing speed,
CHAPTER 3 Revised and updated section on motivations for par- and executive function t Updated Biology and Environment box on
enthood t Enhanced attention to fetal brain development, sensory infantile amnesia, addressing contributions of neurological change,
capacities, and behavior t Updated Biology and Environment box language, and adult–child conversations about past events to stable
on the prenatal environment and health in later life t Expanded and long-term memories t New research on cultural variations in scaf-
updated consideration of a wide range of teratogens t New evidence folding infant and toddler learning t New evidence on the impor-
on the long-term consequences of emotional stress during preg- tance of sustained, high-quality child care from infancy through
nancy t Updated Social Issues: Health box on the Nurse–Family the preschool years for cognitive, language, literacy, and math
Partnership—reducing maternal stress and enhancing child devel- performance at kindergarten entry t Updated evaluation findings
opment through social support on Early Head Start t New Biology and Environment box on the
capacity of deaf children to invent language when exposed to limited
CHAPTER 4 New statistics and research on benefits and risks of or grammatically inconsistent input t Updated findings on babies’
medical interventions during childbirth t Consideration of the role participation in imitative exchanges and joint attention, revealing
of chronic maternal stress in preterm and low birth weight t New their developing capacity for effective communication t New
findings on the risks of late preterm birth—as little as 1 or 2 weeks research on toddlers’ preverbal gestures, with implications for spo-
early t New research on parenting and development of preterm and ken language development t Enhanced attention to SES differences
low-birth-weight infants t Expanded and updated Social Issues: in early vocabulary development as a predictor of vocabulary size at
Health box on health care and other policies for parents and new- kindergarten entry t New evidence highlighting the vital role of a
born babies t Updated findings on hormonal changes in both responsive adult in early language development
mothers and fathers around the time of birth, and in foster and
adoptive mothers, that facilitate caregiving t New evidence on fac- CHAPTER 7 Enhanced discussion of cultural variations in infant
tors contributing to sudden infant death syndrome (SIDS), along emotional expressiveness, with special emphasis on the social smile
with the importance of public education efforts t New research on t New research on consequences of effortful control for cognitive,
the role of sleep in infant learning t Updated discussion of “proxi- emotional, and social development t Revised section on genetic
mal care”—extensive holding of young babies—in reducing infant and environmental influences on temperament, with updated sec-
crying t Enhanced discussion of techniques for reducing infant tion on ethnic and gender differences t New section on tempera-
stress to painful medical procedures t New findings on prenatal mental differences in toddlers’ susceptibility to rearing experiences,
influences on newborn taste perception highlighting research on the short 5-HTTLPR gene t Revised and
updated section on consequences of early availability of a consis-
CHAPTER 5 Updated introduction to major measures of brain tent caregiver for attachment security, with special attention to chil-
functioning, including the EEG geodesic sensor net (GSN) and dren adopted from Eastern European orphanages t New findings
near-infrared spectroscopy (NIRS) t Enhanced discussion of brain on the joint contributions of infant genotype, temperament, and
development, with special attention to the prefrontal cortex t parenting to disorganized/disoriented attachment, with evidence
Updated Biology and Environment box on early brain plasticity t on the short 5-HTTLPR and DRD4-7 repeat genes t Revised and
New research on children adopted from Romanian orphanages, updated Social Issues: Health box on child care, attachment, and
bearing on whether infancy is a sensitive period of development t later development t Updated research on cultural variations in early
Enhanced attention to cultural influences on infant sleep t New self-development
findings on long-term consequences of malnutrition in infancy
and toddlerhood t New Social Issues: Health box on U.S. public CHAPTER 8 Updated consideration of early childhood brain
policy changes that improve infant feeding practices in low-income development, with emphasis on the prefrontal cortex and executive
families t Updated discussion of the controversy surrounding function t New statistics and research on the health status of young
PREFACE xv
children, including tooth decay and childhood immunizations t CHAPTER 11 Updated findings on brain development in middle
Updated Biology and Environment box on low-level lead exposure childhood t New evidence on factors contributing to obesity,
and children’s development t Enhanced discussion of the contribu- including parents’ demanding work schedules, frequent eating
tion of sleep to early childhood physical growth and cognitive out, and children’s capacity for self-regulation t New Social Issues:
development t Expanded attention to the impact of adult mealtime Health box on family stressors and childhood obesity t Enhanced
practices on children’s eating behavior and weight status t New evi- consideration of the effectiveness of school-based obesity preven-
dence on parenting practices and young children’s unintentional tion programs t New findings on unintentional injury in middle
injuries t Expanded attention to cultural variations in development childhood, with special attention to parental supervision and to
of drawing, including a new Cultural Influences box on why chil- school and community safety education programs as preventive
dren from Asian cultures are advanced in drawing progress and strategies t Expanded attention to informal, child-organized games
creativity in middle childhood, including SES and cultural variations t
Updated statistics on U.S. schoolchildren’s physical activity levels
CHAPTER 9 New research on young children’s natural and super- and access to physical education and recess
natural beliefs, including cultural variations t Updated evidence on
early childhood categorization, highlighting cultural differences t CHAPTER 12 Updated research on school-age children’s spatial
New findings on cultural variations in effective scaffolding t New reasoning, focusing on cognitive maps of large-scale spaces t New
Social Issues: Education box on children’s questions as a catalyst for sections on executive function and working memory in middle
cognitive development t Expanded discussion of gains in executive childhood, with implications for academic learning t Updated Biol-
function in early childhood, including attention, inhibition, and ogy and Environment box on children with attention-deficit hyper-
planning t New evidence on neurobiological changes in the cere- activity disorder t New findings on the contribution of societal
bral cortex accompanying young children’s more effective problem modernization to children’s performance on diverse cognitive tasks t
solving t New findings on cognitive attainments and social experi- Updated evidence on the school-age child’s theory of mind, with
ences that contribute to mastery of false belief, with attention to special attention to recursive thought t New Cultural Influences
cultural differences t Updated Biology and Environment box on box on the Flynn effect, dramatic gains in IQ from one generation
autism and theory of mind t Enhanced discussion of SES differ- to the next t New research on contributions of language skills to test
ences in emergent literacy and math knowledge t New evidence bias, with special attention to African-American English t Updated
on benefits of universal prekindergarten programs t Revised sec- findings on reducing cultural bias in testing through countering the
tion on strengthening preschool intervention, including findings negative impact of stereotype threat t Implications of recursive
on Head Start REDI t Updated discussion of effects of educational thought for language development, including understanding irony
television and computer activities on academic learning t New and sarcasm t Expanded discussion of the diverse cognitive bene-
research on preschoolers’ strategies for word learning, including fits of bilingualism t Enhanced consideration of the benefits of coop-
cultural variations erative learning in classrooms t Revised and updated section on
educational media, with special attention to the influence of video
CHAPTER 10 New research on the influence of parents’ elabora- game play on diverse aspects of cognitive development t Updated
tive reminiscing on preschoolers’ self-concept and emotional under- section on U.S. academic achievement in international perspective
standing t Updated Cultural Influences box on cultural variations
in personal storytelling and its implications for early self-concept t CHAPTER 13 New evidence addressing effects of person praise
New evidence addressing contributions of sociodramatic and and process praise on children’s mastery orientation t Expanded
rough-and-tumble play to young children’s emotional and social coverage of cognitive and cultural influences on achievement-
development t Enhanced discussion of cultural variations in socio- related attributions t Updated section on peer acceptance and
dramatic play t Expanded and updated section on contributions rejection t Revised and updated Biology and Environment box on
of early childhood peer relations to school readiness and academic bullies and their victims, with special attention to cyberbullying t
performance t New research on corporal punishment and chil- Recent changes in children’s stereotyped beliefs about achievement
dren’s adjustment, with special attention to children at high genetic t Updated evidence on children’s development in gay and lesbian
risk for behavior problems t Updated Cultural Influences box on families t Expanded coverage of effects of fathers’ employment on
ethnic differences in the consequences of physical punishment t child development t Updated discussion of children’s fears, includ-
Expanded discussion of parent training programs in intervening ing school refusal t Revised and updated Cultural Influences box
with aggressive children, with special attention to Incredible Years on the impact of ethnic and political violence on children t Updated
t Updated evidence on hormonal influences on gender typing t evidence on child sexual abuse, including global prevalence esti-
New Social Issues: Education box on mother–child conversations mates and long-term developmental consequences t Enhanced dis-
as a source of children’s gender stereotypes t Updated section on cussion of resilience, introducing the concept of developmental
styles of child rearing, including Baumrind’s distinction between cascade t New research on social and emotional learning interven-
confrontive and coercive control tions, with special emphasis on the 4Rs program
xvi PREFACE
Pedagogical Features
Maintaining a highly accessible writing style—one that is lucid and engaging without being
simplistic—continues to be one of our major goals. We frequently converse with students,
encouraging them to relate what they read to their own lives. In doing so, we aim to make
the study of child development involving and pleasurable.
Social
Emotional and
in Infancy
7
chapter
Development od
Chapter Introductions and
and Toddlerho Vignettes About Children
Child”
“The Mother and
Ruvini Ariyaran
thna To provide a helpful preview of chapter content, we include an outline
and overview in each chapter introduction. To help students con-
Kahinga la
ka
16 years, Sri Lan
reflects
A mutual embrace
the stro ng, affe ctionate bond struct a clear image of development and to enliven the text narrative,
each chronological age division
her and
between this mot
. Cha pter 7 considers the
child
parental love
importance of
and sens itivi ty for infants’ is unified by case examples
A
feelings of
and toddlers’
secu rity
s Caitlin reached
and com petence. 8 months of age, her
she had become pare nts noticed that
woven throughout that set of
more fearful. One
David left her with
door—an expe
a babysitter, she
evening, when
wailed as they
Carolyn and What’s Ahead in chapters. For example, within
rience she had headed for the chapter
7 the infancy and toddlerhood
Caitlin and Tim accepted easily
my’s caregiver a few weeks earl
wariness of stra Ginette also obse ier.
ngers. When she rved an increasi Erikson’s Theory
turned to go to ng
section, we look in on three chil-
their play to craw
l after her. At the another room,
both babies drop and Toddler Per of Infant
Ginette’s legs, mail carrier’s kno ped sonality
reaching out to ck at the door, Basi c Trust versus Mist
be picked up. they clung to rust
dren, observe dramatic changes
At the same time Autonomy vers
, each baby seem us Shame and
hand produced ed more willful. Doubt
Removing an obje
NORWAY
little response
at 5 months. But ct from the
and striking individual differ-
Vanessa, took at 8 months, whe Emotional Dev
away a table knif n Timmy’s mot elopment
e he had managed her,
REN’S ART, OSLO,
screams and cou to reach, Timmy Basic Emotions

ld not be console burst into angry Und erstanding
d or distracted. and Responding
ences, and address the impact of
All Monica and to the Emotion
Kevin knew abo of Others Eme s
loved by her dest ut Grace’s first rgence of Self-
itute, homeles year was that she Conscious Emo
s mother. Sepa had been deeply tions Beginni
MUSEUM OF CHILD
journey to an unfa
family background, child-rearing
ration from her, of Emotional Self ngs
miliar home, had followed by a long -Reg ulat
sad, turning awa left Grace in shoc ion
y when Monica k. At first she was Tem per ament and
held her close, or Kevin picked extremely
practices, parents’ and children’s

spoke gently, and her up. But as
Grace’s new pare Development
affection. Two satisfied her crav nts The Structure of
ing for food, Grac
NAL
weeks after her e returned thei Tem perament

arrival, her desp
THE INTERNATIO
disposition. She r Measuring Tem

life expe riences, and child-care
burst into a wid ondency gave perament
e grin, reached way to a sunny, Stability of Tem
and laughed at out at the sigh easygoing perament
her brother Eli’s t of Monica and Kev Genetic and Envi
of family mem funny faces. Amo in, ronmental
quality on development. Besides a
bers—“Eli,” “Ma ng her first wor Influences Tem
ma,” and “Dada.” ds were the nam perament and
PERMISSION FROM
she pointed to As her second es Child Rearing:

herself, exclaim birt hday approached The Goodness-
“Gwace’s chicken ing “Gwace!” and , of-Fit Model
set of main characters, many addi-
!” she would ann laid claim to trea
ounce at mealtim sured possessions.
drumstick, a prac es, sucking the BIOLOGY AND
tice she had brou marrow from the ENVIRONMENT
ght with her from Development of
tional vignettes offer vivid examples
Taken together
REPRINTED WITH
120 CHAPTER 3 Prenatal Development , the children’s Cambodia. Shyness and

reactions reflect Sociability
that develop duri two related aspe
ng the first two cts of personality
begin with Erik years: close ties Development
of development among children.
to others and a of Attachment
Ask Yourself development duri
son’s psychoso
ng infancy and
cial theory, whi
ch provides an
sense of self. We
overview of pers
Bowlby’s Ethologi
cal Theory
toddlerh onality Measuring the
developmenREFLECT ood. The
Ask your parents and/or n, as
your grandparents to
Secu rity of
REVIEW List psychological factors during pregnancy that t, we will disc over why fear and we chart the course of emotion Attachment Stab
and Timmy’sdescribe al ility of
predict parenting effectiveness after childbirth. range ofattitudes and experiencesang
emotionto
thaterfostered
becameormor interfered
e
Attachment Cult
244 indi vidu with their capacity s by the aend
build positive
of the parental identity apparent in Caitlin’s Factors That Affe
ural Variations
APPLY Megan, who is expecting her first child, recalls al differences in tem first year. Our attention then ct Attachment
when they were expecting
pera men their first child.
t. We will exam Do you think turns to Security Multiple
her own mother as cold and distant. Suggest steps she concan tributions to thes ine biol 2/9/15 9:55
AM
Attachments
buildingeadiffe
healthy picture of
rences and thei oneself as a parent isogic
more
al and environmenta From Attachment
take to form a confident, positive picture of herself as a new to Peer
Next, we challenging
take up attatoday than it was inr con
yoursequ encesorfor future
parents’ l Sociability Atta
parent. chment to the development. chment
We will see how grandparents’ generation? caregiver, the chil and Later Develop
the feelings of d’s first affectio ment
the child’s expl security that grow nate tie.
oration, sense out of this imp SOCIAL ISSUES:
of independen ortant bond supp HEALTH
Finally, we focu ce, and expandin ort Does Child Care
s on early self- g social relation Threaten
recognized hers development. ships. Attachment Secu
elf in mirrors and By the end of toddlerh rity and Later
photographs, labe ood, Grace Adjustment?
the beginnings led herself as a
of self-control. girl, and showed
“Don’t touch!” CULTURAL INFL
Summary
resisted the desi she instructed UEN CES
re to pull a lam herself one day The Powerful Role
with social expe p cord out of its as she of Paternal
riences to prod socket. Cognitiv Warmth in Dev
uce these chan e advances com elopment
ges during the bine
second year. Self-Developm
Motivations for Parenthood (p. 91) Prenatal Development (p. 95) Prenatal Environmental ent
Self-Awareness
3.1 How has decision making about child- 3.2 List the three phases of prenatal devel- Influences (p. 101) Cate
the Self Self-Con gorizing
bearing changed over the past half century, opment, and describe the major milestones trol
3.3 What are teratogens, and what factors
and what are the consequences for child rearing of each. influence their impact?
and child development?
The first prenatal phase, the germinal period, Teratogens are environmental agents that cause
Adults in Western industrialized nations are freer lasts about two weeks, from fertilization and damage during the prenatal period. Their impact
today to choose whether, when, and how to formation of the zygote through implantation of varies with the amount and length of exposure,
have children. Motivations for parenthood have the blastocyst in the uterine lining. During this the genetic makeup of mother and fetus, the
increasingly emphasized personal fulfillment and time, structures that will support prenatal growth presence or absence of other harmful agents,
deemphasized societal obligations. begin to form, including the placenta and the and the age of the organism at time of exposure.
In industrialized nations, family size has declined umbilical cord. The developing organism is especially vulner-
over the past half century, reflecting in part the able during the embryonic period. In addition 245
© PASCAL GOETGHELUCK/
PHOTO RESEARCHERS, INC.
need to balance career and family. Birth order and to immediate physical damage, some health
BerkICA8_ch
spacing are unrelated to children’s intelligence. 07_244_281_r06.i
ndd 245
outcomes may appear later in development, and
The greater number of births to low-SES mothers physical defects may have indirect psychological
accounts for the link between large family size and consequences.
children’s lower intelligence test scores.
3.4 List agents known to be or suspected of
being teratogens, and discuss evidence
PHOTODISC/GETTY IMAGES
supporting their harmful impact.

Drugs, cigarettes, alcohol, radiation, environ-
mental pollution, and infectious diseases are
teratogens that can endanger the developing
End-of-Chapter Summaries
During the period of the embryo, from weeks organism. Currently, the most widely used potent
2 to 8, the foundations for all body structures are teratogen is isotretinoin, a drug used to treat
laid down. Initially, the nervous system develops severe acne. The prenatal impact of many other
fastest, forming the neural tube, the top of which commonly used medications, such as aspirin and
Comprehensive end-of-chapter summaries, organized

swells to form the brain. Other organs, including caffeine, is hard to separate from other factors
the reproductive system, follow. At the end of this correlated with drug taking.
period, the embryo responds to touch and can
according to the major divisions of each chapter and

JOHN JAMES WOOD/GETTY IMAGES
move.
The period of the fetus, lasting until the end of
Although older parents may be better equipped pregnancy, involves a dramatic increase in body
highlighting important terms, remind students of key

financially and emotionally to rear children, size and completion of physical structures. At the
reproductive capacity declines with age, particu- end of the second trimester, most of the brain’s
larly as women reach their late thirties. Advanced neurons are in place. In the third trimester,
points in the text discussion. Learning objectives are

maternal and paternal age is associated with between 22 and 26 weeks, the fetus reaches the
increased risk of chromosomal and genetically age of viability. The brain continues to develop
influenced disorders. rapidly, and new sensory and behavioral capaci-
included in the summary to encourage focused review.

ties emerge: The fetus distinguishes different
voices and language and musical sounds. Grad-
ually the lungs mature, and the fetus fills the
uterus.
PREFACE xvii
Ask Yourself Questions

Active engagement with the subject matter is supported by
revised and expanded study questions at the end of each
major section. Four types of questions prompt students to
Ask Yourself
CHAPTER 12 Cogn
itive Deve
think about child development in diverse ways: Review

lopment in Midd
le Childhood
455
REVIEW Usin
questions help students recall and comprehend informa-

g Ster
theory of multiple nberg’s triarchic theory and Gard
intelligences, expl ner’s APPLY Josefina
current mental ain the limitatio , a Hispanic four
tests in assessin ns of homework assig th grader, does
tion they have just read. Connect questions help students
intelligence. g the diversity well on
of human nments. But whe
“It’s time for a n her teacher ann
CONNECT test to see how ounces,
Explain how dyna Josefina usually much you’ve lear
mic assessment does poorly. How ned,”
build an image of the whole child by integrating what

consistent with is explain this inco might stereotyp
Vygotsky ’s zone nsistency? e threat
and with scaffoldi of proximal deve
ng (see Chapter lopment
9, pages 323–324) REFLECT Do
. you think that
they have learned across age periods and domains of culturally biased? intelligence tests
What observat are
influenced your ions and evidence
conclusion?
development. Apply questions encourage application Language Deve

lopment
of knowledge to controversial issues and problems faced Vocabulary, gram
mar, and pragmat
12.8 Describe changes
metalinguistic in
awareness, voca
by children, parents, and professionals who work with
obviously than ics continue to bulary,
at earlier ages. develop in mid grammar, and
damental shift. In add dle childhood, pragmatics duri
They develop met ition, children’s attitude tow ng
ard language und though less
middle childhood
12
a system.
.8 Describe chan alinguistic awa .
them. Reflect questions make the study of child develop-

reness, the abil ergoes a fun- 12.9 Describe
ity to think abo
Vocabulary, gr Schooling contrib bilingual
utes greatly to ges in ut language as development,
ammar, and pr extremely com along with adva
metalinguistic mon thes
language learning during reading instruction.
e lang uage competencie of bilingualism ntages
agmatics comeaningful
ment personally by asking students to reflect awareness, voca s. Reflecting on in childhood.
obviously than ntinue to deve language grow
(Ravid & Tolchins And fluent read
bular y,ing is a major
language is
at earlier ages. In additio lop in middle ch grammar, and s out of literacy ky, 2002). As
and supports man we will see, an improved abil
pragmatics durin y complex lang
new source of
ity to reflect on
on their own development
n, children’s atand
titudlife experiences.
e toward langua
Each
ildho od, though less Vomca idbu dllar
e ch y ildhood.
g uage skills.
question is answered on the text’s MyDevelopmentLabge undergoes a 12

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(Weizman & Sno
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words. But chil
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4 million words
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abu
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Wilson, & Fiel readers to 600
in the text margins next to each main head, 2011).
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appearance—knif offe ons also illustrat
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handlebars.” By cutting carrots” rrin
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ear—for example, onyms and exp and
knife. It could lana
knife: “something you tion s of categorical
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1981). This adv ”
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The Cultural
Context
hasized that chil
d development
can be fully und
erstood only
and on this imp
or- an exercise or an application to clarify a challenging con-
in Chapter 1 emp g sections, we exp ways
Our discussion
whe n view ed in its larger cult ural con
of
text
the
. In the followin elopment. First, we discuss
mac
taking up the role ct environmental contexts
rosy stem in dev
for dev elop men t. The n we con-
shield chil-
cept. TAK E A MOMENT...highlights and reinforces the
tant theme by programs that
es and practice
that cultural valu development depends on laws
sider how healthy foster their well-being.
s affe
and government
text’s strength in conversing with and actively engaging
ol experi-
students in learning and in inspiring critical thinking.
and
dren from harm interaction, scho y of us
Cul ture s shape family of daily life. Man
PRACTI CES aspe cts
VALUES AND e—in short, all tion to the prac
-
CULTURAL beyond the hom them in rela
munity settings tage until we see
ences, and com own cultural heri
aspects of our for rearing
remain blind to o should be responsible stu-
Look and Listen
Wh onses from my
tices of others. r the question,
NT. .. Conside some typical resp st people
TAK E A MO ME would you answer it? Here are be ready to care for it.” “Mo
chil dren ? How then they sho uld refle ct a wid ely held
young a baby, statements
decide to have ily life.” These ing for that
dents: “If parents uding into fam children, and pay in which
are not happy
opinion in the
about others intr the care and rearing of young
United States—
that
and only pare nts. This view
has a long hist
rged as cen
ory—one
tral American valu
es This active-learning feature presents students with opportu-
of parents, ily life eme been slow to
care, are the duty reliance, and the privacy of fam others, that the public has
indepen den ce, self-
earn, 2002). It
is one reas on, amo ng
families, such
as high- qua lity chil d care and
to the large
nities to observe what real children say and do and attend to
(Halfon & McL benefits for all also contributed employed
paid employm
ent
ent-supported
endorse governm leave for meeting family nee
rem ain poo
ds. And it has
r, even though
their parents are
gainfully influences on children in their everyday environments. “Look
children who
number of U.S.
(Gruendel & Abe
r, 2007; UNICE
F, 2012).
and Listen” experiences are tied to relevant text sections, with
2/9/15 9:59
AM
the goal of making the study of development more authentic
and meaningful.
xviii PREFACE
Three Types of Thematic Boxes CHAPTER 11 Phys
Social Issues:
ical Developm
ent in Middle Child
hood 425
Thematic boxes accentuate the philosophical themes Educat ion

School Recess—
A Time to Pla
of this book: y, a Time to Le
W
hen 7-year-old
Whitney’s fami
arn
to a new city, she ly moved
left a school with In a series of stud
three daily reces ies, school-age
s periods for one more attentive children were
just a single 15-m in the classroom
EDIT
inute break per with before it—an effec after recess than
Social Issues boxes discuss the impact of social

second-grade teach day, which her t that was grea
O
er canceled if any than fourth grad ter for second
© BILL ARON/PHOT
behaved. Whit child mis- ers (Pell egrini, Huberty,
ney, who had prev 1995). And relat & Jones,
school, complain iousl y enjoyed ive to nonparticipati
ed daily of head
conditions on children and emphasize the need for
second and third ng agemates,
upset stomach. aches and an graders randomly
Her mother, Jill, program of 10-m assigned to a
child is stressing thought, “My inute periods of
out because she distributed acro physical activity
day!” After Jill can’t move all ss the school day
sensitive social policies to ensure their well-being.

and other pare tially higher in scored substan-
appealed to the nts successfully academic achie
school board to year follow-up vement at a three
recess period, add a second (Donnelly et al., -
Whitney’s symp ratings of class 2009). Teacher
Strategies toms vanished
They are divided into two types: Social Issues:

ry, and (Rau
Rese arch
ber, 2006 room disruptive
History, Theo ). decline for child beha vior also
28 CHAPTER 1 In recent years,
recess—along utes of recess a
ren who have more
than 15 min-
opportunities for with its rich day (Barros, Silve
Health
child-organized In another inve r, & Stein, 2009
Education boxes focus on home, school, and Social Issues:

interaction—has play and peer stigation, kind ).
diminished or first graders’ enga ergartners’ and
many U.S. scho disappeared in gement in peer
ols (American Acad and games durin conversation
rics, 2013). Unde emy of Pediat-
ell-Being g recess positively
s Children’s W
community influences on children’s learning—for
r the assumpti later academic predicted
on that extra time achievement, even
s Undermine
for academics
will translate into tors that might after other fac-
Family Chao gains, 80 percent achievement explain the relat
ionship (such as
AMY
of school districts acad emic previous achie
require daily reces lopment no andlong vement) were cont
example, Children Learn About Gender Through

er
child- s fordeve rolled (Pellegrin
RY/AL
dentgs.our elementary scho
ent, fewe olrstu-behavior et al., 2002). Recall from i
l days durin
A
us can recal Amo ng distr achie
icts that do, fewevem -dren Chap ter 10 that chil-
ll of regular spent sleep ’s social maturity
L PHOTOLIBRA
ly routman ines— date lems, and timehalf
r than contributes subs
hoods when fami at least 20 minu
time,
prob
tes of recess per nce, reduced early academic tantially to
tersk for
Mother–Child Conversations; School Recess—A Time
(Cenewor esce competence. Rece
mealtime, bedt
ime, hom Disea ing; and in adol day ss is one of the
and playt imes
Yet —were se Control and Prevtakin entio g, alcoh ol and few remaining contexts School-age child
read ing rathe r than sexu al risk n, 2014 ). devo ted to children, especially
and parent–child a chan
learn ge in a par- subtractinguse, fromand class men tal health organized games that prov physically activ girls, are even more
aps because of ing, room e during recess
© JANINE WIEDE
recess periods drug ide practice in than in gym class
disrupted, perh mealtimes social skills—cooperation,
to Play, a Time to Learn; and Media Multitasking Dis-
vital By providing regul
busy season of boost it! ReseShar
lems. archeddatin .
ly illness, or aback more than 100 years prob g d ship, and leadership, follo ar opportunities
ent’s job, a fami lies,
ing cognitively how ever, confi rms that the likel ihoo inhib ition wer- play and game
s, reces
for unstructured
ts. In some fami demanding also increase distribut- of aggression— and social comp s promotes phys
after-school spor cons
nearlyby introduci tant, tasks over diet er and prote ct supervision rathe
r than direction.
under adult etenc e.
ical, academic,
structure is time of a healthya long
rupts Attention and Learning. Social Issues: Health abse nce of daily feres ng
with regu lar brea adol esce trans
nt fer these As child ren
cons inter ks, rathe and
ityr than skills to the class
tic home life thatolidating inten against obes , & in discussion
join room, they may
yielding a chao & Wint er, 2010). Ansive effort withgindisor (Adam, Snell s, collaborate,
ent (Fieseenha nces attention and eatin oneders perio d, follow rules, and Department of
Education, 2006
healthy developm Sucha supportive con- perfoPend rman ry,ce2007 at all; Fiese & Schwenjo artz,y academic purs
uits more—facto especially, enga ). School-age girls,
boxes address values and practices relevant to chil-

ly life provides breaks areactio partin, ages. enha rs that ge in more mod
organized fami parechild
nt–ren.child inter cularly important
). As these for youn findings suggest,nce motivation and achie exercise during erate-to-vigorous
, invo lved 2008 g vem ent. recess than at
text for warm
to child ren’s well-being. regu lar mea ltimes are a gen- Finally, children are even more day (Mota et al., other times of
the
which is essential omic disadvan- an organized active during reces physically 2005). In sum,
dren’s physical and mental health. Examples include

d to econ indic ator of s than in gym tured reces regular, unstruc-
linke eral s fosters children’s
Family chaos is with limited positive parent
class (U.S.
health and com
, single mothers family life and tence—physically
Biology and En acad-emically, andCHAPTER pe-
tage—especially le the chall enges of ent. ed paren t– child, inter socia
3 Prenatal Deve
lopment
lly. 103
vironment
to jugg involvem warm, relax
incomes struggling s can prevail life interferes with s,
Family Chaos Undermines Children’s Well-Being, U.S. Physical Educ

able child-care stem influence
, shift jobs, unst But family chao A chaotic home problems. Exosy
transportation
and other daily
hassles. But chao
s
at even when fami Thion
lies do engage
e Prenata ,
in
action and contr
ibutes to behavior
place pressures,
can trigger disor
ganized family
arrangements, Physica edict able
l Environment sive work
such families. l activity
Unpr such as exces
sup joint activities.
Public Policy Changes Improve Infant Feeding Practices is not limited to lies as a ports man y aspe ly meals involv- and Health in
thatmen amot— theifami zed cts routines.
/CORBIS
W
ng U.S. r health, their sens disorgani famiof children- ’s develop
Surveys reveal ren has remained e of ntal disci - Later Life
ren’s behav-
timeand with cap childable henself- or lax
hMich woraelpare ributes to child
whole, mothers’ beings, and the ing hars th
enteas redphy the sica
tful worllly Family chaos cont
decades, and cog disrespec d 55 acti ve tive
NG/REUTERS
for gett niti
ago, ve
6 host ile, year s 5 pounds at birth , above and beyond its nega
in Low-Income Families, and Family Stressors and over the past threeing
along ann, with& others. A pline and and
week s soci
prem al skil
ature with
lsd nec child ren’s
fairly stable nsky, Aum only onds, are asso ciateand weigessahing ry ior problemshad a 50 per- tiveness (Coldwell,
increscho
ased ol- (Gali
based nts com mun larg
4icati
poun
e body of the y, & Spag nola , cent grea
terctchan nting effec
fathers’ time has y pare phy sicad l acti
spen him wasn’t surent diffic s doct
evid
(Fies or Fole ering
e, deliv
enc e sure
linkd sand of hearimpa on parece of dying er, 2010). Cha-
themen waytman (Centerme vityadju tostme impherove wouultieldacad
mak t disea Dun 2008; Fiese & Wint 80 sense of
Bond, 2009). But s for s andonly surv dtime eemiit.
mes Mich pres Pike, &se andn, strok
© RICK WILKI
levelDis beco c ael not
Childhood Obesity.
ss inco ease Con ived but fami ly ach ieve e, ce in children a
to Acro ). As
trol and Prev enjo dimi- nish es, even
that time has chan devers
ged. oteand 2006 yed good heal thture after SES ngs indu
mor e tim
fathe rs repo rt
e to mid- forties, when entirly
, its orde on,struc 201 until his
of otherotic
surro and undi
a varie ty 70 snes
powerles s,
acad gem0).
emi ming ent Yet and feelings of
ethnic groups,
both schomoth ols hav e cut ren—for checkup, overcwhel inst,ruct durin g a routenga
ion, ine med healgthhass risksledwere
low self-esteem.
Low birth weigh
t (less than 5.5
50
ing while carin
g for child bac k on rece he was pare
diag nt–child U.S. elemical enta controllebein Not low birth lb)
more multitask box abo ve).just to eat but also ssand (seewarm the Soc nose d with high blood ry d (Bark nder; anxiety and
er, 2009
h enge weight
nosed at Age
pressure
mealtimes not
and
disintype tegra2tes. diabial etes.Issu es:ael Edu catieron a pileup of Godfrey &whic and macrosystem
60 orts—
supp
example, using Sim plan appa Mich can trigg Bark er, ystem
2000 ly poli-
k, read toilarl y,ren, and rent msta nces had no Exos ). The fami
child although mos t
riskDive facto rse for these cond l resources, breedingconnection betweenwork settings with favorable
rs circu
to chec k hom ewor edu cation, ns (Bianchi & Rale y, Coul U.S.
d the stat esofrequntal emo tiona ition s. inclu ding birth 50
care that is affor dabl e
and celebratio only six fami requlydate limitroots ed pare Mich ire som e micr em and weight and cardiovas high-quality child
Biology and Environment boxes highlight growing family outings dates at leas ire itback in ever ael’s healto th phy sica
probosystlemsl tal heal ands
in one
ntly, disruptiont 30 minutes
to hislyypren
grad addition
s.e,Indeve
and thwas cies and cular dis- escalating dem
ingper fami chaoatal only one man
with men ease strongest can help prevent 40
2005). Consequeand 45 rs. scho
evidence olsytem encelopms (pare ent? ntsIncre as-- whoese weigand
reliaforble— peop s (Repetti &
Percentage Diag
pt othe minutes in mid meso sugg day
ests thatinflu
in elem prenatalenta and divorce, singl
le
give way to chao
routine can disru elem pression of fam dle
menily and
tal facto high ntal sepa ry ron-
envi
ratio nscho ol ionshatips), ht-to
on -leng
fami liesththat
ratio a child-care in Early Childhood 305
enta scho ity,
attention to the complex, bidirectional relationship
this ry com rs—lems ones , pare
ol. CHAPTER 8 mun
Physical Development
of and prob that Neanot birth com
few orrly
Possibly beca use seconda are halfortiv e relat was veryg,low— In
2010a). sign one 30
and children cons ry cco
is-
toba scho no toxic
supp ofare
(as U.S program.
phypare sicants l edu cati
or ol alcoh
pare studol)
ntsentswithrathe
but do family time ofisprenatal Wan -home dinner
routines, today’s timeon clas ses
ther. asForthe flow
dur
r not
fairly
erfulatte : Whe
subt ndle, nsuch
any Thes- e childrengrow cent stun ted a take
er initia
th thy, rea-
pris ingltooy,little
toge ing of athe nutr
typi ients
cal
exosy stem is pow
parents com In other large participate ting. d special-orde 20 r a heal
tently say they
have physicahalf l inac of U.S. the placenta—
tivit scho
and ol hormwee ones
nal k.forceacros—
Not winning— parents
-scale studcoul
in a frien
ies, dly go at day’s
between biology and environment. Examples include
ss is theBusy running race y to
y amongatcan of exter sur-from work
Cultural Influences
slightly more than theaffec
chil merct yan a cons, isten goal. Many ly meal, read wher e finishing—not
example, only to five decades later dren ral and individua
hourado s a day
l’s heal
lesc to andth shou ld emphtasize link
sona betw price
bly een d fami
expe
low
rts belie ve that a routine
ereduc
eating toge ther three . muting seve ents is g, pare nts weight and
birth infor mal ingamemak s,ing the fami10 phys
ly dinn
ical ation classes
families report ion Rese arch gem ents often failin rathe r than comp end high
etitivto aid
bloo d
indiv idual exercise,ent.
lopm and
(CASA, 2006; Opin Low child-care arran pressure s orsure, hear
pres e sports.
nces children’s
deve personal progress
family mealsBirth Weight
The Prenatal Environment and Health in Later Life, Deaf
times per week and excert ssive workplace tthat
disea enha
se, strok e, 0
). Frequency of Stro ke, experienc ingHea Dise
Why Are Children from Asian Cultures Advanced in Drawing Skills? ase, tened.and diabetes in midd
Corporation, 2009 ive out- and Diab etesfamily rout ines are threa le adul t- High Blood
ciate d with wide-ranging posit Care job loss— hood emerged
— for Pressure Hear t Disease
is asso language fully controlled anim both or Stroke Diabetes
hood, enhanced
R
sexes and in dive
Children Invent Language, and Autism and Theory of

BerkICA8_ch
child al expe
comes—11_40in 4_427 _r05.indd 425 eturn to the that a poorly
elaborate, expressive drawing, rimedaunting nts revealimitative task, much rse countries
stance.
TAO IMAGES RM/GETTY IMAGES

nourished (see Figure 3.5) FIG URfina
by a Chineserienc
, unde
old, on the rweightlike (Barker, 2009; E 3.5ncial assi
in even
artist esjust
chan4ges years fetus expegrowing
a child up in a and Relationship of
in body struc - John son pan ions hip, adul ilies who low
that ture andcontext
function adv ice, comeni, 2011). system
& Scho thoo
vitie d.s.InFam a follow-up of birth weight to dise
ide in exo birthacti
opening page ofgrea
thistlychapter. Observations whereprov each person
Mind.
increase who Rese weight was assoc munity- more than 2000 ase risk
of young children’sdisea
the risk ofmem
family cardiovas bers archers belie
a breakdove wnthat l or com U.S. births at age
thood- ure, ona
se inexte cular ofplex iated with a great
drawings adul nde
in Asian dcultures, speaks
ative impact
a different com language presspers
few 50, low
ciated, with postnatal
(Franco et al., heart disease, r to the ly increased incid
explo firms the2002 neg facto assoated
sociallyrs isol 7). Refe stroke, and diabe ence of high bloo
such as China, Japan, re thisthe
Korea,
Res relatearc ionshh con
Philippines,
ip in humans, oyment or who
(Cohn,). To2014). Furthermore,
with areunde (Coulton et al.,
200
healt tes after many d
tapped by une mpl resea rweightdare
chil abu invoselved. h risks were contr
exo syst emolled to . (Base other prenatal
Taiwan, and Vietnam, reveal
publskills that cted are U.S. rche
art education
rs emphasizes and of the and
flict of the power
ic
are afferds, gathering infor
reco
the birth incr ease
mati d rate s of con Some speculate
illus trat
that ion
d on Johnson & Scho
eni, 2011.)
remarkably advanced overweig those of
htsdofties their
thou , sho
West- w
sands of British above for an
on
independence— on finding
dive add one’s
itionamo al a poor ly nourished fetus
womenbase
rts large
ern agemates. What andexplains such early artistic Hea lth box
own men style. American teachers elopmen
untst. of bloo abov e 8.8 pounds—was
middle adulSoc ial occues:
and theIssu rrenc children
caus devorga
’s ing d to the brain, associated with
Cultural Influences boxes deepen the attention to incid,ence of brea

e of disea andassume that copyingns in the abdomen, such as the incre asedstem
ability? thood. Thoseily fun ctioning se in
typically and el, the mac rosy a greatly
affect famhave weig hing less than kidneys (involved
in cont bren ner’ s modliver
g cholesterol the macrrosy
othe cancstem st cancer, even
To answer this question, researchers others’ drawingsand stifles creativ-
leve l of Bronfen rollin er risks were cont after
examined cultural influences on children’s ity, soThe they oute rmobloo
discourage stchil-d pres sure), to be unde priority
s. The
that rolled
t. For). The likely culp (dos Santos
Silva et al., 2004
SYS TEM Ozanne, reso urce rsized (Hales & iron men
culture threaded throughout the text. They highlight drawings, comparing China toTHE
CRO
MA States. , cust oms ,
2003and ). The ls of the env rit
S/ALAMY
laws result is heig r leve maternal estro is excessive

the United
of cultural valu
drenes, from doing so (Copple
risk of hear
por disearece
t tthey ive at inne hten ed later gen in the over
weight expectan
Artistic models offered by the con culture, siststeaching &ds Bredekamp,
affe cts the sup
2009).
dia Rather se and stroke.
In the
mother, which
prom t
to chil nee
dren’s than promoting correct ways bete s, inadequate pren case of otes large fetal size and
© BLEND IMAGE
strategies, valuing of the visualgive arts,s and expec- to atal nutrition may alters the mak
both cross-cultural and multicultural variations in child

permanently impa eup of beginnin
ir the pancreas, so that it responds g breast tissue
tations for children’s artistic development can draw, U.S. teachers glucoemphasize leading to estrogen in
se intolerance becoming mali adulthood by
have a notable impact on the art that children imagination and self- expression. to rise as the pers gnan
(Wu et al., 2004 on ages t.
). Yet another hypo
development—for example, Immigrant Youths: Adapting

produce. Does the Chinese method of thesis is that High birth weig
the malf unctionin ht is also associate
In China’s 4,000-year-old artistic tradition, teaching drawing moth skills begin- g placeThe ntascomplex
of somedrawings expectan
increases in pros
of these kindergartners in Shanghai,
tate canc China, 10:00 AMd with
2/9/15
ers permit high t blooyoung er in well,
men and digestive
adults showed children how to draw, encouraging ning in the preschool levelbenefit
s of stresfrom adult expectations that d, andchildren learn to draw
to reachyears s hormones lymphatic canc ,
to a New Land; Why Are Children from Asian Cultures them to master the precise steps required to interfere withincre children’s
the fetus, whic careful teaching
crea- h slows fetal grow of artistic knowledge(Cau and
ghey technique,
& Michels, 2009 and theersrichin both genders
ases fetal bloo artistic tradition th,Chinese culture.
of McCo ; Cnattingius et al.,
depict people, butterflies, fish, birds, and other tivity? To findexce out,ssresearchers d pressure, and prom rmack et al., 2005 2009;
blood glucose, otes ). As yet, the reasons are
images. When taught to paint, Chinese children followed a group of Chinese- predisposing the unclear.
Advanced in Drawing Skills?; and The Flynn Effect: Massive

ing pers on to later disea develop-
follow prescribed brush strokes, at first copying American children 2013). of immigrant parents se (Barkander a & Thornber tasks, including drawing. And the more time they
g, Preventi
their teacher’s model. To learn to write, they group of Caucasian- FinaAmerican children, all from spent, especially when on their parents taught and
lly, prenatally grow The relat
Generational Gains in IQ.

must concentrate hard on the unique details middle-SES two- parent families, from ages th-stun
5 toted9. babiesmodeled drawing ionships
at home, thebetw
more
often gain exce ssive weighuman- men eenmature
prenatal develop-
of each Chinese character—a requirement that At two-year they intervals, the children’s ht in child figure their drawing t and
skills. Atlater
the same time,
have access to
plen
hood , once
the illnesses
-life illne ssesChinese-
do not mean that
likely augments their drawing ability. Chinese drawings were rated
2013). This exce for maturity and tiful food
originality— (Ojha American children’s artistic
are creativity
inevitable.flourished
ss(Huntsinger et al., Rather, the steps
parents and teachers believe that children can inclusion ofincre novel elements weight usuaetllyal., under this take to prote
systematic approach
ct to promoting we
asing the risk of persists, greatly our health can
diab etes risks from prevent prenatal
be creative only after they have acquired a 2011). Findings revealed that on each occasion, and heart disea artistic maturity. becoming reali
se. indiv ty. Researchers
foundation of artistic knowledge and technique the Chinese- High
American Birthchildren’s
Weightdrawings were In sum, even though idua ls who young
wereChinese
low-weig children advise
(Golomb, 2004). To that end, China has devised more advanced and also more creative.
and Can cer at birth to get their ht or high -weight
The othe are taught how to draw, regular artistic
medical products
r prenatal grow scree checkups and
a nationalPren art curriculum with th extre ning tests
atal environm entalstandards
factors
and Interviews weigrevealed
ht—is linke that Caucasian-
d to brea
American
me—high birth are original.
disea
Once they succeed
that increat drawing
ase the odds basic
later life. This
teaching materials extending
baby ’s high from age 3can affect health in
through parents more monoften malignan mentioned st canctheir
providing er, the most com forms, they se detectionadd
spontaneously . They unusual
also reco details of early
birth weight place cy adult wom - mme
301 secondaryincre ased risk for breas
school. t cance
s her children
at with
2008 a).rich
In variety in of art materials, en (Barker et al., of their own. sisteAlthough
nt attention Western
to children
diet, weig may nd con-
hood r in adulthood. a study of more ht, fitne
ent in Early Child The United States, as well, has a rich artistic whereas Chinese- women,American parents than more2,00 0 British come up with s—
often stres richcont ideas about
rolla whatrsto draw, ss, and
ical Developm high birth weig ble facto that contribute
CHAPTER 8 Phys tradition, but its styles and conventions are enor- reported enrolling their children ht—
in artespe lessons,
cially weight until they acquire
cardiovasthe cularnecessary
disease, skills, they to
adult-onse t
mously diverse compared with those of Asian cul- rating the development of artistic competence and cancer.those ideas. Cross-
cannot implement culturaldiabetes,
tures. Children everywhere try to imitate the art as more important. The Chinese-American chil-
ow research indicates that children benefit from
What We Kn
Applying
around them as a way to acquire their culture’s dren also spent more time as preschoolers and adult guidance in learning to draw, just as they
ildhood
in Early Ch “visual language.” But American children face a kindergartners in focused practice of fine-motor do in learning to talk.
inten tional Injuries BerkICA8_ch
Reducing Un
03_090_121_r04.i
ndd 103
encourage
supervision. To
DES CRI PTI ON nearly constant
preschoolers need in the reasons behind them
, consistently
SUG GES TIO N understanding
and self-control,
lish the rules, expla CULTURAL VARIATIONS IN DEVELOPMENT OF DRAWING In cultures that have rich
Despite gains in obey safety rules, estab .
opriate children to reme
mbe r and them ies and artistic traditions and that highly value artistic competence, children create elaborate draw-
Provide age-appr ren for following their share of injur
safety instructio
n. and praise child us have more than ings that reflect the conventions of their culture. Adults encourage young children by guiding
supervision and enforce them, negative, or curio
e, distractible, them in mastering basic drawing skills, modeling ways to draw, and discussing their pictures.
unusually activ ets out of sight
,
Children who are ucts in high cabin aded in a
’s temperament. need extra mon itorin g. erou s prod Peers, as well, talk about one another’s drawings and copy from one another’s work (Boyatzis,
Know the child kitchen, store dang is impossible, store them unlo
example, in the ; if that s in containers 2000; Braswell, 2006). All of these practices enhance young children’s drawing progress. And
es for safety. For er. Remove guns keep all medicine
Examine all spac a latch ed draw room , and as the Cultural Influences box above reveals, they help explain why, from an early age, children
serious dangers implements in hoolers to the
bath
Eliminate the most and keep sharp ny young presc in Asian cultures are advanced over Western children in drawing skills.
Always accompa is 4 feet
from the home. locked cabinet. 8 or until the child
with safety caps
. seat up to age seat; passenger
- In cultures with little interest in art, even older children and adolescents produce simple
y seat or booster ys ride in the back
erly installed car safet ren should alwa r leave a forms. In the Jimi Valley, a remote region of Papua New Guinea with no indigenous pictorial
opria te, prop y time . Child h to a child. Neve
ys Use an age-appr the child in correctly ever can caus e injur y or deat 3 to 5 time s faster than
ile travel, alwa strap that they ases
During automob 9 inches tall, and seat depl oy so forcefully body temperature incre
properly in the side air bags in
the front a child ’s core
restrain the child a cool, sunny day;
a car, even on h. .
back seat of the
car. child alone in t injur y or deat , and jungle gyms
risk of permanen r swings, see-saws
an adult’s, with been placed unde
d matting has
, wood chips, or rubberize outdoor play.
Make sure sand ys supe rvise drownings.
round equipme
nt s for dang erous plants. Alwa pool s are frequent sites of so muc h
Select safe playg Check yard shallow, inflatable r; they may swal
low
g water play; even ld not be immersed in wate
and sites. rve children durin s shou
Constantly obse g children’s head ulsions and deat
h.
around water. swimming, youn can lead to conv 6.
Be extra cautious While they are icatio n, whic h
usually arou nd age 5 or
lop water intox help care for it— teach
that they deve sing. Model and
Applying What We Know Tables

gh to handle and g playful roughhou
is mature enou often occur durin
until the child an animal; bites
Wait to get a pet
around animals. g child alone with
Practice safety Never leave a youn t.
men
humane pet treat
In this feature, we summarize research-based applications on many

es of gross-
Source: Safe Kids
Worldwide, 2008.
8.6 Cite major
and fine-mot
mileston
or development
in early issues, speaking directly to students as parents or future parents and
ent
Motor Developm to those pursuing different careers or areas of study, such as teaching,
childhood. es in
idual differenc
8.7 Describe indiv to
or skills and ways
od park, pre- preschoolers’ mot
in a neighborho
health care, counseling, or social work. The tables include Supporting
early
development in
year-olds at play ls occurs in earl
y nce mot or
several 2- to 6-
enha
NT. .. Observe new motor skil
TAK E A MO ME will see that an explosion of of todd lerh ood. childhood.
care center. You ement patterns skills into
scho ol, or chil
childhood, each
d-
of which builds
on the
chool years, chil
sim pler
dren continue
mov ious ly acqu ired
to integrate prev bodies grow larger and
l as their
Early Langugage Learning, Helping Children Manage Common Fears
During the pres se each new skil present new cha
llenges,
. Then they revi
more complex,
stronger, their
dynamic systems
central ner vou s systems
gains in
develop, their
perc
environments
eptual and cog
niti ve cap acities. of Early Childhood, and Regulating Screen Media Use.
goals, aided by
and they set new
t
Developmen of gravity shifts
Gross-Motor more streamlined
vy, their center
and less top-hea tly, paving the way for new
grea
ies become improves ome smooth
As children’s bod the trunk. As a result, balance age 2, preschoolers’ gaits bec
ard y. By and later by
downward, tow cles of the bod first by running
lving large mus e the ground, at
motor skills invo re enough that soon they leav
rhyt hmi c— secu ping . are free d to experiment
and skip torsos
, galloping, and their arms and
jumping, hopping ome steadier on their feet,
As children bec
-
Then upper- and chool years, all
skills
bars and rings. end of the pres
jumping. By the
g, catc hing , hopping, and
when thro win
PREFACE xix
MiLESTncyON ES d
and Toddlerhoo
in Infa
EMOTIONAL/SOCIAL EMOTIONAL/SOCIAL Engages in deferred imitation of actions an
Development
Joins in play with familiar adults, siblings, adult tries to produce, even if not fully realized.
Smiling; and laughter increase in frequency
own lang uage (208)
ds not used in and expressiveness. (249) and peers. (273–274)
“Screens out” soun speech. (187–189) Categorizes objects conceptually, on the basis of
ful Anger and fear increase in frequency and
perceives meaning to detect
© ELLEN B. SENISI
common function or behavior. (221)
LANGUAGE d, babbles. (235) Increasing ly uses featu ral information intensity. (249–250)
S end of this perio an object. (194
–195) Begins to use language as a flexible symbolic
BIRTH–6 MONTH Coos and, by the tion with the identity of
Stranger anxiety and separation anxiety appear.
(196)
lish joint atten to improve. tool, to modify existing mental representations.
Begins to estab events. (236) ption continues (250, 262)
labe ls objects and Intermodal perce (209)
caregiver, who Uses caregiver as a secure base for exploration.
COGNITIVE
(250)
ARIEL SKELLY/BLE S
ND
/SOCIAL LANGUAGE
IMAGE
EMOTIONAL direc ted,

(248) tional, or goal- Shows “clear-cut” attachment to a familiar
Engages in inten
Milestones Tables
laughter emerge. Produces 200 to 250 words. (235)
IMAGES/GET TY
Social smile and in face-to- behavior. (204)

caregiver. (262)
ion. (204) Combines two words. (238)
tone of caregiver matched hidden in an initia
l locat
Matches feeling cts Finds an object
Increasingly detects the meaning of others’
on; later, expe
face communicati emotional expressions and engages in social
EMOTIONAL/SOCIAL
) referencing. (250–251)
responses. (250
A Milestones table appears
emotion
Y
Realizes that others’ emotional reactions may
ive from negative
T PHOTOGRAPH
Self-conscious emotions (shame, embarrassment,
Distinguishes posit expressions. (250) Regulates emotion by approaching and differ from one’s own. (251) guilt, envy, and pride) emerge. (251)
l
in voices and facia well organized
retreating from stimulation. (252)
Complies with simple directives. (278)
ns beco me Acquires a vocabulary for talking about feelings.
at the end of each age

essio
Emotional expr ronmental
related to envi
PHYSICAL
(253)
ly. (159–160) and meaningfully 13–18 MONTHS
© LAURA DWIGH
ht increase rapid 19–24 MONTHS Begins to use language to assist with emotional
Height and weig events (250)
division of the text. The

xes decline. (143
) PHYSICAL PHYSICAL
self-regulation. (253)
Newborn refle s; shows
tastes and odor Begins to tolerate caregiver’s absences more
Y
Height and weight gain are rapid, but not as great

S/ALAM
Distingui shes basic s. (148) gain s Jumps, walks on tiptoe, runs, and climbs. (182)
sweet-tasting food as inbyfirst
ated year; toddlers slim down. (159–160) easily; separation anxiety declines. (262)
preference for improves, as indic ns with
operantly Recall memory actio
tion of adults’ Walking is better coordinated (182)
tables summarize major
© TETRA IMAGE
ically and Recognizes image of self and, by end of this
© ELLEN B. SENISI
be class
Responses can in deferred imita period, uses own name or personal pronoun to
–178) )
conditioned. (176 recovers to objects. (207–208 ogy
Manipulates
to a previous
small objects with improved
refer to self. (276)
anging stimuli; anal
physical, cognitive, lan-
lems by coordination. (186, 204)
Habituates to unch Solves simple prob
–179)
novel stimuli. (178 problem. (208)
© LAURA DWIGHT PHOTOGRAPHY

a night–day COGNITIVE
of subtle sets
ly organized into cts on the basis
is incre asing Categorizes obje al cont rast
guage, emotional, and

Sleep eptu
when the perc Explores the properties of objects by acting on
schedule. (169
) of features, even is minimal. (219 ) in novel ways. (203)
, and grasps objects. ories them
Holds head up,
rolls over between categ
attention and Searches in several locations for a hidden
social attainments, pro-

(182) binocular, tion by shifting
Regulates emo LANG UA GE object. (206)
y to motion, then ) y sounds of
Shows sensitivit . (189–190) self-soothing. (252 to caregiver to include man Engages in deferred imitation of adults’ actions
rial depth cues and babbles more Babbling expands of the child ’s
and finally picto facial pattern; es, laug hs, s and patterns with objects over longer delays and across a
spoken language
viding a convenient aid
Smil
prefers human (192–193) ger. (262) ity. (235–236)change in context—for example, from child
Recognizes and face. than to a stran language commun
res of mother’s ically distinct from mes more (208)
recognizes featu stimuli as Awareness of self as phys
with care giver beco
care to home.
tory and visual ases. (276) Joint attention
for reviewing the chronol-

Perceives audi (187, 195) surroundings incre accurate. (236)
Sustained attention improves. (217) Manipulates small objects with good
patte rns. pat-a-cake and
organized spatial games, such as Recall memory improves further. (219) coordination. (186, 204)
ng on motion and S Takes turns in
Moves from relyi information— 7–12 MONTH peekaboo. (236
) Sorts objects into categories. (221)
using featural
arrangement to
shape, color, and
pattern—to visua
lly detect
PHYSICAL
Realizes that pictures can symbolize real
COGNITIVE
ogy of child development.
© ELLEN B. SENISI
an obje ct. (194 ) e schedule. (169) objects. (209) Solves simple problems suddenly, through Less often makes scale errors. (276–277)
the identity of tlike sleep–wak
al (visual, Approaches adul representation. (205)
range of intermod (195–196) ls, and walks. (182
) Shows signs of empathy. (278)
Masters a wide
le) relationsh ips. Sits alone, craw Finds a hidden object that has been moved
auditory, and tacti while out of sight. (205)
Categorizes self and others on the basis of age,
sex, physical characteristics, goodness and
Y
Engages in make-believe play, using simple

COGNITIVE
T PHOTOGRAPH
badness, and competencies. (278)

rred imitation actions experienced in everyday life. (205)
ediate and defe Shows gender-stereotyped toy preferences.
Engages in imm )
l expressions. (207 (278)
of adults’ facia

viors that lead to
beha
Repeats chance lts. (203–204) Self-control, as indicated by delay of
© LAURA DWIGH
interesting resu ing, pointing) to

pleasurable and gestures (show
gratification, emerges. (279)
eness of man y phys ical Uses preverbal vior and to
Has some awar anence) and rs’ goals and beha Starts to use words to influence a playmate’s
uding object perm influence othe
properties (incl (205 –206) ey infor mati on. (236) behavior. (274)
l knowledg e. conv )
basic numerica word meanings. (237
ent and flexible. Comprehends
some
mes more effici rstands
Attention beco this period, unde
Around end of and says first
(216–217) oves. ence of words
ory for visual events impr displaced refer
Recognition mem flexibility and words. (237)
LANGUAGE
ing improve in
(217–218) similar Reaching and graspCHAPTER grasp. (185–186
) Steadily adds to vocabulary. (237)
base d on obje cts’ s refined pinc7er Emotional and Social Development in Infancy and Toddlerhood 265
Forms categories (219) accuracy; show By end of this period, produces 50 words. (235)
s. is discussed. milestone
physical propertie s on which each
the page or page
became parents before they were psychologically ready but, : Numbers in parentheses indicate
od Note Note: Numbers in parentheses indicate the page or pages on which each milestone is discussed. MILESTONES Development in Infancy and Toddlerhood 283
with social support, grew into the role.cy and Toddlerho 80
lopment in Infan
DeveSES
ESlow-
282In contrast,
MILESTONin families with many daily stresses, Avoidant
Secure
attachment generally moves away from security or changes 70 Resistant AM
2/9/15 10:03
from one insecure pattern to another (Fish, 2004; Levendosky
et al., 2011; Vondra et al., 2001). And in a long-term follow-up 60
from infancy to early adulthood, child maltreatment, mater-
Percentage of Infants
nal depression, and poor family functioning were associated
Enhanced Art and Photo Program

50
with shifts from security to insecurity (Weinfield, Sroufe, &
Egeland, 2000; Weinfeld, Whaley, & Egeland, 2004).
40
These findings indicate that securely attached babies
more often maintain their attachment status than insecure
babies, whose relationship with the caregiver is, by defini-
tion, fragile and uncertain. The exception is disorganized/
30
The art and page-layout style present concepts and research findings with
disoriented attachment, an insecure pattern that is either
highly stable or that consistently predicts insecurity of another
20
clarity and attractiveness, thereby aiding student understanding and
type in adolescence and early adulthood (Aikens, Howes, &
retention. Each photo has been carefully selected to complement the text
10
Hamilton, 2009; Hesse & Main, 2000; Weinfeld, Whaley, &
Egeland, 2004). As you will soon see, many disorganized/ 0
discussion and to represent the diversity of children around the world.

Germany Japan Israeli United States
disoriented infants experience extremely negative caregiv- Kibbutzim
ing, which may disrupt emotional self-regulation so severely
that confused, ambivalent feelings toward parents persist. FIGURE 7.4 A cross-cultural comparison of infants’ reactions in the
Strange Situation. A high percentage of German babies seem avoidantly attached,
whereas a substantial number of Japanese and Israeli kibbutz infants appear resistantly
Cultural Variations attached. Note that these responses may not reflect true insecurity. Instead, they are
probably due to cultural differences in child-rearing practices. (Based on van IJzendoorn
Cross-cultural evidence indicates that attachment patterns & Kroonenberg, 1988; van IJzendoorn & Sagi-Schwartz, 2008.)
may have to be interpreted differently in certain cultures.
For example, as Figure 7.4 reveals, German infants show considerably more avoid- CHAPTER 6 Cognitive Development in Infancy and Toddlerhood 243
ant attachment than American babies do. But German parents value independence
and encourage their infants to be nonclingy, so the baby’s behavior may be an Infant tests consisting largely of perceptual and Language Development (p. 231) Around 12 months, toddlers say their first
intended outcome of cultural beliefs and practices (Grossmann et al., 1985). In motor responses predict later intelligence poorly. word. Young children often make errors of
© AFRIPICS.COM/ALAMY
As a result, scores on infant tests are called 6.10 Describe theories of language develop- underextension and overextension. Rate of
contrast, a study of infants of the Dogon people of Mali, Africa, revealed that none ment, and indicate the emphasis each places on
developmental quotients (DQs), rather than IQs. word learning increases steadily, and once
showed avoidant attachment to their mothers (True, Pisani, & Oumar, 2001). Even Speed of habituation and recovery to visual stimuli innate abilities and environmental influences. vocabulary reaches about 200 to 250 words,
when grandmothers are primary caregivers (as they are with firstborn sons), Dogon is a better predictor of future performance. Chomsky’s nativist theory regards children as two-word utterances called telegraphic speech
mothers remain available to their babies, holding them close and nursing them naturally endowed with a language acquisition appear. At all ages, language comprehension
6.9 Discuss environmental influences on early
promptly in response to hunger and distress. mental development, including home, child device (LAD). Consistent with this perspective, a develops ahead of production.
Japanese infants, as well, rarely show avoidant attachment (refer again to Fig- care, and early intervention for at-risk infants grammatically complex language system is unique
JO UNRUH/GETTY IMAGES
ure 7.4). Rather, many are resistantly attached, but this reaction may not represent and toddlers. to humans.
true insecurity. Japanese mothers rarely leave their babies in others’ care, so the Research with the Home Observation for
Although language-related structures—Broca’s
and Wernicke’s areas—exist in the left hemi-
Strange Situation probably induces greater stress in them than in infants who fre- Measurement of the Environment (HOME) shows
sphere of the cerebral cortex, their roles are more
quently experience maternal separations (Takahashi, 1990). Also, Japanese parents that an organized, stimulating home environ-
complex than previously assumed. But the broad
view the attention seeking that is part of resistant attachment as a normal indicator ment and parental affection, involvement, and
association of language functions with left-
encouragement repeatedly predict higher mental
of infants’ efforts to satisfy dependency and security needs (Rothbaum et al., 2007). test scores. Although the HOME–IQ relationship is
hemispheric regions is consistent with Chomsky’s
Likewise, infants in Israeli kibbutzim frequently show resistant attachment. For partly due to heredity, family living conditions
notion of a brain prepared to process language.
Evidence for a sensitive period for language
these babies, who can sense the fear of unfamiliar people that is pervasive in their also affect mental development.
development also supports this view.
communities (see page 250), the Strange Situation probably induces unusual distress Recent theories suggest that language develop-
© RICK GOMEZ/CORBIS
(van IJzendoorn & Sagi, 1999). Despite these and other cultural variations, the secure ment results from interactions between inner
pattern is still the most common attachment quality in all societies studied to date capacities and environmental influences. Some
Girls show faster progress than boys, and both
(van IJzendoorn & Sagi-Schwartz, 2008). interactionists apply the information-processing
shy and emotionally negative toddlers acquire
perspective to language development. Others
language more slowly. Low-SES children, who
emphasize the importance of children’s social
receive less verbal stimulation than higher-SES
Factors That Affect Attachment Security skills and language experiences.
children, have smaller vocabularies—a strong
6.11 Describe major milestones of language predictor of later language and literacy skills.
Dogon mothers of Mali, West Africa, stay close to their
What factors might influence attachment security? Researchers have looked closely babies and respond promptly and gently to infant
development in the first two years, individual Most toddlers use a referential style of language
at four important influences: (1) early availability of a consistent caregiver, (2) qual- hunger and distress. With their mothers consistently
differences, and ways adults can support infants’ learning, in which early words consist largely of
ity of caregiving, (3) the baby’s characteristics, and (4) family context, including par- and toddlers’ emerging capacities. names for objects. A few use an expressive style,
available, none of the Dogon babies show avoidant
Quality of infant and toddler child care influences in which social formulas and pronouns are
ents’ internal working models. attachment.
cognitive, language, academic, and social skills.
Infants begin cooing at 2 months and babbling
around 6 months. Around 10 to 11 months, their common and vocabulary grows more slowly.
Standards for developmentally appropriate
skill at establishing joint attention improves, Adults in many cultures speak to young children
practice specify program characteristics that
and soon they use preverbal gestures. Adults can in infant-directed speech (IDS), a simplified form
meet young children’s developmental needs.
encourage language progress by responding to of communication that is well-suited to their
Intensive intervention beginning in infancy and infants’ coos and babbles, playing turn-taking learning needs. Parent–toddler conversation
extending through early childhood can help games, establishing joint attention and labeling is one of the best predictors of early language
prevent the gradual declines in intelligence and what babies see, and responding verbally to their development and academic competence during
the poor academic performance evident in many preverbal gestures. the school years.
In-Text Key Terms with Definitions,

poverty-stricken children.
End-of-Chapter Term List, and

accommodation (p. 202) executive function (p. 216) overextension (p. 237)
End-of-Book Glossary
adaptation (p. 202) expressive style (p. 239) production (p. 238)
A-not-B search error (p. 204) Home Observation for Measurement of the recall (p. 218)
assimilation (p. 202) Environment (HOME) (p. 226) recognition (p. 218)
autobiographical memory (p. 220) infant-directed speech (IDS) (p. 240) referential style (p. 239)
Mastery of terms that make up the central vocabulary of the automatic processes (p. 216)
babbling (p. 235)
infantile amnesia (p. 220)
intelligence quotient (IQ) (p. 225)
scheme (p. 202)
sensorimotor stage (p. 201)
field is promoted through in-text highlighting of key terms

central executive (p. 216) intentional, or goal-directed, behavior (p. 204) sensory register (p. 215)
circular reaction (p. 203) joint attention (p. 236) short-term memory store (p. 215)
comprehension (p. 238) language acquisition device (LAD) (p. 231) standardization (p. 225)
and definitions, which encourages students to review the cooing (p. 235)
core knowledge perspective (p. 211)
long-term memory (p. 216)
make-believe play (p. 205)
telegraphic speech (p. 238)
underextension (p. 237)
terminology of the field in greater depth by rereading related

deferred imitation (p. 205) mental representation (p. 205) video deficit effect (p. 210)
developmentally appropriate practice (p. 228) normal distribution (p. 225) violation-of-expectation method (p. 205)
developmental quotient (DQ) (p. 226) object permanence (p. 204) working memory (p. 215)
information. Key terms also appear in an end-of-chapter displaced reference (p. 209) organization (p. 202) zone of proximal development (p. 222)
page-referenced term list and an end-of-book glossary.

xx PREFACE
Acknowledgments Eugene Geist, Ohio University

Sabine Gerhardt, University of Akron
Abi Gewirtz, University of Minnesota
The dedicated contributions of a great many individuals helped Kristine Hansen, University of Winnipeg
make this book a reality and contributed to refinements and Vivian Harper, San Joaquin Delta College
improvements in this eighth edition. Algea Harrison, Oakland University
Janice Hartgrove-Freile, North Harris Community College
Reviewers Vernon Haynes, Youngstown State University
An impressive cast of reviewers provided many helpful suggestions Bert Hayslip, Jr., University of North Texas
and constructive criticisms, as well as encouragement and enthusi- Sandra Hellyer, Butler University
asm, for the organization and content of the text. We are grateful to Joan Herwig, Iowa State University
each one of them. Paula Hillmann, University of Wisconsin, Waukesha
Robert Hiltonsmith, Radford University
Shayla Holub, University of Texas, Dallas
For the First Through Seventh Editions Christie Honeycutt, Stanly Community College
Scott Adler, York University Malia Huchendorf, Normandale Community College
Mark B. Alcorn, University of Northern Colorado Lisa Huffman, Ball State University
Joseph Allen, University of Virginia Clementine Hansley Hurt, Radford University
William Aquilino, University of Wisconsin Jennifer Jipson, California Polytechnic State University
Armin W. Arndt, Eastern Washington University Scott Johnson, New York University
Martha Arterberry, Colby College Joline Jones, Worcester State University
Lamia Barakat, Drexel University Kate Kenney, Howard Community College
Cecelia Benelli, Western Illinois University Shirin Khosropour, Austin Community College
Kathleen Bey, Palm Beach Community College Elisa Klein, University of Maryland
Heather Bouchey, University of Vermont John S. Klein, Castleton State College
Donald Bowers, Community College of Philadelphia Claire Kopp, Claremont Graduate School
Michele Y. Breault, Truman State University Eugene Krebs, California State University, Fresno
Jerry Bruce, Sam Houston State College Carole Kremer, Hudson Valley Community College
Kristy Burkholder, University of Wisconsin, Madison Gary W. Ladd, University of Illinois, Urbana–Champaign
Melissa Burnham, University of Nevada, Reno Deborah Laible, Lehigh University
Lanthan D. Camblin, University of Cincinnati Linda Lavine, State University of New York at Cortland
Joseph J. Campos, University of California, Berkeley Sara Lawrence, California State University, Northridge
Linda A. Camras, DePaul University Gail Lee, Jersey City State College
Gustavo Carlo, University of Nebraska—Lincoln Judith R. Levine, State University of New York at Farmingdale
Lynn Caruso, Seneca College Miriam Linver, Montclair State University
Nancy Taylor Coghill, University of Southwest Louisiana David Lockwood, Humber College
Raymond Collings, SUNY Cortland Frank Manis, University of Southern California
Diane Brothers Cook, Gainesville College Martin Marino, Atlantic Cape Community College
Nicole Campione-Barr, University of Missouri, Columbia Mary Ann McLaughlin, Clarion University of Pennsylvania
Jennifer Cook, Kent State University Megan McLelland, Oregon State University
Roswell Cox, Berea College Annie McManus, Parkland College
Ronald Craig, Edinboro University of Pennsylvania Trent Maurer, Georgia Southern University
Zoe Ann Davidson, Alabama A&M University Cloe Merrill, Weber State University
Sheridan DeWolf, Grossmont College Daniel Messinger, University of Miami
Matthew DiCintio, Delaware County Community College Rich Metzger, University of Tennessee at Chattanooga
Constance DiMaria-Kross, Union County College Karla Miley, Black Hawk College
Jacquelynne Eccles, University of Michigan Joyce Munsch, California State University, Northridge
Jeff Farrar, University of Florida Jennifer Trapp Myers, University of Michigan
Bronwyn Fees, Kansas State University Virginia Navarro, University of Missouri, St. Louis
F. Richard Ferraro, University of North Dakota Larry Nelson, Brigham Young University
Kathleen Fite, Southwest Texas State University Peggy Norwood, Red Rocks Community College
Peter Flynn, Northern Essex Community College Peter V. Oliver, University of Hartford
Trisha Folds-Bennett, College of Charleston Behnaz Pakizegi, William Patterson University
Nancy Freeman, University of South Carolina Virginia Parsons, Carroll College
William Friedman, Oberlin College Karen Peterson, University of Washington, Vancouver
Jayne Gackenbach, MacEwan University Julie Poehlmann, University of Wisconsin—Madison
PREFACE xxi
Tom Power, Washington State University Maggie Renken, Georgia State University
Kavita Prakash, Heritage College Dorothy Sluss, James Madison University
Joe M. Price, San Diego State University Joan E. Test, Missouri State University
Cathy Proctor-Castillo, Long Beach Community College Virginia Tompkins, Ohio State University
Verna Raab, Mount Royal College
Raghu Rao, University of Minnesota
Mary Kay Reed, York College of Pennsylvania Editorial and Production Team
Michael Rodman, Middlesex Community College We have been fortunate to collaborate with a highly capable editorial
Alan Russell, Flinders University team at Pearson Education. It has been a great pleasure to work once
Pamela Schulze, University of Akron again with Tom Pauken, Managing Editor, who oversaw the prepa-
Tizrah Schutzengel, Bergen Community College ration of the fourth and seventh editions of Infants and Children and
Johnna Shapiro, Illinois Wesleyan University who returned to edit this eighth edition as well as its supplements
Elizabeth Short, Case Western Reserve University package. We cannot capture in words Tom’s amazing contributions:
Delores Smith, University of Tennessee His careful review of manuscript, keen organizational skills, respon-
Gregory Smith, Dickinson College sive day-to-day communication, insightful suggestions, astute prob-
Laura Sosinsky, Fordham University lem solving, interest in the subject matter, patience, thoughtfulness,
Thomas Spencer, San Francisco State University and sense of humor (at just the right moments) greatly enhanced the
Carolyn Spies, Bloomfield College quality of the text and made it possible for us to keep pace with Pearson’s
Kathy Stansbury, University of New Mexico tight revision time frame. Tom is truly our editor extraordinaire: We
Connie Steele, University of Tennessee, Knoxville greatly look forward to working with him on future projects.
Janet Strayer, Simon Fraser University Donna Simons, Senior Production Project Manager, coordi-
Marcia Summers, Ball State University nated the complex production tasks for the seventh edition as well
Daniel Swingley, University of Pennsylvania as for this eighth edition, transforming our manuscript into an
Christy Teranishi, Texas A&M International University exquisitely beautiful text. We are grateful for Donna’s keen aesthetic
Dennis Thompson, Georgia State University sense, attention to detail, flexibility, efficiency, thoughtfulness, and
Tracy Thorndike-Christ, Western Washington University incredible commitment. We cannot count the number of times
Connie K. Varnhagen, University of Alberta Donna has been there for us, not just during typical working hours
Athena Vouloumanos, McGill University but virtually at all hours—finding a way to create a more convenient
Judith Ward, Central Connecticut State University page layout, suggesting a more effective turn of phrase in our prose,
Shawn Ward, Le Moyne College improving on an artwork sketch to make the resulting figure more
Alida Westman, Eastern Michigan University effective, and much, much more.
Jayne White, Drury University Rachel Trapp, Editorial Assistant, has been nothing short of
Colin William, Columbus State Community College amazing. In addition to spending countless hours expertly gather-
Belinda Wholeben, Rockford College ing and organizing scholarly literature, she assisted with so many
Sue Williams, Southwest Texas State University editorial and production tasks that they are, literally, too numer-
Deborah Winters, New Mexico State University ous to list. Judy Ashkenaz, Development Editor, commented on
Ilona Yim, University of California, Irvine each chapter prior to our revision, helping to ensure that we listened
Nicole Zarrett, University of South Carolina, Columbia attentively to each of the reviewers’ recommendations and sugges-
tions. She also prepared the new Lecture Enhancements for the
Instructor’s Resource Manual and revised its chapter summaries
For the Eighth Edition and outlines. Our appreciation to Judy for her work on more edi-
Shannon Audley-Piotrowski, Smith College tions of Infants and Children than any other member of the publish-
Janet J. Boseovski, University of North Carolina Greensboro ing team.
Kate Fogarty, University of Florida We thank Sarah Evertson for helping to identify the exceptional
Dominic Gullo, Drexel University photographs that so aptly illustrate the text narrative. Margaret
Shanta Hattikudur, Temple University Pinette provided outstanding copyediting and Julie Hotchkiss,
Hiu-Chin Hsu, University of Georgia impeccable proofreading.
Zsuzsa Kaldy, University of Massachusetts Boston The instructor resources package benefited from the talents and
Sarah Kollat, Pennsylvania State University diligence of several other individuals. Kimberly Michaud, Jeanie
Murray Krantz, Florida State University McHale, and Rachel Trapp prepared a superb Test Bank along with
Stuart Marcovitch, University of North Carolina Greensboro excellent MyDevelopmentLab and REVEL assessments. Rachel
Amy H. Mezulis, Seattle Pacific University Trapp is also responsible for the beautifully illustrated PowerPoint
Amanda Morris, Oklahoma State University—Tulsa presentation. Maria Henneberry and Phil Vandiver of Contempo-
Winnie Mucherah, Ball State University rary Visuals in Bloomington, IL, collaborated with us in producing
Dara Musher-Eisenman, Bowling Green State University an artistic and inspiring set of new video segments covering diverse
Angela Nievar, University of North Texas topics in child development.
xxii PREFACE
Rachael Payne prepared the ad copy and informative e-mails supervised while I was busy writing. My teenage children, Charlie
to the sales representatives and the field about Infants and Chil- and Isabel Cutting, are my best cheerleaders. As usual, they were
dren, Eighth Edition. She also designed our text website, www good-natured about their mother’s hectic schedule and periodic
.infantschildrenandadolescents.com. Rachael’s insightful and cre- high stress levels. I also thank my parents, Barbara and Joel Meyers,
ative work also appears within Pearson’s product website, www for nurturing my writing skills, believing in me more than I believed
.pearsonhighered.com/berk-ica-8e-info. We thank, as well, Lindsey in myself, and demonstrating all of the features of high-quality par-
Gill, Marketing Manager, for day-to-day marketing efforts aimed enting that we describe throughout this text.
at ensuring that up-to-date information about the text and its I am grateful to my friends and colleagues, Rocío Rivadeneyra,
instructor resources reaches Pearson Education’s sales force. Maura Toro-Morn, Sue Sprecher, Rachel Bowden, Amy Wood,
Last but not least, our sincere thanks to Roth Wilkofsky, Senior Corinne Zimmerman, and Renée Tobin, for camaraderie that kept
Publisher of Arts and Sciences, for crafting a caring climate at me sane and balanced, and for understanding when I was too busy.
Pearson in which to prepare this revision. We are indebted to Roth In addition to being an especially supportive department chair and
for valuing our work, bringing us to New York for the eighth edi- a good friend, Scott Jordan imparted some of the most important
tion planning meeting, visiting our community to get to know us professional advice I have ever received. Karina Diaz and Amanda
in the everyday settings in which we work, and periodic problem Rohan proved to be exceptionally reliable and conscientious gradu-
solving and encouragement. We have benefited greatly from his ate assistants, whose help was indispensable throughout my work
wide-ranging knowledge and experience, and his cordiality. on this project.
Finally, I thank Laura Berk for the opportunity to collaborate
with her on this remarkable textbook. Her mentorship and example
Family, Colleagues, and Friends inspire my best work.
Immeasurable gratitude goes to our families, colleagues, and friends
for their patience, understanding, and support. Laura E. Berk and Adena B. Meyers
From Laura: I thank my family for being there for me during over
a quarter-century of work on my suite of Pearson titles. My sons,
David and Peter, grew up with my texts, passing from childhood to
adolescence and then to adulthood as successive editions were writ-
ten. David has a special connection with the books’ subject matter as
an inner-city elementary school teacher. Peter is now an experienced
mydevelopmentlab
MyDevelopment Lab is a collection of online homework, tutorial,
attorney, and his vivacious and talented wife Melissa joins a new gen- and assessment products, integrated with the eText, that is designed
eration of university faculty engaged in innovative teaching and to improve students’ learning. Authored by Laura Berk and Adena
research. All three continue to enrich my understanding through Meyers, MyDevelopmentLab for Infants and Children, Eighth Edi-
reflections on events and progress in their own lives. My husband, tion, engages students through active learning and promotes in-
Ken, willingly put on hold much in our life together to accommodate depth mastery of the subject matter, thereby fostering more
the challenges and pace of this revision. His astute reflections and thorough preparation for class, quizzes, and exams.
support made all the difference during the project’s final months.
My appreciation, as well, to Richard Payne, colleague, friend, A Personalized Study Plan analyzes students’ study needs into
and fellow Pearson author, for many profitable discussions about three levels: Remember, Understand, and Apply.
the writing process, the condition of children and families, and
other topics that have significantly influenced my work. Greg A Variety of Assessments enable continuous evaluation of
Simpson, Dean of the College of Arts and Sciences, has taught from students’ learning.
my texts, repeatedly underscoring their importance to Illinois State The Gradebook helps students track progress and get immedi-
University. In addition to warm friendship and advice on the cover ate feedback. Automatically graded assessments flow into the
image and design, Harold and Marlene Gregor have provided me Gradebook, which can be viewed in MyDevelopmentLab or
with an unmatched model of lifelong creativity. Throughout the exported.
preparation of this project, my long-time friend Jana Edge ensured The eText allows students to highlight relevant passages and
that a five- to six-mile early morning walk preceded my sitting add notes. It can be accessed through a laptop, iPad®, or tablet.
down to write. For extraordinary counsel, I am immensely grateful An app is available to facilitate download.
to Paul LiCalsi and Devereux Chatillon.
Extensive video footage includes NEW segments produced by
From Adena: I am especially grateful to Cooper Cutting for encour- author Laura Berk.
aging me to pursue this project despite his own significant work Multimedia simulations include NEW topics, with simula-
commitments. I appreciate the many family dinners he prepared, tions designed by author Laura Berk to seamlessly comple-
rides to and from school he provided, and hours of homework he ment the text.
PREFACE xxiii
Careers in Human Development explains how studying

human development is essential for a wide range of career
Instructor Resources
paths. This tool features more than 25 career overviews, which
contain interviews with actual practitioners, educational In addition to MyDevelopmentLab and REVEL, several other
requirements, typical day-to-day activities, and links to web- author-produced student and instructor materials accompany
sites for additional information. Infants and Children, Eighth Edition.
Biographies of major figures in the field. Examples include Erik Instructor’s Resource Manual (IRM) This thoroughly revised
Erikson, Jean Piaget, Lev Vygotsky, Eleanor Gibson, Lawrence IRM can be used by first-time or experienced instructors to enrich
Kohlberg, and™Carol Gilligan. classroom experiences. Two new lecture enhancements accompany
REVELMyVirtualChild is an interactive web-based simulation that each chapter, presenting cutting-edge topics, with article citations
allows students to rear a child from birth to age 18 and monitor and suggestions for expanding on chapter content in class.
the effects of their parenting decisions over time.
REVEL ™
Test Bank The Test Bank contains over 2,000 multiple-choice and
essay questions, all of which are page-referenced to chapter content
For a sampling of MyDevelopmentLab’s rich content, visit
www.mydevelopmentlab.com. and also classified by type.
REVEL ™
Pearson MyTest This secure online environment allows instruc-

tors to easily create exams, study guide questions, and quizzes from
REVEL ™
any computer with an Internet connection.
Revel is an immersive learning experience designed for the way
TM
PowerPoint Presentation The PowerPoint presentation pro-
today’s students read, think, and learn. Built in collaboration with vides outlines and illustrations of key topics for each chapter of the
REVEL ™
educators and students nationwide, REVEL is Pearson’s newest, text.
fully digital method of delivering course content.
REVEL further enlivens the text by integrating into the authors’ “Explorations in Child Development” DVD and Guide
REVEL ™
narrative interactive media and assessments, thereby offering stu- This REVISED DVD WITH 10 NEW SEGMENTS is over five
dents additional opportunities to engage deeply with course content hours in length and contains more than 50 four- to ten-minute nar-
while reading. Greater student engagement leads to more thorough rated segments, designed for classroom use, that illustrate the many
understanding and improved performance throughout the course. theories, concepts, and milestones of child development. The DVD
To learn more about REVEL, visit www.pearsonhighered.com/ and Guide are available only to instructors who are confirmed
REVEL. adopters of the text.
About the Chapter Opening Art
We would like to extend grateful acknowledgments to the International Museum of Children’s Art,
Oslo, Norway; to the International Child Art Foundation, Washington, DC; and to the World
Awareness Children’s Museum, Glens Falls, New York, for the exceptional cover image and chapter
opening art, which depict the talents, concerns, and viewpoints of young artists from around the
world. The awe-inspiring collection of children’s art gracing this text expresses family, school, and
community themes; good times and personal triumphs; profound appreciation for beauty; and
great depth of emotion. We are pleased to share with readers this window into children’s creativity,
insightfulness, sensitivity, and compassion.
“A Child’s Dream of
Parents with More Time”
Mia Koch
16 years, Norway
3&13*/5&%8*5)1&3.*44*0/'30.5)&*/5&3/"5*0/"-.64&6.0'$)*-%3&/4"35 04-0 /038":

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and resourceful brain he was doubtless planning his campaign,
determining the best method of exploding his bombshell in Deanery
Street.
He paused at last in his restless pacing and turned to his
lieutenant, who knew the man too well to put any direct questions.
“Well, Sellars, we have drawn a blank with Alma Buckley, through
no fault of yours. You couldn’t have done more than you have. We
shall have to precipitate matters, and blow up Clayton-Brookes and
that young impostor, whom the world takes for his nephew, in the
process.”
Sellars would have dearly liked to have an actual inkling of what
his astute leader was planning, but he knew it was useless asking.
Lane never revealed his coups beforehand. When they were
accomplished, he was as frank as he had previously been reticent,
and would explain with perfect candour the processes by which he
had engineered them.
“Well, good-bye, Lane. Sorry the result wasn’t satisfactory. Better
luck next time. Can I get on to any other portion of the job?”
The detective thought not, at the moment; what was left he was
going to take into his own hands. But he praised his able young
lieutenant very highly for the work he had done down at Brinkstone,
the foundation on which the superstructure of the subsequent
investigations had been built.
In the meantime, while Lane was preparing his coup, Rupert
Morrice had been stealthily pursuing his line of investigation.
A passionate man by nature, he had experienced the greatest
difficulty in restraining himself on his return from the jeweller who
had told him that the supposed “birthday” necklace was a worthless
imitation. When his wife returned about five o’clock unconscious of
the tragic happenings during her brief absence, his first impulse was
to follow her up to her room, tell her what he had learned and wring
from her a confession.
But he held himself in by a great exercise of self-control. He
wanted more evidence, he wished to make sure if this was an
isolated instance or one of a series of similar transactions.
As it happened, fortune was adverse to the wrong-doer, and in the
banker’s favour. Mrs. Morrice’s friend was very unwell, and the lady
drove down to her on the two following days to cheer her up, leaving
early in the morning and returning about the same time in the
afternoon. As on the previous occasion, the maid was given a
holiday during the few hours of her mistress’s absence.
The coast therefore was quite clear for Morrice, and he took
advantage of his unique opportunities with grim determination.
Rosabelle alone in the house had an idea that something was going
on from noting the fact that she met him in the hall on one of the
mornings, carrying a small bag and wearing a very grim expression,
as if he were engaged on some urgent but disagreeable business.
In all he took some ten very valuable pieces of jewellery to the
same man for examination. The result in each case was similar, they
were all cleverly executed imitations of the original gifts he had
presented to her. That was enough for him. She had a pretty large
collection, and it might be that a great many of them were not
substitutes; that she had not so far made use of them for her secret
purposes. On those of which he was quite certain from the expert’s
evidence, he reckoned that, even selling at a greatly depreciated
price, she must have realized several thousands of pounds.
On the afternoon of the third day he was pacing his room about
five o’clock like a caged lion, feverishly awaiting his wife’s return,
waiting to confront her with the anonymous letter, and reveal to her
his verification of the charges it contained.
The clock on the mantelpiece struck five, the quarter, and the half-
hour. His face grew darker and darker, as the tide of his righteous
wrath swelled. Six o’clock struck, and no sign of Mrs. Morrice. Then
ten minutes later a telegram was brought to him which after reading
he cast angrily on the floor. It explained that her friend was very
unwell, that she was stopping the night at her house, and would
return home at lunch time to-morrow.
The storm could not burst to-day on the devoted head of the
woman who had played so foolishly with her husband’s trust in her.
The unexpected delay incensed further the unfortunate financier,
against whom of late fate seemed to have a special grudge.
Rosabelle came in while he was fuming, to ask him for a small
cheque in anticipation of her quarter’s allowance. So preoccupied
was he with his bitter thoughts of the gross way in which he had
been deceived that he wrote the cheque like a man in a dream, and
the girl noticed that his hand trembled. When he looked up to give it
to her, she saw that his face was as black as night.
“Uncle dear, whatever is the matter?” she cried impetuously. For
some little time past she had had an uneasy feeling, one of those
presentiments which occur so often to sensitive people, that there
was trouble of some sort brewing in this household.
“Nothing the matter, my child,” he answered evasively, passing his
hand wearily across his forehead. Much as he loved his pretty niece,
much as he trusted her, he could not as yet reveal to her the cause
of his trouble, betray the woman in whom he had believed—who
bore his honoured name.
But the girl persisted. “But, dearest uncle, you are hiding
something from me. You look so strange, I am sure you are very
much moved. Have you had disturbing news?”
For a little time the unhappy man refrained from answering that
question, inspired by no spirit of girlish curiosity, but by the sincerest
and most loyal affection.
“Yes, my child, I have had bad news, very bad news, I am afraid I
am a poor dissembler,” he said at length. “Later on, under the strict
seal of secrecy, I may tell you the cause of my trouble. But not now,
not now. Run away, my precious little girl, and leave me to my black
mood.”
She dared not worry him further, although her heart was aching for
him. Nobody knew better than she the kind, tender nature underlying
that rather stern exterior. Before she obeyed him, she put her arms
round his neck and kissed him affectionately.
“Tell me when you please, dear, in your own good time, and your
poor little Rosabelle, to whom you have always been so kind and
generous, will do her best to comfort you.”
“I know you will, you precious, warm-hearted girl.” He clasped her
hand almost convulsively. What he had found out had wounded him
to the core. Nothing hurt this strong, proud man so much as the
discovery that his confidence had been misplaced in those near to
him, that his trust in them had been abused.
“Thank heaven, I have one dear little friend in the world, one dear,
loyal little friend who has never given me a moment’s uneasiness,
who I am confident never will. But run away now, my darling. I
cannot speak yet, even to you, of what is troubling me.”
She obeyed him, and left the room wondering. The words he had
spoken had been very vague, but her quick instinct had prompted
certain suspicions of the cause of his deep perturbation. She was
confident that Mrs. Morrice was at the bottom of it. Had he found out
something to her discredit, and if so, what? Was it possible that Lane
had conceived it to be his duty to report to him that conversation
between aunt and nephew which she had overheard?
They dined alone that night, and she was sure that his deep gloom
must have been noticed by the servants who waited on them. And
she was sure it was not business matters that troubled him. He had
always boasted that he never brought home his office worries with
him, had expressed his contempt for men who did so, who had no
power of detachment. “When a man comes back to his home it is his
duty to make his family happy, and leave his business behind him,”
had been a favourite dictum of his, and to do him justice he had
always acted up to it.
After dinner they went up to the drawing-room, but he made no
pretence of being cheerful. Rosabelle asked if the piano would
disturb him. He shook his head, and she played very softly a few of
her favourite pieces. Suddenly Morrice rose, went to her, and kissed
her.
“I am wretched company to-night, my little girl,” he said; his face
still wore its hard gloomy expression, but there was a sadness in his
voice that went to the girl’s heart. “You stay here and amuse yourself
as best you can. I am going to my study, and shall not see you again
this evening. Good-night, dear.”
Rosabelle clung to him. “Oh, uncle, can I do nothing to help you?”
He gave her a grateful smile, but shook his head obstinately, and
left the room. She played on a little after he had gone, but she was
full of troubled thoughts, and hardly knew what she was doing.
And Rupert Morrice, the great financier, the successful man of
business, respected by all who knew him, envied by many, sat alone
in his room, devoured by bitter and revengeful thoughts. What had
his wealth done for him, if it failed to buy loyalty from those who were
near to him, on whom he had lavished such kindness and
generosity?
It was only a little past eight o’clock, they had dined early as was
often their custom when they had no company. Would the weary
evening ever come to a close? But when it did, and he went to his
room, he knew he would not be able to sleep.
Suddenly the telephone bell rang. Glad of the momentary
diversion, he crossed to the instrument and unhooked the receiver.
It was Lane’s voice that was speaking. The detective was late at
his office, and it had occurred to him to ring up on the chance of
finding Morrice in and making an appointment for to-morrow
morning. He had that day, after much reflection, judged that it was
time to precipitate matters—to launch his coup.
“Ah, good-evening, Mr. Morrice. I have something of the utmost
importance to communicate to you, and the sooner the better. Can I
see you to-morrow?”
The financier’s deep voice came back through the telephone. “To-
morrow, certainly, any time you please, preferably in the morning.
But, if convenient to you, come round at once. Mrs. Morrice is away;
I am here alone.”
Lane was rather glad to hear it. He answered that he would come
at once. What he was about to tell Morrice was bound to produce a
violent explosion, but it would not occur while he was in the house.
A few moments later the detective stood in the financier’s private
room, in a mood almost as serious as that of Morrice himself.
CHAPTER XXI
ROSABELLE HAS A GRIEVANCE
“Y OU have something of importance to communicate to me, Mr.

Lane,” were Morrice’s first words. “Take a seat, please.”
“Something of the greatest importance, and also, I am very sorry
to say, of a most unpleasant nature. You must be prepared to receive
a great shock, Mr. Morrice.”
A grim smile fleeted across the financier’s gloomy countenance.
He had already received a very startling shock, in time he would get
inured to them.
“It concerns a young man named Archibald Brookes who, I
understand, is a frequent visitor at your house, also a member of
your family, the alleged nephew of your wife and also of Sir George
Clayton-Brookes, supposed to be her brother-in-law by the marriage
of his brother Archibald, who died in Australia, to her sister.”
At the two ominous words “alleged” and “supposed,” Morrice
looked keenly at his visitor, but he made no comment. He knew this
was a man who did not speak at random, who carefully weighed his
utterances. What was he going to hear now? Well, nothing would
surprise him after what he had already discovered for himself.
Duplicity came naturally to some temperaments.
The detective went on in his calm, even voice. “It is one of the
disagreeable duties of our profession to make unpleasant
disclosures. I made certain discoveries after taking up this case for
Mr. Richard Croxton which up to the present I have withheld from
you, out of consideration for your feelings. The time is come when
you ought to know the truth. Sir George’s family consisted of himself
and two brothers, there were no sisters. Both of these brothers died
unmarried. Therefore Sir George can have no nephew. Mrs. Morrice
was the only child of a not very successful artist; her mother lost her
life in giving her birth. Therefore the same remark applies to her,
young Archibald Brookes is no more her nephew than he is Sir
George’s. And, of course, it follows that there was no marriage
between her sister and his brother.”
Morrice’s face went very white. “You have satisfied yourself that
there is no flaw in your evidence—that it is quite reliable?”
“Unquestionably,” was the detective’s answer. “My evidence with
regard to your wife is her father’s statement made frequently in the
hearing of several persons. As to Sir George’s brother, a colleague
of mine in Australia made exhaustive inquiries on my behalf and
found that Archibald Brookes senior had never married. I have also
got further evidence from an old friend of mine at Scotland Yard who
has had Sir George and his supposed nephew under observation for
some time; that the young man was brought up under the charge of
a woman named Alma Buckley, a not very prominent member of the
music-hall profession, up to the period when Sir George adopted him
and put about this story. Further, that at the time of his adoption
young Archie Brookes was occupying an insignificant commercial
post in the city of London. Of course, you know nothing of all this?”
The words were not put in the form of a question, but rather
conveyed the assumption that it was impossible the financier could
have any knowledge of such a gross deception.
But they brought to the surface at once that fiery temper which up
to the present he had kept in check.
“What do you take me for, sir? My greatest enemy can never say
of me that I have been guilty of a mean or dishonourable action. Do
you think for a moment, from any motives whatever, even from a
desire to shield one so closely related to me, I would be a party to
such a shameful fraud?”
Lane hastened to pour oil on the troubled waters. “Pardon me, Mr.
Morrice, I did not hint at such a thing. I said that, as a matter of
course, you knew nothing about it.”
“It was almost unnecessary that you should say even as much as
that,” growled Morrice, only half appeased. His mind was quick
enough when he chose to exercise it. This man had been rendered
suspicious and distrustful of everybody by his calling, and the sinister
secrets he discovered in the pursuit of it. He had half suspected, or
at any rate thought it within the bounds of possibility, that Morrice
might have some inkling of what had been going on, and he had
chosen this way of provoking a definite disclaimer.
“There are other things it is my duty to tell you,” went on the
detective smoothly; he was not going to take any further notice of
that angry outburst. “For some long time past Mrs. Morrice has been
in the habit of supplying the young man with money. I cannot
estimate the amount that has passed into his hands, but judging
from his extravagant habits, I should say it must be a considerable
sum, much more than the lady could afford if she were to maintain
her position as the wife of a wealthy man.”
A lightning inspiration came to the unfortunate financier. “Am I not
right in saying that you sent me an anonymous letter on this very
subject?”
Lane felt it was useless to prevaricate. “I did. I may be wrong, but I
felt it was the best way to set you on the track. I thought it would be
very painful for you to be warned in a more open and direct way. I
trust that the suspicion I threw out was not justified.”
He said this with a very good show of concern, although he was
certain he had not fired that shot at random. Mrs. Morrice’s avowal
that she had been half ruined, and that it could not go on, had
convinced him that her assistance to young Brookes had not been
confined to a few hundreds out of her annual allowance—these
would have gone no way with such a determined prodigal.
For the first time in his life, Rupert Morrice’s proud head drooped
in deep humiliation. It was terribly degrading to him to listen to the
detective’s merciless recital, to know that the treachery of the woman
who bore his name, to whom he had given an honoured and assured
position, was, as it were, the common property of others.
“Alas,” he said, in a voice from which every trace of anger had
fled, which only expressed feelings of the most unutterable sadness.
“Your suspicions have been fully justified. From whence did you get
all this information that enabled you to make such an accurate
diagnosis of what was happening?”
But Lane was very staunch, and as high-minded as a man could
be in the trying circumstances of such a profession. He would
certainly not give Rosabelle away, for if he did Morrice would be sure
to think she should have come to her uncle first and discussed with
him the propriety of going to Lane at all. He had in a manner rather
stolen a march upon her, but she should not suffer.
“You must excuse me, Mr. Morrice, if I am unable to answer that
very natural question. I always like to be as frank as possible with my
clients, but there are times when, from motives perfectly satisfactory
to myself, I am unable to reveal the means by which I obtain our
information.”
Morrice made no reply. He would have dearly loved to know, but
he was fair-minded enough to appreciate the detective’s excuse.
Probably he had obtained his knowledge from some prying servant
in the house who had kept a close watch upon his wife. Lane was
not the man to despise the assistance of any instrument, however
humble. Not for one moment did it occur to Morrice that his niece
was implicated in the matter.
“And now, Mr. Morrice, I don’t wish to ask you more than I can
help, for I can fully understand how you must be suffering, and how
painful it must be for you to talk over these things with a stranger.
But you say that my suspicions are confirmed—in short, you have
made your investigations and found what I surmised, that a
considerable number of jewels have been realized, and imitations
put in their place. Am I right in saying that it means a large sum?”
“Several thousands of pounds, even taking into account the
depreciated price which could be obtained for them,” was Morrice’s
answer.
“I guessed it. But I doubt if it has all gone into the pockets of young
Brookes. Mind you, I have no actual evidence of what I am going to
say—it is, if you like, absolute theory—but Sir George is in this game
and has engineered it from the beginning. They are in this together,
depend upon it. Which gets the better share I cannot say; I should
fancy the older and more experienced rogue.”
“I daresay you are right,” said Morrice wearily. “We know him to be
a rogue from his being a party to this nephew fraud. And yet he
poses as a rich man, although Mrs. Morrice has more than once
dropped a hint that he is fast dissipating his money at the gaming-
table.”
So that was his vice attributed to him by one who knew too well,
thought the detective. That accounted for his being well-off one day
and a pauper the next.
After exacting from Morrice a promise that he would not use the
information in any way, Lane told him what he had picked up from
his friend at Scotland Yard, viz. that Sir George was strongly
suspected of being in league with high-class crooks.
The unhappy financier sat crushed and humbled by all these
terrible revelations. His world seemed falling about his ears—his
wife, of whose integrity he had never entertained the slightest
suspicion, the friend and confidant, the associate in a vile deception,
of a man of good birth and position strongly suspected of being
engaged in criminal enterprises. He had never taken kindly to Sir
George; he was too plausible and artificial for his liking. For the
supposed nephew he had entertained a good-natured contempt. But
he had never harboured the faintest idea that they were a couple of
base scoundrels.
Lane rose to go. Later on he would have to say more to Mr.
Morrice, but to-night he had said enough.
“I think you told me over the telephone that your wife was away. I
suppose you have said nothing to her yet?”
“Nothing,” answered Morrice, with a face like granite. “I have not
had time. It was only to-day that I got the full amount of proof I
wanted. If it had only concerned itself with one article of jewellery, or
a couple at the outside, I might have thought she had sold them to
defray some gambling debt, some bills that she was ashamed to tell
me about.”
“Quite so, Mr. Morrice. But I take it when your wife returns you will
confront her and extort a confession.”
Nothing could have been grimmer than the husband’s expression
as he answered. It was easy to see he would be as hard as flint
when his righteous wrath was aroused—pitiless, unforgiving.
“Of course. And please, Mr. Lane, do not speak of her as my wife.
The law, I know, will not sever the tie for such a cause as this, but so
far as I am concerned that tie is already severed. She returns to-
morrow, and in another twenty-four hours the same roof will not
shelter us. I shall not leave her to starve; I shall make her a decent
allowance, and she can live out the rest of her shameful life in the
society of friends congenial to her—this scoundrel Clayton-Brookes
and the rascal whose aunt she pretends to be—perhaps the woman
Alma Buckley, of whom I have never heard.”
“And whom she visits secretly,” interposed Lane. “I have had her
watched and know that for a fact.”
“Ah, I am not surprised; in fact, nothing would surprise me now.
Mark you, I shall not publish to the world the story of her treachery.
Why should I fill the mouths of curious fools? It would not undo my
wrongs nor alleviate my bitter humiliation. I shall agree with her to
concoct some tale of incompatibility extending over many years and
culminating in a separation absolutely necessary for the peace of
mind of both. The truth will be known for certain to two people, you
and myself, perhaps a third—my niece Rosabelle Sheldon. You, I am
convinced, Mr. Lane, are a man of discretion and will keep your
knowledge to yourself.”
Lane assured him that the secrets of all his clients were sacred to
him. One last question he put before he left.
“You will make her confess who this so-called Archie Brookes
really is?”
And Morrice’s voice was as hard as iron as he answered: “You
may rely upon me to do my best. Good-night, sir. What I have
learned through your masterly activities has been inexpressibly
painful, but thank heaven I know at last the foes in my own
household. I shall no longer live in a fool’s paradise.”
Shortly after Lane’s departure he went to his room, but try as he
would, sleep refused her kindly solace. The man had been shaken to
the very foundation of his being.
On his way out Lane found Rosabelle waiting for him in the hall as
on a previous occasion; she had heard of his visit from one of the
servants.
“Why are you here to-night?” she whispered. “Has anything of
importance happened?”
“A great deal,” Lane whispered back. “It was not till the last
moment I made up my mind to come, but certain things happened
which rendered it necessary to hasten matters. I have not time to tell
you now, it would take too long. Slip down to my office to-morrow
morning as early as you can.”
Much wondering, the girl promised she would be there as near ten
o’clock as possible.
“And just one last word, Miss Sheldon. I have told your uncle that
young Brookes has been sponging on Mrs. Morrice, and much has
been found out. But your name has not been brought in. Forget all
about that conversation you told me of. Best, if your uncle should
question you to-night or to-morrow, to dismiss it from your mind, to
appear surprised as you would have been if you had never
overheard it. I will explain to-morrow. Good-night. I will not stop a
second longer; he might come out any moment and surprise us.”
Restless and impatient for that to-morrow, the girl’s sleep was little
less broken than her uncle’s. What was Lane going to tell her? Was
he going to be perfectly frank after all?
She was there a little before the time appointed, but Lane was
disengaged and saw her at once. He made a clean breast of it this
time, and told her everything that had happened from the beginning
of his investigations.
“I may as well tell you that I went over to Mr. Croxton the other day
and told him all that I knew. And I am afraid you will never forgive
me, Miss Sheldon, when you know that I made it a condition of my
confidence that he should keep it to himself till I removed the
embargo. But I had my reasons, reasons which I can’t very well
explain and which, I am sure, would be unconvincing to you.”
Rosabelle was very shocked at her aunt’s duplicity and disgusted
when she learned the truth about Archie Brookes. But she was not
so preoccupied with the emotions to which his recital gave rise as
not to be more than a little hurt that Lane had kept her in the dark
longer than anybody else.
“I suppose the truth is you have a contempt for women, and place
no trust in them?” she said resentfully.
The detective made the most diplomatic answer he could in the
circumstances, apparently with a satisfactory result. Anyway, they
parted good friends.
CHAPTER XXII
HUSBAND AND WIFE
M ORRICE stayed in the next day waiting for the return of his wife
from her country visit. She was to arrive home in time for lunch.
About twelve o’clock Rosabelle came into his room; she had just
returned from her visit to Lane.
“Oh, uncle, there is a strange young man in the hall with a letter for
auntie. He says his instructions are to give it into her own hands. He
was told that she would be back before lunch-time, and he said he
would wait. He seems rather mysterious. Would you like to see
him?”
Morrice nodded his head and strode into the hall, where he found
standing a sallow-faced young fellow, quite a youth, with a tall
footman mounting guard over him, as it were, on the look-out for
felonious attempts.
“What is it you’re wanting, my man?” he asked roughly. He did not,
any more than his servant, like the appearance of the fellow, who
seemed a furtive kind of creature with a shifty expression.
The furtive one explained hesitatingly in a strong cockney accent:
“A letter for Mrs. Morrice, sir. I was to be sure and give it into no
hands but her own.”
Something very suspicious about this, certainly. Morrice thought a
moment, pondering as to the best way to proceed with this rather
unprepossessing specimen of humanity. He had a common and
unintelligent kind of face, but he looked as if he possessed a fair
share of low cunning.
A week ago Morrice would have thought nothing of such an
incident; he would have told the man to come later when his wife
would have returned. But recent events had developed certain
faculties and made him anxious to probe everything to the bottom, to
scent mystery in every trifling act.
“Who sent you with the letter, and gave you such precise
instructions, my man?”
The answer came back: “Mrs. Macdonald, sir.”
Morrice’s brows contracted. He was as sure as he could be of
anything that the man was telling a lie.
“Mrs. Macdonald, eh? Where does she live?” was the next
question.
This time the answer did not come as readily; there was a
perceptible hesitation. Morrice guessed the reason as rapidly as
Lane himself would have done. The sender of the letter had primed
the messenger with a false address. Out of loyalty to his employer,
he had been cudgelling his rather slow brains to invent one.
“Number 16 Belle-Vue Mansions, Hogarth Road, Putney,” he said,
speaking after that slight hesitation with a certain glibness that was
likely to carry conviction.
Morrice did not know of any woman of the name of Macdonald
amongst his wife’s acquaintances. Still, that might mean nothing; it
might be a begging letter which the writer had taken these unusual
means of getting to her.
“Let me have a look at the envelope,” demanded Morrice.
The shabby, furtive-looking young fellow began to appear a bit
uneasy, with the dictatorial master of the house regarding him with
anything but a favourable eye, the young girl standing in the
background who seemed no more friendly, and the tall footman
standing before the door, barring a sudden exit.
“Beg pardon, sir, but my orders was most precise to only give it
into the hands of the lady herself.”
Morrice saw that he must change his tactics. He took from his
pocket a couple of treasury-notes which made a pleasant crackle as
he flourished them before the youth’s face.
“You see these, don’t you? I take it you haven’t got too much
money. They are yours if you let me see the envelope, only the
envelope. I don’t want to take your letter,” he added with a cunning
that was quite a recent development of his character. “As soon as
I’ve seen that you can go out and come back in an hour when Mrs.
Morrice will have returned home.”
The youth fell into the trap. Slowly he produced from his pocket
the letter which he held gingerly between his finger and thumb for
the inspection of the superscription on the envelope. Quick as
lightning, Morrice snatched at it and put his hand behind his back,
throwing at him with his disengaged hand the treasury-notes he had
promised.
“Now get out of this, my fine fellow, and never dare to come to this
house again with such an impudent message. Tell Mrs. Macdonald
of Putney, or whoever it may be that sent you, that Mr. Morrice
insisted on having that letter, and that it will be given to Mrs. Morrice
on her return.”
The furtive creature slunk away; after that drastic action he had no
more fight in him. Morrice remembered the waiting footman whose
impassive countenance did not betray any surprise at this rather
extraordinary scene over what seemed a trifle, and turned to his
niece with a smile that was decidedly forced.
“Never heard of such cheek in my life. Some impudent mendicant,
I expect. By gad, they are up to all sorts of dodges nowadays.”
He marched back into his own room, and Rosabelle went to hers
to think over what this action of her uncle’s meant. It was evident he
attached considerable significance to that letter which was only to be
delivered into Mrs. Morrice’s hands. What was he going to do with it?
Well, it did not much matter. He knew enough now, and in a very
short time the bolt would fall, according to what Lane had told her.
Morrice had made up his mind what to do with it. Never in his life
had he opened correspondence not intended for his perusal; never
again, he hoped, would he be forced to resort to such a mean action.
But everything was fair now; it was justifiable to meet cunning with
cunning, duplicity with corresponding duplicity.
He opened that letter with the sure instinct that it would be of help
to him, and he was not deceived. There was no address and no
signature. Evidently the handwriting was too well known to Mrs.
Morrice to require either. It was very brief; but even if he had not
known what he already did, it would have revealed to him a great
portion of what he had lately learned.
“A young man has been to see me, says he is not a
professional detective, and doesn’t look like one, but very
keen. Wanted to get out of me all about your early life. Of
course, he got nothing. The worst is he seems to know
something about Archie, knows that I brought him up. Be
on your guard; I am afraid trouble is brewing.”
He put this damaging missive in his pocket along with the
anonymous letter, and presently went up to his wife’s room to await
her return to the home which, he had resolved, should no longer
shelter a woman who had deceived him so grossly. He guessed at
once the writer of this warning note—it could be none other than
Alma Buckley, the friend of her youth. The reference to her having
brought up the man known as Archie Brookes proved that beyond
the possibility of doubt.
How long it seemed before the minutes passed and the door
opened to admit the familiar figure! Preoccupied with her own
thoughts, Mrs. Morrice hardly looked at her husband as she
advanced to give him the perfunctory kiss which is one of the
courtesies of a placid and unemotional married life.
But when he drew back with a gesture of something like
repugnance from the proffered caress, she noted for the first time the
terrible expression on his face, and was overcome with a deadly
fear.
“What is the matter? Why are you looking like that?” she gasped in
a trembling voice.
Consumed inwardly with fury as Morrice was, he exercised great
control over himself. He knew that he would put himself at a
disadvantage if he stormed and raged; he must overwhelm this
wretched woman with the pitiless logic of the facts he had
accumulated. He must act the part of the pitiless judge rather than
that of the impassioned advocate.
He advanced to the door and turned the key, then came back to
her and pointed to a chair. There was a cold and studied deliberation
about his movements that filled her guilty soul with a fearful terror.
“Sit there while I speak to you,” he said in a harsh and grating
voice. “You have much to account to me for. Read that.”
He drew the anonymous letter from his pocket and flung it in her
lap.
Like one dazed, she drew it from the envelope with trembling
fingers, and very slowly, for her thoughts were in terrible confusion,
mastered its accusing contents. Then she looked up at him with a
face from which all the colour had fled, leaving it ghastly to look at.
“It is a lie,” she stammered in a voice scarcely above a whisper.
“It is the truth,” he thundered, “and you are as shameless in the
hour of your detection as you have been in your career of fraud and
deceit.”
“Prove it,” she cried faintly, still feebly trying to oppose his
gathering anger.
“You have lived with me a good many years,” he said witheringly,
“and yet you know so little of me as to think I should speak like that if
I were not sure I was on firm ground. And yet perhaps you have
some excuse. I have been a blind fool so long that you were justified
in your hopes I should continue blind to the end. Well, that letter
opened my eyes. Your fortunate absence gave me facilities that it
might have been difficult to create. I have taken several of the most
valuable articles in your collection and had them examined. Need I
tell you the result? Your guilty face shows plainly enough that you
need no telling.”
And then her faint efforts at bravado broke down.
“Forgive me,” she moaned. “I yielded in a moment of temptation.
Many women have done the same; they were my own property after
all,” she added with a feeble effort at self-justification.
That answer only provoked him the more. “A moment of
temptation,” he repeated with scornful emphasis. “Rather many
moments of temptation. This has been going on for years; these
things were realized piece by piece. And now tell me—for I will have
the truth out of you before you leave this room—where have these
thousands gone, what have you got to show for them?”
It was a long time before she could steady her trembling lips to
speak, and when she did the words were so low that he could only
just catch them.
“Nothing. I have been a terribly extravagant woman. I have lost
large sums of money at cards. You never guessed that I was a
secret gambler—there is not a year in which I have not overstepped
my allowance, generous as it was. I was afraid to come to you.”
He silenced her with a scornful wave of the hand. “Lies, lies, every
word you have uttered! You have done none of these things you
pretend; it is an excuse you have invented in your desperation.”
He drew himself up to his full height and pointed a menacing finger
at the stricken woman. “Will you tell me where these thousands have
gone? No, you are silent. Well then, I will tell you—not in gambling
debts, not in unnecessary personal luxuries—no, if it were so I would
be readier to forgive. They have gone to support the extravagance of
that wretched idler and spendthrift who is known by the name of
Archie Brookes. Do you dare to deny it?”
She recognized that he knew too much, that further prevarication
was useless. “I do not deny it,” she answered in a moaning voice.
And after a little pause he proceeded with his denunciation.
“It is as well that you do not, seeing I know everything. Well, bad
as that is, there is worse behind. I have learned more; I know that
you, in conjunction with that smooth scoundrel Clayton-Brookes,

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(eBook PDF) Infants and Children

Prenatal through Middle Childhood 8th

&NPUJPOBM8FMM#FJOH  Summary 

chapter 11 Individual Differences in Mental Development 

O ur many years of teaching child development have brought us in contact with

Laura E. Berk and Adena B. Meyers

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supporting their harmful impact.

Comprehensive end-of-chapter summaries, organized

according to the major divisions of each chapter and

highlighting important terms, remind students of key

points in the text discussion. Learning objectives are

included in the summary to encourage focused review.

Ask Yourself Questions

think about child development in diverse ways: Review

questions help students recall and comprehend informa-

build an image of the whole child by integrating what

development. Apply questions encourage application Language Deve

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question is answered on the text’s MyDevelopmentLabge undergoes a 12

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Three Types of Thematic Boxes CHAPTER 11 Phys

Thematic boxes accentuate the philosophical themes Educat ion

Social Issues boxes discuss the impact of social

sensitive social policies to ensure their well-being.

They are divided into two types: Social Issues:

Education boxes focus on home, school, and Social Issues:

example, Children Learn About Gender Through

boxes address values and practices relevant to chil-

dren’s physical and mental health. Examples include

Family Chaos Undermines Children’s Well-Being, U.S. Physical Educ

Children Invent Language, and Autism and Theory of

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laws result is heig r leve maternal estro is excessive

both cross-cultural and multicultural variations in child

development—for example, Immigrant Youths: Adapting

Advanced in Drawing Skills?; and The Flynn Effect: Massive

Generational Gains in IQ.

Applying What We Know Tables

In this feature, we summarize research-based applications on many

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