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SECTION 4 EARLY CHILDHOOD 219
C HA PT ER 8
Physical Development in Early
Childhood 220
How Does a Young Child’s Body and Brain Grow
and Change? 222
Height and Weight 222
The Brain 223
©Ariel Skelley/age fotostock
How Do Young Children’s Motor Skills
Develop? 226
Gross and Fine Motor Skills 226
CARING CONNECTIONS Supporting Young
Children’s Motor Development 227
Perceptual Development 228
Young Children’s Artistic Drawings 229
What Are Some Important Aspects of Young
Children’s Health? 231
Sleep and Sleep Problems 231
Nutrition 232
Exercise 235
CONNECTING WITH RESEARCH Physical
Activity in Young Children Attending
Preschools 236
Health, Safety, and Illness 237
CONNECTING WITH CAREERS Barbara
Deloian, Pediatric Nurse 239
CONNECTING WITH DIVERSITY The State of
Illness and Health in the World’s Children 240
Reach Your Learning Goals 241
Key Terms 243
Key People 243
Connecting With Improving the Lives of Children 243
C HA PT ER 9
Cognitive Development in
Early Childhood 244
What Are Three Views of the Cognitive Changes
That Occur in Early Childhood? 246
Piaget’s Preoperational Stage 246
Vygotsky’s Theory 249
CARING CONNECTIONS Tools of the Mind 252
Information Processing 253
CONNECTING WITH RESEARCH Can Parents
Suggest False Events to Children? 256
CONNECTING WITH CAREERS Helen Hadani,
Developmental Psychologist, Toy Designer,
and Children’s Museum Director 258
How Do Young Children Develop Language? 262
Understanding Phonology and Morphology 262
CONNECTING WITH CAREERS Sharla Peltier,
Speech Pathologist 262
Changes in Syntax and Semantics 263
Advances in Pragmatics 264
Young Children’s Literacy 264
What Are Some Important Features of Young
Children’s Education? 266
Variations in Early Childhood Education 266
Educating Young Children Who Are
Disadvantaged 268
CONNECTING WITH CAREERS Yolanda Garcia,
Head Start Director and College Dean 269
Controversies in Early Childhood Education 269
CONNECTING WITH DIVERSITY Early
Childhood Education in Japan and Developing
Countries 271
Reach Your Learning Goals 272
Key Terms 274
Key People 274
Connecting With Improving the Lives of Children 274
CH A P T ER 1 0
Socioemotional Development
in Early Childhood 276
What Characterizes Young Children’s Emotional
and Personality Development? 278
The Self 278
Emotional Development 280
CONNECTING WITH RESEARCH Caregivers’
Emotional Expressiveness, Children’s Emotion
Regulation, and Behavior Problems in Head
Start Children 282
Moral Development 283
Gender 286
What Roles Do Families Play in Young Children’s
Development? 289
Parenting 289
CONNECTING WITH CAREERS Darla Botkin,
Marriage and Family Therapist 293
Child Maltreatment 293
Sibling Relationships and Birth Order 295
The Changing Family in a Changing Social World 296
CARING CONNECTIONS Communicating with
Children About Divorce 300
CONNECTING WITH DIVERSITY Immigration
and Ethnic Minority Parenting 302
How Are Peer Relations, Play, and Media/
Screen Time Involved in Young Children’s
Development? 303
Peer Relations 303
Play 304
Media/Screen Time 307
Reach Your Learning Goals 309
Key Terms 311
Key People 311
Connecting With Improving the Lives of Children 312
Contents vii
SECTION 5 MIDDLE AND LATE CHILDHOOD 313
C HAPT ER 11 Thinking 348
Metacognition 350
Physical Development in
CARING CONNECTIONS Strategies for
Middle and Late Increasing Children’s Creative Thinking 351
Childhood 314 How Can Children’s Intelligence Be
What Changes Take Place in Body Growth, the Described? 353
Brain, and Motor Development? 316 Intelligence and Its Assessment 353
Skeletal and Muscular Systems 316 Types of Intelligence 354
©Ariel Skelley/Corbis
The Brain 316 Interpreting Differences in IQ Scores 356
Motor Development 318 Extremes of Intelligence 359

What Are the Central Issues in Children’s
Health? 319
Nutrition 319
Exercise and Sports 319
CARING CONNECTIONS Parents, Coaches,
and Children’s Sports 321
Overweight Children 321
CARING CONNECTIONS Parenting Strategies
for Helping Overweight Children Lose
Weight 324
Diseases 324
CONNECTING WITH RESEARCH Heart
Smart 326
Accidents and Injuries 326
CONNECTING WITH CAREERS Sharon
McLeod, Child Life Specialist 327
What Are the Prevalent Disabilities
in Children? 328
Who Are Children With Disabilities? 328
The Range of Disabilities 328
Educational Issues 335
CONNECTING WITH DIVERSITY
Disproportionate Representation of Minority
Students in Special Education 337
Reach Your Learning Goals 338
Key Terms 340
Key People 340
Connecting With Improving the Lives of Children 340
C HAPT ER 12
Cognitive Development in
Middle and Late
Childhood 341
What Is Piaget’s Theory of Cognitive Development
in Middle and Late Childhood? 343
Concrete Operational Thought 343
Evaluating Piaget’s Concrete Operational Stage 344
Applications to Education 344
What Is the Nature of Children’s Information
Processing? 346
Memory 346
CONNECTING WITH CAREERS Sterling Jones,
Supervisor of Gifted and Talented
Education 361
What Changes in Language Development Occur in
Middle and Late Childhood? 363
Vocabulary, Grammar, and Metalinguistic
Awareness 363
Reading and Writing 364
Dual-Language and Second-Language
Learning 366
CONNECTING WITH DIVERSITY What Is the
Best Way to Teach English Language
Learners? 367
CONNECTING WITH CAREERS Salvador
Tamayo, Teacher of English Language
Learners 367
What Characterizes Children’s Achievement? 368
Extrinsic and Intrinsic Motivation 368
Sustained Attention, Effort, and Task
Persistence 369
Mastery Motivation and Mindset 369
Self-Efficacy 370
Goal Setting, Planning, and Self-Monitoring/
Self-Regulation 371
Social Relationships and Contexts 371
CONNECTING WITH RESEARCH Parenting
and Children’s Achievement: My Child Is My
Report Card, Tiger Moms, and Tiger Babies
Strike Back 373
Reach Your Learning Goals 375
Key Terms 377
Key People 378
Connecting With Improving the Lives of Children 378
CH A P T ER 13
Socioemotional Development
in Middle and Late
Childhood 379
What Is the Nature of Emotional and Personality
Development in Middle and Late Childhood? 381
The Self 381

viii Contents

SECTION 6
©Comstock Images/Getty Images RF
CARING CONNECTIONS Increasing Children’s
Self-Esteem 384
Emotional Development 385
Moral Development 387
Gender 393
What Are Some Changes in Parenting and
Families in Middle and Late Childhood? 398
Developmental Changes in Parent-Child
Relationships 398
Parents as Managers 398
Stepfamilies 399
What Changes Characterize Peer Relationships in
Middle and Late Childhood? 400
Developmental Changes 400
Peer Status 400
Social Cognition 402
Bullying 402
ADOLESCENCE 415
C HA PT ER 14
Physical Development in
Adolescence 416
What Is the Nature of Adolescence? 418
Positive and Negative Views of Adolescence 418
Developmental Transitions 419
What Are the Physical and Psychological Aspects
of Puberty? 421
Sexual Maturation, Height, and Weight 422
Hormonal Changes 422
Timing and Variations in Puberty 423
Psychological Dimensions of Puberty 424
The Brain 425
What Are the Dimensions of Adolescent
Sexuality? 427
Developing a Sexual Identity 427
Timing and Trends in Adolescent Sexual
Behavior 428
Sexual Risk Taking in Adolescence 429
CONNECTING WITH DIVERSITY Cross-
Cultural Comparisons of Adolescent
Pregnancy 433
CONNECTING WITH CAREERS Lynn
Blankinship, Family and Consumer Science
Educator 434
CARING CONNECTIONS Reducing Adolescent
Pregnancy 434
How Can Adolescents’ Health and Health-
Enhancing Assets Be Characterized? 435
Adolescent Health 435
Leading Causes of Death in Adolescence 438
Substance Use and Abuse 439
Eating Problems and Disorders 441
CONNECTING WITH RESEARCH How Are
Perspective Taking and Moral Motivation
Linked to Bullying? 404
Friends 405
What Are Some Important Aspects of
Schools? 406
Contemporary Approaches to
Student Learning 406
Socioeconomic Status and Ethnicity 408
CONNECTING WITH DIVERSITY The New
Hope Intervention Program 409
CONNECTING WITH CAREERS James Comer,
Child Psychiatrist 410
Reach Your Learning Goals 411
Key Terms 413
Key People 413
Connecting With Improving the Lives of Children 414
CONNECTING WITH RESEARCH Evaluation of
a Family Program Designed to Reduce
Drinking and Smoking in Young
Adolescents 442
Reach Your Learning Goals 444
Key Terms 446
Key People 446
Connecting With Improving the Lives of Children 446
CH A P T ER 1 5
Cognitive Development
in Adolescence 447
How Do Adolescents Think and Process
Information? 449
Piaget’s Theory 449
Adolescent Egocentrism 450
Information Processing 451
CONNECTING WITH CAREERS Laura Bickford,
Secondary School Teacher 456
What Characterizes Adolescents’ Values,
Moral Development and Education, and
Religion? 457
Values 457
CONNECTING WITH RESEARCH Evaluating a
Service-Learning Program Designed to
Increase Civic Engagement 458
Moral Development and Education 459
Religion 461
What Is the Nature of Schools for
Adolescents? 464
The American Middle School 464
CONNECTING WITH CAREERS Katherine
McMillan Culp, Research Scientist at an
Educational Center 465
Contents ix
 The American High School 466 Friendship 486
CONNECTING WITH DIVERSITY Cross- Peer Groups 487
Cultural Comparisons of Secondary Dating and Romantic Relationships 488
Schools 467
Why Is Culture an Important Context for
High School Dropouts 468
Adolescent Development? 491
CARING CONNECTIONS The “I Have a Cross-Cultural Comparisons 491
Dream” Program 469
CONNECTING WITH DIVERSITY How
Reach Your Learning Goals 470 Adolescents Around the World Spend Their
Key Terms 472 Time 493
Key People 472 Ethnicity 493
Connecting With Improving the Lives of Children 472 Media and Technology 495
What Are Some Socioemotional Problems in
C HAPT ER 16
Adolescence? 497
Socioemotional Development Juvenile Delinquency 497
in Adolescence 473 Depression and Suicide 498

What Characterizes Identity, Emotional CONNECTING WITH CAREERS Rodney

Hammond, Health Psychologist 499
Development, and Gender Classification in
The Interrelation of Problems and Successful
Adolescence? 475
Prevention/Intervention Programs 502
Identity 475
Emotional Development 479 CONNECTING WITH RESEARCH Fast
Gender Classification 480 Track 503

What Is the Nature of Parent-Adolescent Reach Your Learning Goals 504

Key Terms 506
Relationships? 482
Key People 506
Parental Monitoring and Adolescents’ Information
Connecting With Improving the Lives of Children 507
Management 482
Autonomy and Attachment 483
Glossary G-1
Parent-Adolescent Conflict 484 References R-1
CARING CONNECTIONS Strategies for Name Index N-1
Parenting Adolescents 485 Subject Index S-1
What Aspects of Peer Relationships Are Important
in Adolescence? 486

x Contents
about the author
John W. Santrock
John Santrock received his Ph.D. from the University of Minnesota in 1973. He taught
at the University of Charleston and the University of Georgia before joining the Pro-
gram in Psychology at the University of Texas at Dallas, where he currently teaches
a number of undergraduate courses and has received the University’s Effective Teach-
ing Award.
John has been a member of the editorial boards of Child Development and John Santrock (back row middle) with the
2015 recipients of the Santrock Travel
­Developmental Psychology. His research on father custody is widely cited and used Scholarship Award in developmental
psychology. Created by Dr. Santrock, this
in expert witness testimony to promote flexibility and alternative considerations in
annual award provides undergraduate students
custody disputes. John also has authored these exceptional McGraw-Hill texts: with the opportunity to attend a professional
meeting. As of 2017, 40 students have
Life-Span Development (16th edition), Adolescence (16th edition), A Topical Approach benefited from this award. A number of the
students shown here attended the 2015
to Life-Span Development (9th edition), and Educational Psychology (6th edition). meeting of the Society for Research in Child
Development.
For many years, John was involved in tennis as a player, teaching professional, and Courtesy of Jessica Serna

coach of professional tennis players. As an undergraduate, he was a member of the

University of Miami (FL) tennis team that still holds the record for most consecutive
wins (137) in any NCAA Division I sport. John has been married for four decades to
his wife, Mary Jo, who is a Realtor. He has two daughters—Tracy and Jennifer—both
of whom are Realtors after long careers in technology marketing and medical sales,
respectively. He has one granddaughter, Jordan, age 25, who completed her master’s
degree from the Cox School of Business at SMU and currently works for Ernst & Young,
and two grandsons—the Belluci brothers: Alex, age 12, and Luke, age 11. In the last
two decades, John also has spent time painting expressionist art.

Dedication:
With special appreciation to my
Jordan Bowles. Alex and Luke, the Bellucci brothers.
grandchildren: Jordan, Alex, and Luke. Courtesy of John Santrock. Courtesy of John Santrock.

xi
expert consultants
Children’s development has become an enormous, complex field, and no single author, or even several authors, can possibly keep up with all of
the rapidly changing content in the many periods and different areas of life-span development. To solve this problem, author John Santrock has
sought the input of leading experts about content in a number of areas of children’s development. These experts have provided detailed evalua-
tions and recommendations in their area(s) of expertise.
The following individuals were among those who served as expert consultants for one or more of the previous editions of this text:
Urie Bronfenbrenner, Cornell University
Diana Baumrind, University of California–Berkeley
Tiffany Field, University of Miami
Scott Johnson, University of California–Los Angeles
Nel Noddings, Stanford University
Ross Thompson, University of California–Davis
Sandra Graham, University of California–Los Angeles
James Marcia, Simon Fraser University
John Bates, Indiana University
Florence Denmark, Pace University
Rosalind Charlesworth, Weber State University
David Sadker, The American University–Washington DC
Following are the expert consultants for the fourteenth edition, who (like those of previous editions) literally represent a Who’s Who in the
field of child and adolescent development.
James A. Graham Dr. Graham is a leading
expert on diversity. He currently is a Professor of Psy-
chology at The College of New Jersey (TCNJ). Dr.
Graham received master’s and doctoral degrees in
developmental psychology from the University of
Memphis. His research addresses the social-cognitive
aspects of relationships between the group and dyadic levels across
early, middle, and late childhood in community-based settings. Three
interdependent dimensions of his research program examine (1) popu-
lations that are typically understudied, conceptually limited, and meth-
odologically constrained; (2) children’s development of empathy and
prosocial behavior with peer groups and friends; and (3) developmen-
tal science in the context of community-engaged research partnerships.
Currently, he is Coordinator of the Developmental Specialization in
Psychology at TCNJ. For a decade, Dr. Graham taught graduate
courses in psychology and education in Johannesburg, South Africa,
through TCNJ’s Graduate Summer Global Program. His co-authored
book, The African American Child: Development and Challenges, is
in its second edition, and he is co-author and co-editor of two other
volumes. Dr. Graham has presented his work at a variety of interna-
tional and national conferences and has published articles in profes-
sional journals such as Social Development, Behavior Modification,
Journal of College Student Development, Journal of Multicultural
Counseling and Development, and A ­ merican Journal of Evaluation.
“Dr. Santrock seamlessly integrates the latest research on
physical, cognitive, and socioemotional processes of children in
an ever-evolving multicultural society. This book is an excellent
resource for students in psychology and other social science
fields. I am impressed with Dr. Santrock’s sensitivity to the
impact of culture, ethnicity and socioeconomic status on child
and adolescent development. . . This text will help students learn
to analyze, compare, and contrast alternative perspectives of
children domestically and globally with the major principles and
xii
Marilou Hyson, University of Pennsylvania
Algea Harrison-Hale, Oakland University
Campbell Leaper, University of California-Santa Cruz
Janet DiPietro, Johns Hopkins University
Allan Wigfield, University of Maryland–College Park
Barbara Pan, Harvard University
Peter Scales, Search Institute
Esther Leerkes, University of North Carolina-Greensboro
David Moore, Pitzer College and Claremont Graduate University
Elizabeth Gershoff, University of Texas
Susan Spieker, University of Washington
theories of child development in cognitive, socioemotional, and
social-contextual domains. This text will also help students to
understand the latest research regarding societal values about
ethnicity, socioeconomic, and gender issues in child development,
and how they influence individual development as well as shape
social policy.” —James A. Graham, The College of New Jersey
Photo courtesy of James Graham
Joan E. Grusec Dr. Grusec is one of the world’s
leading experts on parenting and children’s socioemo-
tional development. She obtained her Ph.D. from
­Stanford University and is currently a Professor Emerita
in the Department of Psychology at the University of
Toronto. Dr. Grusec was previously a professor ­ at
­Wesleyan ­University and at the University of Waterloo. Her research
focuses on socialization processes, with current studies focusing on the
relationship between parenting in different domains of socialization
­(protection, mutual reciprocity, group participation, guided learning, and
­control) and internalization of prosocial values. Dr. Grusec is a Fellow of
the ­Canadian and American Psychological Associations. She is past chair
of the Examination Committee of the Association of State and ­Provincial
Psychology Boards and has been an Associate Editor of Developmental
Psychology. She has authored and edited several books, including Social
Development (written with Hugh Lytton), Handbook of Parenting and
Internalization of Values (edited with Leon Kuczynski), and Handbook
of Socialization (two editions edited with Paul Hastings). Her work has
been published in leading research journals including Child Development,
Developmental Psychology, and Social Development.
“This is, of course, a very successful text. ‘Socioemotional
Development in Infancy’ is a well-presented chapter. The exercises
and the reference to previous material both in this and other
chapters is an excellent feature. ‘Socioemotional Development in
Early Childhood,’ again, is an impressive bringing together of a
great deal of research into a coherent package. ‘Socioemotional
Development in Middle and Late Childhood’ is overall an engaging
and informative chapter.” —Joan E. Grusec, University of Toronto
Photo courtesy of Robert Lockhart
Megan McClelland Dr. McClelland is a
leading expert on young children’s cognitive develop-
ment. She is currently the Katherine E. Smith Profes-
sor of Healthy Children and Families in Human
Development and Family Sciences at Oregon State
University. Dr. McClelland also serves as Director of
the Healthy Development in Early Childhood Research Core at the
Hallie Ford Center for Healthy Children and Families. She obtained
her Ph.D. from Loyola University–Chicago. Her research focuses on
optimizing children’s development, especially as it relates to children’s
self-regulation and school readiness. Dr. McClelland’s investigations
include links between self-regulation and academic achievement from
early childhood to adulthood, recent advances in measuring self-regu-
lation, and intervention efforts to improve these skills in young chil-
dren. She has published more than 50 theoretical and empirical articles
on the development of self-regulation with colleagues and collaborators
around the world, including a new book on promoting self-regulation
in the early childhood classroom. Dr. McClelland is currently conduct-
ing two federally funded projects to develop measures of self-regulation
and an intervention to improve school readiness in young children.
“Strong developmental focus and coverage of relevant theories
and concepts in cognitive development. I like the looking back
and looking forward summaries and the Reach Your Learning
Goals sections. I also think the Resources section is very useful.”
—Megan McClelland, Oregon State University
Photo courtesy of Megan McClelland
Virginia Marchman A leading expert on
children’s language development, Dr. Marchman is
a Research Associate at the Stanford University
Language Learning Laboratory. She obtained her
Ph.D. at the University of California–Berkeley. Her
main research areas are language development, lan-
guage disorders, and early childhood development. Dr. Marchman’s
specific interests focus on individual differences in typically-­
developing and late-talking children, as well as lexical and gram-
matical development in monolingual and bilingual learners. Her
studies have incorporated a variety of experimental methods as well
as computational approaches and naturalistic observation. Dr.
Marchman has worked extensively with the MacArthur-Bates Com-
municative Development Inventories (CDI), developing the CDI
Scoring program and serving on the MacArthur-Bates CDI Advi-
sory Board. She has been a consulting editor for Journal of Speech,
Language & Hearing Research and Child Development. Dr. March-
man’s most recent work involves the development of real-time spo-
ken language understanding using the “looking-while-listening”
task in typically-developing and at-risk children. Her current studies
explore links between children’s language processing skills, early
learning environments, and individual differences in monolingual
and bilingual English-Spanish learners from diverse backgrounds.
“This new edition of John Santrock’s Children continues to offer
a comprehensive, up-to-date but also nuanced overview of child
development. The material is grounded in the traditional issues
that are the core of our current understanding of development,
but also offers students many opportunities to think about the
open questions that remain. The format enables students from
many different perspectives to relate easily to the material and to
make connections to their own personal and professional lives.”
—Virginia Marchman, Stanford University
Photo courtesy of Craig Salling
Maureen Black Dr. Black is one of the
world’s leading experts on children’s health and nutri-
tion. She currently is the John A. Scholl and Mary
Louise Scholl Endowed Professor in the Department
of Pediatrics and the Department of Epidemiology and
Public Health at the University of Maryland School of
Medicine. She also is the founder/director of the Growth and Nutrition
Clinic that provides services to children with inadequate growth and
nutrition problems. Dr. Black obtained her Ph.D. from Emory Univer-
sity. Her major research focus in on evaluation of nutrition and caregiv-
ing intervention programs involving the health and development of
young children. Dr. Black’s intervention research not only targeted
children from low-income communities in the United States but also
in developing countries as well. Among her many awards are being a
past president of two divisions in the American Psychological Asso-
ciation and induction into the Maryland Women’s Hall of Fame.
“Very comprehensive coverage—I am impressed with the updated
references! The inclusion of topics such as sleep and electronic
device use will make the text very relevant and timely for
students. Well done!” —Maureen Black, University of Maryland
Photo courtesy of University of Maryland, School of Medicine
Janet DiPietro One of the world’s leading
experts on prenatal development, Dr. DiPietro is Vice
Dean for Research and Faculty as well as a Professor
in the Bloomberg School of Public Health at Johns
Hopkins University. She obtained her Ph.D. from the
University of California–Berkeley. In her research,
Dr. DiPietro uses digitized assessment methods to measure fetal neu-
robiological functioning to predict clinical and developmental out-
comes in postnatal development. She also studies maternal factors,
including substance exposure, maternal emotions, and physiological
changes during pregnancy, as influences on prenatal development.
“Certainly, a tremendous effort went into this.” —Janet
DiPietro, Johns Hopkins University
Photo courtesy of Janet DiPietro
Karen Adolph Dr. Karen Adolph is one of
the world’s leading experts on children’s motor
development. She currently is Professor of Psychol-
ogy and Neural Science at New York University.
Dr. Adolph obtained her Ph.D. at Emory University.
She has conducted pioneering and leading-edge
research on children’s motor development. In her Infant Action Lab-
oratory, she has created novel predicaments, including crawling over
bridges, squeezing through openings, and reaching for targets with
infants’ bodies in motion. She observes infant behavior using com-
puterized video recording and state-of-the-art technology, including
motion-tracking and eye-tracking equipment. She recently was hon-
ored with the appointment of President of the International Congress
of Infant Studies, has been awarded numerous research grants from
such agencies as NICHD and NSF, and has served on the editorial
boards of leading journals such as Child Development, Developmen-
tal Psychology, and Developmental Science. Dr. Adolph also has
been given multiple teaching awards at New York University.
“. . . readers can learn about the important debates with
opposing viewpoints. Best of luck to John on this new edition!”
—Karen Adolph, New York University
Photo courtesy of Shohan Hasan
Expert Consultants xiii
Connecting Research and Results
As a master teacher, John Santrock connects current research and real-world applications. Through an integrated,
­personalized digital learning program, ­students gain the insight they need to study smarter and improve performance.

McGraw-Hill Education Connect is a digital assignment and assessment platform that strengthens the link between
­faculty, students, and course work, helping everyone accomplish more in less time. Connect for Child Development
includes assignable and assessable videos, quizzes, exercises, and interactivities,
all associated with ­learning objectives. Interactive assignments and videos allow
students to ­experience and apply their understanding of psychology to the world
with fun and stimulating activities.

Real People, Real World,

Real Life
At the higher end of Bloom’s taxonomy (analyze,
evaluate, create), the McGraw-Hill Education Milestones
video series is an observational tool that allows students
to experience life as it unfolds, from infancy to late
adulthood. This ground-breaking, longitudinal video
series tracks the development of real children as they
progress through the early stages of physical, social, and
emotional development in their first few weeks, months,
and years of life. Assignable and assessable within
Connect, Milestones also includes interviews with
adolescents and adults to reflect development
throughout the entire life span.

Inform and Engage on Psychological

Concepts
At the lower end of Bloom’s taxonomy, students are introduced to
Concept Clips—the dynamic, colorful graphics and stimulating animations
that break down some of psychology’s most difficult concepts in a
step-by-step manner, engaging students and aiding in retention. They are
assignable and assessable in Connect or can be used as a jumping-off
point in class. Now with audio narration, this edition also includes new
Concept Clips on topics such as object permanence and conservation, as
well as theories and theorists like Bandura’s social cognitive theory,
Vygotsky’s sociocultural theory, Buss’s evolutionary theory, and Kuhl’s
language development theory.

xiv
Better Data, Smarter Revision, Improved Results
Students helped inform the revision strategy of Children. McGraw-Hill Education’s Smartbook
is the first and only adaptive reading and learning experience! SmartBook helps students
distinguish the concepts they know from the concepts they don’t, while pinpointing the
concepts they are about to forget. SmartBook continuously adapts to create a truly
personalized learning path and offers students learning resources such as videos, Concept
Clips, and slides to further reinforce difficult concepts. SmartBook’s
real-time reports help both students and instructors identify the
concepts that require more attention, making study sessions and
class time more efficient.
Informed by Students
Content revisions are informed by data collected anonymously
through McGraw-Hill Education’s SmartBook.
STEP 1. Over the course of three years, data points showing
concepts that caused students the most difficulty were
anonymously collected from Connect for Child
Development’s SmartBook®.
STEP 2. The data from LearnSmart was provided to the author
in the form of a Heat Map, which graphically illustrates “hot
spots” in the text that affect student learning (see image at right).
STEP 3. The author used the Heat Map data to refine the
content and reinforce student comprehension in the new edition.
Additional quiz questions and assignable activities were created
for use in Connect to further support student success.
RESULT: Because the Heat Map gave the author empirically based
feedback at the paragraph and even sentence level, he was able to
develop the new edition using precise student data that pinpointed
concepts that gave students the most difficulty.

Connecting Research and Results xv

 Powerful Reporting
Whether a class is face-to-face, hybrid, or entirely online, Connect for Child
Development provides tools and analytics to reduce the amount of time
instructors need to administer their courses. Easy-to-use course management
tools allow instructors to spend less time administering and more time
teaching, while easy-to-use reporting features allow students to monitor their
progress and optimize their study time.

∙ The At-Risk Student Report provides instructors with one-click access to a

dashboard that identifies students who are at risk of dropping out of the
course due to low engagement levels.
∙ The Category Analysis Report details student performance relative to specific
learning objectives and goals, including APA outcomes and levels of Bloom’s
taxonomy.
∙ Connect Insight is a one-of-a-kind visual analytics dashboard—now available
for both instructors and students—that provides at-a-glance information
regarding student performance.
∙ The LearnSmart Reports allow instructors and students to easily monitor prog-
ress and pinpoint areas of weakness, giving each student a personalized study
plan to achieve success.

Online Instructor Resources

The resources listed here accompany Children, Fourteenth Edition. Please contact your McGraw-
Hill representative for details concerning the availability of these and other valuable materials
that can help you design and enhance your course.

Instructor’s Manual Broken down by chapter, this resource provides chapter outlines, sug-
gested lecture topics, classroom activities and demonstrations, suggested student research
projects, essay questions, and critical thinking questions.

Test Bank and Computerized Test Bank This comprehensive Test Bank includes more
than 1,500 multiple-choice and approximately 75 essay questions. Organized by chapter, the
questions are designed to test factual, applied, and conceptual understanding. All test ques-
tions are available within TestGen™ software.

PowerPoint Slides The PowerPoint presentations, now WCAG compliant, highlight the key
points of the chapter and include supporting visuals. All of the slides can be modified to
meet individual needs.

xvi Connecting Research and Results

preface
Making Connections . . . From My
Classroom to Children to You
Having taught two or more undergraduate courses in developmental psychology—child develop-
ment, adolescence, and life-span development—every year across four decades, I’m always look-
ing for ways to improve my course and Children. Just as McGraw-Hill looks to those who teach
the child development course for input, each year I ask the students in my undergraduate devel-
opmental courses to tell me what they like about the course and the text, and what they think
could be improved. What have my students told me about my course and text? Students said that
highlighting connections among the different aspects of children’s development would help them
to better understand the concepts. As I thought about this, it became clear that a connections theme
would provide a systematic, integrative approach to the course material. I used this theme to shape
my goals for my course, which in turn influence the main goals of this text, as follows:
1. Connecting with today’s students to help students learn about children’s
­development more effectively;
2. Connecting with research on children’s development to provide students with the
best and most recent theory and research in the world today about each of the periods
of children’s development;
3. Connecting development processes to guide students in making developmental
­connections across different points in children’s development;
4. Connecting development to real life to help students understand ways to apply
­content about child development to the real world and improve children’s lives, and to
motivate students to think deeply about their own personal journey through life and
better understand who they were as children and how their experiences and develop-
ment have influenced who they are today.

Connecting with Today’s Students

In Children, I recognize that today’s students are as different in some ways from the ­learners
of the last generation as today’s discipline of child development is different from the field
30 years ago. Students now learn in multiple modalities; rather than sitting down and read-
ing traditional printed chapters in linear fashion from beginning to end, their work prefer-
ences tend to be more visual and more interactive, and their reading and study often occur
preview
in short bursts. For many students, a traditionally formatted printed textbook is no longer
enough when they have instant, 24/7 access to news and information from around the globe.
Two features that specificallyWhy study children? Perhaps you are, or will be, a parent or teacher, and responsibility for children
support today’s students are the adaptive ebook (Smart-
is, or will be, a part of your everyday life. The more you learn about children, the better you can
Book—see pages xv) and the learning
guide them. goals
Perhaps system.
you hope to gain an understanding of your own history—as an infant, as a
child, and as an adolescent. Perhaps you accidentally came across the course description and
found it intriguing. Whatever your reasons, you will discover that the study of child development
The Learning Goals System is provocative, intriguing, and informative. In this chapter, we explore why caring for children is
My students often report that so important, describe
development courseshistorical changes in the because
are challenging study of children’s
so much development,
­materialexamine the
nature of development, and outline how science helps us to understand it.
is covered. To help today’s students focus on the key ideas, the Learning Goals System
I developed for Children
provides extensive learn- 1 Why Is Caring for Children LG1 Explain why it is important to study children’s development, and
ing connections through- Important? identify five areas in which children’s lives need to be improved.
out the chapters. The
learning system con-
nects the ­chapter-opening The Importance of Studying Children’s Development Improving the Lives of Children

Caring for children is an important theme of this text. To think about why caring for children
is such an important theme, we will explore why it is beneficial to study children’s develop-
ment and identify some areas in which children’s lives need to be improved.
Just what do we mean when we speak of an individual’s development? Development is xvii
the pattern of change that begins at conception and continues throughout the life span. Most
development involves growth, although it also includes decline.
 These topics set the stage for an introduction to the complex interaction of
heredity and environment in children’s development.

outline, learning goals for the

reach your learning goals chapter, mini-chapter maps that
open each main section of the
Introduction chapter, Review, Connect,
Reflect questions at the end of
1 Why Is Caring for Children LG1 Explain why it is important to study children’s each main section, and the
development, and identify five areas in which children’s
Important? lives need to be improved. chapter summary at the end of
∙ Studying children’s development is important because it will help you to better understand each chapter.
The Importance of Studying
Children’s Development your own childhood and provide you with strategies for being a competent parent or educator. The learning system keeps
∙ Health and well-being are important areas in which children’s lives can be improved. Today,
many children in the United States and around the world need improved health care. We now rec- the key ideas in front of the stu-
Improving the Lives
of Children
ognize the importance of lifestyles and psychological states in promoting health and well-being. dent from the beginning to the
∙ Parenting is an important influence on children’s development. One-parent families, working
parents,end of care
and child thearechapter. Theissues
among the family main that headings of each
influence children’s chapter correspond to the learning goals, which
well-being.
∙ Educationarecanpresented
also contribute toinchildren’s
the chapter-opening
health and well-being. There spread. Mini-chapter
is widespread con- maps that link up with the learning
cern that the education of children needs to be more effective, and there are many views in
goalseducation
contemporary are presented at the
about ways to improve beginning of each major section in the chapter.
schools.
Then,
∙ Sociocultural contexts at theinfluences
are important end of each development.
on children’s main section of a chapter, the learning goal is repeated in
Culture, ethnicity,
socioeconomic status, and gender are four key aspects of sociocultural contexts.
Review, Connect, Reflect, which prompts students to review the key topics in the section, to
∙ Social policy is a national government’s course of action designed to influence the welfare of
connect
its citizens. these
Researchers topics
increasingly to existing
are conducting studies thatknowledge,
are related to socialand
policy.to relate what they have learned to their own

personal journey through life. Reach Your Learning Goals, at the end of each chapter, guides
2 What Characterizes Development? students LG2 through the bulleted
Discuss processes,
in development.
chapter
periods, cohort review,
effects, and issues connecting with the chapter outline/learning
goals at the beginning of the chapter and
∙ Three key processes of development are biological, cognitive, and socioemotional. Biologi-
the Review, Connect, Reflect material at the end
Biological, Cognitive, and
Socioemotional Processes of major
cal processes chapter
(such as genetic sections.
inheritance) involve changes in an individual’s physical
nature. Cognitive processes (such as thinking) consist of changes in an individual’s thought,
intelligence, and language. Socioemotional processes (such as smiling) include changes in an
individual’s relationships with others, in emotions, and in personality.

Periods of Development
∙ Childhood’s five main developmental periods are (1) prenatal—conception to birth, (2) infancy—

connecting with research

birth to 18 to 24 months, (3) early childhood—end of infancy to about 5 to 6 years of age,
(4) middle and late childhood—about 6 to 11 years of age, and (5) adolescence—begins at
about 10 to 12 and ends at about 18 to 22 years of age.
Connecting with
Caregivers’ Emotional Expressiveness,
Age and Cohort Effects ∙
characteristics of today’s children and many of their parents—the generation labeled
Research on Children’s
Cohort effects are due to a person’s time of birth, era, or generation but not to actual age. Two

Children’s Emotion Regulation, and

Behavior Problems in Head Start Children Development
Millennials—that stand out are (1) their ethnic diversity and (2) their connection to technology.

A study by Dana McCoy and Cybele Raver (2011) explored links

37
between caregivers’ reports of their positive and negative emotional
SECTION 1 The Nature of Children’s Development
Over the years, I have made every effort to
expressiveness, observations of young children’s emotion regulation,
and teachers’ reports of the children’s internalizing and externalizing include the most up-to-date research avail-
behavior problems. The study focused on 97 children, most of whom
were African American or Latino and whose mean age was 4 years
able. I continue this tradition in this edition
and 3 months. The other participants in the study were the children’s
san73939_ch01_001-043.indd 37 by looking closely at specific areas of
8/14/17 7:18 PM
primary caregivers (90 mothers, 5 fathers, and 2 grandmothers).
To assess caregiver expressiveness, caregivers were asked to research, involving experts in related fields,
What did Dana McCoy and Cybele Raver discover about the
provide ratings on a scale from 1 (never/rarely) to 9 (very frequently)
for 7 items that reflect caregiver expressiveness, such as “telling
importance of caregivers’ emotions and children’s emotion and updating research throughout. Connect-
ing with Research describes a study or pro-
regulation in children’s development?
family members how happy you are” and “expressing anger at ©Najilah Feanny/Corbis
someone’s carelessness.” Children’s emotion regulation was
assessed with (a) the emotion regulation part of the PSRA (preschool gram to illustrate how research in child
were linked to more internalizing behavior problems in the young
self-regulation assessment) in which observers rated young chil-
Head Start children. Also, caregivers’ reports of their positive emo- development is conducted and how it influ-
dren’s behavior on 4 delay tasks, 3 executive function tasks, and 3
compliance tasks; (b) an assessment report on children’s emotion
tional expressiveness were associated with a lower level of young
children’s externalizing behavior problems. The findings demonstrate
ences our understanding of the discipline.
and emotion regulation; and (c) observations of the children’s real-
time emotion regulation related to positive emotion (expressions of
Topicsof range
the importance fromclimate
family emotional “How Can
and young the Newborn’s Perception Be Studied?” to “What Are Some
children’s
emotion regulation in the development of young children.
happiness, for example) and negative emotion (expressions of anger Important Findings in the National Longitudinal Study of Child Care in the United States?”
or irritability, for example). Children’s internalizing and externalizing
behavior problems were rated by their teachers, who reported the to you
The study “Caregivers’ Emotional
just read about was correlational in nature.Expressiveness,
If you Children’s Emotion Regulation, and Behavior
extent to which the children had shown such behavioral problems
in the last 3 months.
Problems in Head Start Children”
were interested in conducting an experimental study of the effects
of caregivers’ emotional expressiveness and children’s emotion
to “Parenting and ­Children’s Achievement: My Child Is My
The researchers found that a higher level of caregiver negativity Report
regulation Card,
on children’s problemTiger
behaviors, Moms,
how would youand conductTiger Babies Strike Back” to “Evaluation of a Family Pro-
and a lower level of children’s emotion regulation independently the study differently?
gram Designed to Reduce Drinking and Smoking in Young Adolescents.”
The tradition of obtaining detailed, extensive input from a number of leading experts in
different
emotion-dismissing parents (Gottman, 2017). Recent areasstudies
of child development
found that fathers’ emotion also continues in this edition. Biographies and ­photographs
coaching was related to children’sof the
social leading
competence experts
(Baker, Fenning, in the
& Crnic,
that mothers’ emotion coaching was linked to less oppositional behavior by their children
field
2011) and of child development appear on pages xii to xiii, and the

(Dunsmore, Booker, & Ollendick,chapter-by-chapter

2013). highlights of new research content are listed on pages xxi to xxxviii. Finally,
Knowledge of their children’s emotional world can help parents guide their children’s
emotional development and teachthe themresearch
how to cope discussions have been
effectively with problems. One study updated for each developmental period and topic. I expended
every effort to make this edition
found that mothers’ knowledge about what distresses and comforts their children predicts the
children’s coping, empathy, and prosocial behavior (Vinik, Almas, & Grusec, 2011).
of Children as contemporary and up-to-date as possible. To
that end, there are more than 1,200 citations from 2016, 2017, and 2018 in this edition.
Regulation of Emotion and Peer Relations Emotions play a strong role in deter-
mining the success of a child’s peer relationships (Denham, Bassett, & Wyatt, 2015). Moody
and emotionally negative children are more likely to experience rejection by their peers,
whereas emotionally positive children are more popular. One study revealed that 4-year-olds

Connecting Developmental Processes

recognized and generated strategies for controlling their anger more than did 3-year-olds
(Cole & others, 2009). Also, a recent study found that children who regulated their frustration
and distress at an earlier age during preschool (3 years) had a more rapid decline in external-
izing problem behavior when interacting with peers across the early childhood period (3 to
Too often we forget or fail to notice the many connections from one point in child development
5 years of age) (Perry & others, 2013). Emotion regulation at ages 4 and 5 did not reduce
problem behavior to the extent that it did at 3 years of age, suggesting that earlier emotion
to another. I have substantially increased attention to these connections in the text narrative
regulation puts children on a more adaptive trajectory in interacting with peers.
and included features to help students connect topics across the stages of child development.
282 CHAPTER 10 Socioemotional Development In Early Childhood

xviii Preface
san73939_ch10_276-312.indd 282 8/31/17 6:45 PM
 Developmental Connections, which appear
Minimizing multiple
Bias Studies timesdevelopment
of children’s in each chapter, pointwhen
are most useful readers
they are con-
to places where the topic is discussed
ducted withoutinbias
a orprevious, current,
prejudice toward or subsequent
any specific group of people.chapter.
Of special Thisconcern is
developmental connection
bias based on gender and bias based onConnect
culture or ethnicity.
feature highlights links across topics of developmentReview and connections among biological,
Reflect Review cog- Gender Connect
• What is teratology? What are some • Earlier you read about chromosomal
GenderThe
nitive, and socioemotional processes. BiaskeyFordevelopmental
most of its existence, our societyare
processes has typically
had a strongdiscussed
gender bias, a pre-
general principles regarding Gender stereotyping
and gene-linkedcontinues to be
abnormalities that can
LG3 Describe
conceived notion about the abilities potential
of males and females that prevented individuals from extensive. Recent research indicates
in isolation from each other, pursuing
so students often fail to see
hazards the
duringconnections
prenatal
their own interests and achieving their potential (Brannon, among
teratogens?
• 2017;
them.
Helgeson, and
Which prescription 2017).
affect prenatal
that girls and
development.
older children
the symptoms
How are
useconditions
of the related a
development.
Included in Developmental Connections
Gender bias alsoishasa had
brief description
a less obvious effectofwithin
the the
backward or development.
field of child forward
nonprescription drugs canForinfluencehigher percentage
or risks similar to or different
of gender from those
stereo-
example, it is not unusual
connection. For example, the developmental for conclusions
connection to beright
to the drawn about
appearsfemales’
in attitudes
the margin
prenatal and behaviors
development? caused by teratogens
types than younger children and or other hazards?
• How do different psychoactive drugs
from research conducted with males as the only participants. boys. Connect
Reflect to Your “Socioemotional
Own Personal
next to the discussion of minimizing bias in research.
Furthermore, when researchers find gender differences, their reports
affect prenatal development?
sometimes magnify Journey in of Life and Late
• How do incompatible blood types Development Middle
Furthermore, a Connect question is included
those differences (Denmark &inothers,
the 1988).
self-reviews
For example,at athe end
researcher of
might each
report that
influence prenatal development? Childhood.” • If you are a woman, imagine that you
74 percent of the boys in a study had high achievement expectations versus only
some67 percent
section—Review, Connect, Reflect—so students can practice making connections
• What
of the girls and go on to talk about the differences in some detail. In hazards
areamong
reality,that
thiscan
environmental
might be aprenatal
have just found out you are pregnant.
What health-enhancing strategies will
influence
topics. For example: rather small difference. It also might disappear if the study were repeated, or the study might
development? you follow during the prenatal period?
If you are a man, imagine you are the
have methodological problems that don’t allow such strong interpretations.
• Which maternal diseases can affect
∙  In “Cognitive Development inPam Infancy” and researcher
Reid, a leading “Cognitive Development
who has in ethnic
studied gender and Early Child-
prenatal
bias development?
in development,
partner of a woman who has just
learned that she is pregnant. What can
• What other parental factors can affect
hood,” you read about themore recently has become
development a college president.
of attention in infancyTo readand
aboutearly
Pam’s childhood.
career, see the Connecting
prenatal development? you do to increase the likelihood that
with Careers profile. the prenatal period will go smoothly?
How might ADHD be linked to earlier attention difficulties?
Cultural and Ethnic Bias In recent years, there has been a growing realization that research
on children’s development needs to include more children from diverse ethnic groups (Giuntella,
Topical Connections: Looking Back and& Looking
2017; Umana-Taylor For-
Douglass, 2017). Historically, children from ethnic minority groups (African
ward begin and conclude each American,
chapterLatino,
by placing the chap-
Asian American, Topical
and Native American) were excluded Connections
from most research in the looking forward
United States and simply thought of as variations from the norm orNext average. If minority children
ter’s coverage in the larger context of development. The
were included in samples and their scores didn’t fit the norm, they were
you will
viewed
learn about the
as confounds
birth process and the transition from fetus to new-
or and responsiveness are assessed, read about
born, see how the newborn’s health
Looking Back section reminds “noise”
the reader ofdiscounted.
in data and what ­hGiven
appened
the fact that children from diverselow
ethnic
birth groups
weight were excluded
and preterm babies and find out about special ways to nurture
developmentally in previous periods of ­donevelopment.
from research child development for so long, we might reasonablythese conclude
fragilethat children’s
newborns, real
and examine what happens during the postpartum period.
lives are perhaps more varied than research data have indicated in the past.
Researchers also have tended to overgeneralize about ethnic groups (Parrillo, 2014). ethnic gloss The use of an ethnic label such
Ethnic gloss is the use of an ethnic label such as African American or Latino in a super- as African American or Latino in a superficial
ficial way that portrays an ethnic group as being more homogeneous than it really is
reach your learning goals
(Trimble, 1988). For example, a researcher might describe a research sample like this:
way that portrays an ethnic group as being
more homogeneous than it really is.

Connecting Development to Real Life

Prenatal Development
In addition to helping students makeconnecting research and developmental with careers connections, Children shows
the important real-life connections to the concepts discussed 1 What Is the in the Course text.of In recent years,
Prenatal LG1 Discuss the three periods of prenatal development.

Pam Reid, Educational Development?

and
students in my development course have increasingly told me that they want more of this
type of information. In this edition,Developmental
real-life connections Psychologistare explicitly
The Germinal Period made ∙ inThethe chapter-
germinal period lasts from conception until about two weeks later. It includes the cre-
ation of a fertilized egg, which is called a zygote, and cell division. The period ends when
opening vignette as well as in Caring Connections, Connecting with Diversity, the Milestones
When she was a child, Pam Reid liked to play with chemistry sets. Reid the zygote attaches to the uterine wall in a process called implantation.
video program, Connecting with Careers, How Would
majored in chemistry
The You
during college . . ?to questions
and .wanted
Embryonic Period
become a doctor. ∙ that pertainperiod
The embryonic to lasts from about two to eight weeks after conception. The embryo
five career areas, and Reflect: YourHowever, Own when some of her friends signed up for a psychology class differentiates into three layers of cells (endoderm, mesoderm, and ectoderm), life-support
Personal Journey of Life.
as an elective, she also decided to take the course. She was intrigued systems develop, and organ systems form (organogenesis).
Each chapter begins with a story designed
by learning to spark
about how people think,
Thebehave,students’
Fetal and develop—so
Period interest
much∙ soand
The fetalmotivate
period lasts from about two months after conception until nine months, or when
them to read the chapter. Amongthatthe chapter-opening
she changed her major to psychology. stories
Reid went are those
on to obtain herinvolving the
the infant is born. Growth and development continue their dramatic course, and organ sys-
tems mature to the point at which life can be sustained outside the womb.
Ph.D. in psychology (American Psychological Association, 2003, p. 16).
journey of pregnancy and the birth of “Mr. Littles,” Reggio
For a number of years Reid wasThe a professor
Brain
Emilia’s children
of education and psy- ∙ The and
growth of their
the brain during prenatal development is nothing short of remarkable. By the
early childhood education program, children
chology living
at the University in thewhere
of Michigan, Southshe alsoBronx, andtime
was a research Jewel Pam Cash
babies are born, they have approximately 100 billion neurons, or nerve cells. Neuro-
Reid (center)
genesis is the term that means with
thestudents
formationatofSaint Joseph College in
new neurons.
and her amazing contributions to scientist her community.
at the Institute for Research on Women and Gender. Her main Hartford, Connecticut, where she is the president of the college.
focus has been on how children and adolescents develop social skills, Courtesy of Dr. Pam Reid
Caring Connections provides applied with a special interest in 96
the development CHAPTER 3 American
of African girls (Reid
Prenatal Development
information about parenting, education, & Zalk, or
health and well-being related to dent topics
caring connections
2001). In 2004, Reid became provost and executive vice-presi-
at Roosevelt University in Chicago. In January 2008 she was
For more information about what professors, researchers, and edu­
cational psychologists do, see the Careers in Children’s Development
Appendix.
ranging from “From Waterbirth to appointed Music president ofParenting
Saint Joseph College in Hartford, Connecticut.
Strategies for Helping Overweight Children Lose Weight
Therapy” to “Parenting Strategies for san73939_ch03_072-098.indd 96
Most parents with an overweight child want to help the child to lose weight
8/14/17 9:54 PM

Helping Overweight Children Lose

­ but aren’t sure of the best ways to accomplish this goal. Keep in mind the
research we have discussed that indicates overweight children are likely
Weight” to “Strategies for Increasing to become overweight adolescents and adults, so it is importantSECTION for par- 1 The Nature of Children’s Development 35
Children’s ­Creative Thinking.” ents to help their children attain a healthy weight and maintain it. Following
are some recommended ways that parents can help their overweight chil-
Children puts a strong emphasis on dren lose weight (DiLonardo, 2013; Matthiessen, 2013; Moninger, 2013):
diversity. For a number of editions, this • Work on a healthy project together and involve the child

text has benefited san73939_ch01_001-043.indd

from having one
more leading experts on diversity to
ensure that it provides students with cur-
rent, accurate, sensitive information
related to diversity in children’s develop-
ment. The diversity expert for this edition
of Children is James A. Graham.
Diversity is discussed in every
chapter. C ­onnecting with Diversity
interludes also appear in every chapter,
focusing on a diversity topic related to
35
or in the decision-making process. Get the child involved in an
activity that can help him or her lose weight such as purchasing 8/14/17 7:18 PM
pedometers for all family members and developing goals for how
many steps to take each day. By involving the child in making
decisions about the family’s health, the hope is that the child will
begin to take responsibility for his or her own health.
What are positive strategies parents can adopt to help overweight
• Be a healthy model for your child. In many aspects of life,
what people do is more influential than what they say.
children lose weight?
©vgajic/Getty Images RF
So if parents are overweight and engaging in unhealthy behaviors
such as eating unhealthy fast food and not exercising, then telling select the fruits and vegetables they are willing to eat. Let them
their overweight children to lose weight is unlikely to be effective. choose which sport or type of exercise they would like to do.
• Engage in physical activities with children. Parents and • Eat healthy family meals together on a regular basis.
children can engage in activities like bicycling, jogging, hiking, and Children who eat meals together with their family are less likely
swimming together. Parents might say something like, “Let’s take to be overweight.
a bike ride after dinner this evening. It would be fun and could • Reduce screen time. Children who spend large numbers of
help us both get in better shape.” hours per day in screen time are more likely to be overweight
• Give children choices in what they want to do to lose than their counterparts whose screen time takes up a smaller
weight. Take them to the grocery store with you and let them part of their day.

Preface xix
DISEASES
Four childhood diseases that can be especially harmful to children’s development are cancer,
diabetes, cardiovascular disease, and asthma.
 What Is the Best Way to Teach English
connecting with diversity
Language Learners?
A current controversy related to dual-language learning involves the
millions of U.S. children who come from homes in which English is not
the primary language (Echevarria, Vogt, & Short, 2017; Peregoy & the material at that point in the chapter.
connecting withand
Immigration diversity
Ethnic Minority Parenting
Boyle, 2017). What is the best way to teach these English language
Topics range from “The Increased
learners (ELLs), many of whom in the United States are from immi-
grant families
What Is
living inresearch
Recent
the Best
poverty (McCabe
Wayindicates
& others, that
to Teach
2013)?many members of
ELLs have been taught in one of two main ways: (1) instruction
English Diversity of Adopted Children and
increasingly embracing the importance of education
Language
in only, orLearners?
English families (2) athat have recently
dual-language (used to beimmigrated
called bilingual) to the Adoptive Parents” to “Cultural Varia-
(Cooper, 2011). Although their school dropout
approach that United
involvesStates
A current controversy related toadopt
instruction in theirahome
dual-language bicultural orientation,
language and English
learning involves
(Haley & Austin, 2014). In a dual-language approach, instruction is
the A first- and second-grade bilingual English-Cantonese
tions in Guiding Infants’ Motor Devel-
teacher
rates have remained higher than for other
millions of selecting
U.S. children who characteristics
come from homes inofwhich
given in both the ELL child’s home language and English for varying
the primary language (Echevarria, Vogt, & Short, 2017; Peregoy &
the U.S.
English is cul-
not instructing students in Chinese in Oakland, California. What have
researchers found about the effectiveness of bilingual education?
opment” to “What Is the Best Way to
ethnic groups, toward the end of the first
amounts ofture time at that help them One ofto the survive
arguments forand decade of the twenty-first century they
certain grade levels.
Boyle, 2017). What is the best way to teach these English language
dual-language approach is the research discussed earlier demonstrat-
the ©Elizabeth Crews Teach English Language Learners?” to
advance,
learners (ELLs), many of while
whom instill retaining
the United States are
ing that bilingual children have more advanced information-processing
aspects
from immi- of years they are in effect, type of instruction, quality of schooling other declined considerably (National Center
“Cross-Cultural Comparisons of Sec-
grant families living in poverty (McCabe & others, 2013)?
their culture
skills than monolingual children do of(Genesee
origin& Lindholm-Leary,
(Moro, 2014).
ELLs have been taught in one of two main ways: (1) instruction
2012).
ondary Schools.”
than ELL instruction, teachers, children, and other factors. Further, no for Education Statistics, 2016). In addi-
If a dual-language strategy is used, too often it has been thought effective experiments have been conducted that compare bilingual
in English Immigration also
only, or (2) a dual-language involves
(used to cultural bro-
be called bilingual) tion to adopting aspects of American
that immigrant children need only one or two years of this type of instruc-
approach that involves instruction in their home language and English
education with English-only education in the United States (Snow & The Milestones video program shows
tion. However,kering,
in general itwhich
takes immigrant has increasingly
children approximately three Kang, 2006). Some expertsbilingual
have concluded that the quality of instruc- culture, immigrants often retain positive
(Haley & Austin, 2014). In a dual-language approach, instruction is
to five years to develop speaking proficiency and seven years to develop
A first-
tion
and second-grade
is morestudents
importantin in determining
English-Cantonese
outcomes than the
students what developmental concepts
teacher
language
have in
given in both occurred in the
the ELL child’s homeUnited
languageStates
and Englishas for
chil-
varying
instructing Chinese in Oakland, California. What aspects of their culture of origin.
reading proficiency in English (Hakuta, Butler, & Witt, 2001). Also, immi-
amounts of time at certain grade levels. One of the arguments for the
which it is delivered
researchers (Lesaux
found about the&effectiveness look like by letting them watch actual
Siegel, 2003).of bilingual education?
grant childrendren varyand adolescents
in their serve(Echevarria,
ability to learn English as media- Vogt, & ©Elizabeth Crews
Nonetheless, other experts, such as Kenji Hakuta (2001, 2005), Parenting in many ethnic minority fami-
dual-language approach is the research discussed earlier demonstrat-
Short, 2017). Children who comeand from lower socioeconomic support the combined home language and English approach because humans develop. Students are able to
tors
ing that bilingual (cultural
children linguistic)
have more advanced for backgrounds
their
information-processing years they are in effect, type of instruction, quality of schooling other lies emphasizes issues associated with
have more difficulty than those from higher socioeconomic backgrounds
immigrant
skills than monolingual childrenparents
do (Genesee (Buriel,for immigrant
& 2011; chil- language
Lindholm-Leary, 2012). track several individuals starting from
(1) children have difficulty learning a subject when it is taught in a
than ELL instruction, teachers, children, and other factors. Further, no promoting children’s ethnic pride,
(Hakuta, 2001; Hoff & Place, 2013). Thus, especially they do not understand; and (2) when both languages are
If a dual-language strategy is used, too often it has been thought
Villanueva infancy and watch them achieve major developmental milestones, both physically and cogni-
effective experiments have been conducted that compare bilingual
children need&only Buriel, 2010). knowledge of their ethnic group, and
dren from low socioeconomic backgrounds, more years of dual-language integrated in the classroom, children learn the second language more
that immigrant one or two years of this type of instruc- education with English-only education in the United States (Snow &
instruction may be needed than they currently are receiving.
In adopting
tion. However, in general it takes immigrant characteristics tively. (See page xiv for further details.)
children approximately ofthree
readily and participate more actively. In support of Hakuta’s view,
Kang, 2006). Some experts have concluded that the quality of instruc- awareness of discrimination (Umana-
What have researchers found regarding outcomes of ELL pro- Howmostislarge-scale
acculturation
studies haveinvolved
found thatintheethnic
academicminority
achievement parenting?
to five years to develop speaking proficiency and seven years to develop
grams? Drawingthe U.S. culture,
conclusions about the Latino families
effectiveness are Connecting with Careers profiles careers ranging from genetic counselor to toy designer
of ELL programs
tion is more important in determining outcomes than the language in
of ELLs Grant/PhotoEdit
©Spencer is higher in dual-language programs than in English-only pro- Taylor & Douglass, 2017).
reading proficiency in English (Hakuta, Butler, & Witt, 2001). Also, immi- which it is delivered (Lesaux & Siegel, 2003).
is difficult because of variations across programs in the number of
grant children vary in their ability to learn English (Echevarria, Vogt, & to teacher of English Language Learners, all of which require a knowledge of children’s
grams (Genesee & Lindholm-Leary, 2012).
Nonetheless, other experts, such as Kenji Hakuta (2001, 2005),
Short, 2017). Children who come from lower socioeconomic backgrounds support the combined home language and English approach because development. The careers highlighted
have more difficulty than those from higher socioeconomic backgrounds (1) children have difficulty learning a subject when it is taught in a
(Hakuta, 2001; Hoff & Place, 2013). Thus, especially for immigrant chil- language they do not understand; and (2) when both languages are extend from the Careers Appendix imme-
connecting with careers
dren from low socioeconomic backgrounds, more years of dual-language
instruction may be needed than they currently are receiving.
Of incourse,
integrated individual
the classroom, children learnfamilies vary,more and how ethnic minority families deal with stress
diately following “Introduction,” which
the second language
readily and participate more actively. In support of Hakuta’s view,
What have researchers found regarding outcomes of ELL pro-
depends on many factors (Yoshikawa
most large-scale studies have found that the academic achievement
& others, 2016). Whether the parents are native-born
provides a comprehensive overview of
Salvador
grams? DrawingTamayo, Teacher of English of ELL programs or immigrants, how long thethanfamily haspro-been in this country, and their socioeconomic
conclusions about the effectiveness
of variations across programs in the number of status
of ELLs is higher in dual-language programs
careers to show students where knowledge
in English-only
is difficult because
Language Learners and national
grams (Genesee & Lindholm-Leary,origin2012). all make a difference (Berry, 2015). The characteristics of the
of children’s development could lead
family’s social context also influence its adaptation. What are the attitudes toward the fam-
Salvador Tamayo is an ELL fifth-grade teacher at Turner Elementary
School in West Chicago. He recently received a National Educator
them.
ily’s ethnic group within its neighborhood or city? Can the family’s children attend good
Award by the Milken Family Foundation for his work in educating ELLs.
schools? Are there community groups that welcome people How from the Would Youethnic
family’s questions in
. . . ?group?
connecting with careers
Tamayo is especially adept at integrating technology into his ELL
the
Do members of the family’s ethnic group form community groups of their own? To read margins of each chapter highlight
classes. He and his students have created several award-winning Web
sites about the West Chicago City Museum, the local Latino commu-
Salvador Tamayo, Teacher of English further about ethnic minority parenting, see the Connecting issues with
involving fiveinterlude.
Diversity main career areas of
nity, and the history of West Chicago. His students also developed an
Language Learners children’s development: psychology,
“I Want to Be an American Citizen” Web site to assist family and com-
Socioeconomic Status Low-income families have less access to resources than
munity members in preparing for the U.S. Citizenship Test. Tamayo Salvador Tamayo works with dual-language education students. human development and family studies,
Salvador Tamayo is an ELL fifth-grade teacher at Turner Elementary
also teaches
How inmight an ELL class at Wheaton College.
socioeconomic statusaand poverty higher-income families do (Wadsworth & others, 2016; Yoshikawa & others, 2017). The
School West Chicago. He recently received National Educator
Courtesy of Salvador Tamayo
education, health professions (such as
be linked
Award to parenting
by the Milken and for
Family Foundation young
his workchildren’s
in educating ELLs. differential in access to resources includes nutrition, health care, protection from danger,
development?
Tamayo is especially adept at integrating technology into his ELL nursing and pediatrics), and social work.
and enriching educational and socialization opportunities, such as tutoring and lessons in
classes.
©Jens He and his students have created several
Kalaene/picture-alliance/dpa/AP award-winning Web
Images variousSECTION
activities. The How Would You . . . ? questions
sites about the West Chicago City Museum, the local Latino commu- 5 367
nity, and the history of West Chicago. His students also developed an ensure that this book orients
Middle and Late Childhood
students
Persistent and long-standing poverty can have especially to concepts that are important
damaging to their
effects understanding
on children
“I Want to Be an American Citizen” Web site to assist family and com-
How Would You…?
munity members in preparing for the U.S. Citizenship Test. Tamayo
(Chaudry & others, 2017; Coley & others, 2017). One study revealed that the more years children to con-
of children’s development. I have asked instructors specializing in these fields
also teaches an ELL class at Wheaton
If you wereCollege.
an educator, how
tribute
spent in poverty,
Courtesy of Salvador Tamayo ? questionsindices
Salvador Tamayo works with dual-language education students.
HowtheWouldhigher You . . . physiological
were their for each chapter.
of stress (EvansStrategically
& Kim, 2007).placedAlso, in the
san73939_ch12_341-378.indd 367 would you work with low- margin
a recent next
study to the
found that relevant
persistent chapter
economiccontent, hardshipthese
as wellquestions
8/31/17 7:54 PM
as very earlyhighlight
povertyessential
was linkedideas for
socioeconomic-status families to lower
students cognitive
to take functioning
away from in children
chapter atcontent.5 years of age (Schoon & others, 2012). And in
to increase parental anotherSECTION
recent
Finally,
5
study,
part poverty-related
ofLate
Middle and applying adversity
Childhood knowledge 367
in family and schooldevelopment
of children’s contexts in early
to thechildhood
real world is
involvement in their children’s educational wasunderstanding
linked to less effective
how itexecutive function in
affects oneself. second and third
Accordingly, onegrades
of the(Raver
goals&ofothers, 2013).develop-
my child
activities? In the
ment Unitedand
course States
this andtext most
is to Western
motivatecultures,studentsdifferences have been
to think deeply aboutfound in own
their child journey
rearing among different SES groups (Hoff, Laursen, & Tardif, 2002, p. 246):
of life. To encourage students to make personal connections to content in the text, I
san73939_ch12_341-378.indd 367
∙ include
“Lower-SES a Reflect:
parentsYour (1) areOwn morePersonal
concernedJourney that their of
8/31/17 7:54 PM
Life prompt
children conform in the end-of-section
to society’s
review. expectations,
This question(2) create
asksa students
home atmosphere
to reflectin on which
someit isaspect
clear that parents
of the have in the sec-
discussion
tion authority
they have overjustchildren,”
read and (3) use physical
connect punishment
it to their own morelife.in For
disciplining
example, theirin relation to a
children,
discussion ofand
the(4) are more experience
early-later directive andissue less conversational
in development, with students
their children.
are asked,
∙ “Higher-SES parents (1) are more concerned with developing children’s initiative” and
∙ Can you identify an early experience that you believe contributed in important ways to
delay of gratification, (2) “create a home atmosphere in which children are more
nearlydevelopment?
your Canand
equal participants youin identify a recent
which rules or current
are discussed (later) experience
as opposed to being laidthat you
think had (is having) a strong influence on your development?
down” in an authoritarian manner, (3) are less likely to use physical punishment, and
(4) “are less directive and more conversational” with their children.

302 CHAPTER 10 Socioemotional Development In Early Childhood

san73939_ch10_276-312.indd 302 8/31/17 6:46 PM

xx Preface
Content Revisions
A significant reason why Children has been successfully used by instructors for edition after edition is the painstaking effort and review
that goes into making sure the text provides the latest research on all topic areas discussed in the classroom. This new edition is no excep-
tion, with more than 1,200 citations from 2016, 2017, and 2018.
Below is a sample of the many chapter-by-chapter changes that were made in this new edition of Children. Although every chapter
has been extensively updated, three chapters (“Cognitive Development in Infancy,” “Cognitive Development in Early Childhood,” and
“Socioemotional Development in Middle and Late Childhood”) and the following content areas were especially targeted for revisions
based on the results of the Heat Map data (discussed on page xv) and updated and expanded research: diversity and culture; genetics and
epigenetics; neuroscience and the brain; identity issues, especially gender and transgender; health; and technology.

Chapter 1: Introduction methylation process (Butts, 2017; Chatterton & others,

∙∙ Updated data on the dramatic increase in Latino and Asian
American children in the United States, with recent projec-
tions from 2014 to 2060 (Colby & Ortman, 2015)
∙∙ Updated statistics on the recent increase in the percentage
of U.S. children and adolescents under 18 years of age liv-
ing in poverty, including data reported separately for
African American and Latino families (DeNavas-Walt &
Proctor, 2015; Proctor, Semega, & Kollar, 2016)
∙∙ Expanded content on the early-later experience issue regard-
ing sensitive parenting to include the importance of positive
close relationships later in childhood, in adolescence, and in
adulthood (Antonucci & others, 2016)
∙∙ In the section on physiological methods, new discussion of
recent advances in assessing genes, including specific genes
linked to childhood obesity (Grigorenko & others, 2016;
Moore, 2017)
∙∙ Updated and expanded coverage of the increased use of
eye-tracking equipment to assess children’s development
(Loi & others, 2017; Meng, Uto, & Hashiva, 2017)
∙∙ New entries in Resources section: Cambridge Handbook of
International Prevention Science, edited by Israelashvili and
Romano (2017), provides up-to-date coverage of social pol-
icy and intervention in children’s lives to improve their
well-being and development in the United States and
around the world. In Encyclopedia of Lifespan Development
by Bornstein (2018), leading experts provide up-to-date dis-
cussions of many of the topics found in this edition.
Chapter 2: Biological Beginnings
∙∙ Revised and updated based on comments by leading experts
Elena Grigorenko, David Moore, and Kirby Deater-Deckard
∙∙ Due to the increased emphasis on gene × environment inter-
action, the content on shared and non-shared environmental
experiences has been deleted because it is now being given
less attention.
∙∙ New description of recent research on how exercise, nutri-
tion, and respiration can modify the expression of genes
(Done & Traustadottir, 2016; Van Bussel & others, 2016)
∙∙ New coverage of the process of methylation, in which
tiny atoms attach themselves to the outside of a gene.
Researchers have found that exercise, diet, and tobacco use
can change whether a gene is expressed or not through the
2017; Godfrey & others, 2017).
∙∙ Updated and expanded discussion of genome-wide asso-
ciation studies, including research on suicide (Sokolowski,
Wasserman, & Wasserman, 2016), autism (Connolly &
others, 2017), attention deficit hyperactivity disorder
(Naaijen & others, 2017), and glaucoma (Springelkamp &
others, 2017)
∙∙ Expanded content about why recent improvements in
next-generation sequencing have led to advances in analy-
sis of genes and their links to various diseases (Bardak &
others, 2017)
∙∙ Updated and expanded research on gene-gene interaction,
including studies of immune system functioning
(Heinonen & others, 2015), obesity (Bordoni & others,
2017), type 2 diabetes (Saxena, Srivastaya, & Banergee,
2017), cancer (Wu & others, 2017), and cardivovascular
disease (De & others, 2017)
∙∙ Inclusion of recent research in which a higher level of
maternal responsivity to children with fragile X syndrome’s
adaptive behavior improved the children’s communication
skills (Warren & others, 2017)
∙∙ New content on how stem cell transplantation is being
explored in the treatment of infants with sickle-cell anemia
(Azar & Wong, 2017)
∙∙ Updated description of how research now supports the use
of hydroxyurea therapy for infants with sickle cell anemia
beginning at 9 months of age (Nevitt, Jones, & Howard,
2017; Yawn & John-Sawah, 2015)
∙∙ Description of a recent research review that concluded
many aspects of the developing prenatal brain can be
detected in the first trimester using ultrasound, which
also can help to identify spina bifida early (Engels &
­others, 2016)
∙∙ Inclusion of information from a recent research review that
concluded fetal MRI does not provide good results in the
first trimester of pregnancy because of small fetal structures
and movement artifacts (Wataganara & others, 2016). In
this review, it also was argued that fetal MRI can especially
be beneficial in assessing central nervous system abnormali-
ties in the third trimester of pregnancy.
∙∙ New commentary that maternal blood screening can be used
to detect congenital heart disease risk in the fetus (Sun &
others, 2016)

Preface xxi
∙∙ Inclusion of recent research that found ultrasound can accu-
rately identify the sex of the fetus between 11 and 13
weeks of gestation (Manzanares & others, 2016)
∙∙ New content on fertility drugs being more likely to
­produce multiple births than in vitro fertilization
(March of Dimes, 2017)
∙∙ New coverage of a recent national study in which low
birthweight and preterm birth were significantly higher in
infants conceived through assisted reproduction technology
(Sunderam & others, 2017)
∙∙ Discussion of a recent study of 3- to 5-year-old children in
which parents’ secure attachment increased their adopted
children’s secure attachment, with mothers’ secure attach-
ment making a stronger contribution to their children’s
secure attachment than fathers’ secure attachment (Barone,
Lionetti, & Green, 2017)
∙∙ Description of a study of adoptees in emerging adulthood
that found perceptions of secure parent-child attachment
relationships, as well as sensitive and open communication
about birth parent contact, were linked to greater satisfac-
tion for adoptees (Farr, Grant-Marsney, & Grotevant, 2014)
∙∙ Coverage of a recent research review of internationally
adopted adolescents in which a majority were well adjusted,
but adoptees had a higher level of mental health problems than
their non-adopted counterparts (Askeland & others, 2017)
∙∙ New commentary about the epigenetics of well-being (Szyf &
Pluess, 2016)
∙∙ New entry in Resources: The Developing Genome by David
Moore (2015) provides a superb overview of recent think-
ing and research on epigenetics.
Chapter 3: Prenatal Development
∙∙ Changes in the chapter based on feedback from leading
expert consultant Janet DiPietro
∙∙ Updated data on the average length and weight of the fetus
at different points in prenatal development, including revi-
sions involving these data in Figure 10 in “Biological
Beginnings”
∙∙ Coverage of a recent large-scale study in Brazil in which
flour that was fortified with folic acid produced a significant
reduction in neural tube defects (Santos & others, 2016)
∙∙ Description of a recent study in which higher maternal
­pre-pregnancy body mass was linked to a higher level of
adiposity and inflammation in newborns (McCloskey &
­others, 2017)
∙∙ Discussion of a recent research review that concluded a
combination of aerobic and resistance (muscle strength)
exercise during pregnancy benefited maternal cardiorespira-
tory fitness (Perales & others, 2016)
∙∙ Inclusion of a recent meta-analysis that concluded regular
aerobic exercise during pregnancy is associated with a
decrease in preterm birth and a higher incidence of vaginal
birth, as well as a lower level of caesarean delivery (Di
Mascio & others, 2016)
xxii Preface
∙∙ Coverage of a recent study that found women who exercised
regularly during pregnancy were less likely to have high blood
pressure and excessive weight gain (Barakat & others, 2016)
∙∙ Description of a recent study that revealed regular exercise
by pregnant women was linked to more advanced develop-
ment in the neonatal brain (Laborte-Lemoyne, Currier, &
Ellenberg, 2017)
∙∙ Inclusion of recent research in which two weekly 70-minute
yoga sessions reduced pregnant women’s stress and enhanced
their immune system functioning (Chen & others, 2017)
∙∙ Discussion of recent research that found isotretinoin (used
to treat acne) is one of the most commonly prescribed
drugs for adolescent girls seeking contraceptive advice, yet
girls were not receiving adequate information about its
harmful effects on offspring if they become pregnant
(Eltonsy & others, 2016; Stancil & others, 2017)
∙∙ Coverage of recent research on negative outcomes for fetal
alcohol spectrum disorders (FASD) that include lower exec-
utive function (Kingdon, Cardoso, & McGrath, 2016), as
well as externalized and internalized behavior problems
(Tsang & others, 2016), and a significantly lower life
expectancy (Thanh & Johnsson, 2016)
∙∙ New description of the French Alcohol Society’s (2016)
recommendation that women should not consume any alco-
hol during pregnancy
∙∙ Inclusion of recent research indicating that maternal ciga-
rette smoking during pregnancy was linked to increased risk
of offspring smoking cigarettes at 16 years of age (De
Genna & others, 2016)
∙∙ Description of recent research in which daughters whose
mothers smoked during pregnancy were more likely to sub-
sequently smoke during their own pregnancy (Ncube &
Mueller, 2017)
∙∙ Coverage of recent research that found despite the plethora
of negative outcomes for maternal smoking during preg-
nancy, 23 percent of pregnant adolescent and 15 percent of
adult pregnant women reported using tobacco in the previ-
ous month (Oh & others, 2017)
∙∙ New content on the increasing use of e-cigarettes during
pregnancy and research on pregnant women’s misconceptions
about e-cigarettes (Mark, 2015; Spindel & McEvoy, 2016)
∙∙ Coverage of recent research in which cocaine use during
pregnancy was associated with impaired connectivity of the
thalamus and prefrontal cortex in newborns (Salzwedel &
others, 2016)
∙∙ Discussion of recent research indicating that cocaine use by
pregnant women is linked to attention deficit hyperactivity
disorder, oppositional defiant disorder, and posttraumatic
stress disorder (PTSD) in offspring (Richardson & others,
2016), as well as self-regulation problems at age 12
(Minnes & others, 2016)
∙∙ Coverage of a recent meta-analysis that found marijuana
use during pregnancy was associated with the following
outcomes in offspring: low birth weight and an increased
 likelihood of being placed in a neonatal intensive care unit
(Gunn & others, 2016)
∙∙ New research indicating that pregnant women have increased
their use of marijuana in recent years (Brown & others, 2016)
∙∙ Description of recent research that found cardiac defects,
pulmonary problems, and microencephaly were among the
most common fetal and neonatal outcomes when pregnant
women have rubella (Yazigi & others, 2017)
∙∙ Inclusion of two recent research reviews that concluded
maternal obesity during pregnancy is associated with an
increased likelihood of offspring becoming obese in child-
hood and adulthood (Pinto Pereira & others, 2016;
Santangeli, Sattar, & Huda, 2015)
∙∙ New research indicating that offspring of mothers who have
gestational diabetes are at increased risk for developing car-
diovascular disease later in life (Amrithraj & others, 2017)
∙∙ Revised content stating that pregnant women are now being
advised to increase their fish consumption, especially low-
mercury-content fish such as salmon, shrimp, tilapia, and
cod (American Pregnancy Association, 2016; Federal Drug
Administration, 2016)
∙∙ Coverage of two recent studies that found very advanced
maternal age (40 years and older) was linked to negative
perinatal outcomes, including spontaneous abortion, preterm
birth, stillbirth, and fetal growth restriction (Traisrisilp &
Tongsong, 2015; Waldenstrom & others, 2015)
∙∙ Inclusion of recent research that revealed maternal prenatal
stress and anxiety were linked to lower levels of infants’
self-regulation (Korja & others, 2017)
∙∙ Description of a recent study in which taking antidepres-
sants early in pregnancy was linked to increased risk of
miscarriage (Almeida & others, 2016)
∙∙ Discussion of a recent study that found when fetuses were
exposed to serotonin-based antidepressants, they were more
likely to be born preterm (Podrebarac & others, 2017)
∙∙ Coverage of a recent study that revealed taking antidepressants
in the second or third trimester was associated with increased
risk of autism in children (Boukhris & others, 2016)
∙∙ Inclusion of a recent study that found intimate partner vio-
lence increased the mother’s stress level during her preg-
nancy (Fonseca-Machado Mde & others, 2015)
∙∙ Description of recent research in which CenteringPregnancy
participation was linked to reduced incidence of low birth
weight and placement in a neonatal intensive care unit
(Gareau & others, 2016)
Chapter 4: Birth
∙∙ Revisions based on feedback from leading expert Janet
DiPietro
∙∙ Update on the percentage of U.S. births that take place in
hospitals, at home, and in birthing centers and the percent-
age of babies born through cesarean delivery (Martin &
others, 2017)
∙∙ New description of global cesarean delivery rates, with the
Dominican Republic and Brazil having the highest rates
(56 percent) and New Zealand and the Czech Republic hav-
ing the lowest (26 percent) (McCullough, 2016). The World
Health Organization recommends a cesarean rate of
10 ­percent or less.
∙∙ Discussion of a recent study that found waterbirth was
associated with fewer negative outcomes for offspring
(Bovjerg, Cheyney, & Everson, 2016)
∙∙ Discussion of a recent research review in which waterbirth
neonates experienced fewer negative outcomes than non-
waterbirth neonates (Bovbjerg, Cheyney, & Everson, 2016)
∙∙ Description of a recent research review that concluded
waterbirth is associated with high levels of maternal satis-
faction with pain relief and the experience of childbirth
(Nutter & others, 2015)
∙∙ Inclusion of recent research indicating that both music ther-
apy and Hoku point ice massage were effective in reducing
labor pain (Dehcheshmeh & Rafiel, 2015)
∙∙ Discussion of a recent study in which acupuncture reduced
labor pain 30 minutes after the intervention (Allameh,
­Tehrani, & Ghasemi, 2015)
∙∙ Revised and updated content on cesarean delivery to
include two specific reasons for this intervention: failure
to progress through labor and fetal distress
∙∙ Coverage of recent studies that have found low Apgar
scores are linked to higher needs for long-term additional
support needs in education and educational attainment
(Tweed & others, 2016), risk of developmental vulnerability
at five years of age (Razaz & others, 2016), and risk for
developing ADHD (Hanc & others, 2016)
∙∙ Updated data on the recent decline in the percentage of
births in the United States that are preterm, including ethnic
variations (Martin & others, 2017)
∙∙ Coverage of a recent study that found especially in very
preterm infants, the identical twin who was smaller (an
index of prenatal environmental experience) than his/her
­co-twin was far more likely to have poorer working mem-
ory and a lower level of self-regulation at 8 years of age
(Deater-Deckard, 2016). The most likely explanation of this
outcome involves epigenetic influences.
∙∙ Description of a recent study that found kangaroo care sig-
nificantly reduced the amount of crying and increased heart
rate stability in preterm infants (Choudhary & others, 2016)
∙∙ Inclusion of recent research that revealed kangaroo care was
effective in reducing neonatal pain (Johnston & others,
2017; Mooney-Leber & Brummelte, 2017)
∙∙ Coverage of a recent study in Great Britain in which the use
of kangaroo care in neonatal units resulted in substantial cost
savings mainly because of its reductions in diseases such as
gastroenteritis and colitis (Lowson & others, 2015)
∙∙ Inclusion of a recent study in which massage therapy
improved the scores of HIV-exposed infants on both physi-
cal and mental scales, as well as improving their hearing
and speech (Perez & others, 2015)
Preface xxiii
∙∙ Updated data on the percentage of births in the United
States that are preterm, low birth weight, and cesarean sec-
tion (Hamilton, Martin, & Osterman, 2016)
∙∙ Inclusion of a longitudinal study in which the nurturing
positive effects of kangaroo care with preterm and low birth
weight infants at 1 year of age were still present 20 years
later in a number of positive developmental outcomes
(Charpak & others, 2017)
∙∙ Inclusion of information about a recent study in which kan-
garoo care and massage therapy were equally effective in
improving body weight and reducing hospital stays for low
birth weight infants (Rangey & Sheth, 2014)
∙∙ Description of recent research that found that women who
had a history of depression were 20 times more likely to
develop postpartum depression than women who had no
history of depression (Silverman & others, 2017)
∙∙ Coverage of a recent study in which postpartum depression
was associated with an increase in 4-month-olds’ uninten-
tional injuries (Yamaoka, Fujiwara, & Tamiva, 2016)
∙∙ Inclusion of recent research in which mothers’ postpartum
depression, but not generalized anxiety, was linked to their
children’s emotional negativity and behavior problems at 2
years of age (Prenoveau & others, 2017)
∙∙ Discussion of a recent study that found depressive symptoms
in mothers and fathers were linked to impaired bonding with
their infant in the postpartum period (Kerstis & others, 2016)
Chapter 5: Physical Development in Infancy
∙∙ Revisions based on feedback from leading expert Karen
Adolph
∙∙ New discussion of how infant growth is often not smooth
and continuous but rather is episodic, occurring in spurts
(Adolph & Berger, 2015; Lampl & Schoen, 2017)
∙∙ New description indicating that neuronal connections num-
ber in the trillions (de Haan, 2015)
∙∙ Coverage of a recent study that found higher-quality
mother-infant interaction predicted a higher level of frontal
lobe functioning when assessed by EEG later in infancy
(Bernier, Calkins, & Bell, 2016)
∙∙ New description of research done by Mark Johnson and
his colleagues (Gliga & others, 2017; Johnson & others,
2015; Milovavlijeviz & others, 2017; Saez de Urabain,
Nuthmann, & Johnson, 2017; Senju & others, 2016) on
infant brain development, including their neuroconstructivist
approach and studies of the development of the prefrontal
cortex and its function, early identification of autism, face
processing, and early social experiences
∙∙ New discussion of the recent increase in the use of func-
tional near-infrared spectroscopy to assess infants’ brain
activity, a technique that is portable and allows researchers
to monitor infants’ brain activity while they are exploring
the world around them (de Haan & Johnson, 2016;
Emberson & others, 2017b). Also, new Figure 4 shows an
infant in an experiment using near-infrared spectroscopy.
xxiv Preface
∙∙ Inclusion of a recent research review of 27 studies that con-
firmed pacifier use is associated with a lower incidence of
SIDS (Alm & others, 2016)
∙∙ Description of a recent Swedish study that revealed bed
sharing was more common in SIDS deaths (Mollborg &
others, 2015)
∙∙ New commentary that after prone sleeping position, the two
most critical factors in predicting SIDS are maternal smok-
ing and bed sharing (Mitchell & Krous, 2015)
∙∙ Coverage of two recent studies that found sleep difficulties
in infancy were linked to developmental problems in atten-
tion (Geva, Yaron, & Kuint, 2016; Sadeh & others, 2015)
∙∙ Inclusion of information about recent longitudinal studies
that revealed when mothers participated prenatally and in
early childhood in WIC programs, young children showed
short-term cognitive benefits and longer-term reading and
math benefits (Jackson, 2015)
∙∙ Updated data on the continuing increase in breast feeding
by U.S. mothers (Centers for Disease Control and
Prevention, 2016)
∙∙ Description of a recent Danish study that found breast feed-
ing did not protect against allergic sensitization in early
childhood and allergy-related diseases at 7 years of age
(Jelding-Dannemand, Malby Schoos, & Bisgaard, 2015)
∙∙ Coverage of a recent large-scale study of more than
500,000 Scottish children found that those who were exclu-
sively breast fed at 6 to 8 weeks were less likely to ever
have been hospitalized through early childhood than their
formula fed counterparts (Ajetunmobi & others, 2015)
∙∙ Inclusion of recent research that found breast feeding was
associated with a small increase in intelligence in children
(Kanazawa, 2015)
∙∙ New content on a key child undernutrition problem in
developing countries: micronutrient deficiencies such as
those involving iron, zinc, and iodine (Hwalla & others,
2017; Lazarus, 2017a, b; World Health Organization, 2017)
∙∙ New coverage of a recent study of infants’ organization of
exploratory behaviors in planning locomotion in challenging
contexts (Kretch & Adolph, 2017)
∙∙ New discussion of how walking skills might produce a
developmental cascade of changes in infancy, including
increases in language skills (Adolph & Robinson, 2015; He,
Walle, & Campo, 2015)
∙∙ Discussion of a recent study that examined a number of
predictors of motor milestones in the first year (Flensborg-
Madsen & Mortensen, 2017)
∙∙ Description of recent studies that indicated short-term
training involving practice of reaching movements
increased both preterm and full-term infants’ reaching for
and touching objects (Cunha & others, 2016; Guimaraes &
Tudelia, 2015)
∙∙ Inclusion of recent research in which infants who were not
yet engaging in reaching behavior were provided with
reaching experiences at 3 months of age, and these infants
Another random document with
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constituted the only defences of the town of Kuching, and which, as
no enemy was suspected to exist in the country, were seldom
guarded by above four men each; but Mr. Crookshank, who was
then administering the government, took the precaution to man them
with an efficient garrison, as it was said that during one of their
periodical religious feasts, several hundred men were to collect
quietly, and make a rush for the defences which contained the
arsenal. On Sir James Brooke’s return, however, strict inquiries were
instituted, but nothing could be discovered to implicate the gold
company in a plot, and it appeared unlikely they would attempt it
during the absence of the ruler who could have so soon revenged it.
On the 18th of February, the chiefs of the gold company
assembled about 600 of their workmen at Bau, and placing all the
available weapons in their hands, marched them down to their chief
landing-place at Tundong, where a squadron of their large cargo
boats was assembled. It is generally reported that, until they actually
began to descend the stream, none but the heads of the movement
knew the object, the men having been informed that they were to
attack a Dayak village in Sambas, where some of their countrymen
had lately been killed.
During their slow passage down the river, a Malay who was
accustomed to trade with them, overtook them in a canoe, and
actually induced them to permit him to pass, under the plea that his
wife and children lived at a place called Batu Kawa, eight miles
above the town, and would be frightened if they heard so many men
passing, and he not there to reassure them; he pulled down as fast
as he could till he reached the town of Kuching, and going straight to
his relative, a Malay trader of the name of Gapur, who was a
trustworthy and brave man, told him the story, but he said, “Don’t go
and tell the chiefs or the rajah such a tissue of absurdities;” yet he
went himself over to the bandhar and informed him; but the datu’s
answer was, “The rajah is unwell, we have heard similar reports for
the last twenty years; don’t go and bother him about it; I will tell him
what your relative says in the morning.” This great security was
caused by the universal belief that the Chinese could not commit so
great a folly as to attempt to seize the government of the country, as
they did not number above 4,000, while, at that time, the Malays and
Dayaks, within the Sarawak territories, amounted to 200,000.
But at midnight the squadron of Chinese boats pulled silently
through the town, and dividing into two bodies, the smaller number
entered Suñgei Bedil, the little stream above the government house,
while the larger continued its course to the landing-place of the fort,
to endeavour to surprise the houses of Mr. Crookshank, the police
magistrate, and Mr. Middleton, the constable, while a large party was
told off to attack the stockades. The government house was situated
on a little grassy hill, surrounded by small, but pretty cottages, in
which visitors were lodged. The Chinese landing on the banks of the
stream just above a house in which I used to reside, marched to the
attack in a body of about a hundred, and passing by an upper
cottage, made an assault on the front and back of the long
government house, the sole inhabitants of which were the rajah and
a European servant. They did not surround the house, as their
trembling hearts made them fear to separate into small bodies,
because the opinion was rife among them that the rajah was a man
brave, active, skilled in the use of weapons, and not to be overcome
except by means of numbers.
Roused from his slumbers by the unusual sounds of shouts and
yells at midnight, the rajah looked out of the venetian windows, and
immediately conjectured what had occurred: several times he raised
his revolver to fire in among them, but convinced that alone he could
not defend the house, he determined to effect his escape. He
supposed that men engaged in so desperate an affair would
naturally take every precaution to insure its success, and concluded
that bodies of the insurgents were silently watching the ends of the
house; so summoning his servant, he led the way down to a bath-
room, which communicated with the lawn, and telling him to open the
door quickly, and then follow closely, the rajah sprang forth with
sword drawn, and pistol cocked, but found the coast clear. Had there
been twenty Chinese there, he would have passed through them, as
his quickness and practical skill in the use of weapons are not, I
believe, to be surpassed. Reaching the banks of the stream above
his house, he found the Chinese boats there, but diving under the
bows of one, he reached the opposite shore unperceived, and as he
was then suffering from an attack of fever and ague, fell utterly
exhausted, and lay for some time on the muddy bank, till slightly
recovering he was enabled to reach the government writer’s house.
An amiable and promising young officer, Mr. Nicholets, who had but
just arrived from an out-station on a visit, and lodged in the upper
cottage, was startled by the sound of the attack, and rushing forth to
reach the chief house, was slain by the Chinese; while Mr. Steel,
who was there likewise on a visit, and Sir James’s servant, escaped
to the jungle.
The other attacks took place nearly simultaneously, Mr. and Mrs.
Crookshank rushing forth, on hearing this midnight alarm, were cut
down, the latter left for dead, the former severely wounded. The
constable’s house was attacked, but he and his wife escaped, while
their two children and an English lodger were killed by the
insurgents.
The forts, however, were not surprised; the Chinese, waiting for
the signal of attack on the houses, were perceived by the sentinel,
and he immediately aroused Mr. Crymble, who resided in the
stockade, which contained the arsenal and the prison. He
endeavoured to make some preparations for defence, although he
had but four Malays with him. He had scarcely time, however, to load
a six-pounder field-piece, and get his own rifle ready, before the
Chinese, with loud shouts, rushed to the assault. They were led by a
man bearing in either hand a flaming torch. Mr. Crymble waited till
they were within forty yards; he then fired and killed the man, who,
by the light he bore, made himself conspicuous, and before the
crowd recovered from the confusion in which they were thrown by
the fall of their leader, discharged among them the six-pounder
loaded with grape, which made the assailants retire behind the
neighbouring houses or hide in the outer ditches. But with four men
little could be done, and some of the rebels having quietly crossed
the inner ditch, commenced removing the planks which constituted
the only defence. To add to the difficulty, they threw over into the
inner court little iron tripods, with flaming torches attached, which
rendered it as light as day, while all around was shrouded in
darkness.
To increase the number of defenders, Mr. Crymble released two
Malay prisoners, one a madman, who had killed his wife, the other a
debtor. The latter quickly disappeared, while the former, regardless
of the shot flying around, stood to the post assigned him, opposite a
plank which the Chinese were trying to remove; he had orders to fire
his carbine at the first person who appeared, and when, the plank
giving way, a man attempted to force his body through, he pulled the
trigger without lowering the muzzle of his carbine and sent the ball
through his own brains. Mr. Crymble now found it useless to prolong
the struggle, as one of his four men was killed, and another, a brave
Malay corporal, was shot down at his side. The wounded man
begged Mr. Crymble to fly and leave him there, but asked him to
shake hands with him first, and tell him whether he had not done his
duty; but the Englishman seized him by the arm and attempted to
drag him up the stairs leading to the dwelling-house over the gate,
but the Chinese had already gained the court-yard, and pursuing
drove their spears through the wounded man, and Mr. Crymble was
forced to let go his hold, and with a brave follower, Duud, swung
himself down into the ditch below. Some of the rebels seeing their
attempted escape, tried to stop Mr. Crymble, and a man stabbed at
him, but only glanced his thick frieze coat, and received in return a
cut across the face from the Englishman’s cutlass, which, if he be
still alive, will be a remembrance to carry to the grave.
The other stockade, though it had but a corporal’s watch of three
Malays, did not surrender, until finding that every other place was in
the hands of the Chinese, the brave defenders opened the gates,
and charging the crowd of rebels, sword in hand, made their escape,
though they were all severely wounded in the attempt.
The confusion which reigned throughout the rest of the town may
be imagined, as startled by the shouts and yells of the Chinese the
inhabitants rushed to the doors and windows, and beheld night
turned into day by the bright flames that rose in three directions,
where the extensive European houses were burning at the same
time.
 It was at first very naturally thought that the Chinese contemplated
a general massacre of the Europeans, but messengers were soon
despatched to them by the kunsi, to say that nothing was further
from their intention than to interfere with those who were
unconnected with the Government.
The rajah had as soon as possible proceeded to the datu
bandhar’s house, and being quickly joined by his English officers,
endeavoured to organize a force to surprise the victorious Chinese,
but it was impossible; no sooner did he collect a few men, than their
wives and children surrounded them, and refused to be left, and
being without proper arms or ammunition, it was but a panic-stricken
mob; so he instantly took his determination, with that decision which
has been the foundation of his success, and giving up the idea of an
immediate attack, advised the removal of the women and children to
the left-hand bank of the river, where they would be safe from a land
attack of the Chinese, who could now make their way along the right-
hand bank by a road at the back of the town.
This removal was accomplished by the morning, when the party of
English under the rajah walked over to the little river of Siol, which
falls into the Santubong branch of the Sarawak, where obtaining
canoes, they started for the Samarahan river, intending to proceed to
the Batang Lupar to organize an expedition from the well-supplied
forts there. At the mouth of the Siol, the rajah found the war boat of
abang Buyong with sixty men waiting for him, which was soon joined
by six others, though smaller; as no sooner did the Malays of the
neighbouring villages hear that the rajah was at Siol, than they
began flocking to him. He now started for the Samarahan, and
rested at the little village of Sabang, and to the honour of the Malay
character, I must add that during the height of his power and
prosperity, never did he receive so much sympathy, tender attention,
and delicate generosity, as now when a defeated fugitive. They vied
with each other, as to who should supply him and his party with
clothes and food, since they had lost all, and if to know that he was
enshrined in the hearts of the people was any consolation to him in
his misfortunes, he had ample proofs of it then.
 When morning broke in Kuching, there was a scene of the wildest
confusion; the 600 rebels, joined by the vagabonds of the town, half
stupefied with opium, were wandering about discharging their
muskets loaded with ball cartridge in every direction; but at eight
o’clock the chiefs of the gold company sent a message to the bishop
of Labuan, requesting him to come down and attend the wounded.
He did so, and found thirty-two stretched out, the principal being
from gun-shot wounds; but among them he noticed one with a gash
across his face from the last blow Mr. Crymble had struck at the
rebels, and before his arrival they had buried five of their
companions.
It was evident that in the intoxication of victory the Chinese aimed
now, if not before, at the complete government of the country, and
summoned the bishop of Labuan, Mr. Helms, Mr. Ruppell, and the
datu bandhar to appear at the court-house; the English were obliged
to attend the summons, and the last came with great reluctance, and
contrary to the advice of his energetic brother, but it was thought
expedient to gain time.
The Chinese chiefs even in their most extravagant moments of
exultation, were in great fear that on their return the Malays might
attack their crowded boats, and destroy them, as on the water they
felt their great inferiority to their maritime enemies.
It must have been an offensive sight to the English and the
Malays to witness the arrangement of the court-house: in the rajah’s
seat sat the chief of the kunsi, supported on either side by the writers
or secretaries, while the now apparently subdued sections took their
places on the side benches. The Chinese chief issued his orders,
which were that Mr. Helms and Mr. Ruppell should undertake to rule
the foreign portion of the town, and that the datu bandhar should
manage the Malays, while the kunsi as supreme rulers should
superintend the whole, and govern the up country.
Everything now appeared to be arranged, when it was suggested
that perhaps Mr. Johnson might not quite approve of the conduct of
the Chinese in murdering his uncle and his friends; for the rajah at
that moment was supposed to be dead, and the head of Mr.
Nicholets was shown as the proof. At the mention of Mr. Johnson’s
name there was a pause, a blankness came over all their faces, and
they looked at each other, as they now remembered apparently for
the first time that he, the rajah’s nephew, was the governor of the
Sea Dayaks, and could let loose at least 10,000 wild warriors upon
them. At last it was suggested, after an animated discussion, that a
letter should be sent to him, requesting him to confine himself to his
own government, and then they would not attempt to interfere with
him.
The Chinese were very anxious to have matters settled, as with
all their boasts they did not feel quite comfortable, and were anxious
to secure the plunder they had obtained. They now called upon the
gentlemen and the Malay chiefs present to swear fidelity to the
kunsi, and under the fear of death they were obliged to go through
the Chinese formula of taking oaths by killing fowls. Next day the
rebels retired up country unmolested by the Malays, and a meeting
was at once held at the datu bandhar’s house to discuss future
proceedings; at first no one spoke, there was a gloom over the
assembly, as the mass of the population was deserting the town,
carrying off their women and children to Samarahan as a place of
safety, when abang Patah, son to the datu tumanggong, addressed
the assembly. He was a sturdy man, with a pleasant, cheerful
countenance, and a warm friend to English rule, and his first words
were,—“Are we going to submit to be governed by Chinese chiefs, or
are we to remain faithful to our rajah? I am a man of few words, and I
say I will never be governed by any but him, and to-night I
commence war to the knife against his enemies.”
This was the unanimous determination of the assembly, but they
were divided as to the course to be pursued. Patah, however, cut the
knot of the difficulty by manning a light canoe with a dozen Malays,
and proceeding at once up the river, attacked and captured a
Chinese boat, killing five of its defenders. In the meantime the
women and children were all removed from the town, and some
boats were armed and manned, but imperfectly, as the Chinese had
taken away the contents of the arsenal, and the principal portion of
the crews were engaged in conveying the fugitives to Samarahan.
 Patah’s bold act was well-meaning, but perhaps premature, as the
Malays, being scattered, could not organize a resistance, and urgent
entreaties were made to the rajah by well-meaning but injudicious
friends, to return and head this movement. He complied, though he
knew its futility, and arrived at Kuching to find the rest of the English
flying, the town in the hands of the Chinese, and smoke rising in
every direction from the burning Malay houses. It appeared when the
news reached the Chinese that the Malays were preparing for
resistance, they determined to return immediately and attack them
before their preparations were completed. They divided their forces
into two portions, as they were now recruited by several hundreds
from the other gold workings, and had forced all the agriculturists at
Sungei Tañgah to join them; in fact, their great cargo boats would not
hold their numbers, so one-half marched down the road leading from
the fields I have mentioned, near the little hill of Stapok, while the
rest came by river.
As soon as the Malays saw the Chinese boats rounding the point,
they boldly dashed at them, forced them to the river’s banks, drove
out the crews, and triumphantly captured ten of the largest. The
Chinese, better armed, kept up a hot fire from the rising ground, and
killed several of the best men among the Malays, among others
abang Gapur, whose disbelief in his kinsman’s story enabled the
rebels to surprise the town, and who to his last breath bewailed his
fatal mistake; and one who was equally to be regretted, our old
follower Kasim, whom I have so often mentioned in the earlier
chapters. The latter lingered long enough to see the rajah again
triumphant, and said he died happy in knowing it. It was he who,
though a good Mahomedan, and without knowing he was a
plagiarist, used to say,—“I would rather be in hell with the English,
than in heaven with you, my own countrymen.” Notwithstanding their
losses, the Malays towed away the boats, fortunately laden with
some of the most valuable booty, and secured them to a large
trading prahu anchored in the centre of the river. Having thus
captured also some better arms and ammunition, they kept up a fire
on their enemies who lined the banks.
 In the meantime the rajah arrived opposite the Chinese quarter,
and found a complete panic prevailing, and all those who had
preceded him flying in every direction; having vainly endeavoured to
restore a little order, he returned to carry out his original intention. He
joined the fugitives farther down the river, and having sent off the
ladies and the wounded to the secure fort of Lingga, under the care
of the bishop and as many Englishmen as he could spare, he
prepared on the following day to take the same route, in order to
obtain a base of operations, and a secure spot to rally the people
and await a fresh supply of arms. It was sad to think of the mischief
which might happen during this period of enforced inaction,
particularly as the datu bandhar and a chosen band were still in
Kuching anchored in the centre of the river, and making attacks
whenever they saw a chance. The Chinese were dragging up heavy
guns, and it was evident the Malays could not hold for many days,
and there was now nothing to defend, as the flames reddened the
horizon and the increasing volumes of smoke told the tale too well
that the town was being destroyed.
With feelings of the most acute distress these few Englishmen,
under their brave leader, put out to sea to bear away eastward; when
a cry arose among the men, “Smoke, smoke, it is a steamer!” and
sure enough there was a dark column rising in the air from a three-
masted vessel; for a moment it was uncertain which course she was
steering, but presently they distinguished her flag; it was the Sir
James Brooke, the Borneo company’s steamer, standing right in for
the Muaratabas entrance of the Sarawak River. The crew of the
rajah’s boat with shouts gave way, and the prahu was urged along
with all the power of their oars, to find the vessel anchored just within
the mouth.
Here, indeed, was a base of operations; the rajah felt the country
was saved. The native boats were taken in tow, and the
reinforcements of Dayaks, who were already arriving, followed up
with eager speed. What were the feelings of the Chinese when they
saw the smoke, then the steamer, it is not necessary to conjecture;
they fired one wild volley from every available gun and musket; but
the balls fell harmlessly; and when the English guns opened on
them, they fled panic-stricken, pursued by the rejoicing Malays and
Dayaks.
Early that morning a large party of Chinese had crossed from the
right to the left bank to burn the half of the town which had previously
escaped; but though they succeeded in destroying the greater
portion, they signed their own death warrant, as the Malays, now
resuming the offensive, seized the remainder of their boats, and the
relentless Dayaks pursued them through the forests. Not one of that
party could have escaped; some wandered long in the forests and
died of starvation, others were found hanging to the boughs of trees,
preferring death by suicide to the lingering torments of hunger. All
these bodies were afterwards found, and the natives said on every
one of them were from five to twenty pounds sterling in cash, silver
spoons or forks, or other valuables, the plunder of the English
houses.
Thus was the capital recovered; the Chinese on the right bank all
fled by the road, and thence retired up to the fort of Biledah, opposite
the town of Siniawan. The Land Dayaks were all ready assembled
under their different chiefs, and these without one exception stood
faithful to the government, and now rushed in every direction on the
Chinese, driving them from their villages, and compelling them to
assemble and defend two spots only, Siniawan and Bau, with the
landing places of the latter. The smoke rising in every direction
showed them that the loss they had inflicted on others was now
retaliated on them. The kunsi had in their blind confidence made no
preparations for an evil day, and it was well known that their stock of
food was small, as everything had been destroyed except their own
stores at Tundong, Bau, and a little at Siniawan, and they were
required to supply all those whom they had forced to join them from
the town and the whole agricultural population.
The harassing life they led must soon have worn them out without
any attacks, as they could no longer pursue their ordinary
occupations, or even fetch firewood or water without a strong armed
party, as the Dayaks hung about their houses and infested every
spot. It soon became a question of food, and they found they must
either obtain it, or retire across the border into Sambas. They
therefore collected all their boats and made a foray of eight miles
down the river to Ledah Tanah, and there threw up a stockade, in
which they placed a garrison of 250 of their picked men, under two of
their most trusted leaders. They put also four guns in position to
sweep the river, and these Chinese had the best of the government
carbines and rifles there. They also sacked a few of the Dayak
farmhouses, and one party made a bold attempt to reach the rajah’s
cottage at Peninjau, to which I have referred in my chapter on the
Dayaks of the right-hand branch.
But the villagers of Sirambau, Bombok, and Peninjau assembled
in force, threw up stockades across the steep path, and successfully
defended it against the assailants, who were driven back and
pursued with loss. To check the Chinese and afford assistance to the
Land Dayaks, the rajah sent up the datu bandhar and a small but
select force to wait his arrival below the Chinese stockade, but the
gallant bandhar, on being joined by the datu tumanggong and abang
Buyong, and a few Sakarang Dayaks, dashed at the fort, surprised
the garrison at dinner, and carried it without the loss of a man; the
Chinese threw away their arms and fled into the jungle, to be
pursued by the Sakarang Dayaks; stockade, guns, stores, and
boats, all were captured, and, what was of equal importance, the two
principal instigators of the rebellion were killed.
As soon as a few of the fugitives reached the fort at Beledah a
panic seized the Chinese, and they fled to Bau, where they made
preparations to retire into Sambas. The rajah, who was hurrying up
to the support of the bandhar, hearing of his success, despatched
Mr. Johnson with the light division to harass the enemy, and the
advance parties of his Sea Dayaks were on them immediately, but
the Chinese being well provided with fire-arms were enabled to retire
in tolerable order, from a few miles beyond Bau to the foot of the
Gombang range, along the good path which, as I have before
mentioned, they had constructed; but every now and then the active
Dayaks made a rush from the thick brushwood which borders the
path, and spread confusion and dismay, but the Chinese had every
motive to act a manly part, as they had to defend above a thousand
of their women and children who encumbered their disastrous flight.
 At the foot of the steep hill of Gombang they made a halt, for the
usual path was found to be well stockaded, and a resolute body of
Malays and Dayaks were there to dispute the way. It was a fearful
position; behind them the pursuers were gathering in increasing
strength, and unless they forced this passage within an hour they
must all die or surrender. At last some one, it is said a Sambas
Malay, suggested that there was an upper path, which, though very
steep, was yet practicable; this was undefended, and the fugitives
made towards it.
The Sarawak Malays and Dayaks, too late seeing their error in
neglecting to fortify this also, rushed up the edge of the hill, and
drove back the foremost Chinese; their danger was extreme; at that
moment, as if by inspiration, all the young Chinese girls rushed to
the front and encouraged the men to advance, which they again did,
and cheered by the voices of these brave girls who followed them
close, clapping their hands, and calling to them by name to fight
bravely, they won the brow of the hill, and cleared the path of their
less numerous foes. They were but just in time, as the pursuers were
pressing hotly on the rearguard, and the occasional volley of
musketry told them that the well-armed Malays were upon them; but
they were now comparatively safe, as they soon cleared the
Sarawak borders, and, although a few pursued them, the main body
of the Malays and Dayaks halted on the Gombang range.
The miserable fugitives, reduced to two thousand, of whom above
a half were women and children, sat down among the houses of the
village of Sidin, and many of them it is said wept not only for the loss
of friends and goods they had suffered from the insensate ambition
of the kunsi, but that they must give up all hope of ever returning to
their old peaceful homes. The kunsi, which on the night of the
surprise had numbered six hundred men, were now reduced to a
band of about a hundred, but these kept well together, and were
better armed than the others, and formed the principal guard of the
Taipekong, or sacred stone, which they had through all their
disasters preserved inviolate.
Several times the assailants, who mistook it for the gold chest,
had nearly captured it, but on the cry being raised that the Taipekong
was in peril, the men gathered round and carried it securely through
all danger. But here at Sidin, all immediate apprehension being over,
the discontent of those who had been forced to join the rebels burst
forth without control, so that from words they soon came to blows,
and the small band of the kunsi’s men was again reduced by thirty or
forty from the anger of their countrymen. Continuing their disorderly
retreat, they were met by the officers of the Dutch government, who
very properly took from them all their plunder and arms, and being
uncertain which was their own property, erred on the safe side by
stripping them of everything. Thus terminated the most absurd and
causeless rebellion that ever occurred, which, during its continuance,
displayed every phase of Chinese character: arrogance, secrecy,
combination, an utter incapability of looking to the consequences of
events or actions, and a belief in their own power and courage,
which every event belied. The Chinese never have fought even
decently, and yet till the very moment of trial comes they act as if
they were invincible.
I think this insurrection shows that though the Chinese require
watching, they are not in any way formidable as an enemy, and it
also proves how firmly the Sarawak government is rooted in the
hearts of the people, since in the darkest hour there was no whisper
of infidelity. Had the Chinese been five times as numerous, there
were forces in the background which would have destroyed them all.
Before the Chinese had fled across the border thousands of Seribas
and Sakarang Dayaks had arrived, and the people of Sadong were
marching overland to attack them in rear, while the distant out
stations were mustering strong forces, which arrived only to find all
danger past.
I almost believe it was worth all the disaster to show how uniform
kindness and generous consideration are appreciated by the Malays
and Dayaks, and how firmly they may become attached to a
government which, besides having their true interests at heart,
encourages and requires all its officers to treat them as equals. The
conduct of the Malay fortmen, of Kasim and Gapur, the generous
enthusiasm of abang Fatah, and the gallant rush at the Ledah Tanah
stockade by the bandhar and his forces, show what the rajah has
effected during his tenure of power. He has raised the character of
the Malay, and turned a lawless race into some of the best
conducted people in the world.
I must add that the results of the Chinese insurrection were very
curious in a financial point of view; though above three thousand five
hundred men were killed or driven from the country, yet the revenue
rose instead of falling, which proves what an extensive system of
smuggling had been carried on. The breaking up of the kunsi was
felt by all the natives as a great relief; and if the Chinese were to
increase to ten times their former numbers, there would not be the
slightest danger if ordinary precautions were taken, and if there were
stringent rules well carried out to prevent them either forming
extensive companies, or proper measures pursued to crush all
attempts at banding themselves into secret societies.
The Dutch authorities who formerly suffered so much from that
very formidable association, the great gold kunsi of Montrado, are
now free from all anxiety, as they no longer permit the Chinese to
form companies more numerous than may prove sufficient to
develop a single working, and the same system is at present
pursued in Sarawak. It is not at all surprising that those Chinese who
were forced to join in the insurrection under threats of the vengeance
of the kunsi, should look back with regret to the quiet days they
spent whilst cultivating the fertile soil around Stapok or Suñgei
Tañgah, and should now petition for permission to return to Sarawak,
which they do. However, the regulation I have before mentioned as
in force in the Sambas territories, prevents their leaving, as they
cannot readily gather together the six pounds sterling necessary, and
if they remove they like to do so in a body, but small parties of
fugitives occasionally arrive. It is worthy of remark, that a few days
after the insurrection, boats full of armed Chinese arrived from
Sambas to inquire whether Sarawak were not now in the hands of
their countrymen, and were proceeding up to join them, but were
easily driven back and destroyed by the Malays, who, in a cause
which they have at heart, are more than a match for treble their
number of Chinese.
 The Dutch authorities hearing of the rebellion in Sarawak sent
round a steamer with a party of soldiers to the assistance of the
authorities, but fortunately by that time all danger was passed, and
as soon as possible after the receipt of the news, Sir William Hoste,
who has always shown so intelligent an interest in Bornean affairs,
sailed for Sarawak in H. M. S. Spartan.
The news of the insurrection reached me after a very long delay,
as the first intimation I had of it was through a letter from Mr. Ruppell,
dated Singapore, as he had left Sarawak after the failure of the
Sunday attack, and I was kept in suspense for above a week, when
a more rapid sailing-vessel brought me the news that Sir James
Brooke had triumphed.
I went down to Sarawak by the first opportunity, and reached it in
July, to find everything proceeding apparently as if no insurrection
had occurred. Though the Malay town had been burnt down, yet the
inhabitants had soon recovered their energy, and had built their
houses again, which, though not so substantial as the former ones,
still looked very neat. Some things were missed in the landscape,
and the handsome government house with its magnificent library,
had disappeared; Mr. Crookshank’s and Mr. Middleton’s houses
were also gone, and, with the exception of the rajah, they were the
principal sufferers, as the Chinese had had no time to destroy either
the church or the mission-house, or the Borneo company’s premises,
and although they all suffered losses from pilferers, yet they were
comparatively trivial, when placed in comparison to that noble library,
which was once the pride of Sarawak.
I found, as I had expected, that the loss of worldly goods had had
little effect on the ruler of the country, who was as cheerful and
contented in his little comfortless cottage, as he had ever been in the
government house. His health, which before was not strong, had
been wonderfully improved by his great exertions to endeavour to
restore the country to its former state, and I never saw him more full
of bodily energy and mental vigour than during the two months I
spent at Sarawak in 1857. Everybody took their tone from their
leader, and there were no useless regrets over losses, and it was
amusing to hear the congratulations of the Malay chiefs, “Ah, Mr. St.
John, you were born under a fortunate star to leave Sarawak just
before the evil days came upon us.” Then they would laughingly
recount the personal incidents which had occurred to themselves,
and tell with great amusement the shifts they were put to for want of
every household necessary. There was a cheerfulness and a hope in
the future which promised well for the country.
There is at the present time a branch of the Tien Ti Hué,
established in our colony of Labuan, and last August its meeting-
house was discovered in the depths of the forest, but none of its
members were caught unlawfully assembling, though all its chief
officers are well known to the police, and as Labuan is a penal
settlement for Chinese convicts, the evil of permitting the secret
societies to continue is obvious.
The danger to be apprehended from the secret societies is that all
the members are banded together by the most solemn oaths, and
under the penalty of death, not to divulge one of its secrets, and to
aid and assist its members under every circumstance; to bear no
witness against them, whatever may be their crimes, to shield
fugitives from the laws of the country, and lastly to carry out the
orders of their chiefs, whatever may be the consequences. In
Singapore murdered men were formerly often found with the mark of
the secret societies upon them, and the ordinary operations of the
law are insufficient to meet these cases. In fact, when any of their
members are brought to trial, the wealth of these great societies is
sufficient to enable them to engage the services of the best
advocates, and to bribe most of the witnesses, and the Singapore
government has been thwarted in its efforts to put down the secret
societies, and to prevent pirate junks arming in the harbours, by the
technicalities of judges totally unacquainted with the condition of
eastern society, and by the perseverance of some of the lawyers
there, who consider it right to defend those curses to the country by
every means which are placed within their reach, by laws intended to
meet the requirements of a highly civilized people like the English,
and not a wild gathering from a hundred different countries, such as
is to be found in Singapore.
 Not to interrupt the narrative, I have not before noticed that during
the height of the insurrection, when the rebels had only been driven
from the town a few days, news came that several hundred Chinese
fugitives from the Dutch territories had crossed the borders towards
the sources of the left-hand branch of the Sarawak, and were
seeking the protection of the Sarawak government. Though
harassed by incessant work, the rajah did not neglect their appeal,
but immediately despatched trustworthy men, who safely piloted
them through the excited Dayaks, who thought that every man who
“wore a tail” ought now to be put to death. No incident could better
illustrate the great influence possessed by the rajah over the Dayaks
and Malays, and his thoughtful care of the true interests of the
country, during even the most trying circumstances.
 CHAPTER XIV.
THE MISSIONS: ROMAN CATHOLIC AND PROTESTANT.

Arrival of the Roman Catholic Mission in Labuan—Signor Cuarteron

its head—Curious reports—His real history—Finding the Treasure
—Turns Priest—Ostensible object of the Mission—Not attempted
—Ease with which Captives could escape—No Inclination to do
so—Turned Mahomedans—Return of Signor Cuarteron—
Courtesy of the Brunei Government—Intentions of the Italian
Priest—Model Village—The Italian Priests—The Churches—Old
Battery—Regret at the withdrawal of the Roman Catholic Mission
—Protestant Mission at Sarawak—Present Condition—
Comparative Failure—Partial Success at Lingga and Lundu—Mr.
Chalmers and the Land Dayaks—Causes of his Influence—
Mistake in establishing the Mission at Kuching—The Reasons—
Objectionable Position for Schools—Proper Position for the
Mission—Suitable spots—Waste of Funds in Boats and
Plantations—Deplorable Secession of Missionaries—Reasons to
account for it—Present Management faulty—Mr. Gomez in Lundu
—Christian Dayaks warn the Government—Missionaries always
welcome in Sarawak—Important political effect—The Church
should be among the Dayaks—Suitable Men for Missionaries—
What the Head of a Mission should be—What he too often is, and
should not be—Five Recommendations to increase Efficiency—
Unoccupied Room for a great Increase of the Number of
Missionaries—Method of distributing them—Personal Character
—Dayaks an interesting Race—A Tribe half Mahomedans half
Pagans—Use of eating Pork—Districts unoccupied—Position of
the Missionary in Sarawak—The Bornean Mission an important
one.
I will first notice the Roman Catholic, as it has proved of the least
importance; and perhaps I shall best explain its complete failure by
giving an account of its chief.
In the spring of the year 1857, a Roman Catholic mission arrived
at our colony of Labuan. Its principal, Signor Cuarteron, a Spaniard,
soon became an object of interest, from the various reports that were
spread respecting his previous life, and from its becoming generally
known that he was the possessor of great wealth acquired by
extraordinary means. Strange stories were soon afloat, which would
have done more credit to his adventurous spirit than to his honesty: it
was asserted—and with truth—that the Manilla government had
once set a price upon his head; and absurd whispers were abroad
that he had been concerned in the slave-trade, and in buccaneering
pursuits.
I have often heard him tell his own story, and it is a curious one.
He had noticed a ship loading treasure in Hongkong harbour, and
accidentally heard afterwards that a wreck had been seen on a
certain shoal in the China seas which answered the description of
the treasure ship: he went there and recovered a large amount of
silver. He took it to Hongkong, and ultimately, there being no
claimants, received the whole. Some of his enemies in Manilla took
offence at his not bringing it to his own port, and accused him of
having committed acts of piracy during the time he was engaged
trading in the isles farther east. He heard of this charge while
cruising in the Sulu seas, passing the necessary time before the
treasure would be adjudged to him. Distrusting colonial justice, and
to avoid pursuit, he burnt his vessel and escaped in a native boat.
After some months all charges were withdrawn, and he returned to
Europe, and presenting himself before the Pope, explained his
desire to found and manage a mission in Borneo. He was permitted
to do so, and remained in Rome some years, in order to study, and
after visiting Spain and Manilla, at last reached Labuan, with four
Italian priests, two destined for the Bornean mission. I need not
comment on the singularity of some parts of this history.
He placed one of the priests at Brunei, the other at Labuan, while
he himself commanded a station at Gaya Bay. His principal object in
establishing the mission was, he said, to recover from slavery those
poor Christian brethren who, having been captured by pirates, had
been sold on the north-west coast of Borneo. They are there
doubtless, but he never appears to have made a sensible effort to
free them. There are three hundred in Brunei, all of whom could
have been obtained at 7l. a head, but I never heard of his paying but
for one old woman. He used to threaten the Brunei authorities with