{"product_id":"infancy-development-from-birth-to-age-three-9781538167250","title":"Infancy: Development from Birth to Age Three","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe Fourth Edition of Infancy is a comprehensive and accessible core text for courses in infant development and early childhood development. Dana Gross’s sensitive and engaging teaching voice seamlessly weaves together research and theory with current issues of diversity and culture. This latest edition provides students with enough detail to understand methodological issues, explore both practically and theoretically important topics, and engage in thinking critically about development from birth to age three.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface\u003c\/p\u003e\u003cp\u003eChapter 1: Beliefs about Babies: Historical Perspectives on Children and Childhood\u003c\/p\u003e\u003cp\u003eChapter Overview\u003c\/p\u003e\u003cp\u003eLearning Objectives\u003c\/p\u003e\u003cp\u003eWhy Do We Study Infants?\u003c\/p\u003e\u003cp\u003eDevelopment as Transformation\u003c\/p\u003e\u003cp\u003eImpact of Early Experience\u003c\/p\u003e\u003cp\u003eResearch Methods and Tools\u003c\/p\u003e\u003cp\u003eInterdisciplinary Collaboration\u003c\/p\u003e\u003cp\u003eRecurring Themes in the Study of Child Development\u003c\/p\u003e\u003cp\u003eThe Path of Development: Stages versus Continuous Change\u003c\/p\u003e\u003cp\u003eHeredity and the Environment\u003c\/p\u003e\u003cp\u003eActive or Passive Development?\u003c\/p\u003e\u003cp\u003eTypical and Atypical Development\u003c\/p\u003e\u003cp\u003eCulture and Context in Historical Perspective\u003c\/p\u003e\u003cp\u003eHistorical Perspectives on Infancy and Early Childhood\u003c\/p\u003e\u003cp\u003eHistorical Studies of Children and Childhood\u003c\/p\u003e\u003cp\u003eViews of Children\u003c\/p\u003e\u003cp\u003eFamily Life\u003c\/p\u003e\u003cp\u003eThe Development of the Field of Child Development\u003c\/p\u003e\u003cp\u003eChild Development Research, Theory, and Practice\u003c\/p\u003e\u003cp\u003eG. Stanley Hall\u003c\/p\u003e\u003cp\u003eMaria Montessori\u003c\/p\u003e\u003cp\u003eJohn Watson\u003c\/p\u003e\u003cp\u003eArnold Gesell\u003c\/p\u003e\u003cp\u003eAnna Freud\u003c\/p\u003e\u003cp\u003eMargaret Mahler\u003c\/p\u003e\u003cp\u003eMyrtle McGraw\u003c\/p\u003e\u003cp\u003eJohn Bowlby and Mary Ainsworth\u003c\/p\u003e\u003cp\u003eChild Development Organizations\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eWrapping It Up\u003c\/p\u003e\u003cp\u003eThink About It: Questions for Reading and Discussion\u003c\/p\u003e\u003cp\u003eKey Words\u003c\/p\u003e\u003cp\u003eChapter 2: Research Methods\u003c\/p\u003e\u003cp\u003eChapter Overview\u003c\/p\u003e\u003cp\u003eLearning Objectives\u003c\/p\u003e\u003cp\u003eIssues in Research with Infants\u003c\/p\u003e\u003cp\u003eEthical Concerns\u003c\/p\u003e\u003cp\u003eBehavioral State\u003c\/p\u003e\u003cp\u003eInference and Interpretation\u003c\/p\u003e\u003cp\u003eResearch Settings\u003c\/p\u003e\u003cp\u003eNaturalistic Studies\u003c\/p\u003e\u003cp\u003eLaboratory Studies\u003c\/p\u003e\u003cp\u003eResearch Designs\u003c\/p\u003e\u003cp\u003eCase Studies and Single-Subject Research\u003c\/p\u003e\u003cp\u003eQuasi-Experimental Studies\u003c\/p\u003e\u003cp\u003eExperimental Studies\u003c\/p\u003e\u003cp\u003eResearch Designs for Studying Development\u003c\/p\u003e\u003cp\u003eLongitudinal Research\u003c\/p\u003e\u003cp\u003eCross-Sectional Research\u003c\/p\u003e\u003cp\u003eMicrogenetic Research\u003c\/p\u003e\u003cp\u003eResearch Measures\u003c\/p\u003e\u003cp\u003ePsychophysiological Responses\u003c\/p\u003e\u003cp\u003eBehavioral Measures\u003c\/p\u003e\u003cp\u003eParental Reports\u003c\/p\u003e\u003cp\u003eWrapping It Up : Summary and Conclusion\u003c\/p\u003e\u003cp\u003eThink About It: Questions for Reading and Discussion\u003c\/p\u003e\u003cp\u003eKey Words\u003c\/p\u003e\u003cp\u003eChapter 3: Genetics, Conception, and Prenatal Development\u003c\/p\u003e\u003cp\u003eChapter Overview\u003c\/p\u003e\u003cp\u003eLearning Objectives\u003c\/p\u003e\u003cp\u003eGenetics and the Human Genome\u003c\/p\u003e\u003cp\u003eGenetic Diseases and Disorders\u003c\/p\u003e\u003cp\u003eGenetics and Prenatal Development\u003c\/p\u003e\u003cp\u003eConception\u003c\/p\u003e\u003cp\u003eSex Chromosome Abnormalities\u003c\/p\u003e\u003cp\u003eTwins and Other Multiples\u003c\/p\u003e\u003cp\u003eInfertility and Assisted Reproduction\u003c\/p\u003e\u003cp\u003ePrenatal Development\u003c\/p\u003e\u003cp\u003eThe Germinal Stage, Fertilization to Two Weeks\u003c\/p\u003e\u003cp\u003eThe Embryonic Stage, Two to Eight Weeks\u003c\/p\u003e\u003cp\u003eThe Fetal Stage, Eight Weeks to Birth (38 Weeks)\u003c\/p\u003e\u003cp\u003eCongenital Anomalies\u003c\/p\u003e\u003cp\u003eNeural Tube Defects\u003c\/p\u003e\u003cp\u003eCongenital Heart Defects\u003c\/p\u003e\u003cp\u003ePrenatal Screening, Diagnosis, and Treatment\u003c\/p\u003e\u003cp\u003ePreimplantation Genetic Diagnosis (PGD)\u003c\/p\u003e\u003cp\u003eUltrasound\u003c\/p\u003e\u003cp\u003eMaternal Blood Screening\u003c\/p\u003e\u003cp\u003eChorionic Villus Sampling (CVS)\u003c\/p\u003e\u003cp\u003eAmniocentesis\u003c\/p\u003e\u003cp\u003eFetal Echocardiography\u003c\/p\u003e\u003cp\u003eFetal Therapy\u003c\/p\u003e\u003cp\u003ePrenatal Influences\u003c\/p\u003e\u003cp\u003eNutrition\u003c\/p\u003e\u003cp\u003eAlcohol and Drugs\u003c\/p\u003e\u003cp\u003eDisease\u003c\/p\u003e\u003cp\u003eStress\u003c\/p\u003e\u003cp\u003eEnvironmental Hazards\u003c\/p\u003e\u003cp\u003ePaternal Influences\u003c\/p\u003e\u003cp\u003eWrapping It Up: Summary and Conclusion\u003c\/p\u003e\u003cp\u003eThink About It: Questions for Reading and Discussion\u003c\/p\u003e\u003cp\u003eKey Words\u003c\/p\u003e\u003cp\u003eChapter 4: Birth and the Newborn\u003c\/p\u003e\u003cp\u003eChapter Overview\u003c\/p\u003e\u003cp\u003eLearning Objectives\u003c\/p\u003e\u003cp\u003eThe Birth Process: Stages of Childbirth\u003c\/p\u003e\u003cp\u003eThe First Stage: Contractions, Dilatation, and Effacement\u003c\/p\u003e\u003cp\u003eThe Second Stage: Delivery of the Infant\u003c\/p\u003e\u003cp\u003eThe Third Stage: Placental Expulsion\u003c\/p\u003e\u003cp\u003eComplications of Childbirth\u003c\/p\u003e\u003cp\u003eFailure to Progress\u003c\/p\u003e\u003cp\u003eBreech Presentation\u003c\/p\u003e\u003cp\u003ePreterm Birth\u003c\/p\u003e\u003cp\u003eLow Birthweight\u003c\/p\u003e\u003cp\u003ePost-Term Birth\u003c\/p\u003e\u003cp\u003eTwins and Other Multiple Births\u003c\/p\u003e\u003cp\u003eChildbirth Options\u003c\/p\u003e\u003cp\u003eMedical Interventions\u003c\/p\u003e\u003cp\u003eHospital or Home?\u003c\/p\u003e\u003cp\u003eNeonatal Assessment\u003c\/p\u003e\u003cp\u003eAssessment at Birth\u003c\/p\u003e\u003cp\u003eReflexes\u003c\/p\u003e\u003cp\u003eSensory Abilities\u003c\/p\u003e\u003cp\u003eAdaptations during the Neonatal Period\u003c\/p\u003e\u003cp\u003eWrapping It Up: Summary and Conclusion\u003c\/p\u003e\u003cp\u003eThink About It: Questions for Reading and Discussion\u003c\/p\u003e\u003cp\u003eKey Words\u003c\/p\u003e\u003cp\u003eChapter 5: Physical Growth, Health, and Nutrition\u003c\/p\u003e\u003cp\u003eChapter Overview\u003c\/p\u003e\u003cp\u003eLearning Objectives\u003c\/p\u003e\u003cp\u003ePhysical Growth\u003c\/p\u003e\u003cp\u003eMeasuring and Predicting Growth\u003c\/p\u003e\u003cp\u003eFailure to Thrive\u003c\/p\u003e\u003cp\u003eBrain Development\u003c\/p\u003e\u003cp\u003eMaltreatment and the Brain\u003c\/p\u003e\u003cp\u003eHealth and Safety\u003c\/p\u003e\u003cp\u003eNewborn Screening\u003c\/p\u003e\u003cp\u003eScreening for Lead Poisoning\u003c\/p\u003e\u003cp\u003eInfant Mortality\u003c\/p\u003e\u003cp\u003eCommon Illnesses and Immunizations\u003c\/p\u003e\u003cp\u003eAccidental Injuries\u003c\/p\u003e\u003cp\u003eSudden Unexplained Infant Death\u003c\/p\u003e\u003cp\u003eNutrition and Feeding\u003c\/p\u003e\u003cp\u003eNutritional Requirements in Infancy\u003c\/p\u003e\u003cp\u003eBreast Milk\u003c\/p\u003e\u003cp\u003eNutritional Requirements in Toddlerhood\u003c\/p\u003e\u003cp\u003eThe Problem of Malnutrition\u003c\/p\u003e\u003cp\u003eWrapping It Up: Summary and Conclusion\u003c\/p\u003e\u003cp\u003eThink About It: Questions for Reading and Discussion\u003c\/p\u003e\u003cp\u003eKey Words\u003c\/p\u003e\u003cp\u003eChapter 6: Sensation, Perception, and Motor Development\u003c\/p\u003e\u003cp\u003eChapter Overview\u003c\/p\u003e\u003cp\u003eLearning Objectives\u003c\/p\u003e\u003cp\u003eTheories of Infant Perception\u003c\/p\u003e\u003cp\u003eVision\u003c\/p\u003e\u003cp\u003eNewborn Abilities\u003c\/p\u003e\u003cp\u003ePerceiving Objects\u003c\/p\u003e\u003cp\u003ePerceiving Depth\u003c\/p\u003e\u003cp\u003ePerceiving Images on Screens\u003c\/p\u003e\u003cp\u003eHearing\u003c\/p\u003e\u003cp\u003eLocating Sounds\u003c\/p\u003e\u003cp\u003ePerceiving Speech\u003c\/p\u003e\u003cp\u003eListening to Music\u003c\/p\u003e\u003cp\u003eMusic Perception\u003c\/p\u003e\u003cp\u003eTouch\u003c\/p\u003e\u003cp\u003eReflexes\u003c\/p\u003e\u003cp\u003ePain\u003c\/p\u003e\u003cp\u003eTaste\u003c\/p\u003e\u003cp\u003eInnate Preferences\u003c\/p\u003e\u003cp\u003eEffects of Experience\u003c\/p\u003e\u003cp\u003eSmell\u003c\/p\u003e\u003cp\u003eInnate Preferences\u003c\/p\u003e\u003cp\u003eEffects of Experience\u003c\/p\u003e\u003cp\u003eOther Senses, Intermodal and Cross-Modal Perception\u003c\/p\u003e\u003cp\u003eOther Senses\u003c\/p\u003e\u003cp\u003eIntermodal Abilities\u003c\/p\u003e\u003cp\u003eCross-Modal Abilities\u003c\/p\u003e\u003cp\u003eMotor Development\u003c\/p\u003e\u003cp\u003eAssessing Motor Development\u003c\/p\u003e\u003cp\u003eFine Motor Skills: Reaching, Grasping, and Using Tools\u003c\/p\u003e\u003cp\u003eGross Motor Skills: Sitting, Crawling, and Walking\u003c\/p\u003e\u003cp\u003eThe Cultural Context\u003c\/p\u003e\u003cp\u003eWrapping It Up: Summary and Conclusion\u003c\/p\u003e\u003cp\u003eThink About It: Questions for Reading and Discussion\u003c\/p\u003e\u003cp\u003eKey Words\u003c\/p\u003e\u003cp\u003eChapter 7: Play and Foundational Theories about Cognitive Development\u003c\/p\u003e\u003cp\u003eChapter Overview\u003c\/p\u003e\u003cp\u003eLearning Objectives\u003c\/p\u003e\u003cp\u003eThe Development of Play\u003c\/p\u003e\u003cp\u003ePlay with Objects\u003c\/p\u003e\u003cp\u003eSocial Play\u003c\/p\u003e\u003cp\u003ePretend\/Symbolic Play\u003c\/p\u003e\u003cp\u003ePiaget’s Theory: Constructing and Representing Knowledge\u003c\/p\u003e\u003cp\u003eSensorimotor and Preoperational Intelligence\u003c\/p\u003e\u003cp\u003eObject Permanence\u003c\/p\u003e\u003cp\u003eThe A-Not-B Error\u003c\/p\u003e\u003cp\u003eUnderstanding and Using Representations of Space\u003c\/p\u003e\u003cp\u003eVygotsky’s Sociocultural Theory: Learning as A Social Activity\u003c\/p\u003e\u003cp\u003eThe Zone of Proximal Development\u003c\/p\u003e\u003cp\u003eGuided Participation\u003c\/p\u003e\u003cp\u003eWrapping It Up: Summary and Conclusion\u003c\/p\u003e\u003cp\u003eThink About It: Questions for Reading and Discussion\u003c\/p\u003e\u003cp\u003eKey Words\u003c\/p\u003e\u003cp\u003eChapter 8: Cognitive Science and Intelligence\u003c\/p\u003e\u003cp\u003eChapter Overview\u003c\/p\u003e\u003cp\u003eLearning Objectives\u003c\/p\u003e\u003cp\u003eCognitive Science Perspectives\u003c\/p\u003e\u003cp\u003eAttention\u003c\/p\u003e\u003cp\u003eGaze Following, Joint Attention, and Theory of Mind\u003c\/p\u003e\u003cp\u003eMemory\u003c\/p\u003e\u003cp\u003eCategorization\u003c\/p\u003e\u003cp\u003eDefining and Testing Intelligence in Infancy\u003c\/p\u003e\u003cp\u003eTraditional Tests\u003c\/p\u003e\u003cp\u003eInformation-Processing Assessments\u003c\/p\u003e\u003cp\u003eWrapping It Up: Summary and Conclusion\u003c\/p\u003e\u003cp\u003eThink About It: Questions for Reading and Discussion\u003c\/p\u003e\u003cp\u003eKey Words\u003c\/p\u003e\u003cp\u003eChapter 9: Language and Communication\u003c\/p\u003e\u003cp\u003eChapter Overview\u003c\/p\u003e\u003cp\u003eLearning Objectives\u003c\/p\u003e\u003cp\u003eStudying Language Development\u003c\/p\u003e\u003cp\u003eWhy Language Matters\u003c\/p\u003e\u003cp\u003eSystems of Language\u003c\/p\u003e\u003cp\u003eTheoretical Foundations\u003c\/p\u003e\u003cp\u003ePrelinguistic Communication\u003c\/p\u003e\u003cp\u003eReceptivity to Language\u003c\/p\u003e\u003cp\u003eSpeech Perception\u003c\/p\u003e\u003cp\u003eEarly Production: Babbling\u003c\/p\u003e\u003cp\u003eGestural Communication\u003c\/p\u003e\u003cp\u003eSemantic Development\u003c\/p\u003e\u003cp\u003eMilestones in the Acquisition of Meaning\u003c\/p\u003e\u003cp\u003eOne-Word Utterances\u003c\/p\u003e\u003cp\u003eIndividual Differences in Language Experience\u003c\/p\u003e\u003cp\u003eExplaining Early Word Learning\u003c\/p\u003e\u003cp\u003eThe Acquisition of Grammar\u003c\/p\u003e\u003cp\u003eMultiword Utterances\u003c\/p\u003e\u003cp\u003eOverregularization\u003c\/p\u003e\u003cp\u003eCross-Linguistic Studies of the Acquisition of Grammar\u003c\/p\u003e\u003cp\u003eAtypical Language Development\u003c\/p\u003e\u003cp\u003eMeasuring Language Development\u003c\/p\u003e\u003cp\u003eEarly Language Delay and Specific Language Impairment\u003c\/p\u003e\u003cp\u003eLanguage and Communication in Children with Autism Spectrum Disorder\u003c\/p\u003e\u003cp\u003eWrapping It Up: Summary and Conclusion\u003c\/p\u003e\u003cp\u003eThink About It: Questions for Reading and Discussion\u003c\/p\u003e\u003cp\u003eKey Words\u003c\/p\u003e\u003cp\u003eChapter 10: Relationships and Social Development\u003c\/p\u003e\u003cp\u003eChapter Overview\u003c\/p\u003e\u003cp\u003eLearning Objectives\u003c\/p\u003e\u003cp\u003eInfant–Caregiver Relationships\u003c\/p\u003e\u003cp\u003ePatterns of Care and Interaction: Beliefs about Infants\u003c\/p\u003e\u003cp\u003eCross-Cultural Differences in Mothers’ Involvement\u003c\/p\u003e\u003cp\u003eFather–Infant Caregiving and Interaction\u003c\/p\u003e\u003cp\u003eCross-Cultural Differences in Fathers’ Involvement\u003c\/p\u003e\u003cp\u003ePostpartum Depression\u003c\/p\u003e\u003cp\u003eThe Influence of Culture and Context\u003c\/p\u003e\u003cp\u003eHow Postpartum Depression Affects Infants\u003c\/p\u003e\u003cp\u003eIntervention Approaches\u003c\/p\u003e\u003cp\u003eDeveloping Trust, Becoming Attached\u003c\/p\u003e\u003cp\u003eBowlby’s Theory of Infant–Caregiver Attachment\u003c\/p\u003e\u003cp\u003eAssessing Attachment Relationships\u003c\/p\u003e\u003cp\u003eAttachment and Subsequent Development\u003c\/p\u003e\u003cp\u003eSibling Relationships\u003c\/p\u003e\u003cp\u003eBecoming a Sibling\u003c\/p\u003e\u003cp\u003eHow Siblings Contribute to Development\u003c\/p\u003e\u003cp\u003ePeer Relationships and Friendship\u003c\/p\u003e\u003cp\u003ePeer Interactions\u003c\/p\u003e\u003cp\u003eFriendship\u003c\/p\u003e\u003cp\u003eWrapping It Up: Summary and Conclusion\u003c\/p\u003e\u003cp\u003eThink About It: Questions for Reading and Discussion\u003c\/p\u003e\u003cp\u003eKey Words\u003c\/p\u003e\u003cp\u003eChapter 11: Temperament, Emotions, and the Self\u003c\/p\u003e\u003cp\u003eChapter Overview\u003c\/p\u003e\u003cp\u003eLearning Objectives\u003c\/p\u003e\u003cp\u003eTemperament\u003c\/p\u003e\u003cp\u003eDefining and Measuring Temperament\u003c\/p\u003e\u003cp\u003eTemperament and Biology\u003c\/p\u003e\u003cp\u003eTemperament and Attachment\u003c\/p\u003e\u003cp\u003eTemperament and Personality\u003c\/p\u003e\u003cp\u003eEmotions\u003c\/p\u003e\u003cp\u003eTheories of Emotion\u003c\/p\u003e\u003cp\u003eExpressing Emotions\u003c\/p\u003e\u003cp\u003ePerceiving Emotions\u003c\/p\u003e\u003cp\u003eParent Influences on Emotion Development\u003c\/p\u003e\u003cp\u003eRegulating Emotions\u003c\/p\u003e\u003cp\u003eDeveloping and Using Social Emotions\u003c\/p\u003e\u003cp\u003eThe Self\u003c\/p\u003e\u003cp\u003eRecognizing the Self\u003c\/p\u003e\u003cp\u003eWrapping It Up: Summary and Conclusion\u003c\/p\u003e\u003cp\u003eThink About It: Questions for Reading and Discussion\u003c\/p\u003e\u003cp\u003eKey Words\u003c\/p\u003e\u003cp\u003eChapter 12: Childcare and Early Intervention\u003c\/p\u003e\u003cp\u003eChapter Overview\u003c\/p\u003e\u003cp\u003eLearning Objectives\u003c\/p\u003e\u003cp\u003eChildcare\u003c\/p\u003e\u003cp\u003eMaternal Employment\u003c\/p\u003e\u003cp\u003eParental Leave Policies\u003c\/p\u003e\u003cp\u003eChildcare Arrangements\u003c\/p\u003e\u003cp\u003eEffects of Childcare: The NICHD Study of Early Child Care and Youth Development\u003c\/p\u003e\u003cp\u003eIncluding Children with Disabilities in Childcare\u003c\/p\u003e\u003cp\u003eEarly Intervention\u003c\/p\u003e\u003cp\u003ePoverty as a Risk Factor: Implications for Prevention and Intervention\u003c\/p\u003e\u003cp\u003eEarly Intervention through Childcare and Preschool\u003c\/p\u003e\u003cp\u003eEarly Head Start\u003c\/p\u003e\u003cp\u003eMeasuring the Impact of Early Childhood Intervention\u003c\/p\u003e\u003cp\u003eWrapping It Up: Summary and Conclusion\u003c\/p\u003e\u003cp\u003eThink About It: Questions for Reading and Discussion\u003c\/p\u003e\u003cp\u003eKey Words\u003c\/p\u003e\u003cp\u003eGlossary\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eIndex\u003c\/p\u003e\u003cp\u003eAbout the Author\u003c\/p\u003e","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default 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