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Infancy and Toddlerhood: Child Development and Maltreatment

Maria Scannapieco and Kelli Connell-Carrick

in Understanding Child Maltreatment: An Ecological and Developmental Perspective

This chapter presents the developmental stage of infancy and toddlerhood in the context of development and developmental consequences of child maltreatment. It presents the major developmental ... More

This chapter presents the developmental stage of infancy and toddlerhood in the context of development and developmental consequences of child maltreatment. It presents the major developmental theories and developmental milestones of children in infancy and toddlerhood are discussed in relation to socioemotional, cognitive, and physical developmental domains. Developmental manifestations and consequences of child maltreatment for children 0 to 3 years of age are presented.Less

Emergence in Creativity and Development

R. Keith Sawyer

in Creativity and Development

The author talks about the processes involved in the developmental stages and the formation of imaginative concepts, as well as the different periods that ... More

The author talks about the processes involved in the developmental stages and the formation of imaginative concepts, as well as the different periods that children go through in their life span. It is asserted that while these disciplines propose theoretical explanations and resolve problems in varying approaches, there are similar concerns (perhaps, of unique terminologies) being addressed. To spot shared concepts, the history of the conceptual background of creativity research and developmental psychology is given. The benefits of the integration of perceptions and an overview of the underlying psychological and behavioral motivations follow. Aside from these, the unsettled issue of transition from one stage to another in both disciplines is presented. All discussions take account of the works of pertinent psychologists such as Freud, Piaget, and Vygotsky.Less

Early Childhood: The Building Base for the Future

Patrice L Engle

in Protecting Childhood in the AIDS Pandemic: Finding Solutions that Work

This chapter examines interventions for children aged 0-5 who are affected directly and indirectly by HIV/AIDS. The contribution uses a child development framework to assess the specific ... More

This chapter examines interventions for children aged 0-5 who are affected directly and indirectly by HIV/AIDS. The contribution uses a child development framework to assess the specific vulnerabilities of young children at different ages when they are either infected with HIV or affected by the disease, and the specific interventions that can be used to address these vulnerabilities, depending on the developmental stage of the child. It also includes examples of successful programs in countries with high HIV prevalence, as well as an analysis of the gaps in our knowledge of what works.Less

Constraining the Problem Space in Early Word Learning

Amanda L. Woodward

in Becoming a Word Learner: A Debate on Lexical Acquisition

This chapter discusses Amanda L. Woodward's summary of the bounty of research which claims that constraints play a role in word learning from the earliest stages. It adds that Woodward argues, for ... More

This chapter discusses Amanda L. Woodward's summary of the bounty of research which claims that constraints play a role in word learning from the earliest stages. It adds that Woodward argues, for example, that there exists a bias to interpret words as labeling whole objects. It explains that on Woodward's view, word learning would be very difficult indeed if it were not biased in some way.Less

Macroeconomic Factors, Youth Violence, and the Developing Child

Nancy G. Guerra

in Economics and Youth Violence: Crime, Disadvantage, and Community

This chapter employs a lifecycle approach to describe different kinds of links between macroeconomic factors and violent behavior that occur across the developmental continuum. It argues that such ... More

This chapter employs a lifecycle approach to describe different kinds of links between macroeconomic factors and violent behavior that occur across the developmental continuum. It argues that such linkages must be viewed—for both theoretical and intervention purposes—in connection to developmental stage and as a cumulative process. Poverty increases early child exposure to fetal toxins, nutritional deficiencies, trauma (through violence exposure), and family/parenting difficulties. Such exposures set in process in motion that is exacerbated up the developmental chain by other factors connected to poverty and the macroeconomic context, including neglect; a lack of economic resources, educational support, and access to health care; and continued exposure to community violence and its social context. Intervention strategies must therefore be linked across developmental stages to have a chance of interrupting this process.Less

“They’re Too Poor and They All Smoke”: Ethnic Logics and Childcare Hiring Decisions

Cameron Lynne Macdonald

in Shadow Mothers: Nannies, Au Pairs, and the Micropolitics of Mothering

This chapter outlines the logics working mothers use to find and hire the employee who will provide the right care for their child and for their child's developmental stage. It suggests that the use ... More

This chapter outlines the logics working mothers use to find and hire the employee who will provide the right care for their child and for their child's developmental stage. It suggests that the use of ethnic logics leads mothers to reduce nannies to a few essentialized characteristics rooted in ethnicity, age, or national origin, rather than regarding these caregivers as complex or evolving individuals. It explains that objectifying their nannies allows mothers to retain control and that in tailoring their nannies' traits to their children's developmental stages the mothers are also able to fulfil the responsibilities assigned to them by the ideology of intensive mothering.Less

Development of Eggs and Larvae

Bruce S. Miller and Arthur W. Kendall

in Early Life History of Marine Fishes

This chapter summarizes information on the development of fish eggs and larvae, and introduces juvenile development. The chapter focuses on the changes that occur as the eggs develop, hatch into ... More

This chapter summarizes information on the development of fish eggs and larvae, and introduces juvenile development. The chapter focuses on the changes that occur as the eggs develop, hatch into larvae, and finally transform into juveniles (ontogeny). Most fishes have indirect development; that is, as free-living organisms they go through a number of distinct stages or phases of development (egg, larva, juvenile). This is similar to development in amphibians, but opposed to direct development seen in reptiles, birds, and mammals in which all the free-living forms appear similar and development is largely adding size to the organism. The specific topics covered by this chapter include events that take place immediately after spawning (fertilization and activation), the perivitelline space, rate of development and aging of fish eggs, hatching, notochord and stages of larval development and the transformation stage.Less

Fish Egg and Larval Identification and Systematics

Bruce S. Miller and Arthur W. Kendall

in Early Life History of Marine Fishes

This chapter examines the diversity of eggs and larvae, where it is shown that fish eggs, and in most cases the larvae, are quite different in appearance from the adults, but nevertheless they have ... More

This chapter examines the diversity of eggs and larvae, where it is shown that fish eggs, and in most cases the larvae, are quite different in appearance from the adults, but nevertheless they have distinctive characters that allow for their identification. These egg and larval characters also include systematic information that has been used to imply relationships among fishes, complementing information provided by the adults and from genetic studies. This chapter also discusses the methods and equipment for the morphological identification of fish eggs and larvae and presents examples of the use of larval fish characters in systematics, showing data from selected fish families, viz. the Lightfishes (Gonostomatidae), the Lanternfishes (Myctophidae), the Sculpins (Cottidae), and the Seabasses (Serranidae).Less

Population Dynamics and Recruitment

Bruce S. Miller and Arthur W. Kendall

in Early Life History of Marine Fishes

Population dynamics is the study of fluctuations in abundance of populations. It considers how much populations vary, and over what timescales, and seeks to find the causes of these variations. Much ... More

Population dynamics is the study of fluctuations in abundance of populations. It considers how much populations vary, and over what timescales, and seeks to find the causes of these variations. Much of the study of population dynamics in fishes has focused on recruitment, since variations in annual reproductive output of populations seem to drive population abundance in most fishes. Recruitment is the number of juveniles in a population that annually survives the egg and larval stages. This chapter discusses the population dynamics of fishes, focusing on specific topics such as the factors affecting fish egg, larvae, and juvenile survival, causes of fish population fluctuations, and life history of fishes. This chapter also presents the different recruitment studies that have been conducted, discusses the future direction of recruitment studies.Less

The Development of the Self

Valerie Cray Hardcastle

in Narrative and Consciousness: Literature, Psychology and the Brain

Children often come up with stories to describe what they have done and what they expect to do. As such, these children, and even we, are attempting to understand their and our selves more through ... More

Children often come up with stories to describe what they have done and what they expect to do. As such, these children, and even we, are attempting to understand their and our selves more through the plots of these stories. Jean Piaget's epistemology implies that children are constantly formulating new ways of representing the world to themselves in their attempts of further interpreting and understanding what goes on in the world as they continue to grow and develop. The self, as dominant concepts from developmental psychology research would suggest, is perceived to result from certain universal stages of development. In this chapter, the author argues how attaining a sense of self entails cognitive, mnemonic, and linguistic development, which is contrary to the conventional belief about how such developments would initiate the understanding of the self.Less

Adoption Talk: Communicative Openness Throughout Childhood

Abbie E. Goldberg

in Open Adoption and Diverse Families: Complex Relationships in the Digital Age

This chapter traces how parents communicate about adoption with their children over time, with attention to how children’s developmental stage reflects and impacts parents’ approach to talking about ... More

This chapter traces how parents communicate about adoption with their children over time, with attention to how children’s developmental stage reflects and impacts parents’ approach to talking about adoption—and the topic of families more generally and the topic of race specifically. Many parents described an awareness of and commitment to communicative openness. However, not all parents believed that it was necessary to talk about adoption—possibly reflecting a desire to avoid talking about difference (Kirk, 1964) and their own concerns about the consequences of doing so. Among the themes discussed include adoption talk at various stages, the role of the child in shaping the nature of adoption talk, and the possibility for difficult but honest questions and conversations to unfold over time.Less

Understanding Antisocial Behavior

John C. Gibbs

in Moral Development and Reality: Beyond the Theories of Kohlberg, Hoffman, and Haidt

The referent for social behavior shifts in this chapter to antisocial behavior and how to account for it. Most offenders, from petty pranksters to ideological terrorists, fail (except for ... More

The referent for social behavior shifts in this chapter to antisocial behavior and how to account for it. Most offenders, from petty pranksters to ideological terrorists, fail (except for self-serving purposes) to take the perspectives of their victims. Social perspective-taking limitations pervade the “three Ds” of antisocial youth: moral developmental delay, self-serving cognitive distortions, and social skills deficiencies. The latter variables are needed to supplement Kohlberg’s and Hoffman’s emphasis on developmental delay if we are adequately to account for antisocial behavior. The chapter concludes with the powerful illustrative case of Timothy McVeigh. This case makes particularly clear how cognitive distortions can insulate a self-centered worldview (itself a primary distortion, linked to feeling superior or inadequately respected); that is, self-serving distortions can preempt or neutralize social perspective-taking, moral understanding, and veridical empathy.Less

Creativity in Later Life

Jeanne Nakamura and Mihaly Csikszwntmihalyi

in Creativity and Development

Biographies are written accounts of individuals' significant life events — achievements, crucial failures, and transitory instances — from childhood to ... More

Biographies are written accounts of individuals' significant life events — achievements, crucial failures, and transitory instances — from childhood to old age. Apart from the Freudian approach in conducting life-span investigations of creativity, a more contemporary scheme is grounded on the historiometric technique, which involves chronological ordering of accomplishments and examination of a huge collection of information, apparently ignoring the depth of the biographies available. From these procedures came six generalizations about creative individuals: They (1) are commonly not the eldest, (2) are intellectually gifted, (3) have traumatic child experiences, (4) belong to economically and/or socially isolated families, (5) underwent special courses in early life, and (6) took advantage of good social models. Exemptions apply in some of the cases. Notwithstanding the disadvantages of the structured data-gathering methods employed, readers might find these proofs to be relatively accurate and relevant for future references.Less

Legal Socialization across the Life Course

Tom R. Tyler and Rick Trinkner

in Why Children Follow Rules: Legal Socialization and the Development of Legitimacy

Every developing child goes through a series of stages associated with childhood and adolescence. This is the focus of chapter 3. To some extent development is an invariant progression shaped by ... More

Every developing child goes through a series of stages associated with childhood and adolescence. This is the focus of chapter 3. To some extent development is an invariant progression shaped by cognitive and biological growth, and the capacities and limits that exist at any stage of individual growth. At the same time, the progression reflects the unique experience of each individual over their life course, particularly with nonlegal and legal authority figures. Beyond that, every child grows up during a particular period in history that has particular events such as the war in Vietnam or the 9/11 terror attacks, which create a unique social climate and produce common concerns and outlooks among the members of a particular age cohort. These common elements have been widely discussed in popular writing that has sought to distinguish among the silent generation, baby boomers, generation X, millennials, and generation Z.Less

The Irish dimension

in A Tragedy of Errors: The Government and Misgovernment of Northern Ireland

This chapter traces Irish involvement in the development of the political structure in the developmental stage of the Government of Ireland. It shows how the Irish underestimated the magnitude and ... More

This chapter traces Irish involvement in the development of the political structure in the developmental stage of the Government of Ireland. It shows how the Irish underestimated the magnitude and the duration of the unionist subversion to the Agreement. Despite the fact that the British and Irish held regular meetings, the unionist community wafted away from its nationalist neighbors and the British government who failed to represent unionist interests. The chapter also introduces John Hume who had a huge influence over the policies of successive British and Irish Government.Less