Christine B. McCormick _ David G. Scherer.pdf - Child and Adolescent Development for Educators, Second Edition-Routledge_ (2017)

Child and Adolescent
Development for Educators
SECOND EDITION
Christine B. McCormick
David G. Scherer
BUTUH LENGKAP HUB
rehanjanda@gmail.com
THE GUILFORD PRESS
New York London

Epub Edition ISBN: 9781462534838; Kindle Edition ISBN: 9781462534814
Copyright © 2018 Christine B. McCormick and David G. Scherer
Published by The Guilford Press
A Division of Guilford Publications, Inc.
370 Seventh Avenue, Suite 1200, New York, NY 10001
www.guilford.com
All rights reserved
No part of this book may be reproduced, translated, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying,
microfilming, recording, or otherwise, without written permission from the publisher.
Last digit is print number: 9 8 7 6 5 4 3 2 1
Library of Congress Cataloging-in-Publication Data is available from the publisher.
ISBN 978-1-4625-3468-5 (paperback)
ISBN 978-1-4625-3469-2 (hardcover)

About the Authors
Christine B. McCormick, PhD, is Professor in the College of Education at
the University of Massachusetts Amherst, where she teaches graduate and
undergraduate courses in human growth and development, educational
psychology, learning and cognition, and classroom assessment. She was Dean
of the College of Education from 2005 to 2016. Previously, Dr. McCormick
was a faculty member and held administrative roles at the University of New
Mexico and the University of South Carolina. She has served on the editorial
boards of the Journal of Educational Psychology and Educational Psychology
Review and is a Fellow of the American Psychological Association. Dr.
McCormick is author or coauthor of many publications on a variety of topics
in child development and education and has coauthored several textbooks.
David G. Scherer, PhD, is a clinical psychologist and Professor of
Psychological and Brain Sciences at the University of Massachusetts Amherst.
Previously, he was a faculty member at the University of New Mexico and the
University of South Carolina. Dr. Scherer is a family systems theorist and
therapist and an advocate for developmental and multisystemically informed
treatment models. His research publications and clinical work focus on how
adolescents develop autonomy in the family context, how adolescents and
parents make important medical and research participation decisions, and
innovative models of psychotherapy for troubled and substance-abusing
adolescents. Dr. Scherer has taught undergraduate and graduate courses in

adolescent psychology; psychology and public policy; professional issues and
ethics; psychopathology; and child, adolescent, and family psychotherapy.

Preface
T his book addresses the topics in developmental psychology that are of the
highest priority for educators—teachers, school counselors, school
psychologists, and school administrators. The original vision was
spearheaded by Michael Pressley, the first author of the first edition. This
second edition continues in the tradition of the first by covering the classic
developmental canon while being true to its educational orientation. Our
intent was to produce a text that emphasizes empirical research and
demonstrates its applicability to applied settings. This is truly a 2018 textbook
—not just a revision, but a complete reworking of the first edition. This is a
textbook and also a resource that can be useful to students pursuing a career
in education.
Our conviction is that adequate knowledge of developmental theory is the
keystone to competent educational practice. While the text explores a wide
variety of developmental themes, it was written to meet the specific needs of
future educators. One of the ways we achieve this objective is by consistently
and explicitly illustrating how developmental concepts operate in a variety of
educational contexts. The emphasis on applications to educational contexts in
this book is informed by both historic and enduring themes in development
as well as innovative contemporary theories and research.
The organization of this second edition mirrors that of the first edition,
reflecting the research literature in development and education. The research

cited in the second edition has been extensively updated. Nearly half of the
research citations are new to this edition and emphasize work published in
the last decade. Part I of the text, Theoretical Perspectives in Child
Development, is organized in terms of the major theories of development.
Chapter 1 sets the stage by introducing the “Big Ideas” that have shaped the
study of development. This is followed by a review of research methods
commonly used by developmental researchers, including both qualitative and
quantitative approaches to conducting research. In this edition, we condensed
the major themes of developmental research introduced in Chapter 1, and
these themes are revisited in each chapter summary. Chapter 2 describes the
biological foundations of development, with explicit discussion of the
biological foundations of academic competence. Given advances in
neuroscience, genetics research, and the implications of these advances for
educators, this chapter has been considerably updated and presents a sound
foundation for anyone working with children and adolescents.
The next two chapters provide different perspectives on cognitive
development. Chapter 3 highlights Piaget’s theory and contributions evolving
from his theoretical framework. For this edition, coverage of Kohlberg’s
theory of moral development has been shortened, and more contemporary
perspectives on moral development have been added. This chapter also
introduces the concept of theory of mind and significantly updates the
sections on moral or character education and constructivist approaches to
education. Chapter 4 focuses on insights in cognitive development derived
from information-processing approaches and has been updated to
incorporate advances from cognitive science. A substantial discussion of
executive function is now included.
The final two chapters in Part I describe theories that emphasize social
influences on development: Chapter 5 describes some of the more traditional
theories emphasizing social influences of individuals in a child’s
environment, whereas Chapter 6 describes the theories that emphasize the
influence of the surrounding culture on development. In this edition, the
section on social learning in Chapter 5 benefits from the inclusion of more

examples. The historical influences of Freud and Erikson are also noted in
Chapter 5, but this edition incorporates greater detail about identity
development, adding new theoretical perspectives on ethnic–racial identity.
In Chapter 6, problem-based or team-based learning is analyzed in terms of
sociocultural theoretical constructs, and research on intelligent tutoring
systems is added to the discussion of expert human tutors.
Part II, Key Topics in Child Development and Education, discusses
significant topics in developmental research of importance to educators.
Typically, these topics are not studied in the context of a particular theoretical
perspective and are approached by citing researchers from varying theoretical
orientations. Chapter 7 is a comprehensive discussion of language
development, including information on bilingualism and deafness. The
chapter on intelligence, Chapter 8, includes information on the construct and
measurement of intelligence typically provided in a child development text
but then adds a treatment of learner diversity designed to be more relevant
for future educators. Chapter 9 provides a comprehensive view of the
development of academic motivation, a topic that is vital for future educators
but not adequately addressed by traditional child development textbooks.
Topics added to the discussion of motivation in the second edition include
teacher–student relationships, the impact of choice and value, and
descriptions of intervention research to enhance classroom motivation.
Chapter 10 examines in detail the roles of family and peer relationships in
development. Given the proliferation of research in this arena, this chapter is
extensively updated, including information on early intervention, social
media trends, and social–emotional learning. The implications of theory of
mind for social relationships are also analyzed. Chapter 11 explores the role
of gender in developmental processes, including the power of gender
stereotypes and an analysis of gender-related factors influencing academic
performance in math and science. Chapter 12 provides an overview of how
educators can recognize and understand student mental health problems—a
must for any future educator. Finally, the book concludes with an integrative
review chapter where the major concepts presented in the text are combined

in a longitudinal view of development. Throughout all of the chapters,
explicit connections are made to the overall theme of highlighting work that
is most relevant to future educators.
FEATURES OF THIS BOOK
Chapters 2–12 conclude with a Chapter Summary and Evaluation in which
the major points of the chapter are briefly reviewed, organized around the
themes of the Big Ideas in development introduced in Chapter 1. Key terms
are bolded and defined in the text where they appear and are presented again
at the end of Chapters 1–12 in a Review of Key Terms.
At least one Applying Developmental Theory to Educational Contexts
special feature appears in all chapters. This feature gives detailed
recommendations for applying theory to practice or examples of applications
to practice. These examples and recommendations help students make
connections between theory and practice as they begin to develop the
knowledge base required to generate additional applications. In addition, all
chapters contain at least one Considering Interesting Questions special feature
focusing on an interesting question or issue that was not addressed in the text
or not completely developed in the text discussion. This feature is designed to
spark interest in students new to developmental topics.
ACKNOWLEDGMENTS
Foremost, we would like to acknowledge Michael Pressley as first author of
the first edition of this book. We also thank everyone we worked with at The
Guilford Press for their encouragement and support in developing this
second edition.

Instructors considering this book for course adoption will receive a ready-to-use
test bank that includes multiple-choice and essay questions, including questions
based on classroom scenarios. The instructor’s manual for the first edition was
developed by Karen Harrington and served as the starting point for the
instructor’s manual for the second edition.

Contents
Title Page
Copyright Page
About the Authors
Preface
PART I Theoretical Perspectives in Child Development
CHAPTER 1 Introduction to Child Development and Education
The Evolution of Developmental Science
Research Methods in Child Development and Education
Review of Key Terms
CHAPTER 2 Biological Development
Foundations of Neurological Development
Patterns of Physical and Motor Development
Biological Determination of Individual Differences: The Example of
Intelligence
Disruptions of Normal Biological Development
Some Unique Aspects of Development Relevant to Educators
Biological Foundations of Academic Competence
Chapter Summary and Evaluation

Review of Key Terms
CHAPTER 3 Cognitive Development: Piaget’s Stage Theory
Piaget’s Four-Stage Theory
Neo-Piagetian Perspectives on Development
Moral Judgment: An Approach in the Tradition of Piaget
Constructivist Approaches to Education
Chapter Summary and Evaluation
Review of Key Terms
CHAPTER 4 Cognitive Development: Information-Processing Theory
Basic Cognitive Capacities
Strategies
Knowledge Representation
Chapter Summary and Evaluation
Review of Key Terms
CHAPTER 5 Social Theories of Development and Learning
Social Learning Theory
Development According to Freud: The Psychosexual Stage Theory
Development According to Erikson: The Psychosocial Stage Theory
Chapter Summary and Evaluation
Review of Key Terms
CHAPTER 6 Sociocultural Theories of Development and Education
Vygotsky’s Sociocultural Approaches to Mind
Cultural Differences and Their Implications for Classroom Practice
Cross-Cultural Insights about the Effects of Schooling on Cognitive
Development
Chapter Summary and Evaluation
Review of Key Terms
PART II
Key Topics in Child Development and Education
CHAPTER 7 Language Development and Linguistic Diversity
Biological Foundations of Language

Language Acquisition
Bilingualism
Deafness
Chapter Summary and Evaluation
Review of Key Terms
CHAPTER 8
Intelligence and Individual Differences in Academic
Competence
Standardized Tests
The Nature of Intelligence
Bias in Mental Testing
Learner Diversity
Chapter Summary and Evaluation
Review of Key Terms
CHAPTER 9 The Development of Academic Motivation
Why Might Academic Motivation Decline with Increasing Grade in School?
How Can Motivation Be Supported and Encouraged in School?
Contextual Determination of Academic Motivation
Chapter Summary and Evaluation
Review of Key Terms
CHAPTER 10 Family and Peer Relationships
The Child’s First Relationship: Adult–Infant Attachment
How Does Day Care Affect Child Development?
Family Factors That Influence Child Development
Beyond the Family: Peer Relationships
How Do Social Relationships Affect Academic Achievement?
Chapter Summary and Evaluation
Review of Key Terms
CHAPTER 11 Gender Role Development
Gender Identity
Theoretical Explanations of Gender Development
Gender Differences
Gender Differences in Educational Contexts

Chapter Summary and Evaluation
Review of Key Terms
CHAPTER 12
Recognizing and Understanding Student Mental Health
Problems
Themes to Keep in Mind
Psychological Problems Often First Detected in Early Childhood
Psychological Problems Present during the Elementary School Years
Psychological Problems That Are Prevalent during Adolescence
Chapter Summary and Evaluation
Review of Key Terms
CHAPTER 13 Integrative Review of Major Concepts
The Major Periods of Development
Mechanisms of Development and the Determinants of Individual Differences
Summary and Concluding Comments
References
Index
About Guilford Press
Discover Related Guilford Books

PART I
Theoretical Perspectives in
Child Development

CHAPTER 1

Introduction to Child
Development and Education
T his is a book about human development, an interdisciplinary field of
study. Human development involves biological transformation: from a single
cell to a fetus to an infant and then to a toddler. A child matures into an
adolescent, who matures into an adult, who ages and eventually dies. Human
development also includes psychological changes—from a newborn who
exhibits more reflexes than intentional behaviors to a child whose thinking is
more concrete than abstract. In turn, the child becomes an adolescent whose
thinking gradually becomes more abstract and hypothetical. Teenagers soon
become adults, whose intellectual powers increase across the lifespan in some
ways and decline in others. Development also involves social changes—for
example, from a newborn experiencing people as sensations to an infant who
is attached to his or her caregivers to a preschooler with an expanding social
world. The world of peers becomes increasingly important as the child grows
older and enters adolescence.
Some basic themes have shaped the study of development and over
decades have provided a framework for how to think about developmental
theory and research. So, we begin this book with an overview of some of the
concepts and movements that have defined developmental science and some
of the controversies and uncertainties that surround these ideas.
1

THE EVOLUTION OF DEVELOPMENTAL SCIENCE
How educators and social scientists think about development has evolved
over the past several decades. One way to think about the changes in the
study of development is to consider to what extent children are dynamic
participants in their development and to what extent our environment is
actively engaged in forming a person’s development (see Figure 1.1).
Environment
Passive
Active
Person
Passive
Active
“Static” theories
“Transformational”
theories
“Linear”
theories
“Transactional”
theories
FIGURE 1.1. Thinking about developmental science in terms of person × environment
interaction.
Suppose neither the person nor the environment is particularly active in
determining the outcome of a person’s development. This “static” theory was
similar to how some people thought about children and development prior to
the advent of developmental studies. Children were simply thought of as
“miniature adults” and were not accorded any unique status or thought to be
a whole lot different than adults. Fortunately, these kinds of ideas were
replaced when educators and social scientists started to study children and
how they developed. One type of theory that was fairly dominant in the
history of psychology was “linear” theory, which assumed that our
environment had a tremendous influence on how we behaved and who we
became. Such theories were primarily behavioral or learning theories that
assumed that contingencies (i.e., rewards and punishments) that rise from
our environment determine how we behave and develop.
2

As psychology and developmental science matured, new theories emerged
that emphasized the active role that children play in their development. These
“transformational” theories postulated that development proceeds in an
orderly fashion, that people go through stages of increasing complexity in
their development, and that the capacities children acquire early in
development will affect their later stages of development. More contemporary
theories of development tend to be “transactional.” They presume that both
the environment and the person are active agents in a person’s development.
These theories of development emphasize that children are a product of their
environment but that they also alter their environment. From this
perspective, both environment and the person engage in a continuous
dynamic interaction in which they reciprocally determine one another.
Several such “Big Ideas” have been pervasive influences in both
developmental science and education as these disciplines have matured. We
will outline the more prominent Big Ideas here and refer to them throughout
the book.
Active and Passive Child Influences
As already mentioned, one theme that has garnered a lot of attention is the
question of how much a child is an active agent in his or her development.
Some theories portray children, including infants, as continually active in
their own development (Gopnik, Meltzoff, & Kuhl, 1999; Lerner & Fisher,
2013; Piaget, 1970; von Glaserfeld, 1995). They decide what they will attend to
and process, seeking out things that are particularly interesting to them.
Educators who subscribe to such theories tend to favor arranging learning
environments to stimulate children’s curiosity and exploration; they believe
that the learning resulting from interactions stimulated by the child’s own
interests will be especially enduring. Other theories depict children as more
passive, learning from stimulation that is presented to them (Rosenshine,
1979). The educator’s role according to these theories is to select to-be-
3