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K E Y T E R M S
5. Match the stage of development with the thinking style
characteristic of that stage:
1. Egocentric thought
a. Sensorimotor
2. Object permanence
b. Formal operational
3. Abstract reasoning
c. Preoperational
4. Conservation;
d.
Concrete operational
reversibility
6.
-
theories of development suggest
that the way in which a child handles information is criti-
cal to his or her development.
7. According to Vygotsky, information that is within a child’s
is most
likely to result in cognitive development.
neonate p. 393
refl exes p. 393
habituation p. 395
attachment p. 398
authoritarian parents p. 401
permissive parents p. 401
authoritative parents p. 402
uninvolved parents p. 402
temperament p. 402
psychosocial
development p. 403
trust-versus-mistrust
stage p. 404
autonomy-versus-shame-
and-doubt stage p. 404
initiative-versus-guilt
stage p. 404
industry-versus-inferiority
stage p. 404
cognitive development p. 404
sensorimotor stage p. 405
object permanence p. 405
preoperational
stage p. 405
egocentric thought p. 405
principle of
conservation p. 406
concrete operational
stage p. 406
formal operational
stage p. 406
information
processing p. 408
metacognition p. 408
zone of proximal
development
(ZPD) p. 409
R E T H I N K
1. Do you think the widespread use of IQ testing in the
United States contributes to parents’ views that their chil-
dren’s academic success is due largely to the children’s in-
nate intelligence? Why? Would it be possible (or desirable)
to change this view?
2. From the perspective of a child-care provider: If a parent was
not sure whether to enroll his or her child in your pro-
gram, what advice would you give about the possible pos-
itive and negative consequences about day care?
Answers to Evaluate Questions
1.
habituation; 2.
attachment;
3.
1-b, 2-c, 3-a, 4-d;
4.
psychosocial; 5.
1-c,
2-a, 3-b, 4-d; 6.
information-pr
ocessing; 7.
zone of pr
oximal
development
Module 37
Infancy and Childhood
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Key Concept
What major physical, social,
and cognitive transitions
characterize adolescence?
M O D U L E 3 8
Adolescence: Becoming an Adult
Joseph Charles, Age 13: Being 13 is very hard at school. I have to be bad in order to be
considered cool. I sometimes do things that aren’t good. I have talked back to my
teachers and been disrespectful to them. I do want to be good, but it’s just too hard.
(Gibbs, 2005, p. 51)
Trevor Kelson, Age 15: “Keep the Hell Out of my Room!” says a sign on Trevor’s
bedroom wall, just above an unmade bed, a desk littered with dirty T-shirts and candy
wrappers, and a fl oor covered with clothes. Is there a carpet? “Somewhere,” he says
with a grin. “I think it’s gold.” (Fields-Meyer, 1995, p. 53)
Lauren Barry, Age 18: “I went to a National Honor Society induction. The parents were
just staring at me. I think they couldn’t believe someone with pink hair could be smart.
I want to be a high-school teacher, but I’m afraid that, based on my appearance, they
won’t hire me.” (Gordon et al., 1999, p. 47)
Although Joseph, Trevor, and Lauren have never met, they share anxieties that are
common to adolescence—concerns about friends, parents, appearance, independence,
and their futures. Adolescence, the developmental stage between childhood and
adulthood, is a crucial period. It is a time of profound changes and, occasionally,
turmoil. Considerable biological change occurs as adolescents attain sexual and phys-
ical maturity. At the same time and rivaling these physiological changes, important
social, emotional, and cognitive changes occur as adolescents strive for independence
and move toward adulthood.
Because many years of schooling precede most people’s entry into the workforce
in Western societies, the stage of adolescence is fairly long; it begins just before the
teenage years and ends just after them. Adolescents are no longer children, yet soci-
ety doesn’t quite consider them adults. They face a period of rapid physical, cogni-
tive, and social change that affects them for the rest of their lives.
Dramatic changes in society also affect adolescents’ development. More than half
of all children in the United States will spend all or some of their childhood and
adolescence in single-parent families. Furthermore, adolescents spend considerably
less time with their parents and more with their peers than they did several decades
ago. Finally, the ethnic and cultural diversity of adolescents as a group is increasing
dramatically. A third of all adolescents today are of non-European descent; by the
year 2050 the number of adolescents of Hispanic, African-American, Native-American,
and Asian origin collectively will surpass that of whites (National Adolescent Health
Information Center, 2003).
Physical Development:
The Changing Adolescent
If you think back to the start of your own adolescence, the most dramatic changes
you probably remember are physical. A spurt in height, the growth of breasts in
girls, deepening voices in boys, the development of body hair, and intense sexual
adolescence
The developmental stage
between childhood and adulthood.
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