How Children Develop by Robert S. Siegler; Jenny Saffran; Nancy Eisenberg; Elizabeth Gershoff; Campbell Leaper - Seventh Edition, 2024 from Macmillan Student Store
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How Children Develop

Seventh Edition ©2024 Robert S. Siegler; Jenny Saffran; Nancy Eisenberg; Elizabeth Gershoff; Campbell Leaper

How Children Develop is the topically organized resource teachers and researchers trust for the most up-to-date perspectives on child and adolescent development. The authors—each a well-known scientist and educator—integrate theory, cultural research, and applications in a style that is

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How Children Develop by Robert S. Siegler; Jenny Saffran; Nancy Eisenberg; Elizabeth Gershoff; Campbell Leaper - Seventh Edition, 2024 from Macmillan Student Store

The standard-setting introduction to child development—from researchers who lead the field.

How Children Develop is the topically organized resource teachers and researchers trust for the most up-to-date perspectives on child and adolescent development. The authors—each a well-known scientist and educator—integrate theory, cultural research, and applications in a style that is authoritative yet accessible to students. 
This edition includes expanded coverage of the ongoing impact of the COVID-19 pandemic, mental health issues in childhood and adolescence, gender and sexual development, the influence of technology and social media, the open science movement, and more.

How Children Develop comes fully equipped with Macmillan Learning’s Achieve, with enhanced assessment capabilities, a robust video library, goal-setting and reflection surveys, free iClicker integration, best-in-class reporting and analytics, and more!

Features

Enduring Themes: The core of How Children Develop is the seven themes that unify all areas of child development. Including foundational ideas such as nature and nurture, continuous and discontinuous change, and the centrality of sociocultural context. The authors introduce the themes in Chapter 1 and revisit them throughout the text and in Chapter 16: Conclusions.


Improving Well-being through Applications: As thought leaders on public policy, the authors also present child development research as a force for change. In “Applications” features and throughout the text, they describe ways that research can improve well-being in education, health, family life, and more.


Focus on Critical Thinking: One of the authors’ core missions is to build readers’ understanding and appreciation of developmental science. In “A Closer Look” boxes and throughout the text, they unpack the landmark studies and methodologies that shape our understanding of the field. “Individual Differences” boxes focus on populations that differ from the norm in order to illustrate the complex interplay of factors that influence development. Review Questions and other pedagogy prompt readers to deepen their understanding of the concepts and consider how the material intersects with events in their own lives.

New to This Edition

COVID-19 Pandemic: The authors explore effects of the pandemic on pregnancy and the birth experience (Chapter 2), physical growth in infancy and early childhood (Chapter 3), perceptual development (Chapter 5), emotional development and mental health (Chapter 10), family and peer relationships (Chapters 12 and 13), and more.

Replicability: Chapter 1 addresses the replicability crisis that has emerged in psychology and other scientific disciplines, and presents efforts to improve methodologies. This discussion continues throughout the text in discussions of relevant research findings.

Gender Development: The authors highlight new insights into gender and sexual development, particularly in Chapter 15: Gender Development, including differences in areas such as cognitive ability and achievement, communication, and aggression.

Technology and Social Media: The text continues to follow the impact of technology and social media use, particularly in discussions of the bioecological context (Chapter 9) and friendships (Chapter 13).

“This text does a marvellous job of covering introductory level material in an engaging and accurate way without blurring too many details. There are many diverse representations in examples, cultural depictions, images, and videos. There are plenty of non-text supplementary materials available for instructors to enhance their course. As a newer instructor, this is particularly appealing.” – Jayde Homer, Washington University in St. Louis


“​​The chapter on Conceptual Development is one of the things that makes this book great. Most topically organized texts do not have this chapter. Thus Siegler et al. covers more cognitive developmental research than most texts. Chapter 7 is a key reason I adopted the text. The videos for this chapter were well chosen. They illustrate how research in this area is conducted and let the students observe the responses of real children. The videos are one of the best aspects of this text and my class…The authors do a great job of being current.” – Joseph Horton, Grover City College


“The clarity and accessibility of the writing throughout is excellent. [In Chapter 1,] the ‘Basic Questions About Child Development’ approach that is used to introduce the primary themes in the field is quite effective for providing context and provoking thought. The overview of Methods for Studying Child Development takes a highly structured approach to conveying the primary methodological considerations that scholars who study child development must take into account.” – Ty W. Boyer, Georgia Southern University


“It's incredibly contemporary and well-researched with strong support materials, including video and test banks. I love the LearningCurve quizzing feature for my students because students are better engaged with the text. I like the Developing Lives simulation, because I teach topically, and it helps students keep the whole, developing child in mind.” – Leigh A. Shaw, Stonehill College

 

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Table of Contents

1. An Introduction to Child Development
2. Prenatal Development and the Newborn Period
3. Biology and Behavior
4. Theories of Cognitive Development
5. Perception, Action, and Learning in Infancy
6. Development of Language and Symbol Use
7. Conceptual Development
8. Intelligence and Academic Achievement
9. Theories of Social Development
10. Emotional Development
11. Attachment to Others and Development of Self
12. The Family
13. Peer Relationships
14. Moral Development
15. Gender Development
16. Conclusions

Robert S. Siegler

Robert Siegler is the Schiff Foundations Professor of Psychology and Education at Teachers College, Columbia University. His research focuses on how children learn mathematics. He is author of the cognitive development textbook Children’s Thinking and has written or edited several additional books on child development. His books have been translated into Japanese, Chinese, Korean, German, Spanish, French, Greek, Hebrew, and Portuguese. He has presented keynote addresses at the conventions of the Cognitive Development Society, the Japanese Psychological Association, the German Psychological Association, the American Psychological Society, and the Conference on Human Development. He also has served as Associate Editor of the journal Developmental Psychology, co-edited the cognitive development volume of the 1998 and 2006 editions of the Handbook of Child Psychology, and served on the National Mathematics Advisory Panel from 2006 to 2008. Dr. Siegler received the American Psychological Association’s Distinguished Scientific Contribution Award in 2005, was elected to the National Academy of Education in 2010, was named Director of the Siegler Center for Innovative Learning at Beijing Normal University in 2012 and was elected to the Society of Experimental Psychologists in 2016.

Jenny Saffran

Jenny R. Saffran is the Vilas Distinguished Achievement Professor and College of Letters & Science Distinguished Professor of Psychology at the University of Wisconsin–Madison, and is an investigator at the Waisman Center. Her research is focused on learning in infancy and early childhood, with a particular emphasis on language. Dr. Saffran’s research has been continually funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development for over 20 years. She has received numerous awards for her research and teaching, including the Boyd McCandless Award from the American Psychological Association for early career contributions to developmental psychology and the Presidential Early Career Award for Scientists and Engineers from the National Science Foundation. In 2015, she was elected to the American Academy of Arts and Sciences.

Elizabeth Gershoff

Elizabeth Gershoff is the Amy Johnson McLaughlin Centennial Professor of Human Development and Family Sciences and Associate Director of the Population Research Center, both at the University of Texas at Austin. Her research focuses on how parental and school discipline affect child and youth development and on how parent education and early childhood education programs, such as the federal Head Start program, can improve the lives of at-risk children. Dr. Gershoff has been awarded numerous federal grants from the Centers for Disease Control and Prevention, the National Institute for Child Health and Human Development, the National Institute for Mental Health, and the National Science Foundation to support her research. She was lead author of the volume Societal Contexts of Child Development, which won the 2014 Society for Research on Adolescence Social Policy Award for Best Edited Book, and of a new book, Ending the Physical Punishment of Children: A Guide for Clinicians and Practitioners. She was an Associate Editor at the journal Developmental Psychology and is President-Elect of the Society for Child and Family Policy and Practice, which is Division 37 of the American Psychological Association. She is an internationally recognized expert on the effects of physical punishment on children, and her research on the topic has been recognized with a Lifetime Legacy Achievement Award from the Center for the Human Rights of Children at Loyola University Chicago and the Nicholas Hobbs Award from Division 37 of the American Psychological Association.

Campbell Leaper

Nancy Eisenberg

Nancy Eisenberg is Regents’ Professor of Psychology at Arizona State University. Her research interests include social, emotional, and moral development, as well as socialization influences, especially in the areas of self-regulation and adjustment. She has published numerous empirical studies, as well as books and chapters on these topics. She has also been editor of Psychological Bulletin and the Handbook of Child Psychology and was the founding editor of the Society for Research in Child Development journal Child Development Perspectives. Dr. Eisenberg has been a recipient of Research Scientist Development Awards and a Research Scientist Award from the National Institutes of Health (NICHD and NIMH). She has served as President of the Western Psychological Association and of Division 7 of the American Psychological Association and is president-elect of the Association for Psychological Science. She is the 2007 recipient of the Ernest R. Hilgard Award for a Career Contribution to General Psychology, Division 1, American Psychological Association; the 2008 recipient of the International Society for the Study of Behavioral Development Distinguished Scientific Contribution Award; the 2009 recipient of the G. Stanley Hall Award for Distinguished Contribution to Developmental Psychology, Division 7, American Psychological Association; and the 2011 recipient of the William James Fellow Award for Career Contributions in the Basic Science of Psychology from the Association for Psychological Science.

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Robert S. Siegler; Jenny Saffran; Nancy Eisenberg; Elizabeth Gershoff; Campbell Leaper | Seventh Edition | ©2025 | ISBN:9781319556174

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