The Developing Person Through the Life Span
Thirteenth Edition ©2026 Kathleen Stassen Berger; Kendra Thomas Formats: Achieve, Read & Practice, E-book, Print
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Authors
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Kathleen Berger
Kathleen Stassen Berger transferred from Stanford University to Radcliffe, earning a B.A. and M.A.T. from Harvard University, and then an M.S. and Ph.D. from Yeshiva University, all while teaching adolescents. Her broad experience as a learner and educator includes directing a preschool, chairing philosophy at the United Nations International School, and teaching human development to graduate students at Fordham University, undergraduates at Montclair State University, aspiring professionals at Quinnipiac University in Connecticut, and incarcerated individuals at Sing Sing Prison. For most of her professional career, Berger has been a professor at Bronx Community College of the City University of New York.
Berger is also the author of Invitation to the Life Span, The Developing Person Through Childhood and Adolescence, and A Topical Approach to the Developing Person Through the Life Span, as well as Grandmothering: Building Strong Ties with Every Generation. Berger’s research interests include adolescent identity, immigration, bullying, and grandparents, and she has published articles in the Wiley Encyclopedia of Psychology, Developmental Review , and Human Development, and in publications of the American Association for Higher Education and the National Education Association for Higher Education. She continues teaching and learning, not only from students and friends but also from four daughters and three grandsons.
-
Kendra Thomas
Kendra Thomas is an associate professor of psychology at Hope College, earning a Ph.D. from Ball State University. She has taught both undergraduate- and graduate-level human development to future nurses, teachers, and mental health professionals for 10 years. Originally from Londrina, Brazil, Thomas has long-standing research collaborations with the University of São Paulo and the Federal University of Paraná as well as a South African community development organization. Through a research-practice partnership, she and colleagues have expanded the research of hope, especially in contexts of adverse family circumstances and home-visitation interventions. She is passionate about using research as a tool for building sustainable community development initiatives.Thomas is an active researcher who has published in journals including Journal of Adolescence, Human Development, Applied Developmental Science, Journal of Youth and Adolescence, and International Journal of Behavior Development. She has also written about human development for TIME, Newsweek, Templeton Ideas, and Scientific American magazine.
She lives in Michigan with her husband, two children, and their old dog. Her hobbies include picking up random socks around the house and reading picture books at night.
Table of Contents
Discover What's Inside! Click here to review a sample chapter, Chapter 1: The Science of Human Development, from The Developing Person Through the Life Span, Thirteenth Edition.
PART 1 The Beginnings
Chapter 1 The Science of Human Development
1.1 Thinking Like a Developmentalist
1.2 Doing Science
Chapter 2 Theories
2.1 Theories of Development
2.2 What Theories Contribute
Chapter 3 The New Genetics
3.1 The Genetic Code
3.2 New Cells, New People
3.3 From Genotype to Phenotype
3.4 Chromosomal and Genetic Conditions
Chapter 4 Prenatal Development and Birth
4.1 Prenatal Development
4.2 Birth
4.3 Risks and Protections
4.4 The New Family
PART 2 The First Two Years
Chapter 5 The First Two Years: Biosocial Development
5.1 Body Changes
5.2 Perceiving and Moving
5.3 Surviving in Good Health
Chapter 6 The First Two Years: Cognitive Development
6.1 Quick Learners
6.2 Active Learners
6.3 Social Learners
Chapter 7 The First Two Years: Psychosocial Development
7.1 Emotional Development in Context
7.2 Social Bonds
7.3 Who Cares for Baby?
PART 3 Early Childhood
Chapter 8 Early Childhood: Biosocial Development
8.1 Body Changes
8.2 Brain Growth
8.3 Avoidable Injury
8.4 Child Maltreatment
Chapter 9 Early Childhood: Cognitive Development
9.1 Thinking During Early Childhood
9.2 Constructed Cognition
9.3 Language Learning
9.4 Early-Childhood Schooling
Chapter 10 Early Childhood: Psychosocial Development
10.1 Emotional Development
10.2 Play
10.3 Challenges for Caregivers
10.4 Becoming Boys and Girls: Sex and Gender
PART 4 Middle Childhood
Chapter 11 Middle Childhood: Biosocial Development
11.1 A Healthy Time
11.2 Brain Development
11.3 Children with Distinct Educational Needs
Chapter 12 Middle Childhood: Cognitive Development
12.1 Thinking
12.2 Language
12.3 Teaching and Learning
Chapter 13 Middle Childhood: Psychosocial Development
13.1 The Nature of the Child
13.2 Families During Middle Childhood
13.3 Other Children
PART 5 Adolescence
Chapter 14 Adolescence: Biosocial Development
14.1 Puberty and Hormones
14.2 Growth and Nutrition
14.3 Sexual Maturation
Chapter 15 Adolescence: Cognitive Development
15.1 Cognition and the Brain
15.2 The Brain and Mental Health
15.3 Secondary Education
Chapter 16 Adolescence: Psychosocial Development
16.1 Identity
16.2 Close Relationships
16.3 Anxiety, Depression, and Aggression
PART 6 Emerging Adulthood
Chapter 17 Emerging Adulthood: Biosocial Development
17.1 Biological Universals
17.2 Health and Sickness
17.3 Risk-Taking
Chapter 18 Emerging Adulthood: Cognitive Development
18.1 Stages and Ages
18.2 Ethics and Religion
18.3 Higher Education
Chapter 19 Emerging Adulthood: Psychosocial Development
19.1 Identity Ongoing
19.2 Social Connections
19.3 Romantic Partnership
PART 7 Adulthood
Chapter 20 Adulthood: Biosocial Development
20.1 Growing Older
20.2 Body Systems
20.3 Habits: Good and Bad
Chapter 21 Adulthood: Cognitive Development
21.1 Adult Intelligence
21.2 Cognitive Hazards
21.3 Choices in Thinking
Chapter 22 Adulthood: Psychosocial Development
22.1 Personality Development in Adulthood
22.2 Intimacy: Connecting with Others
22.3 Generativity: The Work of Adulthood
PART 8 Late Adulthood
Chapter 23 Late Adulthood: Biosocial Development
23.1 Demography and Prejudice
23.2 Systems and Choices
23.3 Theories of Aging
Chapter 24 Late Adulthood: Cognitive Development
24.1 Cognitive Processing in Adulthood
24.2 Neurocognitive Disorders
24.3 Cognitive Gains
Chapter 25 Late Adulthood: Psychosocial Development
25.1 Theories of Late Adulthood
25.2 Activity in Late Adulthood
25.3 Home and Care
Epilogue: Death, Dying, and Affirmation of Life
EP.1 Living with Death
EP.2 A Good Death
EP.3 Grief and Hope
Appendix: More About Research Methods
Glossary
References
Product Updates
- A new framework for critical thinking. In the new edition, the authors introduce “Thinking Like a Developmentalist,” five principles of human development interleaved throughout the book, providing a practical, scaffolded way to encourage disciplinary thinking in the life-span course and application of developmental science in other contexts. Students will learn to think like a developmentalist whether they are learning about attachment, language acquisition, the adolescent brain, sexuality, or aging. They will leave the course with portable critical-thinking mantras, understanding that sensitivities vary, combinations differ, risks and protections interact, effects lag and cascade, and context matters.
- Reimagined presentation of the major theories. Chapter 2 is completely rewritten. Instead of dividing theories into “grand” and “newer,” the thirteenth edition presents the major perspectives of developmental science — psychodynamic, behavioral, cognitive, sociocultural, and evolutionary — as part of a dynamic, ongoing conversation. Students are encouraged to take an eclectic, flexible approach to theory, avoiding rigid categories and seeing how multiple perspectives complement each other. This approach reflects current thinking, helping students build an authentic, usable understanding of the field.
- Advances in science. Reflecting careful reading of thousands of articles and feedback from a panel of expert advisors, this 13th edition presents new research and discussions on a range of topics: RNA and epigenetics, language learning, siblings, adolescent brains and mental health, spiritual and moral development, thriving romantic partnerships, cognitive improvements in late adulthood, and the neuroscience of aging.
- An authentic global perspective. Instead of comparing and contrasting cultures (such as having separate sections on “cultural development”), this text infuses cultural variation within each topic so that the principles are broadly applicable and showcase how developmental science is built on a global perspective. Contextual differences are not positioned as cultural curiosities or exceptions but as diverse expressions of humanity. A stronger global emphasis is seen in the narrative, citations, data, and chapter visuals, which also showcase the diversity of people and experiences across the United States.
- New Skills for Success Activities. Offered in Achieve, these activities increase student preparedness, boost student success and retention, and save you precious class time. Topics include How to Read a Syllabus, Time Management, Note-taking , How to Use AI Responsibly, APA Style, and How to Read a Scholarly Article.
Authors
-
Kathleen Berger
Kathleen Stassen Berger transferred from Stanford University to Radcliffe, earning a B.A. and M.A.T. from Harvard University, and then an M.S. and Ph.D. from Yeshiva University, all while teaching adolescents. Her broad experience as a learner and educator includes directing a preschool, chairing philosophy at the United Nations International School, and teaching human development to graduate students at Fordham University, undergraduates at Montclair State University, aspiring professionals at Quinnipiac University in Connecticut, and incarcerated individuals at Sing Sing Prison. For most of her professional career, Berger has been a professor at Bronx Community College of the City University of New York.
Berger is also the author of Invitation to the Life Span, The Developing Person Through Childhood and Adolescence, and A Topical Approach to the Developing Person Through the Life Span, as well as Grandmothering: Building Strong Ties with Every Generation. Berger’s research interests include adolescent identity, immigration, bullying, and grandparents, and she has published articles in the Wiley Encyclopedia of Psychology, Developmental Review , and Human Development, and in publications of the American Association for Higher Education and the National Education Association for Higher Education. She continues teaching and learning, not only from students and friends but also from four daughters and three grandsons.
-
Kendra Thomas
Kendra Thomas is an associate professor of psychology at Hope College, earning a Ph.D. from Ball State University. She has taught both undergraduate- and graduate-level human development to future nurses, teachers, and mental health professionals for 10 years. Originally from Londrina, Brazil, Thomas has long-standing research collaborations with the University of São Paulo and the Federal University of Paraná as well as a South African community development organization. Through a research-practice partnership, she and colleagues have expanded the research of hope, especially in contexts of adverse family circumstances and home-visitation interventions. She is passionate about using research as a tool for building sustainable community development initiatives.Thomas is an active researcher who has published in journals including Journal of Adolescence, Human Development, Applied Developmental Science, Journal of Youth and Adolescence, and International Journal of Behavior Development. She has also written about human development for TIME, Newsweek, Templeton Ideas, and Scientific American magazine.
She lives in Michigan with her husband, two children, and their old dog. Her hobbies include picking up random socks around the house and reading picture books at night.
Table of Contents
Discover What's Inside! Click here to review a sample chapter, Chapter 1: The Science of Human Development, from The Developing Person Through the Life Span, Thirteenth Edition.
PART 1 The Beginnings
Chapter 1 The Science of Human Development
1.1 Thinking Like a Developmentalist
1.2 Doing Science
Chapter 2 Theories
2.1 Theories of Development
2.2 What Theories Contribute
Chapter 3 The New Genetics
3.1 The Genetic Code
3.2 New Cells, New People
3.3 From Genotype to Phenotype
3.4 Chromosomal and Genetic Conditions
Chapter 4 Prenatal Development and Birth
4.1 Prenatal Development
4.2 Birth
4.3 Risks and Protections
4.4 The New Family
PART 2 The First Two Years
Chapter 5 The First Two Years: Biosocial Development
5.1 Body Changes
5.2 Perceiving and Moving
5.3 Surviving in Good Health
Chapter 6 The First Two Years: Cognitive Development
6.1 Quick Learners
6.2 Active Learners
6.3 Social Learners
Chapter 7 The First Two Years: Psychosocial Development
7.1 Emotional Development in Context
7.2 Social Bonds
7.3 Who Cares for Baby?
PART 3 Early Childhood
Chapter 8 Early Childhood: Biosocial Development
8.1 Body Changes
8.2 Brain Growth
8.3 Avoidable Injury
8.4 Child Maltreatment
Chapter 9 Early Childhood: Cognitive Development
9.1 Thinking During Early Childhood
9.2 Constructed Cognition
9.3 Language Learning
9.4 Early-Childhood Schooling
Chapter 10 Early Childhood: Psychosocial Development
10.1 Emotional Development
10.2 Play
10.3 Challenges for Caregivers
10.4 Becoming Boys and Girls: Sex and Gender
PART 4 Middle Childhood
Chapter 11 Middle Childhood: Biosocial Development
11.1 A Healthy Time
11.2 Brain Development
11.3 Children with Distinct Educational Needs
Chapter 12 Middle Childhood: Cognitive Development
12.1 Thinking
12.2 Language
12.3 Teaching and Learning
Chapter 13 Middle Childhood: Psychosocial Development
13.1 The Nature of the Child
13.2 Families During Middle Childhood
13.3 Other Children
PART 5 Adolescence
Chapter 14 Adolescence: Biosocial Development
14.1 Puberty and Hormones
14.2 Growth and Nutrition
14.3 Sexual Maturation
Chapter 15 Adolescence: Cognitive Development
15.1 Cognition and the Brain
15.2 The Brain and Mental Health
15.3 Secondary Education
Chapter 16 Adolescence: Psychosocial Development
16.1 Identity
16.2 Close Relationships
16.3 Anxiety, Depression, and Aggression
PART 6 Emerging Adulthood
Chapter 17 Emerging Adulthood: Biosocial Development
17.1 Biological Universals
17.2 Health and Sickness
17.3 Risk-Taking
Chapter 18 Emerging Adulthood: Cognitive Development
18.1 Stages and Ages
18.2 Ethics and Religion
18.3 Higher Education
Chapter 19 Emerging Adulthood: Psychosocial Development
19.1 Identity Ongoing
19.2 Social Connections
19.3 Romantic Partnership
PART 7 Adulthood
Chapter 20 Adulthood: Biosocial Development
20.1 Growing Older
20.2 Body Systems
20.3 Habits: Good and Bad
Chapter 21 Adulthood: Cognitive Development
21.1 Adult Intelligence
21.2 Cognitive Hazards
21.3 Choices in Thinking
Chapter 22 Adulthood: Psychosocial Development
22.1 Personality Development in Adulthood
22.2 Intimacy: Connecting with Others
22.3 Generativity: The Work of Adulthood
PART 8 Late Adulthood
Chapter 23 Late Adulthood: Biosocial Development
23.1 Demography and Prejudice
23.2 Systems and Choices
23.3 Theories of Aging
Chapter 24 Late Adulthood: Cognitive Development
24.1 Cognitive Processing in Adulthood
24.2 Neurocognitive Disorders
24.3 Cognitive Gains
Chapter 25 Late Adulthood: Psychosocial Development
25.1 Theories of Late Adulthood
25.2 Activity in Late Adulthood
25.3 Home and Care
Epilogue: Death, Dying, and Affirmation of Life
EP.1 Living with Death
EP.2 A Good Death
EP.3 Grief and Hope
Appendix: More About Research Methods
Glossary
References
Product Updates
- A new framework for critical thinking. In the new edition, the authors introduce “Thinking Like a Developmentalist,” five principles of human development interleaved throughout the book, providing a practical, scaffolded way to encourage disciplinary thinking in the life-span course and application of developmental science in other contexts. Students will learn to think like a developmentalist whether they are learning about attachment, language acquisition, the adolescent brain, sexuality, or aging. They will leave the course with portable critical-thinking mantras, understanding that sensitivities vary, combinations differ, risks and protections interact, effects lag and cascade, and context matters.
- Reimagined presentation of the major theories. Chapter 2 is completely rewritten. Instead of dividing theories into “grand” and “newer,” the thirteenth edition presents the major perspectives of developmental science — psychodynamic, behavioral, cognitive, sociocultural, and evolutionary — as part of a dynamic, ongoing conversation. Students are encouraged to take an eclectic, flexible approach to theory, avoiding rigid categories and seeing how multiple perspectives complement each other. This approach reflects current thinking, helping students build an authentic, usable understanding of the field.
- Advances in science. Reflecting careful reading of thousands of articles and feedback from a panel of expert advisors, this 13th edition presents new research and discussions on a range of topics: RNA and epigenetics, language learning, siblings, adolescent brains and mental health, spiritual and moral development, thriving romantic partnerships, cognitive improvements in late adulthood, and the neuroscience of aging.
- An authentic global perspective. Instead of comparing and contrasting cultures (such as having separate sections on “cultural development”), this text infuses cultural variation within each topic so that the principles are broadly applicable and showcase how developmental science is built on a global perspective. Contextual differences are not positioned as cultural curiosities or exceptions but as diverse expressions of humanity. A stronger global emphasis is seen in the narrative, citations, data, and chapter visuals, which also showcase the diversity of people and experiences across the United States.
- New Skills for Success Activities. Offered in Achieve, these activities increase student preparedness, boost student success and retention, and save you precious class time. Topics include How to Read a Syllabus, Time Management, Note-taking , How to Use AI Responsibly, APA Style, and How to Read a Scholarly Article.
Story, science, scaffolding: Teaching students to think like developmentalists.
Together with new co-author Kendra Thomas (Hope College), Kathleen Stassen Berger tells the story of human development. Signature personal anecdotes and case studies sit alongside findings from thousands of articles and datasets – combining humor, wonder, and rigor in an engaging, accessible narrative style. What’s more, the new edition presents an innovative critical thinking framework that teaches students to “think like a developmentalist” and apply developmental science principles to a range of scenarios – whether they are studying attachment or aging, puberty or parenting. Five principles are introduced in Chapter 1, interleaved throughout the text (visually!), and connected to chapter content in a way that helps students remember and transfer their learning.
See this paper by Berger and Thomas to learn more on using the “Think Like a Developmentalist” framework to strengthen students’ critical thinking and inquiry skills.
Achieve, our powerful learning platform for The Developing Person Through the Life Span, fosters skill development and increases student performance through adaptive quizzing, videos, data literacy activities, a virtual parenting app, and – now – tutorials to build AI skills.
Achieve - Learn Psychology. Build Skills for Life.
At Macmillan Learning, we’re reimagining what it means to teach - and learn psychology. Our authors bring diverse perspectives and immersive content to the classroom, connecting students to the real-world relevance of psychological science. Through purposeful and data driven AI-powered innovation and skill-building tools, Achieve helps students develop the habits they need to succeed in school, at work, and beyond.
Achieve turns this vision into action - giving instructors powerful tools to help students think critically, apply psychological concepts, and reflect on their own learning.
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Each new activity is designed to deepen engagement and promote the habits that define successful learners and prepare them for the workforce.
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Kathleen Stassen Berger; Kendra Thomas | Thirteenth Edition | ©2026 | ISBN:9781319586461
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Canadian Stores: Please use only the first five digits/letters in your zip code on MOST.
Visit MOST, our online ordering system for booksellers: https://tracking.mpsvirginia.com/Login.aspx
Learn more about our Bookstore programs here: https://www.macmillanlearning.com/college/us/contact-us/booksellers
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Our courses currently integrate with Canvas, Blackboard (Learn and Ultra), Brightspace, D2L, and Moodle. Click on the support documentation below to find out more details about the integration with each LMS.
Integrate Macmillan courses with Blackboard
Integrate Macmillan courses with Canvas
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If you’re a verified instructor, you can request a free sample of our courseware, e-book, or print textbook to consider for use in your courses. Only registered and verified instructors can receive free print and digital samples, and they should not be sold to bookstores or book resellers. If you don't yet have an existing account with Macmillan Learning, it can take up to two business days to verify your status as an instructor. You can request a free sample from the right side of this product page by clicking on the "Request Instructor Sample" button or by contacting your rep. Learn more.
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Sometimes also referred to as a spiral-bound or binder-ready textbook, loose-leaf textbooks are available to purchase. This three-hole punched, unbound version of the book costs less than a hardcover or paperback book.
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Achieve (full course) includes our complete e-book, as well as online quizzing tools, multimedia assets, and iClicker active classroom manager.
Most Achieve Essentials courses do not include our e-books and adaptive quizzing.
Visit our comparison table for details: https://www.macmillanlearning.com/college/us/digital/achieve/compare
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Achieve (full course) includes our complete e-book, as well as online quizzing tools, multimedia assets, and iClicker active classroom manager.
Achieve Read & Practice only includes our e-book and adaptive quizzing, and does not include instructor resources and assignable assessments. Read & Practice does integrate with LMS.
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The Developing Person Through the Life Span
Together with new co-author Kendra Thomas (Hope College), Kathleen Stassen Berger tells the story of human development. Signature personal anecdotes and case studies sit alongside findings from thousands of articles and datasets – combining humor, wonder, and rigor in an engaging, accessible narrative style. What’s more, the new edition presents an innovative critical thinking framework that teaches students to “think like a developmentalist” and apply developmental science principles to a range of scenarios – whether they are studying attachment or aging, puberty or parenting. Five principles are introduced in Chapter 1, interleaved throughout the text (visually!), and connected to chapter content in a way that helps students remember and transfer their learning.
See this paper by Berger and Thomas to learn more on using the “Think Like a Developmentalist” framework to strengthen students’ critical thinking and inquiry skills.
Achieve, our powerful learning platform for The Developing Person Through the Life Span, fosters skill development and increases student performance through adaptive quizzing, videos, data literacy activities, a virtual parenting app, and – now – tutorials to build AI skills.
Select a demo to view:
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