Child Development and Education

Teresa M. McDevitt / Jeanne Ellis Ormrod  
Total pages
July 2013
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Child Development and Education
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Child Development and Education bridges the gap between theory and practice, showing those who teach and care for infants, children, and adolescents how to apply developmental research and theory to everyday practice. More so than any other text, Child Development and Education not only describes developmental phenomena--for infants through late adolescence--but also faciliates observations of and analyses of what children say, do, and create, ensuring that educators can make informed decisions that meet children's and adolescent's needs.


  • Development and Practice features offer concrete strategies for facilitating children’s development, helping readers move from research to practice by providing examples of a professional using strategies in a classroom or other setting.
  • Observation Guidelines provide an essential lens through which professionals can look to understand children and adolescents. These tables offer specific characteristics to look for, present illustrative examples, and provide specific recommendations for practitioners.
  • Improving Your Observation Skills are NEW features designed to help readers learn to assess the needs and abilities of children or adolescents. By inspecting photographs of children and the artifacts they have created, readers gain experience in analysing children’s facial expressions, body language, activities, and essays for underlying information about their needs and abilities. Readers also have the opportunity to compare their judgments with interpretations from the Authors at the end of each chapter.
  • Developmental Trends Tables highlight the developmental differences of infants (birth–2 years), children in early childhood (2–6 years), children in middle childhood (6–10 years), younger adolescents (10–14 years), and older adolescents (14–18 years). Through the Developmental Trends Tables, diversity is highlighted and implications for practice are offered.
  • Preparing for Your Licensure Examination features are NEW and provided to help prospective teachers identify what will be required of them to demonstrate their knowledge of child development on teaching tests. Teacher candidates will find margin notes that point to specific concepts and end-of-chapter practice questions they might encounter on the Praxis II or other teacher licensure tests.
  • Applying Concepts in Child Development, a chapter-ending section, has been completely revamped to sharpen students’ ability to apply knowledge of child development to realistic scenarios including opportunities to evaluate and interpret children’s work and statements and apply knowledge of child development in assessing children’s creations in an authentic context.

Situating Development in Bioecological Contexts

  • Bioecology of Child Development, a NEW feature, shows that a child’s well-being is the outcome of dynamically interacting factors, including the child’s own characteristics, his or her state of health, unique collection of genes, and personal initiative as well as the social settings in which the child spends time, including the family, peer group, and school, and other broader systems that affect the child’s customs and resources. Illustrations of a breadth of bioecological factors are identified as influences on a particular aspect of children’s growth.
  • Development in Culture identify how children acquire the values and traditions of their culture, and how these cultural frameworks give meaning to everything the child experiences. In this NEW feature, teachers and practitioners gain a cultural perspective, in which they develop insights into their own cultural backgrounds and learn how to identify, respect, and accommodate the cultural practices of children.

Helping Those Who Work With Children and Adolescents See Development, Not Just Read About It

  • Case Studies focus on their general developmental levels but also on the unique characteristics of their lives. Case studies help readers not only gain a prospectice of gene

New to this Edition

The same comprehensive attention to developmental concepts that guided educators in the fourth edition are also found in this fifth edition. However, there are several new features in this edition. The following list points out what is new in the fifth edition of Child Development and Education.

  • Greater sensitivity to cultural and bioecological issues including two new features: Development in Culture and Bioecological Diversity
  • New ways to practice skills in observing and identifying children’s and adolescents’ developmental trends and milestones are found in Improving Your Observation Skills
  • A rearrangment of concepts in social-emotional concepts
  • Support for teacher licensure preparation—Preparing for Your Licensure Exam—alert teacher candidates to developmental concepts and theorists they need to know to pass a teacher licensure exam
  • Practice test examples, including both case studies with constructed response questions and sample multiple choice questions, are located in the new end-of-chapter material called Applying Concepts in Child Development
  • Thoroughly updated research including a thousand new research citations

Table of Contents

  • Part 1: Foundations in Child Development
  • Chapter 1: Making a Difference in the Lives of Children and Adolescents
  • Chapter 2: Using Research to Understand Children and Adolescents
  • Chapter 3: Family, Culture, and Community
  • Part 2: Biological Development
  • Chapter 4: Biological Beginnings
  • Chapter 5: Physical Development
  • Part 3: Cognitive Development
  • Chapter 6: Cognitive Development: Piaget and Vygotsky
  • Chapter 7: Cognitive Development: Cognitive Processes
  • Chapter 8: Intelligence
  • Chapter 9: Language Development
  • Chapter 10: Development in the Academic Domains
  • Part 4: Social and Emotional Development
  • Chapter 11: Emotional Development
  • Chapter 12: Development of Self and Social Understandings
  • Chapter 13: Development of Motivation and Self-Regulation
  • Chapter 14: Moral Development
  • Chapter 15: Peers, Schools, and Society