Child Development: A Practitioner's Guide, 3rd Edition

This widely used practitioner resource and course text provides an engaging overview of developmental theory and research, with a focus on what practitioners need to know. The author explains how children's trajectories are shaped by transactions among early relationships, brain development, and the social environment. Developmental processes of infancy, toddlerhood, the preschool years, and middle childhood are described. The book shows how children in each age range typically behave, think, and relate to others, and what happens when development goes awry. It demonstrates effective ways to apply developmental knowledge to clinical assessment and intervention. Vivid case examples, observation exercises, and quick-reference tables facilitate learning. Cover Page ......Page 1 Title Page ......Page 4 Copyright Page ......Page 5 Dedication ......Page 6 About the Author ......Page 7 Preface ......Page 10 Acknowledgments......Page 13 Contents......Page 16 PART I. Contexts of Development: A Transactional Approach......Page 20 The Maturational Perspective......Page 22 Developmental Pathways and Intervention,......Page 23 CHAPTER 1 Attachment as a Context of Development......Page 26 Functions of Attachment......Page 27 Patterns of Attachment......Page 30 Attachment Classifications......Page 31 Attachment, Class, and Culture......Page 38 Attachment and Future Development......Page 40 Parental Models of Attachment......Page 43 Attachment Theory and Family Systems Theory......Page 47 The Attachment Perspective in the Assessment of Young Children,......Page 48 Kelly and Her Mother: A Case Example......Page 49 CHAPTER 2 Brain Development......Page 58 Early Brain Growth: Synaptogenesis and Myelination,......Page 59 Synaptic Overproduction and Pruning,......Page 61 Bonding, Attachment, and Brain Development,......Page 62 Mirror Neurons and the Social Brain,......Page 64 Can Parents Build Better Brains?......Page 65 Risk and Protective Factors Influencing Brain Development,......Page 66 Stress, Trauma, and Brain Development,......Page 68 Early Trauma and Brain Development,......Page 70 Studies of Institutionally Deprived Young Children,......Page 75 Research on Risk and Resilience,......Page 79 Protective Factors and Processes......Page 80 Risk Factors,......Page 84 Conclusion,......Page 120 Appendix 3.1. Summary of Risk and Protective Factors,......Page 122 How to Use Risk Factor Analysis,......Page 124 Prediction of Risk: Assessing Current Risk and Protective Factors,......Page 125 Retrospective Analysis of Risk and Protective Factors,......Page 135 PART II. The Course of Child Development......Page 144 Barriers to Understanding the Child’s Perspective,......Page 146 Interactions between Maturation and Environment,......Page 148 Organization of Developmental Chapters,......Page 149 The Interaction between Maturation and Caregiving,......Page 150 Metaphors of Infant–Parent Transactions,......Page 151 Caregivers’ Adaptations to Developmental Change,......Page 152 The Neonatal Period: Birth–4 Weeks,......Page 153 Age 1–3 Months,......Page 156 Age 3–6 Months,......Page 161 A Normal Infant and a Competent Parent: A Case Example,......Page 166 Age 6–12 Months,......Page 168 Appendix 5.1. Summary of Infant Development, Birth–12 Months of Age,......Page 179 CHAPTER 6 Practice with Infants......Page 182 Assessment Issues,......Page 183 Assessment and Brief Interventions with an Infant and Her Family: A Case Example,......Page 187 Observation Exercises,......Page 202 CHAPTER 7 Toddler Development......Page 204 Attachment and Secure Base Behavior,......Page 205 Cognitive Development,......Page 211 Language and Communication,......Page 212 Symbolic Communication and Play,......Page 219 Regulation of Emotion and Behavior,......Page 222 Moral Development,......Page 228 The Developing Self,......Page 234 Appendix 7.1. Summary of Toddler Development, 1–3 Years of Age,......Page 241 Assessment,......Page 244 Assessment of Toddler Development: A Case Example,......Page 249 Intervention: Parent–Child Therapy,......Page 263 Parent–Child Therapy with an Abused Toddler: A Case Example,......Page 266 Observation Exercises,......Page 268 Interview Exercise......Page 269 CHAPTER 9 Preschool Development......Page 270 Physical Development,......Page 271 Attachment,......Page 273 Social Development,......Page 275 Language Development......Page 281 Symbolic Communication and Play......Page 286 Cognitive Development......Page 289 Regulation of Emotion and Behavior......Page 298 Moral Development......Page 306 The Developing Self,......Page 313 Appendix 9.1. Summary of Preschool Development, 3–6 Years of Age,......Page 319 Assessment,......Page 323 Child Care Consultation with a Preschool Child: A Case Example,......Page 324 Intervention with Preschoolers: Play Therapy......Page 329 Using Play in the Treatment of Preschoolers,......Page 331 Medical Treatment as a Developmental Interference,......Page 332 Play Therapy with a Preschool Child: A Case Example, ......Page 334 Observation Exercise,......Page 345 CHAPTER 11 Middle Childhood Development......Page 346 Physical Development,......Page 347 The Transition from Preschool to Middle Childhood,......Page 348 Attachment......Page 353 Social Development,......Page 355 Language and Communication,......Page 363 Play and Fantasy,......Page 366 Cognitive Development,......Page 369 Self-Regulation,......Page 377 Moral Development,......Page 384 Sense of Self,......Page 386 Toward Adolescence......Page 397 Appendix 11.1. Summary of Middle Childhood Development, 6–12 Years of Age,......Page 399 Assessment,......Page 403 Intervention,......Page 412 Working to Master the Trauma of Repeated Abuse: A Case Example,......Page 417 Using Developmental Strengths: A Case Example,......Page 425 Observation Exercises,......Page 433 CHAPTER 13 Conclusion: Developmental Knowledge and Practice......Page 434 Applying Practice Knowledge and Skills,......Page 435 Ever-Present Complications in Practice......Page 436 Intervention and Developmental Outcome,......Page 438 References......Page 440 Index......Page 500 Provides An Overview Of Developmental Theory And Research, With A Focus On What Practitioners Need To Know. Developmental Processes Of Infancy, Toddlerhood, The Preschool Years, And Middle Childhood Are Described. Describes How Children In Each Age Range Typically Behave, Think, And Relate To Others, And What Happens When Development Goes Awry. It Demonstrates Effective Ways To Apply Developmental Knowledge To Clinical Assessment And Intervention. Vivid Case Examples, Observation Exercises, And Quick-reference Tables Facilitate Learning. Pt. I. Contexts Of Development: A Transactional Approach -- Introduction: Perspectives On Development -- The Maturational Perspective -- The Transactional Model Of Development -- Developmental Pathways And Intervention. 1. Attachment As A Context Of Development -- How Attachment Develops -- Functions Of Attachment -- Patterns Of Attachment -- Attachment Classification -- Attachment, Class, And Culture -- The Universality Of Attachment -- Attachment And Future Development -- Parental Models Of Attachment -- Attachment Theory And Family Systems Theory -- The Attachment Perspective In The Assessment Of Young Children. 2. Brain Development -- Sequence Of Brain Development -- Early Brain Growth: Synaptogenesis And Myelination -- Synaptic Overproduction And Pruning -- Plasticity And Experience -- Bonding, Attachment, And Brain Development -- Mirror Neurons And The Social Brain -- Can Parents Build Better Brains? -- Risk And Protective Factors Influencing Brain Development -- Stress, Trauma, And Brain Development -- Early Trauma And Brain Development -- Studies Of Institutionally Deprived Young Children. 3. Risk And Protective Factors: The Child, Family And Community Contexts -- Research On Risk And Resilience -- Protective Factors And Processes -- Risk Factors. 4. Analysis Of Risk And Protective Factors: Practice Applications -- How To Use Risk Factor Analysis -- Prediction Of Risk: Assessing Current Risk And Protective Factors -- Retrospective Analysis Of Risk And Protective Factors. Pt. Ii. The Course Of Child Development -- Introduction: A Developmental Lens On Childhood -- Barriers To Understanding The Child's Perspective -- Dynamics Of Developmental Change -- Interactions Between Maturation And Environment -- Thinking Developmentally In Assessment And Intervention -- Organization Of Developmental Chapters. 5. Infant Development -- The Interaction Between Maturation And Caregiving -- Brain Development: The Importance Of Early Experience -- Metaphors Of Infant-parent Transactions -- Caregivers' Adaptations To Developmental Change -- The Neonatal Period: Birth To 4 Weeks -- Age 1 To 3 Months -- Age 3 To 6 Months -- A Normal Infant And Competent Parent: A Case Example -- Age 6 To 12 Months -- Appendix 5.1. Summary Of Infant Development: Birth To 12 Months Of Age -- 6. Practice With Infants -- Assessment Issues -- Assessment And Brief Interventions With An Infant And Her Family: A Case Example -- Observation Exercises. 7. Toddler Development -- Physical Development -- Attachment And Secure Base Behavior -- Cognitive Development -- Language And Communication -- Symbolic Communication And Play -- Regulation Of Emotion And Behavior -- Moral Development -- The Developing Self -- Appendix 7.1. Summary Of Toddler Development: 1 To 3 Years Of Age -- 8. Practice With Toddlers -- Assessment -- Assessment Of Toddler Development: A Case Example -- Intervention: Parent-child Therapy -- Parent-child Therapy With An Abused Toddler: A Case Example -- Observation Exercises -- Interview Exercise. 9. Preschool Development -- Physical Development -- Attachment -- Social Development -- Language Development -- Symbolic Communication And Play -- Cognitive Development -- Regulation Of Emotion And Behavior -- Moral Development -- The Developing Self -- Appendix 9.1. Summary Of Preschool Development: 3 To 6 Years Of Age -- 10. Practice With Preschoolers -- Assessment -- Child Care Consultation With A Preschool Child: A Case Example -- Intervention With Preschoolers: Play Therapy -- Using Play In The Treatment Of Preschoolers -- Medical Treatment As A Developmental Interference -- Play Therapy With A Preschool Child: A Case Example -- Observation Exercise. 11. Middle Childhood Development -- Physical Development -- The Transition From Preschool To Middle Childhood -- Attachment -- Social Development -- Language And Communication -- Play And Fantasy -- Cognitive Development -- Self-regulation -- Moral Development -- Sense Of Self -- Toward Adolescence -- Appendix 11.1. Summary Of Middle Childhood Development: 6 To 12 Years Of Age -- 12. Practice With School-age Children -- Assessment -- Intervention -- Working To Master The Trauma Of Repeated Abuse: A Case Example -- Using Developmental Strengths: A Case Example -- Observation Exercises. 13. Conclusion: Developmental Knowledge And Practice -- Applying Practice Knowledge And Skills -- Ever-present Complications In Practice -- Intervention And Developmental Outcome. Douglas Davies. Previous Ed.: 2004. Includes Bibliographical References (p. 421-480) And Index. Now in a revised and updated fourth edition, this trusted text and professional resource provides a developmental framework for clinical practice. The authors examine how children's trajectories are shaped by transactions among family relationships, brain development, and the social environment. Risk and resilience factors in each of these domains are highlighted. Covering infancy, toddlerhood, the preschool years, and middle childhood, the text explores how children of different ages typically behave, think, and relate to others. Developmentally informed approaches to assessment and intervention are illustrated by vivid case examples. Observation exercises and quick-reference summaries of each developmental stage facilitate learning. New to This Edition *Incorporates a decade's worth of advances in knowledge about attachment, neurodevelopment, developmental psychopathology, intervention science, and more. *Toddler, preschool, and school-age development are each covered in two succinct chapters rather than one, making the book more student friendly. *Updated throughout by new coauthor Michael F. Troy, while retaining Douglas Davies's conceptual lens and engaging style. This widely used professional development resource and course text provides an engaging overview of developmental theory and research, with a focus on what practitioners need to know. The author explains how children's trajectories are shaped by transactions among early relationships, brain development, and the social environment. Developmental processes of infancy, toddlerhood, the preschool years, and middle childhood are described. The book shows how children in each age range typically behave, think, and relate to others, and what happens when development goes awry. It demonstrates effecti "Now in a revised and expanded second edition, this text helps practitioners apply the latest developmental knowledge to their work with children and families. Ideally structured for classroom use, the second edition has been updated throughout to reflect current research, practice advances, and policy issues. Included are an important new chapter on the developing brain and expanded coverage of applications for child care and school settings."--BOOK JACKET.