(eBook PDF) Child Development: A

Cultural Approach 3rd Edition

Visit to download the full and correct content document:
https://ebooksecure.com/download/ebook-pdf-child-development-a-cultural-approach-
3rd-edition-2/
 Contents vii

■ CULTURAL FOCUS: Object Permanence SECTION 3 EMOTIONAL AND SOCIAL

Across Cultures 181 DEVELOPMENT 225
Information-Processing Approaches 182 Emotional Development in Toddlerhood 225
Assessing Infant Development 184 Toddlers’ Emotions 225
■ EDUCATION FOCUS: Can Educational Media Enhance The Birth of the Self 228
Infants’ Cognitive Development? 185 Gender Identity and the Biology
The Beginnings of Language 186 of Gender Development 229
First Sounds and Words 186 Attachment Theory and Research 231
Infant-Directed (ID) Speech 188 Attachment Theory 231
Summary: Cognitive Development 189 ■ CULTURAL FOCUS: Stranger Anxiety Across Cultures 233
SECTION 3 EMOTIONAL AND SOCIAL ■ EDUCATION FOCUS: Enhancing Attachment in
DEVELOPMENT 191 Child Welfare Institutions 234
Temperament 191 Quality of Attachment 235
Conceptualizing Temperament 191 ■ RESEARCH FOCUS: Early Child Care and
■ RESEARCH FOCUS: Measuring Temperament 193 Its Consequences 237
Goodness-of-Fit 194 The Social World of the Toddler 240
Infants’ Emotions 194 The Role of Fathers 240
Primary Emotions 194 The Wider Social World: Siblings,
Infants’ Emotional Perceptions 196 Peers, and Friends 241
The Social World of the Infant 197 Autism Spectrum Disorder: A Disruption
in Social Development 243
Cultural Themes of Infant Social Life 198
Media Use in Toddlerhood 245
The Foundation of Social Development:
Two Theories 199 Summary: Emotional and Social Development 246

Summary: Emotional and Social Development 200

Apply Your Knowledge 247
Apply Your Knowledge 201
7 Early Childhood 248
6 Toddlerhood 202 SECTION 1 PHYSICAL DEVELOPMENT 250
SECTION 1 PHYSICAL DEVELOPMENT 204 Growth from Age 3 to 6 250
Growth and Change in Years 2 and 3 204 Bodily Growth 250
Bodily Growth 204 Brain Development and “Infantile Amnesia” 251
Brain Development 206 Motor Development, Safety, and Health 253
Motor Development 207 Gross and Fine Motor Skills 253
■ CULTURAL FOCUS: Gross Motor Development Safety and Health in Early Childhood 254
Across Cultures 208 Summary: Physical Development 257

Socializing Physical Functions: Weaning and Sleeping 209 SECTION 2 COGNITIVE DEVELOPMENT 258
Weaning 210 Theories of Cognitive Development 258
Sleeping 210 Piaget’s Preoperational Stage 258
Summary: Physical Development 211 Young Children’s Social Cognition:
The Development of “Theory of Mind” 261
SECTION 2 COGNITIVE DEVELOPMENT 212
Cultural Learning in Early Childhood 262
Theories of Cognitive Development 212
Piaget’s Theory: The Completion of the ■ CULTURAL FOCUS: Guided Participation
Sensorimotor Stage 212 Across Cultures 263
Vygotsky’s Cultural Theory of Cognitive Early Childhood Education 264
Development 214 The Importance of Preschool Quality 264
Language Development 216 Preschool as a Cognitive Intervention 266
The Biological and Evolutionary Bases Language Development 268
of Language 217 Advances in Vocabulary and Grammar 268
Milestones of Toddler Language: From Pragmatics: Social and Cultural Rules
First Words to Fluency 218 of Language 268
Learning Language in a Social and Summary: Cognitive Development 270
Cultural Context 222
SECTION 3 EMOTIONAL AND SOCIAL
■ CULTURAL FOCUS: Language Development DEVELOPMENT 271
Across Cultures 223 Emotional Regulation and Gender Socialization 271
Summary: Cognitive Development 224 Emotional Regulation 271
viii Contents

Moral Development 273 The Social and Cultural Contexts of

Gender Development 275 Middle Childhood 335
■ EDUCATION FOCUS: Gender in the Classroom 276 Family Relations 335
Parenting 278 Friends and Peers 340
Parenting “Styles” 278 ■ CULTURAL FOCUS: Friendship and Play in Middle
Discipline and Punishment 282 Childhood Across Cultures 341
The Child’s Expanding Social World 285 Work 343
Mead’s Classifications of Childhood Social Media Use 344
Stages 286 ■ RESEARCH FOCUS: TV or Not TV? 346
Siblings and “Only Children” 287 Summary: Emotional and Social Development 347
Peers and Friends 288 Apply Your Knowledge 349
■ RESEARCH FOCUS: Shyness in China and Canada:
Cultural Interpretations 289 9 Early Adolescence 350
Media Use in Early Childhood 292 SECTION 1 PHYSICAL DEVELOPMENT 352
Summary: Emotional and Social Development 294
The Metamorphosis: Biological Changes of Puberty 352
Apply Your Knowledge 295
The Physical Changes of Puberty 352

8 Middle Childhood 296

Primary and Secondary Sex Characteristics
■ RESEARCH FOCUS: Tanner’s Longitudinal
355

SECTION 1 PHYSICAL DEVELOPMENT 298 Research on Pubertal Development 357

Growth in Middle Childhood 298 The Timing of Puberty 357
Physical Growth and Sensory Development 298 Influences on Pubertal Timing 357
Motor Development 299 Consequences of Being “Early” or “Late” 359
■ EDUCATION FOCUS: Physical Education: A Brain Responses to Puberty 360
Tonic for Children 300 Personal Responses to Menarche and Semenarche 360
Health Issues 302 Puberty Rituals 363
Malnutrition and Obesity 302 Summary: Physical Development 364
■ CULTURAL FOCUS: Is Contemporary American SECTION 2 COGNITIVE DEVELOPMENT 365
Culture Setting Off a Genetic Tripwire Cognitive Changes in Early Adolescence 365
for Obesity? 304 Piaget’s Formal Operations Stage 365
Illness and Injuries 305 Information Processing 367
Summary: Physical Development 307 Social Cognition: The Imaginary Audience and
SECTION 2 COGNITIVE DEVELOPMENT 308 the Personal Fable 368
Theories of Cognitive Development 308 Culture and Cognition 369
Piaget’s Concrete Operations Stage 308 School in Relation to Other Social Contexts 371
Information Processing 310 Family and Friends 371
Intelligence and Intelligence Tests 314 Social Class, Ethnicity, and Immigrant Generation 372
Language Development 319 Summary: Cognitive Development 374
Becoming an Adept Native Speaker 319 SECTION 3 EMOTIONAL AND SOCIAL
Multilingualism 320 DEVELOPMENT 376
School in Middle Childhood 322 Emotional and Self-Development 376
School Experiences and Achievement 322 Emotionality in Early Adolescence: The Start
■ CULTURAL FOCUS: School and Education in Middle of Storm and Stress? 376
Childhood Across Cultures 325 Self-Development 378
Learning the Cognitive Skills of School: ■ EDUCATION FOCUS: Praise, Motivation, and Academic
Reading and Mathematics 325 Achievement 379
Summary: Cognitive Development 328 Gender Development 380
SECTION 3 EMOTIONAL AND SOCIAL The Social and Cultural Contexts of Early Adolescence 381
DEVELOPMENT 330 Family Relationships 382
Emotional and Self-Development 330 ■ CULTURAL FOCUS: Adolescent Conflict with
Smooth Sailing: Advances in Emotional Parents Across Cultures 383
Self-Regulation 330 Physical and Sexual Abuse in the Family 384
Self-Understanding 331 Friends and Peers 385
Gender Development 334 Media Use 388
 Contents ix

Summary: Emotional and Social Development 389 Physical Changes of Emerging Adulthood 444
Apply Your Knowledge 391 The Peak of Physical Functioning 444
Sleep Patterns and Deficits 445
10 Late Adolescence 392 Brain Development 447
SECTION 1 PHYSICAL DEVELOPMENT 394 Risk Behavior and Health Issues 448
Brain Development 394 Injuries and Fatalities: Automobile Accidents 448
Changes to the Adolescent Brain 394 ■ RESEARCH FOCUS: Graduated Driver Licensing 450
Implications of Adolescent Brain Changes 395 Substance Use and Abuse 451
Health Issues 396 Resilience 452
Obesity 396 Summary: Physical Development 454

Eating Disorders 397 SECTION 2 COGNITIVE DEVELOPMENT 455

Summary: Physical Development 399 Education and Work 455
SECTION 2 COGNITIVE DEVELOPMENT 400 Tertiary Education: College, University, and Training
Cognitive Advances in Late Adolescence 400 Programs 455
Abstract, Complex, and Metacognitive Thinking 400 ■ CULTURAL FOCUS: Tertiary Education Across
Speed and Automaticity 402 Cultures 455
Education and Work 402 Tertiary Education’s (Possible) Future:
Secondary Schools 403 Online Learning 459
Finding Adult Work 460
■ EDUCATION FOCUS: School Climate 405
Summary: Cognitive Development 463
Work and Apprenticeships 405
Summary: Cognitive Development 408 SECTION 3 EMOTIONAL AND SOCIAL
DEVELOPMENT 464
SECTION 3 EMOTIONAL AND SOCIAL
Emotional and Self-Development 464
DEVELOPMENT 409
Self-Esteem 464
The Self and Gender Development 409
Identity Development 465
Self-Conceptions 409
Gender Development: Cultural
Gender: Beyond the Binary 410
Beliefs and Stereotypes 470
■ CULTURAL FOCUS: GENDER AMONG LATINAS 412
Cultural Beliefs 472
Cultural Beliefs: Morality and Religion 412 Religious Development 472
Moral Development 412 Civic and Political Development 473
Religious Beliefs 415 ■ EDUCATION FOCUS: Schools as Civic Institutions 474
The Social and Cultural Contexts of Late The Social and Cultural Contexts
Adolescence 417 of Emerging Adulthood 475
Family Relationships 417 Family Relationships 475
■ RESEARCH FOCUS: The Daily Rhythms of Adolescents’ Friendships 478
Family Lives 418 Love and Sexuality 478
Peers and Friends 420 Media Use 481
Love and Sexuality 422 ■ CULTURAL FOCUS: Media Use in Emerging Adulthood
Social Media 426 Across Cultures 483
Problems 427 Summary: Emotional and Social Development 483
Depression 427 Apply Your Knowledge 485
Substance Use 429
Crime and Delinquency 429 12 The Future of Child
Summary: Emotional and Social Development 433 Development 486
Apply Your Knowledge 435
SECTION 1 PHYSICAL DEVELOPMENT 488

11 Emerging Adulthood 436 Will Inequalities in Children’s

Development Rise or Fall? 488
SECTION 1 PHYSICAL DEVELOPMENT 438 Population Growth and Immigration 488
The Emergence of Emerging Adulthood 438 Family Incomes, Health, and Education 489
Five Features 439 Summary: Physical Development 490

The Cultural Context of Emerging Adulthood 442 SECTION 2 COGNITIVE DEVELOPMENT 491
■ CULTURAL FOCUS: The Features of Emerging Intelligence on the Rise 491
Adulthood 444 The Flynn Effect 491
x Contents

The Future of the Flynn Effect: Up and Down? 492 ■ RESEARCH FOCUS: Ethiopian Children Receive Laptops 504
English and Multilingualism Across the World 493 Bicultural and Hybrid Identities 505
English: An International Language 493 ■ CULTURAL FOCUS: “Teenagers” in Kathmandu, Nepal 505
The Growth of Multilingualism 495 Children’s Values in Today’s and Tomorrow’s World 506
■ EDUCATION FOCUS: Early Multilingual Education Individualism on the Rise 506
Across Contexts 496 Exposure to Diversity 508
Summary: Cognitive Development 498 Summary: Emotional and Social Development 508
SECTION 3 EMOTIONAL AND SOCIAL Apply Your Knowledge 509
DEVELOPMENT 499
Glossary G-1
Changing Gender Norms 499
Gender in Today’s World: Education, Unpaid References R-1
Work, and Physical Violence 499 Research Focus Answers A-1
Gender in Tomorrow’s World 502
Name Index NI-1
Globalization and Media 502
New Beliefs and Behaviors 502 Subject Index SI-1
Introducing the New Edition

W
elcome to the third edition of Child Development: of child development are the remarkable changes that both
A Cultural Approach! We have made many ex- have undergone in recent decades. This text reflects those
citing and important changes in this edition of changes.
the text. Lene Arnett Jensen is joining this edition as a co- Globalization and technology have been making the
author with Jeffrey Jensen Arnett. Together, we have also world smaller—with distances shrinking and intercon-
published a topically organized child development text and nections multiplying. Cultural diversity and globalization
a lifespan development text. This third edition has been ex- are often part of the everyday experiences of today’s
panded to a total of 12 chapters, compared to nine in the students—through travel, migration, and study abroad
previous two editions. Chapter 1 has been reorganized and programs, as well as everyday real-life and virtual interac-
reconceptualized. We have made these changes to enhance tions. We see this vividly in our twins’ lives as they learn
the learning experience for students and to make the text about different cultures from their college instructors, have
more comprehensive. friends from different countries, and play internet games
In every chapter, this edition features up-to-date re- with children from across the globe. These worldwide
search. During the revision process, we have worked changes are here to stay and will continue to profoundly
closely with instructors to provide the full scope of child impact children’s lives.
development that students need to know. While we have Today, the field of child development is as fascinating
substantially strengthened the coverage by adding three and important as it has ever been—and, like the world,
new chapters, we have also largely preserved the organi- looks much different than it did 15 or 25 years ago. This
zation of the previously existing nine chapters, making it text speaks to those changes. After all, child development
easy for instructors who have used prior editions to use the does not occur in a vacuum. It happens in numerous com-
present one. munal contexts and cultural settings that are perpetu-
We have also worked closely with the Pearson team ally changing. By encouraging students to see children
during the revision process to develop and enhance a through a cultural lens, this text balances the universals
wide range of interactive features that make the content and Western-centric research that have in the past char-
and cultural approach even more engaging to students. acterized much of the field with the growing body of
Throughout the text, you’ll see exciting new videos, in- research on the development of children from diverse
teractive figures and maps, digital writing prompts, and cultures within and across countries. Our experiences of
self-assessments with instant feedback that allow stu- growing up and working in a number of different coun-
dents to be active and enthusiastic learners. As authors, tries have translated into an approach that emphasizes
we are involved in the creation of every one of these inter- how universal features of development are shaped by
active features to ensure that they seamlessly align with cultural diversity. Child Development: A Cultural Approach,
our content. Third Edition, offers this new approach in four funda-
mental ways:

Four New Ways to Approach 1. An emphasis on teaching students to think culturally

about development;
Child Development 2. A broadened scope of child development and an updated
Child Development: A Cultural Approach, Third Edition, grows perspective on when children may be considered
out of our personal, teaching, and professional experiences. “grown up”;
Lene grew up in Denmark and Belgium and Jeff in the 3. An unprecedented inclusion of diverse contexts of child
United States. Together, we have lived in Denmark, India, development; and
France, and the United States. We have shared the wonder-
4. A deep integration of interactive digital technology into the
ful experience of being involved in the development of our
text.
twins, now 19 years old, who have traveled with us to all
those places and consider themselves fully American and
fully Danish. Both of us have taught a wide range of de- 1. Thinking Culturally
velopmental psychology courses, including child develop- The world’s population is more than 7.5 billion, and the
ment. What is striking to us about the world and the field population of the United States is about 330 million—less

xi
xii Introducing the New Edition

than 5 percent of the total. By 2100, the world’s popula- recent, begun in 2013, because scholars recognized that it
tion is expected to reach 11 billion, with almost all growth was taking longer than in the past to “grow up” in many
taking place in economically developing countries. countries and that ages 18 to 25 had become crucial years of
Worldwide, child development is remarkably diverse. In change and preparation for adult life. Also, major interna-
Africa, for example, most children are multilingual be- tional organizations dedicated to the well-being of children,
cause they learn both local and European languages in such as UNICEF (United Nations Children’s Fund) and
primary school. In Asia, after centuries of being excluded the WHO (World Health Organization), have broadened
from educational opportunities, girls are reaching parity their focus on younger children to include adolescents and
with boys in educational achievement. In fact, 15-year- emerging adults.
old-girls in many Asian countries outperformed boys In this text we provide in-depth coverage from prenatal
on recent international science tests. In Europe, it is now development through middle childhood, and also cover ad-
typical for young people in many countries to take a “gap olescence and emerging adulthood. The learning goal is for
year”—a year devoted to travel and exploration before students to know what contemporary child development
they commit to higher education or a “real” job—as they looks like—to understand how the meanings of childhood,
enter emerging adulthood. For students, it is more impor- adolescence, and emerging adulthood are dependent on
tant than ever to have knowledge of the wider world be- cultural and historical circumstances. For example, emerg-
cause of the increasingly globalized economy and because ing adulthood exists in some cultures but not others, and
so many issues—such as climate change, disease, and consequently, adult work may be taken on anywhere from
terrorism—cross borders. middle childhood to the 20s.
Although this text covers scientific findings from across
the world, it aims to do something even more important. 3. Encompassing Diverse
The ultimate learning goal is for students to think cultur-
ally about development. As this text emphasizes, diverse
Developmental Contexts
cultures exist both within and across nations, often inter- Not only has child development broadened in terms of
secting in important ways with ethnicity, race, and religion. the age groups covered, but today the field also addresses
We hope that through this text students will learn to apply many more contexts of development than previously.
child development to the work they do as well as to their From an early focus in the field on family (e.g., Freud)
own lives, and to understand that there is always a cultural and peers (e.g., Piaget), researchers now address many
basis to development. To be clear, this does not mean that other contexts such as work, media, and civic and reli-
biology is not important. Transcending the old “nature ver- gious organizations. This text addresses all of these devel-
sus nurture” division, students will learn that humans have opmental contexts.
evolved to be an incomparably cultural and global spe- It is not only that we cover diverse contexts, but we
cies, and that current research reveals fascinating ways that also address topics that reflect cultural diversity and change
genes and the environment influence one another. within those contexts. For example, we address diverse
families, including sexual minority and multigenerational
2. Broadening the Scope of Child families. This text recognizes that many children all over
the world work—not just to support their leisure activi-
Development ties, but to support their families. We cover not only long-
The second way that this text takes a new approach known risks of media use to children’s development, but
corresponds to the historical expansion of the field of also benefits of media use to cognitive, emotional, and so-
child development, from an early, narrow focus on young cial development.
children to a broader one that now encompasses adoles- Every chapter also includes “Apply Your Knowledge
cents and emerging adults. This expansion is reflected in the as a Professional” videos and “Apply This Chapter to Your
growth of professional organizations supported by instruc- Experiences” journaling prompts to help students see how
tors, researchers, and practitioners. The oldest, the Society what they have learned is applicable across a wide range of
for Research in Child Development (SRCD), was started in professions and developmental contexts. For example, the
1933. The Society for Research on Adolescence (SRA) and videos include interviews with a media literacy teacher, a
the European Association for Research on Adolescence child development researcher, a reproductive endocrinolo-
(EARA) were established about a half century later, in gist, and a court-appointed child advocate. In short, the
1984 and 1988 respectively, as scholars increasingly recog- learning goal is for students to know that current theory
nized the importance of the adolescent years. The Society and research on child development pertain to many con-
for the Study of Emerging Adulthood (SSEA) is even more texts and societal roles.
 Introducing the New Edition xiii

4. Embracing Interactive Digital Yet, culture also profoundly impacts psychological

development. By encouraging students to see children
Learning from both a developmental and cultural perspective, we
Our fourth approach to offering an up-to-date and in- hope to inspire an understanding that will be useful and
novative text pertains to pedagogy. Today’s students are fruitful, not only while students are taking this course but
the most tech-savvy generation of college students yet, throughout their lives.
and we wanted to present materials in a way that was

What’s New in the

inspired by the opportunities of interactive digital tech-
nology. When we wrote the text, we wrote it with digital
features in the forefront of our minds rather than as an Third Edition?
afterthought.
In addition to print, this text is available in Revel for- The third edition marks the addition of a new coauthor,
mat, which provides an immersive digital and interactive along with several exciting new enhancements to students’
learning experience. After all, a digital approach fits well learning experience.
with our cultural approach. Digital content easily travels
across boundaries. For example, interactive maps of the Lene Arnett Jensen Is Now a
United States and the world allow students to explore con- Coauthor with Jeffrey Jensen Arnett
tent across cultures in a more meaningful way. When stu-
As you probably guessed right away from our names, we
dents engage with content in a lively way, they learn more
are related. When we married, we each took the other’s last
deeply and effectively.
name as a new middle name. In addition to being partners
Revel also allows us to update materials more fre-
in marriage and parenthood, for more than two decades we
quently to provide students access to important cutting-
have thoroughly enjoyed coauthoring. Our first publica-
edge knowledge. This third edition adds a new “Breaking
tion was in the journal Child Development in 1993 on the cul-
Developments” feature that will be available in Revel.
tural bases of risk behavior among Danish adolescents. Our
The feature will provide succinct summaries of landmark
most recent publications include the first edition of a topi-
new research and significant cultural trends that have di-
cal child development text, Child Development Worldwide:
rect relevance to theory and research in the text, yet have
A Cultural Approach (Pearson, 2018), and the third edition
occurred since the publication of the print text. “Breaking
of a lifespan text, Human Development: A Cultural Approach
Developments” will be updated at the beginning of each
(Pearson, 2019).
January and July.
Lene received her Ph.D. from the Committee on
Comparative Human Development at the University of
Understanding Children’s Lives Today Chicago, a program renowned for its attention to culture.
As parents, we have learned a lot from raising twins who As described in more detail later in “About the Authors,”
are now entering emerging adulthood. We occasionally her research focuses on moral development across the life
share stories from their childhood to illustrate concepts course among diverse groups within the United States
in the text. At the outset of almost all chapters, we also as well as in several other countries. She has also written
include vivid descriptions of the lives of individual chil- extensively on children’s identity development in the
dren, adolescents, and emerging adults from around the context of globalization. Just as is the case for Jeff, Lene has
world. In videos throughout the text, children talk about taught a wide range of developmental psychology courses
their lives, including growing up as a Latina girl in the at different colleges and universities.
United States, having the daily chore of scavenging a For decades, we have valued writing together and here,
dump in Cambodia to find food for the family pigs, and too, we have aimed to use a lively, clear, and coherent writ-
living with a learning disability. We wish for students to ing style to keep students focused and thinking. We ask
hear and see other individuals’ perspectives, and we think questions, give vivid examples, and use active voice. Both
this adds authenticity to the presentation of theories and of us take a cultural approach to understanding psychologi-
research findings. cal development, but we have different childhood experi-
Growing up is universal. Every culture differentiates ences and different areas of expertise in our research, so we
between children and adults, and children across all hope students will benefit from the synthesis of our voices
cultures share common developmental characteristics. throughout the text.
xiv Introducing the New Edition

Enhanced Emphasis on
Cultural Diversity
Additional Cultural Videos. The second edition intro-
duced culturally based “Chapter Introduction” videos with Watch PUBERTY RITUALS

diverse Americans for each chapter, as well as “Cultural

Video
Focus” videos filmed in Botswana, Mexico, and the United
States. In this third edition we have added new videos to
broaden and deepen understanding of culture, for example
on the interaction between genes and culture in childhood
obesity, and an unforgettable account of a young adolescent
boy in Congo who sells cakes on the street to help support
his family. There are also new videos homing in on cul-
tural diversity within the United States, including one with
Latina adolescents recounting changing views of gender
in their community and one on religiosity among African
American adolescents and emerging adults.

New Interactive Research and Artwork. Building

WA on the previous edition, we have continued to incor-
MT ND VT ME

OR MN NH
porate interactive maps, figures, and tables to help
ID
WY
SD WI
MI
NY MA
RI
students appreciate the diversity that exists within
NV NE
IA
OH
PA CT the United States and understand the role of culture,
IL IN NJ
CA
UT
CO
KS
WV
VA MD ethnicity, socioeconomic status, and other factors in
MO KY

TN
NC child development. The maps of the United States help
OK
AZ
NM AR SC
students understand similarities and differences be-
GA
tween states. We also have many maps of the world
MS AL
AK TX LA
0−9%

FL
10−19% that allow students to compare countries and regions
HI
20−29%
30−39% across the globe. This edition includes new world
Percentage of population over age 5 who speak
a language other than English at home
40−50%
No data
maps on phenomena such as postpartum maternal de-
Map 8.2 Multilingualism in the United States pression and cosleeping.
Source: U.S. Bureau of the Census (2010).

Expanded Opportunities
Education Focus: Early Multilingual Education
to Apply Knowledge Across Contexts
Additional Education Focus Features. On the basis of a comprehensive review of the research on
multilingualism, a group of social scientists has issued policy
This edition includes an Education guidelines for professional caregivers and teachers to ensure
Focus feature in every chapter, whereas
Source: David Grossman/Alamy Stock Photo

that multilingual children in the United States develop strong

language skills. The report was endorsed by the American
the previous edition only included this Academy of Pediatrics (McCabe et al., 2013). The report

feature in some chapters. The Education highlights six strategies:

1. Avoid attributing children’s language delays to

Focus features highlight the application multilingualism.

of child development research to edu- 2. Ensure that multilingual children have exposure to rich
versions of both the first language and English across a
cational settings, both in and outside variety of contexts.
3. Provide support for development of the first language in Experts recommend that children learning more than one language be exposed to them
of school. Students read an overview of the childcare environment.
at an early age.

the topic and then respond to a review 4. Support the first language by also visiting other contexts
and places where it is spoken. Review Question:
question. 5. Have the caregiver speak to the child in the language The policy report focuses on ways to support multilingual
that comes most naturally to ensure a rich language development in immigrant children. Do you think there is
environment. a need for new policies for professional caregivers and
6. Develop programs that expose children to high-quality teachers to support multilingual development among
English at an early age. Such exposure may involve American children from families in which only English is
home visitation, center-based early childhood education spoken? Explain.
programs, healthcare providers, and mass media.
 Introducing the New Edition xv

Upgraded “Apply Your Knowledge

APPLY YOUR KNOWLEDGE as a Professional” Videos. The
Apply Your Knowledge as a Professional previous edition featured several
The topics covered in this chapter apply to a wide variety of career professions. Watch this video to learn how they apply videos at the end of each chapter
to an early learning specialist at an international aid organization.
with professionals who explain how
Watch EARLY LEARNING SPECIALIST
knowledge of child development and
culture influences their work on a
Video

daily basis. In this edition, based on

instructor and student feedback, we
have chosen the best video for each
chapter and shortened them to 3 to
4 minutes. These engaging videos
allow students to learn about a wide
variety of career paths. Diverse ca-
reers are profiled, including a pedi-
atric nurse, a nanny, a middle school
teacher, and a college counselor.

New “Journaling Questions.” A new feature in this edition is a “Journaling Question”

at the end of each chapter. This question encourages students to apply key information
from across a chapter to their everyday experiences. Students’ responses are easily shared
with the instructor, providing the instructor with feedback on how well students are at-
taining and applying new knowledge.

Apply This Chapter to Your Experiences

Journaling Question: Reflect on your own psychological identity. How do you think of yourself? This chapter has introduced a
variety of dimensions such as culture, developmental stage, ethnicity, gender, SES, and globalization. Which of these dimensions,
and potentially others too, are most important to how you see yourself?

New Feature to Stay Up-to-Date

“Breaking Developments.” Important new findings on
child development are published continuously. In the digital
Revel format of the text we have added a new feature in this
edition called “Breaking Developments,” in which we sum-
marize an exciting new research finding at the end of a chap-
ter, drawing from research in diverse cultures. This feature
allows students and instructors to keep up with the latest
findings in child development research, rather than waiting
3 to 4 years between editions for updates of current research.
We will add “Breaking Developments” at the beginning of
January and July of each year, in selected chapters as re-
search warrants.
xvi Introducing the New Edition

Chapter-by-Chapter • Findings on the impact of culture on the development

of the social smile.
Highlights of New Research
Chapter 6: Toddlerhood
Pooling our energies for this third edition, we have ex-
panded the text and revised every chapter to incorporate • Updated information on the parent-child relationship,
the latest and most important child development research. including findings from a meta-analysis on the long-
While we cannot catalog every change here, we will high- term implications of early attachment, research on fa-
light two key updates to each chapter and provide a brief ther involvement, and Scandinavian public policies to
description of new chapters. encourage paternal care of young children.

• Revised terminology and diagnostic criteria for autism

Chapter 1: Child Development Today:
spectrum disorder (ASD), including a new video with a
Who, How, and Why
clinician who diagnoses ASD in children.
• New data on the global demographic divide, including
a new video. Chapter 7: Early Childhood
• A differentiation of research measurements from re- • Information on the diets of American children, includ-
search designs, including new summary tables. ing the roles of socioeconomic status, ethnicity, and im-
migrant generation.
Chapter 2: Developmental Theories and Contexts:
Past and Present • A new section on theory of mind, including how differ-
• Across history and cultures, humans have had theo- ent measurement techniques yield different findings on
ries about children’s development. This new chapter when children acquire it.
distills the insights provided by such theories and ex-
plicates the major theoretical scientific conceptions that Chapter 8: Middle Childhood
guide contemporary child development research. • A new section on executive function in middle child-
• One of the ways that today’s field is different from the hood, including how its development is impacted by
past is that researchers investigate many more contexts physical exercise and multilingualism.
than in the past. This chapter highlights the importance • Explication of the revised Wechsler-V measurement
of each of these contexts. Finally, the chapter addresses of IQ.
five questions about children’s development that cut
across developmental theories and contexts. Chapter 9: Early Adolescence

Chapter 3: Genetics and Prenatal Development • The chapter on adolescence in the second edition has
been expanded into two chapters in this edition. This
• The latest statistics on assisted reproductive technolo-
chapter, covering ages 10 to 14, addresses the dramatic
gies and age of viability in developed countries, as well
changes of early adolescence.
as sex ratios at birth across diverse countries.
• New glossary terms and descriptions pertaining to • The physical changes of puberty are the most obvious,
neurogenesis, multifactorial disorders, and maternal but there are other striking changes, for example, in
blood screening. cognitive development, self-esteem, family and peer
relations, and media use.
Chapter 4: Birth and the Newborn Child
• Information from diverse countries on maternal and Chapter 10: Late Adolescence
paternal postpartum depression. • This chapter addresses many developmental advances
• The latest statistics for episiotomies (within the United that take place in late adolescence, including in cogni-
States) and C-section rates (across countries). tion, moral reasoning, and self-conceptions.

• The chapter also addresses problem behaviors that be-

Chapter 5: Infancy
come prevalent for the first time often in late adolescence,
• Exciting contemporary cognitive development research including eating disorders, depression, substance use,
on object permanence across species, and the roles of and crime and delinquency. Yet the chapter also casts a
babbling, gesturing, and turn-taking in the emergence critical eye on the notion that adolescence is universally
of speech. (The substages of Piaget’s sensorimotor stage and inherently a stage where the ability to think ratio-
were deleted to make room for these current research foci.) nally is often overridden by rash and reckless impulses.
 Introducing the New Edition xvii

Chapter 11: Emerging Adulthood Chapter 12: The Future of Child Development
• Important information about sleep in emerging adult- • This new chapter examines a variety of ways that the
hood, including the concepts of delayed sleep phase syn- lives of children may change in the future, but always
drome and sleep debt, as well as tips for sleep hygiene. in all humility, acknowledging that no one knows for
certain what the future may hold.
• A new section on the opportunities and limitations
of online learning, and on blended learning, in which • Future predictions include greater gender parity, a rise
students learn partly online and partly through face-to- in intelligence in most of the world, a worldwide in-
face learning in the classroom. crease in children’s use of English and multilingualism,
and a rise in individualism that is partly driven by the
global diffusion of media.

Teaching and Learning Aids

Learning Objectives
Learning Objectives (LOs) for each chapter are listed at
Learning Objectives
the start of each of the three main sections, providing 3.1 Distinguish between genotype and phenotype, and identify
an overview of the materials to be learned. Every LO the different forms of genetic inheritance.
is then repeated at the outset of the relevant part of the 3.2 Describe the sex chromosomes, and identify what makes
text. Based on Bloom’s taxonomy, these numbered ob- them different from other chromosomes.

jectives help students better organize and understand 3.3 Explain how behavior geneticists use heritability estimates
and concordance rates in their research.
the material. The end-of-section summaries are orga-
nized around these same objectives, as are all of the
supplements and assessment materials.

Section Summaries
SUMMARY: GENETIC INFLUENCES ON DEVELOPMENT
Organized by Learning Objective
LO 3.1 Distinguish between genotype and environment. The concept of reaction range also involves
phenotype, and identify the different forms of gene–environment interactions because it means that
(LO), a summary appears at the
genetic inheritance. genes set a range for development and environment end of each of the three major
Nearly all cells in the human body contain 46 chromo- determines where development falls within that range.
somes, organized into 23 pairs. There are about 19,000
sections within a chapter.
LO 3.5 Explain how the theory of genotype S
genes in the 46 chromosomes and 3 billion nucleotide environment effects casts new light on
pairs. These genes constitute a person’s genotype. A per- the old nature–nurture question.
son’s actual expressed characteristics are called the pheno- Rather than viewing nature and nurture as separate forces,
type. Genotype and phenotype may be different because this theory proposes that genes influence environments
of dominant–recessive inheritance, incomplete dominance, through three types of genotype S environment effects:
and environmental influences. Most human character- passive (parents provide both genes and environment to
istics are polygenic, meaning that they are influenced by their children); evocative (people evoke responses from
multiple genes rather than just one. others in their social environment); and active (people seek

Practice Quizzes and Chapter Quiz

In the Revel version of this third edition, multiple-choice
practice quizzes appear regularly throughout a chapter
to help students assess their comprehension of the ma-
terial. A cumulative multiple-choice quiz appears at the
end of every chapter.
xviii Introducing the New Edition

Revel
Educational Technology Designed for the Way
Today’s Students Read, Think, and Learn
Revel is an interactive learning environment that deeply engages students and prepares
them for class. Media and assessment integrated directly within the authors’ narrative let
students read, explore interactive content, and practice in one continuous learning path.
Thanks to the dynamic reading experience in Revel, students come to class prepared to
discuss, apply, and learn from instructors and from each other.

Learn More About Revel

http://www.pearsonhighered.com/revel/
The third edition includes integrated videos and media content throughout, allowing
students to explore topics more deeply at the point of relevancy.
Revel also offers the ability for students to assess their content mastery by taking
multiple-choice quizzes that offer instant feedback and by participating in a variety of
writing assignments such as peer-reviewed questions and auto-graded assignments.
Additionally:

• MyVirtualChild and MyVirtualLife. MyVirtualChild is an interactive simulation

now available in Revel that allows students to play the role of a parent and raise their
own virtual child. By making decisions about specific scenarios, students can raise
their children from birth to age 18 and learn firsthand how their own decisions and
other parenting actions affect their child over time. In MyVirtualLife, students make
decisions for a virtual version of themselves from emerging adulthood through the
end of life.
• Media assignments for each chapter—including videos with assignable questions—
feed directly into the gradebook, enabling instructors to track student progress
automatically.
• The Pearson eText lets students access their text anytime and anywhere, and any
way they want, including listening online.

Revel Combo Card

The Revel Combo Card provides an all-in-one access code and loose-leaf print reference
(delivered by mail).

Presentation and Teaching Resources

The Instructor’s Resource Center (www.pearsonhighered.com/irc) provides information
on the following supplements and downloadable files:

Test Bank (ISBN: 0135163595)

The Test Bank contains over 2,500 questions with each question mapped to the text-
book by learning objective and the major text section, or topic. Questions are addition-
ally assigned the appropriate skill level, difficulty level, and the American Psychological
Association (APA) learning objective. Each chapter of the test bank includes three Total
Assessment Guides, one for each section, an easy-to-reference grid that organizes all test
items by learning objective, skill level, and question type.
The test bank comes with Pearson MyTest (ISBN: 0135163617), a powerful test gener-
ation program that helps instructors easily create and print quizzes and exams. Questions
 Introducing the New Edition xix

and tests can be authored online, allowing instructors ultimate flexibility and the ability
to efficiently manage assessments wherever and whenever they want. Instructors can
easily access existing questions and then edit, create, and store using simple drag-and-
drop and Word-like controls. Data on each question provides information relevant to the
skill level and difficulty level. In addition, each question maps to the text’s major section,
or topic, learning objective, and the American Psychological Association (APA) learning
objective. For more information go to www.PearsonMyTest.com.

Lecture Powerpoint Slides with Linked Videos

(ISBN: 013591700X)
The Lecture PowerPoints offer detailed outlines of key points for each chapter and in-
clude the videos from Revel. Standard Lecture PowerPoints (ISBN: 0135163625) without
linked videos are also available. A separate Art and Figure version (ISBN: 0135163498)
of these presentations contains all art from the text for which Pearson has been granted
electronic permissions.

Instructor’s Resource Manual (ISBN: 0135163641)

The Instructor’s Resource Manual includes suggestions for preparing for the course,
sample syllabi, and current trends and strategies for successful teaching. Each chapter
offers integrated teaching outlines and includes a bank of lecture launchers, as well
as activities, suggested supplemental readings, and a per chapter list of Revel videos,
Journal Prompts, and Shared Writing Questions found in the Revel product.
 About the Authors
Lene Arnett Jensen is Senior Research Scientist in the Department of Psychology at Clark
University in Worcester, Massachusetts. She received her Ph.D. in developmental psy-
chology in 1994 from the University of Chicago and did a 1-year postdoctoral fellowship
at the University of California–Berkeley. Prior to coming to Clark University, she taught at
the University of Missouri and Catholic University of America. She has also been a visit-
ing professor at Stanford University, Aalborg University in Denmark, Maharaja Sayajirao
University in India, and the University of Bordeaux in France. She has taught courses on
child development for close to 30 years.
Through scholarship and professional collaboration, she aims to move the dis-
cipline of psychology toward understanding development in terms of both what is
universal and what is cultural. She terms this a “cultural-developmental approach.”
Her research addresses moral development and cultural identity formation. Together
with her students, she has conducted research in countries such as Denmark, India,
Thailand, Turkey, and the United States. Her publications include New Horizons in
Developmental Theory and Research (2005, with Reed Larson, Jossey-Bass/Wiley),
Immigrant Civic Engagement: New Translations (2008, with Constance Flanagan,
Taylor-Francis), Bridging Cultural and Developmental Psychology: New Syntheses for
Theory, Research and Policy (2011, Oxford University Press), the Oxford Handbook of
Human Development and Culture (2015, Oxford University Press), Moral Development
in a Global World: Research from a Cultural-Developmental Perspective (2015, Cambridge
University Press), and the Oxford Handbook of Moral Development (2020, Oxford
University Press).
From 2004 to 2015, she was editor-in-chief for the journal New Directions for Child and
Adolescent Development (with Reed Larson). She served as program chair for the 2012 bien-
nial conference of the Society for Research on Adolescence (with Xinyin Chen), and cur-
rently serves on awards committees for the Society for Research on Child Development
(SRCD) and the Society for Research on Adolescence (SRA). For more information, see
www.lenearnettjensen.com.

Lene at ages 3, 11, and 17 years.

xx
 About the Authors xxi

Jeffrey Jensen Arnett is a Senior Research Scholar in the Department of Psychology at

Clark University in Worcester, Massachusetts. He received his Ph.D. in developmental
psychology in 1986 from the University of Virginia, and did 3 years of postdoctoral work
at the University of Chicago. From 1992 through 1998 he was Associate Professor in the
Department of Human Development and Family Studies at the University of Missouri,
where he taught a 300-student life span development course every semester. In the fall of
2005, he was a Fulbright Scholar at the University of Copenhagen in Denmark, in 2010–
2011 he was the Nehru Chair at Maharaja Sayajirao University in India, and in 2017–2018
he was a Visiting Professor at the University of Bordeaux in France.
His primary scholarly interest for the past 25 years has been in emerging adulthood.
He coined the term, and he has conducted research on emerging adults concerning a
wide variety of topics, involving several different ethnic groups in American society. He
is the Founding President and Executive Director of the Society for the Study of Emerging
Adulthood (SSEA; www.ssea.org). From 2005 to 2014 he was the editor of the Journal of
Adolescent Research (JAR), and currently he is on the Editorial Board of JAR and five other
journals. He has published many theoretical and research papers on emerging adulthood
in peer-reviewed journals, as well as the book Emerging Adulthood: The Winding Road from
the Late Teens Through the Twenties (2015, 2nd edition, Oxford University Press), among
many others. For more information, see www.jeffreyarnett.com.

Jeff at ages 8 months, 6 years, and 12 years.

Lene and Jeff live in Worcester, Massachusetts, with their twins, Miles and Paris.

The authors with their twins when they were toddlers and now at the outset of emerging adulthood.
Acknowledgments

W
e are grateful to all the talented and dedicated Mary Gauvain, University of California, Riverside
people who contributed to the third edition. We Arthur Gonchar, University of La Verne
would like to thank our senior editors and port- Brian Grossman, San Jose State University
folio managers with Pearson, Amber Chow, Erin Mitchell, Richard Kandus, Mt. San Jacinto College
and Kelli Strieby, who supported our vision for this third Michelle Pilati, Rio Hondo College
edition and mobilized the resources necessary to bring it to Wendy Sanders, College of the Desert
fruition. Shannon LeMay-Finn, our superb Development Emily Scott-Lowe, Pepperdine University
Editor, brought her extensive experience, sharp focus, and Susan Siaw, Cal Poly, Pomona
delightful sense of humor. The Managing Editor, Marita Malati Singh, Los Angeles Mission College
Sermolins Bley at Ohlinger Studios, brought her excellent Colorado
organizational skills to the entire project. Thanks also go to Silvia Sara Canetto, Colorado State University
Jane Kaddu and Madison Durham at Ohlinger Studios and Jessica Herrick, Mesa State College
to Allison Campbell at Integra Software Services for coordi- Diana Joy, Community College of Denver
nating all aspects of production. Katie Toulmin and Sabrina David MacPhee, Colorado State University
Avilés from Cabin 3 Media produced an outstanding slate Peggy Norwood, Community College of Aurora
of new videos, and Elissa Senra-Sargent produced the Revel
Connecticut
product. Christopher Brown, Senior Product Marketing
Carol LaLiberte, Asnuntuck Community College
Manager, and Debi Henion, Senior Field Marketing Manager,
Edward Keane, Housatonic Community College
handled the marketing of the text and organized focus
groups that provided valuable feedback on the Revel text. Florida
Finally, we would like to thank the hundreds of review- Maggie Anderson, Valencia College
ers who scrutinized chapters, sections, and other materials Diane Ashe, Valencia College
in the course of the development of the text. We benefited Diana Ciesko, Valencia College
greatly from their suggestions, and now instructors and Debra Hollister, Valencia College
students reading the text will benefit, too. Sorah Dubitsky, Florida International University
Shayn Lloyd, Tallahassee Community College
Haili Marotti, Edison State Community College
INSTRUCTORS
Daniel McConnell, University of Central Florida
Alabama Seth Schwartz, University of Miami
Darlene Earley Andrews, Southern Union State Community Anne Van Landingham, Orlando Tech
College Lois Willoughby, Miami Dade College
Sarah Gasper-Luckadoo, Jefferson State Community College Georgia
Lillian Russell, Alabama State University Jennie Dilworth, Georgia Southern University
Carroll Tingle, University of Alabama Dorothy Marsil, Kennesaw State University
Alaska Nicole Rossi, Augusta State University
Karen Gibson, University of Alaska Anchorage Amy Skinner, Gordon College
Sharon Todd, Southern Crescent Technical College
Arizona
Richard Detzel, Arizona State University and Northern Hawaii
Arizona University Katherine Aumer, Hawaii Pacific University
Elaine Groppenbacher, Chandler Gilbert Community College Ashley Biddle, University of Hawaii–Leeward Community
and Western International University College

California Idaho
Patricia Bellas, Irvine Valley College Jennifer M. Weaver, Boise State University
Bella DePaulo, University of California, Santa Barbara Illinois
Shaun-Adrian Chofla, Butte College Gregory Braswell, Illinois State University
Ann Englert, California State Polytechnic University, Pomona Carolyn Fallahi, Waubonsee Community College
Lenore Frigo, Shasta College Lisa Fozio-Thielk, Waubonsee Community College
Mary Garcia-Lemus, Cal Poly San Luis Obispo Christine Grela, McHenry County College
xxii
 Acknowledgments xxiii

Lynnel Kiely, City Colleges of Chicago: Harold Washington Donna Carol Gainer, Mississippi State University
College Linda Morse, Mississippi State University
Kathy Kufskie, Southwestern Illinois College Missouri
Mikki Meadows, Eastern Illinois University Scott Brandhorst, Southeast Missouri State University
Michelle Sherwood, Eastern Illinois University Sabrina Brinson, Missouri State University
Beth Venzke, Concordia University Chicago Steven Christiansen, St. Louis Community College
Indiana Bret Cormier, Missouri State University
Kimberly Bays, Ball State University Kim Glackin, Metropolitan Community College, Blue River
Bradley Mitchell, Ivy Tech Community College Northwest Peter J. Green, Maryville University
Iowa Montana
Shawn Haake, Iowa Central Community College Nicole McCray, University of Montana
Brenda Lohman, Iowa State University
Nebraska
Jennifer Meehan Brennom, Kirkwood Community College
Susan Sarver, University of Nebraska-Lincoln
James Rodgers, Hawkeye Community College
Kari Terzino, Iowa State University Nevada
Bridget Walsh, University of Nevada, Reno
Kansas
Joyce Frey, Pratt Community College New Jersey
David P. Hurford, Pittsburg State University Christine Floether, Centenary College
Carmelo Nina, William Paterson University
Kentucky
Melissa Sapio, Montclair State University
Myra Bundy, Eastern Kentucky University
Janelle C. Simmons, Kean University
Janet Dean, Asbury University
George Martinez, Kentucky Community and Technical College New Mexico
Katherine Demitrakis, Central New Mexico Community
Louisiana
College
Kim Herrington, Louisiana State University at Alexandria
Eartha Johnson, Dillard University New York
Paul Anderer, SUNY Canton
Maine
Rachel Annunziato, Fordham University
Diane Lemay, University of Maine at Augusta
Sybillyn Jennings, Russell Sage College—The Sage Colleges
Elena Perrello, The University of Maine and Husson University
Paul Kochmanski, Erie Community College, City Campus
Ed Raymaker, Eastern Maine Community College
Judith Kuppersmith, College of Staten Island
Maryland Jonathan Lang, Borough of Manhattan Community College
Diane Finley, University of Maryland University College Steven McCloud, Borough of Manhattan Community College
Stacy Fruhling, Anne Arundel Community College Julie McIntyre, The Sage Colleges
Carol Miller, Anne Arundel Community College Martha Mendez-Baldwin, Manhattan College
Gary Popoli, Harford Community College Elisa Perram, The Graduate Center, The City University
Terry Portis, Anne Arundel Community College of New York
Rachelle Tannenbaum, Anne Arundel Community College
Nicole Williams, Anne Arundel Community College North Carolina
Paul Foos, University of North Carolina, Charlotte
Massachusetts
Donna Henderson, Wake Forest University
Catherine Caldwell-Harris, Boston University
Amy Holmes, Davidson County Community College
Claire Ford, Bridgewater State University
Jason McCoy, Cape Fear Community College
Barbara Madden, Fitchburg State University
Melissa Smith, University of North Carolina, Asheville
Candace J. Schulenburg, Cape Cod Community College
Andrew Supple, University of North Carolina
Michigan at Greensboro
Nancy Hartshorne, Delta College Maureen Vandermaas-Peeler, Elon University
H. Russell Searight, Lake Superior State University
Ohio
Minnesota Amie Dunstan, Lorain County Community College
Jarilyn Gess, Minnesota State University Moorhead Jamie Harmount, Ohio University
Dana Gross, St. Olaf College James Jackson, Clark State Community College
Rodney Raasch, Normandale Community College James Jordan, Lorain County Community College
Mississippi William Kimberlin, Lorain County Community College
Linda Fayard, Mississippi Gulf Coast Community College Jennifer King-Cooper, Sinclair Community College
xxiv Acknowledgments

Carol Miller, Sinclair Community College Washington

Michelle Slattery, North Central State College Pamela Costa, Tacoma Community College
Oklahoma Dan Ferguson, Walla Walla Community College
Matthew Brosi, Oklahoma State University Amy Kassler, South Puget Sound Community College
Yuthika Kim, Oklahoma City Community College Staci Simmelink-Johnson, Walla Walla Community College
Gregory Parks, Oklahoma City Community College Wisconsin
John Phelan, Western Oklahoma State College Lisa Caya, University of Wisconsin–La Crosse
Oregon Wyoming
Alishia Huntoon, Oregon Institute of Technology Ruth Doyle, Casper College
Pennsylvania Australia
Melissa Calderon, Community College of Allegheny County Laurie Chapin, Victoria University
Lynn S. Liben, Penn State University Canada
Paul Martoli, East Stroudsburg University Lillian Campbell, Humber College
Martin Packer, Duquesne University Lauren Polvere, Concordia University
Kalani M. Palmer, Indiana University of Pennsylvania Tara Vongpaisal, MacEwan University
Rhode Island
Clare Sartori, University of Rhode Island REVIEWER CONFERENCE PARTICIPANTS
South Carolina Ann Englert, California State Polytechnic University, Pomona
Brantlee Haire, Florence-Darlington Technical College Kathleen Hopkins, SUNY Rockland Community College
Salvador Macias, University of South Carolina Sumter David P. Hurford, Pittsburg State University
Megan McIlreavy, Coastal Carolina University Richard Kandus, Mt. San Jacinto College
Tennessee Yuthika Kim, Oklahoma City Community College
Clark McKinney, Southwest Tennessee Community College Dorothy Marsil, Kennesaw State University
Texas Julie McIntyre, The Sage Colleges
Terra Bartee, Cisco College Carol Miller, Anne Arundel Community College
Wanda Clark, South Plains College Steve Wisecarver, Lord Fairfax Community College
Trina Cowan, Northwest Vista College
Stephanie Ding, Del Mar College TEXT FOCUS GROUPS
Jim Francis, San Jacinto College-South
Teneinger Abrom-Johnson, Prairie View A&M University
Robert Gates, Cisco College
Triin Anton, University of Arizona
Jerry Green, Tarrant County College-Northeast Campus
A. Nayena Blankson, Valencia Community College
Heather Hill, St. Mary’s University
Gina Brelsford, Penn State Harrisburg
Michael Miller, Navarro College
Guyla Davis, Ouachita Baptist University
Jean Raniseski, Alvin Community College
Mark Davis, University of West Alabama
Darla Rocha, San Jacinto College
Ann Englert, California State Polytechnic
Victoria Van Wie, Lone Star College-CyFair
University, Pomona
Kristin Wilborn, University of Houston
Jessica Hehman, University of Redlands
Kim Wombles, Cisco College
Diana Joy, Community College of Denver
Utah Richard Kandus, Mt. San Jacinto College
Ann M. Berghout Austin, Utah State University Yuthika Kim, Oklahoma City Community College
Thomas J. Farrer, Brigham Young University Carolyn Lorente, North Virginia Community College
Sam Hardy, Brigham Young University Connie Manos-Andrea, Inver Hills Community College
Shirlene Law, Utah State University Dorothy Marsil, Kennesaw State University
Volkan Sahin, Weber State University Denise McClung, West Virginia University at Parkersburg
Julie Smart, Utah State University David F. McGrevy, San Diego Mesa College and University of
Virginia San Diego
Christopher Arra, Northern Virginia Community Julie McIntyre, The Sage Colleges
College-Woodbridge Robin Montvilo, Rhode Island College
Stirling Barfield, Radford University Natasha Otto, Morgan State University
Geri M. Lotze, Virginia Commonwealth University Rachel M. Petty, University of the District of Columbia
Stephan Prifti, George Mason University Marc Wolpoff, Riverside City College
Steve Wisecarver, Lord Fairfax Community College Christine Ziegler, Kennesaw State University
Another random document with
no related content on Scribd:
 HON. BEEKMAN WINTHROP
Copyright, Harris-Ewing, ’08.

THE SICILIAN AND CALABRIAN

EARTHQUAKE
“Messina and Reggio destroyed by an earthquake” flashed over
the wires and appeared in our press the last days of the year. The
terrible news, with its story of the fearful loss of life and property,
seemed too appalling to be true. The world, though stunned by its
magnitude, was yet to learn that no pen could describe the horrors of
a disaster unparalleled in modern history, and that only those who
saw the scene of devastation soon after the catastrophe have any
realization of its terrible results. As for those who lived through the
earthquake and escaped, the mental fear and physical agony they
had undergone left their minds dazed and blank. When some
realization of the truth dawned upon the world a wave of sympathy
was awakened everywhere. It is especially for such times of disaster
that the Red Cross has its being, and the call for help was
immediately issued from headquarters at Washington. The President
and Governors of States were notified that our National Society was
ready to receive and transmit the contributions our people were glad
to make for suffering Italy. President Roosevelt, in his cables to the
King of Italy, expressing his own and his countrymen’s sympathy,
stated that the “American Red Cross has issued an appeal for the
sufferers.” Many Governors of States issued proclamations, asking
that all contributions be sent through the American Red Cross. How
promptly and how generously, our people expressed their sympathy
in tangible shape is known everywhere. Glad were we in America to
do what we could to help our suffering fellow-men in beautiful and
well-loved Italy. Something of what the American Red Cross, our
national member of that greatest of all institutions of international
brotherhood, has been able to do with the contributions it has
received is told in this Bulletin by those who in Italy have helped to
administer the funds. In all of this work the Society has had the most
valuable and untiring assistance of Mr. Lloyd Griscom, the American
Ambassador at Rome. It cannot too strongly express its appreciation
of all that he has accomplished in the line of careful and prompt use
of the money it has sent. What our Red Cross has accomplished has
been done with a sincere desire to be of help, with a deep
appreciation of the complex and difficult problem Italy has had and
still has to face, and with the hope that the wounds of this beautiful
country, so recently devastated by this terrible calamity, may soon be
healed and the people re-established in a happy and prosperous life.
MAJ.-GEN. GEORGE W. DAVIS
Copyright, Harris-Ewing, ’08.
 ERNEST P. BICKNELL
Copyright, Harris-Ewing, ’08.

CONTRIBUTIONS TO THE ITALIAN

RED CROSS
Knowing that the Italian Red Cross was especially well organized
for carrying on hospital relief work, because of its field hospitals,
fourteen hospital trains and equipment for two ships’ hospitals,
besides an active personnel, the American Red Cross transmitted to
it through our Ambassador at Rome $320,000 to be applied to its
relief work in the earthquake district. The Italian Red Cross, in two
previous Calabrian earthquakes and at the time of the Vesuvian
eruption, maintained a number of hospitals and relief stations. At the
time of the latter disaster the American Red Cross received about
$12,000, which was transmitted to the Italian Red Cross. Later a
special report was made by this Society of the relief work it
performed at that time. A report of the relief operations in Southern
Italy will doubtless be issued sometime in the future, but this must
not be expected too soon, as experience has taught how long drawn
out is relief work after serious disasters. Baron Mayor des Planches,
the Italian Ambassador at Washington, in speaking of the Italian Red
Cross, said:
 CHARLES L. MAGEE.
Copyright, Harris-Ewing, ’08.

“As the representative of the Italian Government, I desire to

give the strongest indorsement of the Italian Red Cross, with
which the American Red Cross is in the most intimate
relation, and to say that my Government places absolute
confidence in this great national organization.”
 On January 4, the following cablegram was received from Count
Taverna:

“The Italian Red Cross tenders sincerest thanks to

American Red Cross for conspicuous contribution of
1,538,500 Italian lire, received through American Ambassador
in Rome, toward the relief of the distressed districts of
Reggio, Calabria and Messina, and begs to express its keen
appreciation of the feelings of solidarity and warm sympathy
with the stricken populations, which have prompted their
generous act.
“COUNT TAVERNA, President Italian Red Cross.”

Since this despatch was received further remittances have been

made, bringing the total of the American Red Cross contributions to
the Italian Red Cross up to $320,000.
 ROBERT W. DE FOREST

THE AMERICAN RED CROSS

ORPHANAGE
Hundreds of little
children were left
fatherless and
motherless amidst the
ruins of Messina and
Calabria. Scores of
them were even too
young to be able to give
any information in
regard to themselves or
their families. For years
these must be cared for,
and having been left
without property or
relatives, must be so
educated that, after
reaching mature years,
they will be able to
support themselves.
Queen Helena. Helpless childhood
appeals strongly to
everyone, and the Red
Cross, which after great calamities aims when the first temporary aid
is over, to rehabilitate and place again upon their feet the victims of
the disasters, was ready to accept the suggestion of the Italian
Government that some of the funds entrusted to its administration by
the American people should be devoted to the maintenance of an
agricultural colony in Sicily or Calabria for the care of a hundred or
more of the orphaned children. In national relief the American Red
Cross does not permit the use of its emergency funds for the
purpose of any permanent endowments, but in international relief it
believes it wisest to act under the suggestion of the American
diplomatic representative, the Government and relief committees in
the country where the disaster occurs. Therefore, when Mr. Griscom,
the Ambassador at Rome, after consulting with the Italian
Government, asked that such an agricultural orphanage colony be
maintained by a donation from the American Red Cross, the
suggestion was promptly complied with. Two hundred and fifty
thousand dollars are to be devoted to this purpose.
 REAR-AD. PRESLEY M. RIXEY
Copyright, Harris-Ewing, ’08.

The colony will be situated in Sicily or Calabria, and will consist of

model farms, where scientific agricultural instructions will be given by
agents of the Royal University of Agriculture. The Italian Government
will furnish the land, and the Italian National Relief, under the
patronage of Queen Helena will provide the buildings. It will be called
“The American Red Cross Orphanage,” and the American
Ambassador is to be an ex-officio member of its governing
committee. It is to be a lay institution, and not ecclesiastical. A yearly
budget of its expenses will be published, which must meet the
approval of the Minister of the Interior, who at present is also the
Prime Minister. A number of the poor women left widows and
dependent by the earthquake, and who in many cases also lost their
little children, will be given employment at this orphanage, and the
care of other little children will help to lift this sorrow from their
hearts. From these women the children will receive again much of
that mother-love and care of which this terrible disaster has robbed
them.
 SURG.-GEN. WALTER WYMAN
Copyright, Harris-Ewing, ’08.

Speaking of this orphanage, Mr. Griscom writes on February 19 to

the chairman of the Central Committee of the American Red Cross:
 “I can assure you that this generous gift of the American
Red Cross has made a profound impression in Italy. I made
the formal presentation to Her Majesty, the Queen, on the
16th instant, and Her Majesty was overcome with emotion
and for a moment at loss to express herself. Finally she made
a beautiful speech and poured forth her admiration for the
organization of the American Red Cross.”

Ambassador Griscom, under date of February 18, forwarded to the

State Department for transmission to the American Red Cross two
letters from the Countess Spaletti Rasponi, the President of the
Patronato Regina Elena, and from the Honorable Bruno Chimirri,
President of the “Comitato di Vigilanza,” respectively, expressing the
gratitude of the Committee and Council of the Patronato Regina
Elena for the gift of $250,000, for the establishment of the
Orphanage. The letters referred to follow:
 MAJ.-GEN. R. M. O’REILLY
Copyright, Harris-Ewing, ’08

“Excellency:
“The Council of the ‘Opera Nazionale di Patronato Regina
Elena,’ having known of the conspicuous offer of 1,300,000
lire made by the American National Red Cross in favor of the
children whom the recent earthquake has thrown into the
condition of orphans, has passed a vote of thanks to the
officers and to Your Excellency, to whose influential interest it
is due if so important a part of the funds collected in America
has been devoted to our institution.
“And I, interpreting the desire of the Council, warmly and
specially beg Your Excellency to kindly transmit to the
meritorious American Red Cross the expression of our
profound and heartfelt gratitude toward all the noble and great
American nation, not inferior to any other in all the
manifestations of human genius and solidarity.
“With the assurances of my highest consideration,
“The President,
(Signed) “COUNTESS SPALETTI RASPONI.”
 HON. ROBERT BACON
Copyright, Harris-Ewing, ’08

“Mr. Ambassador:
“I have the honor to offer you the warmest thanks of the
Committee and Council of the ‘Opera Nazionale di Patronato
Regina Elena’ for the generous offer which you have made on
behalf of the Calabrian and Sicilian orphans.
“I beg you to be good enough to be interpreter of our very
grateful sentiments to the American Red Cross, which has
completed, with its splendid gift, its relief work in Calabria and
Sicily.
“The Agricultural Colony, which will be named American
Red Cross Orphanage,’ will perpetuate the remembrance of
this charity, and will contribute to render continually more
close the ancient ties of sympathy and friendship which unite
Italy with your mighty Republic, ties which you called attention
to in your brilliant speech on the occasion of the centenary of
the great President Lincoln.
“Accept, Mr. Ambassador, the assurances of my high
consideration.
(Signed) “B. CHIMIRRI.
“To His Excellency,
“Hon. Lloyd C. Griscom,
“Ambassador of the United States of America, Rome.”
 MED. DIRECTOR J. C. WIRE
Copyright, Harris-Ewing, ’08

HOUSES FOR ITALY

Our own experiences
after serious disasters
in the United States
have taught us that in
nearly all of such cases
one of the most serious
problems to be met is
the providing of shelter
for the thousands—
sometimes hundreds of
thousands of victims.
Italy has had this same
serious problem to meet
after the late
unparalleled disaster in
Sicily and Calabria. The American Ambassador at Rome was
requested by the State Department to consult with the Italian
Government as to the best use to be made of the $500,000 left by
the Congressional appropriation of $800,000, after the supplies on
the Navy ships, Celtic and Culgoa, which were sent to the scene of
the disaster, had been paid for. The reply came in the nature of a
request that this fund be expended in the purchase and providing of
materials for houses. This suggestion has been admirably carried
out by the Navy Department, which has purchased and shipped, fully
prepared, materials for the immediate erection of 2,500 houses,
including window sashes, doors, etc., and the charter of four ships
for their transportation. Some eight expert carpenters and a large
number of tools have been sent on these vessels, that the erection
of these houses may go on promptly.