The following table provides an at-a-glance cor-relation between this textbook and the 2010 NAEYC Standards for Initial and Advanced Ear-

ly Childhood Professional Preparation Programs, pub-lished by the National Association for the Education of Young Children. Key Elements of the NAEYC’s Initial Standards are preceded by “(I)” and Key Elements of the NAEYC’s Advanced Standards are preceded by “(A)”: In cases in which a standard is the same for both of the NAEYC’s Initial and Advanced programs, the standard is preceded by “(I and A).”

As might be expected for a textbook covering human development across the life span, the strongest correla-tions are with Standard 1 (Promoting Child Develop-ment and Learning) and Standard 2 (Building Family and Community Relationships), which relate primarily to knowledge that an early-childhood-education can-didate is required to master. There are also appropri-ate correlations between pertinent sections of the text

and Key Elements 3a and 3b of Standard  3 (Observ-ing, Documenting, and Assessing to Support Young Children and Families) and Key Elements 4a and 4b of Standard 4 (Using Developmentally Eff ective Ap-proaches), although these standards relate more directly to the practical application of knowledge than to its acquisition.

Standard 3 (Key Elements 3c and 3d), Standard 4 (Key Elements 4c and 4d), Standard 5 (Using Con-tent Knowledge to Build Meaningful Curriculum), Standard 6 (Becoming a Professional), and Standard 7 (Early Childhood Field Experiences) relate to the early-childhood-education candidate’s profi ciency in applying knowledge and strategies and are therefore beyond the scope of a textbook.

The NAEYC Standards were developed for educators of children up to 8 years of age. The correlations noted below apply to this age group and beyond to age 11, as “middle childhood” in this text is defi ned as ages 6 to 11.

Standard 1The purpose of this standard is to articulate factors that promote development and learning in children up to the age of 8.KEY ELEMENTS

There are three Key Elements of Standard 1:

1a (I and A): An early-childhood educator should have knowledge and appreciation of the characteris-tics that are common to young children as well a solid grounding in the needs of children in this age group.

1b (I and A): An early-childhood educator should have knowledge and appreciation of the many diverse factors that infl uence children’s early development and ability to learn.

1c (I and A): An early-childhood educator should apply what they learn about development and learning

in young children to ensure that the learning environ-ments they create embody and promote health and respect, as well as provide ongoing support and ap-propriate challenge for students.

ALL AGESChapter 1

■ Presents theories of development: psychoanalytic, behaviorism/social learning, cognitive/information processing, humanism, and evolutionary theory (pp. 23–34).

AGES BIRTH TO TWOChapter 2

■ Presents information on chromosomal and genetic variations that can impact development, including Down syndrome, hemophilia, fragile-X syndrome, sickle-cell anemia, cystic fi brosis, and thalassemia (pp. 69–91).

Making Links Between

Invitation to the Life Span, 3eand the NAEYC Standards

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■ Covers prenatal development and birth; includes dis-cussion of pregnant women’s nutritional needs, health assessment immediately after birth, the eff ects of teratogens, prenatal diagnosis of potential problems, causes and consequences of low birthweight, and the importance of family bonding (pp. 58–69; 72–84).

Chapter 3

■ Describes physical changes from birth to age 2 (p. 90).

■ Discusses normal sleep patterns as well as sleep problems and their potential eff ects (pp. 90–93). Includes an Opposing Perspectives feature on the pros and cons of co-sleeping and bed-sharing.

■ Describes normal brain development over the fi rst two years, including the formation of neural networks and the impact of experience on development; also reviews the eff ect of shaken baby syndrome on brain development (pp. 93–97).

■ Discusses the development and roles of the fi ve senses; the diff erence between sensation and percep-tion; adaptation of the senses to the social world; and the controversy over infants’ perception of pain (pp. 97–100).

■ Discusses development of gross and fi ne motor skills, including variations in the motor skills that are en-couraged in diff erent cultures (pp. 100–103).

■ Reviews the research and education that has saved thousands of infants from sudden infant death syndrome (pp. 105–106).

■ Addresses the benefi ts and importance of immuniza-tion; explores the emerging trend of parents claim-ing personal belief exemptions from vaccination, putting children and entire communities at risk (pp. 107–108).

■ Discusses infants’ nutritional needs, the benefi ts of breast-feeding, and the eff ects of malnutrition (pp. 108–112).

■ Discusses Piaget’s stages of sensorimotor intelligence (pp. 112–117).

■ Discusses information-processing theory and aspects of infant memory (pp. 117–119).

■ Describes language development in the fi rst two years: the universal sequence of language acquisition, the naming explosion, and major theories of language learning (pp. 119–125).

Chapter 4

■ Describes emotional development in infants and toddlers in the fi rst two years. Discusses infant’s emotions, including smiling and laughing, anger

and sadness, and fear. Discusses toddler’s emotions, including pride, shame, guilt, embarrassment, and the development of self-awareness (pp. 129–135).

■ Discusses the role of brain maturation in support-ing social impulses, and the impact of stress on brain development (pp. 132–135).

■ Discusses the three dimensions of temperament (p. 135). Includes Opposing Perspectives feature on the continuity and discontinuity of temperament, as well as the impact of temperament on caregiver-child relationships (pp. 135–136).

■ Discusses the development of social bonds, including synchrony, stages of attachment, types of attachment, and social referencing (pp. 137–150). Includes ex-ample of orphaned Romanian infants in discussion of eff ects of social deprivation (pp. 143–145).

■ Discusses theories of infant psychosocial development: psychoanalytic, behaviorism/social learning (the impact of proximal and distal parenting), and cognitive (development of working models) (pp. 150–153).

■ Discusses types of nonmaternal day care, including characteristics of high-quality day care (see Table 4.3) and the eff ects of day care on infants and toddlers (pp. 153–158).

AGES 2 to 6Chapter 5

■ Describes typical growth patterns in early childhood, nutritional needs, potential eff ects of nutritional problems (like undernutrition and obesity) on growth and cognition, and the importance of oral health (pp. 163–166).

■ Discusses brain development, myelination, lateraliza-tion and the development of the corpus callosum; covers the diff erence-equals-defi cit error in regard to left-handedness (pp. 166–169).

■ Discusses ongoing maturation of the prefrontal cortex and resultant advances in neurological control; looks at cultural diff erences in impulsivity and persevera-tion (pp. 169–171).

■ Discusses the maturing limbic system, practical advice for teachers regarding children’s emotional reactions, and the eff ect of stress on the limbic system (pp. 171–173).

■ Describes cognitive development from ages 2 to 6 (pp. 173–187).

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■ Discusses characteristics of Piaget’s preoperational thought (egocentrism, centration, focus on appear-ance, static reasoning, irreversibility, conservation, animism) (pp. 173–176).

■ Discusses Vygotsky’s theories of cognition (guided participation, zone of proximal development, scaf-folding, private speech) (pp. 176–178).

■ Discusses cognitive advances in early childhood, including theory-theory and theory of mind; and the eff ects of brain maturation and culture on cognitive development (pp. 178–181).

■ Describes language development from ages 2 to 6, including the vocabulary explosion, fast-mapping, acquisition of grammar, and learning two languages (pp. 182–187).

■ Discusses the infl uence of culture and SES on lan-guage development (pp. 186–187).

▼ Discusses Early Childhood Education:

• The infl uence of home and school environments, and importance of quality of home life and eff ec-tiveness of individual teachers (pp. 187–189).

• Characteristics of child-centered and teacher-directed programs, including foundational theories of each approach and practical diff erences in daily experiences in each type of environment (pp. 189–192; p. 195).

• Characteristics and considerations of intervention programs like Head Start; cultural considerations in bilingual programs; and long-term gains from intensive programs (pp. 193–197).

Chapter 6

■ Discusses environmental hazards that harm growing bodies and brains, including pollution, lead, pesti-cides, BPA, and cigarette smoke; discusses variation in risk in diff erent cultural settings and in relation to SES (pp. 227–228).

■ Discusses the short- and long-term biological, cogni-tive, and psychosocial eff ects of child maltreatment, including neglect and physical abuse; notes warning signs of maltreatment (pp. 228–231).

■ Discusses three levels of prevention of avoidable injury, including provision of safe environments (pp. 231–233).

■ Discusses children’s achievement of emotional regula-tion (pp. 201–202).

■ Discusses Erikson’s stage of initiative versus guilt, protective optimism; aspects of the developing self-concept (pp. 202–203).

■ Ties the emergence of initiative to brain matura-tion (specifi cally to myelination of the limbic system; growth of the prefrontal cortex, and longer attention span) (pp. 203–204).

■ Discusses intrinsic and extrinsic motivations and ways to encourage intrinsic motivation (pp. 204–205).

■ Discusses psychopathology, including internaliz-ing and externalizing problems, sex diff erences in emotional regulation, and impact of maltreatment on emotional regulation (pp. 316–317).

▼ Discusses play, including:

• Importance of peer relationships on develop-ment of emotional regulation, empathy, and social understanding; and cultural diff erences in play (pp. 205–207).

• Parten’s fi ve types of play (p. 207).

• How active play advances planning and self-control; the theory that rough-and-tumble play advances development of prefrontal cortex as well as social skills, emotional regulation, and physical strength (pp. 208–209).

• Benefi ts of sociodramatic play as children explore and rehearse social roles, learn how to explain ideas and persuade others; practice emotional regulation; and develop self-concept (p. 209).

■ Discusses pros and cons of exposure to electronic media (pp. 209–210).

■ Discusses Baumrind’s caregiving styles and their characteristics and impact on children, as well as cultural variations in caregiving and teacher-student interaction (pp. 211–213).

■ Discusses the distinction between sex diff erences and gender diff erences, and major themes of gender-role development (pp. 213–218).

▼ Discuss moral development, including:

• Factors that result in development of empathy and antipathy, prosocial and antisocial behavior (pp. 219–220).

• Four major types of aggression (pp. 220–221).

• Disciplinary measures and their eff ects, and cultural diff erences in discipline (pp. 221–225).

AGES 6 to 11Chapter 7

■ Describes normal growth patterns in middle child-hood: slowdown in growth and increase in strength (p. 240).

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■ Discusses improvements in medical care and infl u-ence of children’s health habits on development (p. 240).

■ Discusses benefi ts (and potential disadvantages) of physical activity; discusses physical, cognitive, and social impact of participation in neighborhood games, school exercise, and after-school sports programs (pp. 241–242).

▼ Discusses health problems, including:

• The increasing prevalence, causes, and consequenc-es of childhood obesity, including international and SES considerations (pp. 242–245).

• Potential causes, treatment, and prevention of asthma (pp. 244–245).

■ Discusses Piaget’s concrete operational thought and the child’s increasing ability to logic in thinking: classifi cation and seriation (pp. 247–248).

■ Discusses Vygotsky; the roles that social interaction and instruction play in children’s cognitive develop-ment (pp. 248–250).

■ Discusses the infl uence of culture and context on what, how, and when children learn (p. 250).

■ Discusses information-process theory: math learning; sensory memory, working memory, and long-term memory; the infl uences of children’s knowledge base on their learning; development of control process and metacognition (pp. 250–253).

▼ Discusses language, including:

• Advances in vocabulary and grammatical construc-tions (pp. 254–255).

• Understanding and use of metaphors (p. 255).

• Pragmatics (children’s ability to adjust speech to the social context) (p. 255).

• Learning a second language—immersion, bilingual education, ELLs (pp. 255–257).

• The eff ect of SES on a child’s exposure to and ac-quisition of language (p. 256).

▼ Discusses teaching and learning, including:

• Diff erences in curriculum by nation, community, and school subject (pp. 257–259).

• The hidden curriculum (implicit values and as-sumptions evident in course selection, schedules, tracking, teacher characteristics, discipline, in-structional methods, extracurricular activities, etc.) (pp. 258–259).

• Gender diff erences in school performance (p. 261).

Determinants of educational practice—state and local governments, teachers, and parents (pp. 262–264).

Types of schools in the United States (public, private, charter, home schooling) and characteristics of each (pp. 264–267).

▼ Discusses brain development, including:

• The results of this brain maturation, including in-creased speed of thought, faster reaction time, lon-ger attention span, and automatization of thoughts and actions (pp. 253–254).

▼ Discusses measurement of cognitive potential and abilities, including:

• The diff erence between aptitude and achievement; the assessment of both; and criticism of the tests (pp. 267–269).

• Gardner’s nine types of intelligence (p. 268).

▼ Discusses the topic of children with special needs, including:

• Four basic principles of developmental psychopa-thology (p. 267).

• Multifi nality and equifi nality (p. 270).

• Symptoms, potential causes, and treatments of ADHD (pp. 270–271).

• Diagnosis and treatment of specifi c learning disor-ders (pp. 271–272).

• Symptoms, treatments, and impact of autism spec-trum disorder (pp. 272–273).

• Changing laws and practices around special educa-tion (pp. 275–277).

• Educating gifted and talented children (pp. 276–277).

Chapter 8

■ Discusses ongoing development of self-concept and self-esteem, including children’s ideas about their intelligence, personality, abilities, gender, and ethnic-ity) as cognition and social awareness continue to develop (pp. 282–284).

■ Discusses Erikson’s four psychosocial crisis (industry versus inferiority), and the relationship between pro-ductivity and self-control (pp. 282–283).

■ Discusses Freud’s latency period (p. 283).

■ Discusses resiliency and stress, and cumulative stress’s impact on development (includes section on the im-portance of social support and the effi cacy of religious faith in dealing with stress) (pp. 285–288).

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▼ Discusses moral reasoning, including:

• Kohlberg’s levels of moral thought and criticisms of his research (pp. 305–307).

The infl uence of peers, parents, and culture on children’s moral values (pp. 307–308).

• Alignment with peers when peer values confl ict with those of adults (p. 308).

Standard 2The purpose of this standard is to outline factors that help an early-childhood educator to foster positive relationships within and between families and communitiesKEY ELEMENTS

There are three Key Elements of Standard 2:

2a (I and A): An early-childhood educator should have knowledge and appreciation of the many factors that contribute to family and community dynamics.

2b (I and A): An early-childhood educator should foster relationships of respect and mutuality within and between families and communities through sup-port and active engagement.

2c (I): An early-childhood educator should foster the development and education of young children by promoting family and community involvement.

The importance of establishing and nurturing ties between and the family and community is evident throughout the text. Specifi c examples include the following:

Chapter 1

■ Discusses Bronfenbrenner’s ecological-systems ap-proach, including insight that elements of overlapping systems aff ect development; especially how elements of the microsystem—family, peers, classrooms, neighborhoods, houses of worship, etc.—interact to infl uence an individual’s development (pp. 11–15).

Chapter 4

■ Discusses the way early relationships help infants develop a working model, or set of assumptions about the world and how it works, that become a frame of reference for later life (p. 153).

Chapter 6

■ Discusses prevention of avoidable injury, includ-ing measures communities may take to ensure child safety (pp. 225–228).

Chapter 7

■ Discusses physical, cognitive, and social impact of participation in neighborhood games, school exercise, and after-school sports programs (pp. 240–242).

■ Discusses the role of communities in ensuring safe and adequate play spaces (p. 242).

■ Discusses the roles of state and local governments, teachers, and parents in identifying children with special needs and providing appropriate educational environments for them (pp. 275–277).

■ Discusses Vygotsky and the roles of social interaction and instruction in children’s cognitive development; the infl uence of culture and context on what, how, and when children learn; and the relative power of parents, educators, and political leaders in determin-ing school curriculum (pp. 248–250).

■ Discusses family and community infl uences on second-language learning and impact of children learning a second language on immigrant families (pp. 255–257).

Chapter 8

■ Defi nes family function, discussing the fi ve major functions families serve for children: (1) provide physical necessities, (2) support, encourage, and guide education; (3) provide opportunities for success that encourage children’s self-respect; (4) foster friend-ships; and (5) provide harmony and stability in the home (pp. 290–291).

■ Discusses diversity of family structures, and the abil-ity/challenge of diff erent structures in meeting the fi ve family functions (pp. 291–297).

■ Discusses divorce and its potential eff ects on children (pp. 292–293).

■ Discusses the impact of poverty on the family, and explains the family stress model, reviewing stresses experienced by children in low- and high-SES fami-lies (p. 299).

■ Discusses the eff ects of family confl ict, and the importance of networks of social support (including the effi cacy of affi liation with religious institutions) (p. 299).

Standard 3The purpose of Standard 3 is to articulate the knowledge an early-childhood educator needs to ensure appropriate assessment of students.

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KEY ELEMENTS

There are two Key Elements of Standard 3:

3a (I and A): An early-childhood educator should appreciate what assessment seeks to achieve, why it is benefi cial, and how it can best be utilized. This applies equally in establishing desired outcomes, developing sound curricula, and utilizing appropriate strategies in the education of young children.

3b (I): An early-childhood educator should appreci-ate the usefulness of developing relationships with families and colleagues that focus on assessing a child’s learning and development because doing so promotes optimal learning environments.

The importance of attention to a child’s development in all three domains is evident throughout the fi rst ten chapters of the text. Specifi c examples include the fol-lowing content in Chapter 7.

Chapter 7

▼ Discusses student academic performance, including:

• Learning a second language—immersion, bilingual education, ELL, ESL (pp. 256–257).

• Diff erences in curriculum by nation, community, and school subject (pp. 257–259).

• The hidden curriculum (implicit values and as-sumptions evident in course selection, schedules, tracking, teacher characteristics, discipline, in-structional methods, extracurricular activities, etc.) (pp. 258–259).

• Gender diff erences in school performance (p. 261).

• Determinants of educational practice—state and local governments, teachers, and parents (pp. 261–264).

• Types of schools in the U.S. (public, private, charter, home schooling) and characteristics of each (p. 264–266).

■ Discusses international standardized benchmarks of achievement in reading and math (PIRLS and TIMMS, respectively) (pp. 259–262).

■ Discusses goals and consequences of the No Child Left Behind Act of 2001 (p. 263).

■ Discusses the federally sponsored National Assess-ment of Educational Progress (NAEP) achievement tests in reading, math, and other subjects (p. 263).

■ Discusses goals and controversy of the Common Core educational standards (p. 263).

Standard 4The purpose of Standard 4 is to outline factors that promote teaching approaches that are appropriate to a child’s stage of developmentKEY ELEMENTS

There are two Key Elements of Standard 4:

4a (I and A): An early-childhood educator should appreciate that their work should be based on develop-ment of good relationships with their students and in-teractions with them that are respectful and supportive.

4b (I and A): An early-childhood educator should be aware of and know how to utilize teaching strategies that are appropriate and eff ective for the development stage of their students, and they should be able to use available educational tools, including technological tools, in their teaching.

The positive infl uence of warm, nurturing relationships and the negative infl uence of stressful relationships on every aspect of children’s development are discussed throughout the fi rst ten chapters of the text, as are the mechanisms and theories for how children acquire knowledge and language. Specifi c examples including the following.

Chapter 3

■ Discusses the various theories for how language is acquired during the fi rst two years (pp. 123–125).

Chapter 5

■ Discusses Vygotsky’s theory of cognition, including the zone of proximal development and the effi cacy of scaff olding and mentoring in supporting and encour-aging children’s learning (pp. 177–178).

■ Discusses the theories young children develop in order to remember and understand (pp. 178–181).

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