I. THEORY AND RESEARCH IN CHILD DEVELOPMENT 1. History, Theory, and Research Strategies The Field of Child Development Basic Issues Historical Foundations Mid-Twentieth-Century Theories Recent Theoretical Perspectives Comparing Child Development Theories Studying the Child II. FOUNDATIONS OF DEVELOPMENT 2. Biological and Environmental Foundations Genetic Foundations Reproductive Choices Environmental Contexts for Development Understanding the Relationship Between Heredity and Environment 3. Prenatal Development Motivations for Parenthood Prenatal Development Prenatal Environmental Influences Preparing for Parenthood 4. Birth and the Newborn Baby The Stages of Childbirth Approaches to Childbirth Medical Interventions Birth Complications Precious Moments After Birth The Newborn Baby's Capacities The Transition to Parenthood III. INFANCY AND TODDLERHOOD: THE FIRST TWO YEARS 5. Physical Development in Infancy and Toddlerhood Body Growth Brain Development Influences on Early Physical Growth Learning Capacities Motor Development Perceptual Development 6. Cognitive Development in Infancy and Toddlerhood Piaget's Cognitive-Developmental Theory Information Processing The Social Context of Early Cognitive Development Individual Differences in Early Mental Development Language Development 7. Emotional and Social Development in Infancy and Toddlerhood Erikson's Theory of Infant and Toddler Personality Emotional Development Temperament and Development Development of Attachment Self-Development IV. EARLY CHILDHOOD: TWO TO SIX YEARS 8. Physical Development in Early Childhood Body Growth Influences on Physical Growth and Health Motor Development 9. Cognitive Development in Early Childhood Piaget's Theory: The Preoperational Stage Vygotsky's Sociocultural Theory Information Processing Individual Differences in Mental Development Language Development 10. Emotional and Social Development in Early Childhood Erikson's Theory: Initiative vs. Guilt Self-Understanding Emotional Development Peer Relations Foundations of Morality Gender Typing Child Rearing and Emotional and Social Development V. MIDDLE CHILDHOOD: SIX TO ELEVEN YEARS 11. Physical Development in Middle Childhood Body Growth Common Health Problems Health Education Motor Development and Play 12. Cognitive Development in Middle Childhood Piaget's Theory: The Concrete Operational Stage Information Processing Individual Differences in Mental Development Language Development Children's Learning in School 13. Emotional and Social Development in Middle Childhood Erikson's Theory Self-Understanding Emotional Development Understanding Others: Perspective Taking Moral Development Peer Relations Gender Typing Family Influences Some Common Problems of Development

 “Throughout my eight years at Crowder College, I’ve tried out different editions of books for various classes, but one book I have not altered is Berk’s Infants and Children. The information continues to strike a balance between breadth and depth, which is not an easy feat.” Nathan Gandy, Crowder College   “I really enjoyed the read. I didn't catch myself reading the same sentence more than once, like I usually do. The chapter kept me curious and willing to keep reading.” Student, Arizona State University    “Berk has made teaching and learning about infants and children a joy with her engaging writing style, pulling me and students into the text. Thank you for a great textbook.” Chance Bell, Florida State University   “I really liked the examples used to describe perceptual development. The explanations given, paired with the descriptions of the experiments used, helped me to understand the information in ways I wouldn't otherwise have be." Student, University of Alabama Birmingham    “I have enthusiastically used Infants, Children, and Adolescents for over twenty years. Not only does Berk consistently include the most up-to-date research in each edition, but she presents it in a student-focused, engaging manner. As someone who has taught an extraordinarily diverse set of students in my career, I would recommend this text for any student interested in studying the dynamic process of child and adolescent development.” Michael Hall, SUNY Dutchess   “I really enjoyed the Look and Listen feature embedded in the reading itself. I find that relating information to real-life scenarios helps me not only to recall the information, but also aids in critical-thinking skills.” Student, Kishwaukee College   “I have been using this author’s texts in several of my developmental courses for the past 15+ years ...[I] can't say enough positive words to describe my experience with her textbooks. My students have even commented on how well written the textbooks are and that they can really relate to the applications.” — Amy Carrigan-Smith, University of Saint Francis   “I am most impressed with how this edition has been updated with more recent cultural information, and not just in the U.S. I also like that it is even more cross-disciplinary.” Diane Cook, University of North Georgia   “Berk provides a clear and concise text to introduce topics and make them meaningful to students.” Kristin Watson, Northwest Mississippi Community College “Dr. Berk combines superb scholarship, powerful writing, and a keen sense of organization to produce near perfection . . . Students . . . could not ask for a more informative textbook.” Murray Krantz, Florida State University   “Berk carefully and seamlessly introduces culturally diverse research findings to create a holistic and accurate understanding of development and its many nuances.” Maggie Renken, Georgia State University   “The research is presented with a great depth of understanding, not watered down or presented superficially, as in many texts, yet is described and structured in a way that helps students construct an overall, personally relevant understanding of development during childhood.” Joan E. Test, Missouri State University   “I love the way the narrative keeps the reader’s attention and constantly motivates the information. It is not simply a catalog of facts, but a story about how children develop.” Dara Musher-Eisenman, Bowling Green State University   “No other textbook covering child development does so as thoroughly as Berk’s Infants, Children and Adolescents in terms of research reviewed and incorporated, exemplary photos, and instructor resources.” Kate Fogarty, University of Florida   “There is excellent coverage of diversity, and delicate but appropriate discussions on apparent differences between various socioeconomic groups and cultures.” Stuart Marcovitch, University of North Carolina Greensboro   “Instead of reporting cut-and-dry research findings, the chapters also include applied information relevant to everyday lives in different cultures and ethnic statuses. The colorful tables and pictures not only attract attention, but also [offer the] best illustrations.” Hiu-Chin Hsu, University of Georgia   “I find most valuable the relevance, currency and integration of research throughout the text, with an interesting and entertaining narrative that makes the research results come alive for beginning students in child development.”  Joan E. Test, Missouri State University   “Although I have been teaching Child Development for more than 40 years, I found myself learning new concepts from Dr. Berk’s insightful presentation [with] the best research literature on virtually every topic, excellent organization and sequence, and Dr. Berk’s captivating writing style.” Murray Krantz, Florida State University   “I am impressed by the “Ask yourself” sections; this is the exact way in which I try to encourage my students to approach the material, and I particularly appreciate the emphasis on evidence-based answers rather than opinions.” Janet J. Boseovski, University of North Carolina Greensboro   “I was very impressed with the attention to diversity issues.” Dara Musher-Eisenman, Bowling Green State University   “The text does an excellent job of simplifying complex cognitive phenomena in a way that makes them easy to understand. The text makes clear connections that illustrate how developmental research informs—or can inform—education and child-rearing practices.” Maggie Renken, Georgia State University    “Empirical studies and their findings are woven into the prose efficiently and with clarity. Classic theories are presented along with more cutting-edge research.” Sarah Kollat, Pennsylvania State University   “Berk’s books on child development are the quintessential texts for all serious students of child development.” Dominic Gullo, Drexel University

Stories and Vignettes of Real Children, a Berk signature feature, open each chapter and continue throughout the text to illustrate developmental principles and teach through engaging narrative. This book "teaches while it tells a story." Take a Moment…, an active-learning feature built into the text narrative, asks the reader to "take a moment" to think about an important point, integrate information on children's development, or engage in an exercise or an application to clarify a challenging concept. Take a Moment... actively engages the student in learning, and in inspiring critical thinking. Look and Listen: This active-learning feature presents students with opportunities to see everyday illustrations of development by observing what real children say and do or by attending to influences on children in their everyday environments. Look and Listen experiences are tied to relevant text sections, with the goal of making the study of development more authentic and meaningful. “Ask Yourself” critical thinking questions have been thoroughly revised and expanded into a unique pedagogical feature that promotes four approaches to connecting with the subject matter. The questions encourage students to review information they have just read, apply it to new situations, connect it to other age periods and domains of development, and reflect on how theory and research are personally relevant in their own lives. “Applying What We Know” tables provide practical real-life applications based on theory and research findings. Berk and Meyers speak directly to students, offering real-world advice on how to provide sensitive, responsible care for children, both as parents and through the pursuit of a variety of careers and areas of study, including psychology, health care, teaching, social work, and counseling. Milestones tables summarise major physical, cognitive, language, emotional, and social achievements of each age period. In addition to offering an overview of change, each entry is page-referenced to provide the student with a convenient tool for review. Chapter Openers, illustrated with exceptionally beautiful and unique children’s art, prepare students for what they will learn through both a prose description and an outline, which provides a quick look at major topics to be covered. Chapter summaries, organised by learning objectives and major section headings, encourage active and focused student review. Beautiful artwork, graphics, and photographs are visually stunning, effectively illustrate major points, and enhance student interest and understanding. Four Types of Thematic Boxes complement the text Biology and Environmentboxes highlight the growing attention to the complex, bidirectional relationship between biology and environment. Social Issues boxes discuss the impact of social conditions on children and emphasise the need for sensitive social and public policies to ensure their well-being. They are divided into two types: Social Issues: Health boxes address values and practices relevant to children’s physical and mental health. Social Issues: Education boxes focus on home, school, and community influences on children’s learning.

  Known for staying current, Infants and Children: Prenatal Through Middle Childhood presents the most relevant research and applications in Child Development today. Many new topics have been introduced or enhanced throughout the eighth edition, including: • Impact of poverty on development, and interventions aimed at helping children surmount developmental risks • Neighborhood influences on physical and mental health • Epigenesis, environmental influences on gene expression, including the role of methylation • Fetal sensory capacities and behavior • Brain development and experiences that enhance or undermine it • Consequences of chronic stress, including prenatal evidence and findings on institutionalized infants and young children • Intergenerational transmission of low birth weight • Role of sleep in young children’s learning and memory • Motor development as a dynamic system, with emphasis on infant crawling, walking, reaching, and grasping • Symbolic understanding in infancy and toddlerhood, including learning from TV and video • Development of executive function, including attention, inhibition, working memory, flexible thinking, planning, and self-regulation • Infantile amnesia, and factors influencing the formation of a stable, long-term memory • Deaf children of hearing parents and language development • SES variations in early vocabulary development, emergent literacy, and math knowledge and impact on later school success • Temperamentally negative, emotionally reactive children, and the power parenting to affect adjustment • Fathers’ sensitive caregiving and infant attachment security • Childhood unintentional injuries and parenting practices • Preschoolers’ natural and supernatural beliefs • Children with autism and theory of mind • High-quality child care, preschool intervention, universal pre-K, and academic and social development • Impact of screen media on children’s academic learning and emotional and social development • Sociodramatic play and early childhood social competence • Corporal punishment and children’s adjustment • Parent training programs for intervening with aggressive children • Children’s gender stereotyping through mother—child conversations and peer experiences • Childhood overweight and obesity, including contributing factors, developmental consequences, and effective interventions • Drawing and reading maps in middle childhood • The Flynn effect: massive generational gains in IQ • Child abuse and central nervous system damage • Bullying and peer victimization, including cyberbulling • Children’s racial and ethnic prejudice, and strategies for reducing prejudice