Table of Contents

PART I – THEORY AND RESEARCH IN HUMAN DEVELOPMENT
1. History, Theory, and Research Strategies
PART II – FOUNDATIONS OF DEVELOPMENT GENETIC FOUNDATIONS
2. Genetic Reproductive Choices and Environmental Foundations
3. Prenatal Development, Birth, and the Newborn Baby
PART III – INFANCY AND TODDLERHOOD: THE FIRST TWO YEARS
4. Physical Development in Infancy and Toddlerhood
5. Cognitive Development in Infancy and Toddlerhood
6. Emotional and Social Development in Infancy and Toddlerhood
PART IV – EARLY CHILDHOOD: TWO TO SIX YEARS
7. Physical and Cognitive Development in Early Childhood
8. Emotional and Social Development in Early Childhood
PART V – MIDDLE CHILDHOOD: SIX TO ELEVEN YEARS
9. Physical and Cognitive Development in Middle Childhood
10. Emotional and Social Development in Middle Childhood
PART VI – ADOLESCENCE: THE TRANSITION TO ADULTHOOD
11. Physical and Cognitive Development in Adolescence
12. Emotional and Social Development in Adolescence
PART VII – EARLY ADULTHOOD
13. Physical and Cognitive Development in Early Adulthood
14. Emotional and Social Development in Early Adulthood
PART VIII – MIDDLE ADULTHOOD
15. Physical and Cognitive Development in Middle Adulthood
16. Emotional and Social Development in Middle Adulthood
PART IX – LATE ADULTHOOD
17. Physical and Cognitive Development in Late Adulthood
18. Emotional and Social Development in Late Adulthood
PART X – THE END OF LIFE
19. Death, Dying, and Bereavement

About the Author

Laura E. Berk is a distinguished professor of psychology at Illinois State University, where she has taught child, adolescent, and lifespan development for more than three decades. She received her bachelor’s degree in psychology from the University of California, Berkeley, and her master’s and doctoral degrees in child development and educational psychology from the University of Chicago. She has been a visiting scholar at Cornell University, UCLA, Stanford University, and the University of South Australia. 
 

Berk has published widely on the effects of school environments on children’s development, the development of private speech, and the role of make-believe play in development. Her empirical studies have attracted the attention of the general public, leading to contributions to Psychology Today and Scientific American. She has been featured on National Public Radio’s Morning Edition and in Parents Magazine, Wondertime, and Reader’s Digest.
 

Berk has served as a research editor of Young Children, a consulting editor for Early Childhood Research Quarterly, and an associate editor of the Journal of Cognitive Education and Psychology. She has been a frequent contributor to edited volumes, having written the article on social development in The Child: An Encyclopedic Companion and the article on Vygotsky in The Encyclopedia of Cognitive Science. She is coauthor of the chapter on make-believe play and self-regulation in the SAGE Handbook of Play in Early Childhood and the chapter on psychologists writing textbooks in Career Paths in Psychology: Where Your Degree Can Take You, published by the American Psychological Association. 
 

Berk’s books include Private Speech: From Social Interaction to Self-Regulation; Scaffolding Children’s Learning: Vygotsky and Early Childhood Education; A Mandate for Playful Learning in Preschool: Presenting the Evidence; and Awakening Children’s Minds: How Parents and Teachers Can Make a Difference. She is author of the best-selling higher education texts Infants, Children, and Adolescents, Infants and Children, Development Through the Lifespan, and Exploring Lifespan Development, now published by SAGE.
 

Berk is active in work for children’s causes. She serves on the governing boards of the Illinois Network of Child Care Resource and Referral Agencies and of Artolution, an organization devoted to engaging children and youth in community-based public art projects around the world as a means of promoting trauma relief and resilience. She is founder of Illinois Art Station, an initiative that provides educative and self-expressive experiences in the visual arts to children, adolescents, and their families in her community, with a special focus on reaching underserved and at-risk young people. Berk has been designated a YWCA Woman of Distinction for her service in education. She is a fellow of the American Psychological Association, Division 7: Developmental Psychology.