Lifespan Development, Global Edition

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Stage theories hold that the sequence of development is universal. For example, in cross-cultural studies of language development, children from around the world reach language milestones in a similar sequence (Gleitman & Newport, 1995). Infants in all cultures coo before they babble. They begin babbling at about the same age and utter their first word around 12 months old. Yet we live in diverse contexts that have a unique effect on each of us. For example, researchers once believed that motor development follows one course for all children regardless of culture. However, child care practices vary by culture, and different practices have been found to accelerate or inhibit achievement of developmental milestones such as sitting, crawling, and walking (Karasik, Adolph, Tamis-LeMonda, & Bornstein, 2010). There are ten (10) units to this text, and each unit includes sub-sections highlighting major concepts within the specific developmental stage/topic. Overall, the text within each unit is internally consistent in terms of the use of terminology and the frameworks that are explored. As you go through each stage of development, the terminology and frameworks continue to be consistent with what was mentioned in previous units, while building on the stages of development. For example, the theories of Freud, Erikson, Piaget, and Kohlberg are mentioned throughout the units. How does context impact human growth and development? Do the places, sociocultural environments, and ways in which we are raised influence who we become and how we grow and change throughout our lives? Best-selling author Tara L. Kuther helps students discover the answers with Lifespan Development: Lives in Context. Taking a chronological approach, the book follows three core themes: the centrality of context, the importance of research, and the applied value of developmental science. Dr. Kuther’s clear, concise narrative guides students through current and classic studies and foundational theories while exploring real-world connections and inclusive perspectives. The Third Edition features case studies, policy applications, and other examples, each accompanied by opportunities for personal reflection, prompting students to carry these discoveries into their own lives, relationships, and future careers.

In Piaget’s view, around the same time children develop object permanence, they also begin to exhibit stranger anxiety, which is a fear of unfamiliar people. Babies may demonstrate this by crying and turning away from a stranger, by clinging to a caregiver, or by attempting to reach their arms toward familiar faces such as parents. Stranger anxiety results when a child is unable to assimilate the stranger into an existing schema; therefore, she can’t predict what her experience with that stranger will be like, which results in a fear response. I found the interface to be difficult, not as easy to use as other OER textbooks I have reviewed or used. The text contains suitable language. It provides excellent introductions of concepts and applications. Te text is clear and accessible!

Development is lifelong

The text maintains cultural relevance through all ten units. This is evidenced through the variety of videos, cultural examples, and research findings included in both the main sections of the text, as well as the supplementary materials. The textbook does well in highlighting various lifespan developmental methodologies, while staying relevant with the intended audience by providing case studies and examples. Each unit contains links to videos, PDFs, journal articles, and other interactive elements. This appears to be one of the strengths of this text, as it allows for ongoing updates and additions to each unit. Lifespan Theories There are many theories regarding how babies and children grow and develop into happy, healthy adults. We explore several of these theories in this section: Psychosexual Theory of Development, Psychosocial Theory of Development, and Cognitive Theory of Development.

The reading level and flow of this source is appropriate. Topic are presented in an easy-to-understand manner. The arrangement of the topics covered appears to be chronological, but the actual contents really are not. It appears these author decided where to put the topic, but commented on all age groups within that topic. For instance, under the unit called "Adolescence", the reader reads about infants and young children. The unit heading are misleading. Consider a young boy’s concerns if he grew up in the United States during World War II—let’s call him Henry. What Henry’s family buys is limited by their small budget and by a governmental program set up to ration food and other materials that are in short supply because of the war. He is eager rather than resentful about being thrifty and sees his actions as meaningful contributions to the good of others. The writing is very clear. There are diagrams, charts, and images that all clearly depict what the authors are trying to convey. What's here is accurate. The authors take a contextual perspective to development which results in consideration of many influences on development, which makes it less biased at least. (It's impossible to make an unbiased text.) However, the list of topics is limited as I noted above. Jun 28, 2023 OpenStax. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution License . The OpenStax name, OpenStax logo, OpenStax book covers, OpenStax CNX name, and OpenStax CNX logoDuring the elementary school stage (ages 6–12), children face the task of industry versus inferiority. Children begin to compare themselves to their peers to see how they measure up. They either develop a sense of pride and accomplishment in their schoolwork, sports, social activities, and family life, or they feel inferior and inadequate when they don’t measure up. What are some things parents and teachers can do to help children develop a sense of competence and a belief in themselves and their abilities? Please take a few minutes to view this brief video demonstrating different children’s ability to understand object permanence.