Annual Editions: Human Development 12/13

The Annual Editions series is designed to provide convenient, inexpensive access to a wide range of current articles from some of the most respected magazines, newspapers, and journals published today. Annual Editions are updated on a regular basis through a continuous monitoring of over 300 periodical sources. The articles selected are authored by prominent scholars, researchers, and commentators writing for a general audience. Annual Editions volumes have a number of organizational features designed to make them especially valuable for classroom use: a general introduction; an annotated table of contents; a topic guide; an annotated listing of supporting World Wide Web sites; Learning Outcomes and a brief overview at the beginning of each unit; and a Critical Thinking section at the end of each article. Each volume also offers an online Instructor's Resource Guide with testing materials. Using Annual Editions in the Classroom is a general guide that provides a number of interesting and functional ideas for using Annual Editions readers in the classroom. Visit www.mhhe.com/annualeditions for more details.

Annual Editions: Human Development 12/13, Forty-First Edition

Preface

Series

Correlation Guide

Topic Guide

Internet References

Unit 1: Genetic and Prenatal Influences on Development

Unit Overview

Part A. Genetic Influences

1. Your DNA, Decoded, Mark Anderson, Delta Skymagazine, August 2010

This article explains the six billion genes (half from father, half from mother), made up of base pairs (A, C, G and T), which comprise each unique human's instruction manual. One's health, emotions, and personality are influenced by one's genome prenatally. Environmental factors after birth also affect human functioning.

2. Seeking Genetic Fate, Patrick Barry, Science News, July 4, 2009

The cost of having small variations in your genes analyzed (over 99% of all human genes are identical), has dropped precipitously. Several genomic technology companies now offer to forecast your personal disease risks. Most health hazards also involve diet, exercise, and environmental factors. The ethics of predicting complex maladies from saliva are questionable.

Part B. Prenatal Influences

3. The Prematurity Puzzle, Jeneen Interlandi, Newsweek, November 1, 2010

Research scientists are focusing on the placenta (an organ) to learn why premature infants are more likely to have autism, cerebral palsy, mental retardation, and other developmental disabilities. Brain development, physical health, and cognitive abilities are stimulated by placental hormones over 40 weeks of pregnancy. The role of genes may be less crucial.

4. Thanks, Dad, The Economist, January 8, 2011

The fact that a woman's prenatal environment has a profound impact on her children's future has been known for over 70 years. A man's effects on future offspring is finally coming of age. Infants fathered by starving male mice produced offspring with genes associated with obesity (active fat synthesis). A human father's nutrition may also contribute to his children's weight health.

Unit 2: Development during Infancy and Early Childhood

Unit Overview

Part A. Infancy

5. Keys to Quality Infant Care: Nurturing Every Baby's Life Journey, Alice Sterling Honig, Young Children, September 2010

Dr. Honig, an expert on infant caregiving, shares 11 keys to enhancing baby's brain development, physical status, language skills, emotional regulation, and social abilities. She explains different infant temperaments and advises on how parents and teachers can shape behaviors to accommodate personalities.

6. Vaccination Nation, Chris Mooney, Discover, June 2009

Parents have been scared by activists claiming (falsely) that vaccines cause infant autism. Science proves otherwise; this article cites multiple studies. The ethics of skeptics are dubious. Withholding vaccines can cause epidemics of largely vanquished diseases. Other environmental factors which trigger genetic diseases must be explored, and motivation to vaccinate must increase.

Part B. Early Childhood

7. How to Help Your Toddler Begin Developing Empathy, Rebecca Pariakian and Claire Lerner, Zero to Three, July 2009

Personality is socialized as well as inherited. Teaching empathy in parenting practices during early childhood helps toddlers understand emotions and develop self-esteem. This article explains how to foster this complex skill.

8. Five Skills Kids Need before They Read, Peg Tyre, Instructor, August 2009

No Child Left Behind legislation and high stakes testing ended many self-esteem programs in education. Emotional curriculum is now returning. Stressors from culture and families inhibit children's brain development. Reading proficiency rises and discipline problems plummet when kids learn social skills.

9. Little by Little, Laura Beil, Science News, September 12, 2009

Food allergies are 20% more frequent than 10 years ago. Scientists believe infants and young children raised in antiseptic cultures may have immature immunity. Parents may promote health and nutrition by introducing small portions of allergy-prone foods earlier. Other new strategies for reducing food allergies are discussed as well.

10. Ten Tips for Involving Families through Internet-Based Communication, Sascha Mitchell, Teresa S. Foulger, and Keith Wetzel, Young Children, September 2009

Early childhood education can be greatly enhanced with family–school partnerships. The authors suggest 10 ways in which parents and teachers can work together to teach young children. Technology is required so inexpensive ways to access computers are given. Ways to overcome language differences are also addressed.

11. "Early Sprouts": Establishing Healthy Food Choices for Young Children, Karrie A. Kalich, Dottie Bauer, and Deirdre McPartlin, Young Children, July 2009

Early childhood nutrition practices are decisive for lifelong eating habits. A positive approach is given—veggies taste great!—rather than no dessert until veggies are eaten. "Early Sprouts" programs encourage gardening, sensory exploration, cooking, and family involvement with healthy foods. Most children in the United States have diets high in sugar, salt, and fat, and low in whole grains, fruits, and vegetables. Education can change this.

Unit 3: Development during Childhood: Cognition and Schooling

Unit Overview

Part A. Cognition

12. An Educator's Journey toward Multiple Intelligences, Scott Seider, Edutopia, 2008

Can intelligence be defined as a general ability? The theory of multiple intelligences (MI), put forth by Howard Gardner, answers NO. The author describes his appreciation of a poor student's "smartness" on the athletic field. Gardner's theory focuses on different ways in which children use cognitive processes (e.g., body-kinesthetic, music). Schools are not required to educate for every area of MI.

13. In Defense of Distraction, Sam Anderson, New York, May 25, 2009

This article is an exposition about the massive amounts of multitasking, electronic technology interpretation, and distractions that have been added to our lives by the culture's "Information Age." (An average adolescent in the United States spends six hours per day online.) While hyper-focusing programs abound, the author argues that harnessing distractions may increase brain efficiency for complex cognitive processing.

Part B. Schooling

14. What Really Motivates Kids, Dana Truby, Instructor, January/February 2010

Children and adolescents are motivated by self-chosen, relevant, cognitive problems. Educators too often praise high test scores. Intelligence grows through experimenting, creativity, and persistence. Students from schools that engage them in complex tasks often score better on standardized tests.

15. The Truth about Kids and Money, Peg Tyre, Instructor, September/ October 2009

Many states require some financial education for adolescents. Parents should talk to children about money earlier and often. The stress of the recession, with lost jobs, foreclosures, and bankruptcy forces this issue. Instruction on careers, income, credit, and savings should be an essential part of schooling.

16. What I've Learned, Michelle Rhee, Newsweek, December 13, 2010

School reform is difficult. It involves culture change. This article describes the struggles to improve education in Washington, D.C. between 2007 and 2010. The children in more than 20 nations surpass children in the United States in science, reading, and math. There is no large lobby to promote students' best interests. The author presents several suggestions for putting "students first."

17. From Lockers to Lockup, Jessica Bennett, Newsweek, October 11, 2010

Can children and adolescents be bullied to death? Technology allows peer cyber bullying to an extent never experienced before. Should schools expel students who are vigilantes online? Is it a crime? Will the perpetrator be emotionally harmed by the suicide of his/her victim? Can digital violence ever be cu rtailed?

Unit 4: Development during Childhood: Family and Culture

Unit Overview

Part A. Family

18. Role Reversal, Sara Eckel, Waking Mother, February/March 2010

The stress of the recession with career losses is changing family life. Men do more cleaning and caring for children. Over one-half of employed workers in the United States are women. Problems of bruised egos and low self-esteem occur with gender role-reversals. Some emotions, such as empathy, make marriage easier.

19. The Angry Smile, Signe L. Whitson, Going Bonkers Magazine, October 2009

Children learn how to behave in unhelpful passive-aggressive modes from parents, peers, school personnel, television characters, and in cultural contexts. Passive-aggression is not genetic. It can be changed through socialization. This article tells how to substitute assertive expression for passive-aggression.

20. Fast Times, Deborah Swaney, Family Circle, November 29, 2008

The culture of pre-teens is becoming one of sexualization over socialization. Friends' language (be "hot," "shake your booty") often trumps family values. Rather than exercise (sports, play) to see what one's body can do, children experiment with sensuous appearances. The author suggests ways to raise self-esteem without precocious sexuality.

Part B. Culture

21. Engaging Young Children in Activities and Conversations about Race and Social Class, Rebekka Lee, Patricia G. Ramsey, and Barbara Sweeney, Young Children, November 2008

The United States has one of the most diverse populations in the world. Education about race and social class through positive activities (art, role-play, games, books) can reduce biases. Conversations, and language used, are vital to influencing attitudes. It is valuable to socialize children to adopt cross-race and cross-social class friendships.

22. Use the Science of What Works to Change the Odds for Children at Risk, Susan B. Neuman, Phi Delta Kappan, April 2009

Research documents that intelligence is not all genetic; it grows with targeting language and motivation in cultures of poverty. Education of single-parents in their homes which focuses on child-caregiver activities increases both cognitive and social-emotional development. Early intervention can break the cycle of disadvantage.

23. Culture of Corpulence, Claudia Kalb, Newsweek, March 22, 2010

Obesity is rampant in our culture. One of First Lady Michelle Obama's causes is to give children more nutrition in school lunches. Unhealthy fast foods, used regularly by working families, contribute to problems with diabetes, hypertension, and early heart disease. Parents often allow sedentary technology (TV, video games, computers) to replace exercise. Obesity hampers self-esteem.

Unit 5: Development during Adolescence and Young Adulthood

Unit Overview

Part A. Adolescence

24. Foresight Conquers Fear of the Future, Edward Cornish, The Futurist, January–February 2010

Adolescents are experiencing rapid changes in socialization. They fear a future with widespread aggression, drug abuse, and moral/ethical decline. Do they have "future phobia"? The author reports that trend analysts have predicted future outcomes. Young adults who have foresight and creativity will choose careers and lifestyles that embrace technology's advances.

25. Interview with Dr. Craig Anderson: Video Game Violence, Sarah Howe, Jennifer Stigge, and Brooke Sixta, Eye on Psi Chi, Summer 2008

A scientist with ongoing research on video game technology has ample evidence to support increased aggression in children and adolescents who play violent video games. Those with high trait aggressiveness are more influenced to behave with hostility. However, those low in trait aggressiveness are equally affected. Studies about the effect on brain development (ADHD, drug addiction) continue.

26. Offsetting Risks: High School Gay-Straight Alliances and Lesbian, Gay, Bisexual, and Transgender (LGBT) Youth, Nicholas C. Heck, Annesa Flentje, and Bryan N. Cochran, School Psychology Quarterly, 2011

Compared with their peers, lesbian, gay, bisexual, and transgender (LGBT) adolescents are at risk for drug abuse, mental health problems, verbal and physical violence, and family stress. This research describes how scho...