Martha E. Arterberry

A quarter century review of research on infant behavior

Lela Rankin Williams, Martha E. Arterberry, Alessandra Geraci, Nayeli Gonzalez‐Gomez et autres

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Young children’s monitoring of learning by self or other

Bradford H. Pillow, Martha E. Arterberry

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Children

Martha E. Arterberry, Marc H. Bornstein

This chapter describes growth and action in children (ages 18–36 months). Growth and action mutually reinforce each other throughout the early life period. Growth opens gates to action, and the two come together and are well expressed in child play. Play changes …

Development Before Birth

Martha E. Arterberry, Marc H. Bornstein

This chapter describes prenatal development, beginning with the union of the ovum and the sperm. During the nine months of gestation, the organism undergoes significant changes, first as a zygote (conception to 2 weeks, characterized by cell division and implantation into the …

Newborn to Infant to Child

Martha E. Arterberry, Marc H. Bornstein

This comprehensive and accessible book introduces child development in the first three years of life. Organized chronologically, the book explores three developmental stages – newborn (birth to 3 months), infant (4 to 17 months), and child (18 to 36 months) – covering …

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Newborns

Martha E. Arterberry, Marc H. Bornstein

The chapter describes newborn (birth to 2 months) growth, beginning with neurons and ending with reflexes. Newborn nervous system, physical, and motor development reflects combinations of genetic and biological processes with experiences and environmental factors. In these domains of development, newborns show …

Newborns

Martha E. Arterberry, Marc H. Bornstein

This chapter describes newborn (birth to 2 months) emotions and temperament. Emotions are generally transient, whereas temperament is thought to be both stable and predictive of future personality. The structural perspective on emotions emphasizes component features of expressions that portray emotions. The …

Introduction

Martha E. Arterberry, Marc H. Bornstein

The introduction emphasizes how the first three years of life constitute a short period of one’s lifespan, but events and developments during this time may have lifelong consequences. Historically, philosophers focused on identifying whether development occurs due to genetic/biological (nativist) versus experiential/environmental …

Newborns

Martha E. Arterberry, Marc H. Bornstein

This chapter describes the sensing, perceiving, and thinking capabilities in newborns (birth to 2 months). Although rudimentary, all seem to be present and functioning. All five senses – touch, taste, smell, sound, and sight – feed infant cognition separately and together. Newborns …

Children in Context

Martha E. Arterberry, Marc H. Bornstein

This chapter describes the context of children’s (ages 18–36 months) development. All the people who inhabit the child’s world – parents, siblings, peers, and others – support children’s development. They do so in some similar as well as many different ways. Generally …

Children

Martha E. Arterberry, Marc H. Bornstein

This chapter describes communication and relationships in children (ages 18–36 months). Once children achieve an understanding of self and how to regulate their emotions, they advance in their communication capacities as well as the character and quality of their social relationships. In …

Newborns in Context

Martha E. Arterberry, Marc H. Bornstein

This chapter describes the context surrounding newborns (birth to 2 months). Newborns arrive and develop in multiple material and social ecologies, and thus, we cannot understand newborn (or infant or child) development without knowing more about these several contexts and their sway …