| | Preface | | |
| | Acknowledgments | | |
Chapter 1 | | Beliefs About Babies: Historical Perspectives on Children and Childhood | | 1 |
| | Why Do We Study Infants? | | 2 |
| | Development as Transformation | | 2 |
| | Impact of Early Experience | | 3 |
| | Research Methods and Tools | | 3 |
| | Interdisciplinary Collaboration | | 4 |
| | Recurring Themes in the Study of Child Development | | 4 |
| | The Path of Development: Stages Versus Continuous Change | | 4 |
| | Heredity and the Environment | | 5 |
| | Active or Passive Development? | | 6 |
| | Normal and Atypical Development | | 6 |
| | Culture and Context | | 7 |
| | Historical Perspectives on Infancy and Early Childhood | | 8 |
| | Historical Studies of Children and Childhood | | 9 |
| | Views of Children | | 13 |
| | Ancient Greece and Rome | | 13 |
| | Medieval Europe | | 13 |
| | The Renaissance | | 15 |
| | Colonial America | | 15 |
| | Family Life | | 18 |
| | Education | | 21 |
| | The Development of Child Development | | 24 |
| | G. Stanley Hall | | 25 |
| | James Mark Baldwin | | 25 |
| | John B. Watson | | 26 |
| | Arnold Gesell | | 27 |
| | Child Research Institutes: Research and Dissemination | | 27 |
| | John Bowlby | | 28 |
| | More... | | |