Chaos and Its Influence on Children's Development: An Ecological Perspective. Gary W. Evans and Theodore D. Wachs, Editors. 2010. American Psychological Association, Washington D.C. ISBN 13: 978-1-4338-0565-3 10:1-4338-0565-0. 277 pages.

Chaos and Its Influence on Children's Development: An Ecological Perspective, is one in a series of books sponsored by the American Psychological Association to showcase important topics in psychology. This text provides an interdisciplinary perspective on how chaotic environmental settings influence human development from infancy through adolescence. Chaos describes environments that are characterized by high levels of noise, crowding, and instability, as well as a lack of temporal and physical structuring (few regularities, routines, or rituals; nothing has its time or place). Urie Bronfenbrenner's bioecological model provides the theoretical framework for the linkage between chaos and outcomes in children.

The book is divided into 6 Parts, 4 of which address chaos at the microsystem, mesosystem, exosystem, and macrosystem levels. Part I contains Chapters 1-2. Chapter 1 introduces the concept of chaos, explores how chaos may influence development, and identifies the mechanisms through which this influence occurs. The components of Bronfenbrenner's bioecological model are described and chaos is linked with each level of the spheres of influence. Chapter 2 describes the historical context of chaos in the U.S. over the past 100 years. The authors contend that chaos at the macrosystem level is being replaced by chaos at the microsystem level. They suggest that a number of factors have the potential to influence chaos in children's lives, and that special consideration should be given to populations experiencing the cumulative effects of chaos. Family prevention and intervention programs must be developed with the goal of mitigating the negative effects of chaos in children's lives.

Part II focuses on Bronfenbrenner's microsystem level and contains Chapters 3-8. Chapter 3 discusses developmental research describing chaotic aspects of the home environment in early and middle childhood and its effects on child cognitive outcomes. These influences are described, as well as some child mechanisms that can function as mediators of chaos in their environment. Chapter 4 addresses how environmental chaos is associated with socioemotional problems in children and also how the family as a whole, as an organizing influence, responds to chaos in the environment. Particular attention is paid to the role of family routines, with special consideration given to the meaning these routines have for family members. Chapter 5 addresses environmental chaos in nonparental care or child-care settings. Chaos in child care is associated with poor cognitive, socioemotional skills, and health, even after controlling for family characteristics such as maternal education and family income. The chapter concludes with suggestions for future research, such as investigating the relations among child-care crowding, attachment, and cortisal increases (a hormone released in response to stress). Chapter 6 examines the environmental conditions that may constitute chaos in school settings and how these conditions potentially affect the proximal processes necessary for healthy child development. A significant body of evidence shows that chaos in schools can have an adverse effect on children's intellectual and social functioning. However, students' perceptions of chaos can be both objective and subjective, and these perceptions should be considered when evaluating the effects of chaos in schools. Chapter 7 attempts to integrate the study of environmental chaos at the microsystem level within the framework of person, process, context, and time (PPCT). For example, the relationship between chaos and person explores how chaos is mediated by gender, individual vulnerability, and moderation of genetic influences. The association between chaos and process, context, and time are examined, with the conclusion that the connection between chaos and child development is very complex. Chapter 8 looks at how and to what extent temporal-spatial instability in an individual child's life affects his or her development across three key enabling domains: language and cognitive, social and emotional, and physical. Spatial instability, at both the family and community level is explored, with more instability having more negative outcomes for children.

Part III includes Chapters 9-10, and concentrates on chaos at the mesosystem level. Chapter 9 focuses on the reciprocal relationship between parents and child-care givers and how this impacts the development of children. The issues between parents and child-care givers are significant, but this relationship is often superficial. The author contends that future research should address this relationship and how each system interacts with and influences the other. Chapter 10 examines the relationship between chaos in the family home and neighborhood, and its effect on child well-being. Six constructs are identified as indicators of chaos for both families and neighborhoods, and their influence on child development is described.

Part IV addresses chaos at the exosystem level, and consists of Chapters 11-12. The overall goal of Chapter 11 is to develop an integrated set of concepts regarding the impact of neighborhood chaos on child development across disciplines. Neighborhood is defined and neighborhood-effects studies are cited. The authors suggest that the definition of chaos should be clarified at the neighborhood level, while also considering the influential role of culture and personal history when defining the concept. Chapter 12 delves into the relationship between different aspects of work-family interface and their influences on child development. Psychosocial characteristics of the workplace, time spent at work, leave and child-care arrangements, and job loss and unemployment are examined to determine their effects on child outcomes. All have the potential to negatively affect parent psychosocial well-being and parent-child interaction.

Part V includes Chapters 13-15, and directs its attention to the macrosystem level. Chapter 13 focuses on how chaos can be minimized to facilitate child well-being. Although some chaotic environmental features are deleterious anywhere, there are others that are more culture specific. The authors suggest that chaos should be explored within a cultural context, with the emphasis being on child well-being. Chapter 14 explores the linkage between poverty and low socioeconomic status (SES) and chaos. Chaos is considered as the mediator of poverty's impact on children. Research programs are highlighted that directly examine the mediational pathway income (SES) †' chaos†' child development. The findings suggest that chaos provides one of several pathways through which poverty harms child development. The impact of the refugee experience on children is highlighted in Chapter 15. No other condition has the possibility of creating so much chaos for children. The author describes how refugee children are impacted at each level of the ecological model. Problems and coping mechanisms of refugee children once they move to their final destination is the subject of the research that is cited.

Part VI and Chapter 16 provide the conclusions to the text. The author suggests that although chaos can negatively affect child development, the majority of effects are mediated by processes both internal and external to the child. The conclusion to be drawn from all this research is that understanding the effects of chaos on child development is complicated. Future researchers will have to take special care to filter out both the direct and indirect influences of chaos on child well-being.

This book is one of the most interesting and relevant books that I have read in a long time. It is rich with data as well as numerous suggestions for subsequent research. Perhaps its greatest strength is that it provides readers with a framework for viewing how chaos impacts every level of a child's ecosystem. I would highly recommend this book to anyone who researches, teaches, or directly interacts with children and families.

Reviewed by Joanne Roberts, CFLE, Associate Professor and Chair, Department of Sociology, Hardin Simmons University.