A Guide to Teaching Development Psychology by Elizabeth Brestan Knight

By Elizabeth Brestan Knight

A part of the Blackwell sequence on Teaching mental Science, this sensible, hands-on consultant stocks principles, advice, and techniques for successfully instructing lifespan developmental psychology to undergraduates.

  • Provides a distinct wealth of concrete feedback and a transparent roadmap for effectively instructing developmental psychology
  • Links chapters to significant components of a lifespan improvement direction, together with examine tools, educating baby improvement, and instructing Adolescent Development
  • Offers useful, hands-on guidance for beginner lecturers and skilled teachers alike
  • Includes pattern syllabi and lecture outlines, examining quizzes, severe pondering assignments, and references for precious videotapes and websites

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A Guide to Teaching Developmental Psychology

A part of the Blackwell sequence on educating mental technology, this functional, hands-on consultant stocks rules, information, and methods for successfully educating lifespan developmental psychology to undergraduates. offers a different wealth of concrete feedback and a transparent roadmap for effectively instructing developmental psychology hyperlinks chapters to significant parts of a lifespan improvement direction, together with learn equipment, instructing child improvement, and educating Adolescent improvement bargains sensible, hands-on information for amateur lecturers and skilled teachers alike comprises pattern syllabi and lecture outlines, examining quizzes, severe pondering assignments, and references for valuable videotapes and internet sites content material: bankruptcy 1 constructing the direction (pages 1–36): bankruptcy 2 Contexts of improvement: learn equipment (pages 37–63): bankruptcy three Prenatal improvement; hard work and supply (pages 65–85): bankruptcy four baby improvement (pages 87–115): bankruptcy five Early formative years improvement (pages 117–137): bankruptcy 6 heart youth improvement (pages 139–153): bankruptcy 7 Adolescent improvement (pages 155–166): bankruptcy eight younger grownup improvement (pages 167–180): bankruptcy nine center grownup and Older grownup improvement (pages 181–204): bankruptcy 10 loss of life and demise (pages 205–221):

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In the continuous view of development, the living organism is believed to change in a quantitative way, with new skills building on previous skills (Feldman, 2006). Although we do not cover the information processing approach to human cognition in great detail in our course, you could describe this model as a quantitative theory. The recent documentary film, March of the Penguins (Girard & Jacquet, 2005), could provide a visual example for continuous development. This film follows infant Emperor penguins during the first nine months of their life.

1995). The culture and psychology reader. New York: New York University Press. Mio, J. , & Tumambing, J. (2006). Multicultural psychology: Understanding our diverse communities. Boston: McGraw Hill. Paludi, M. ). (2002). Human development in multicultural contexts: A book of readings. : Prentice Hall. , & Levy, D. (2007). Cross-cultural psychology: Critical thinking and contemporary applications. Boston: Pearson. Smith, T. B. ). (2004). Practicing multiculturalism. Boston: Pearson. Squire, C. ).

4. 5. 6. ” Record their answers and provide an analysis of their responses. Administer Piaget’s conservation tasks to a 3- or 4-year-old and a 7- or 9-year-old. Compare your findings to those of Piaget. Interview an adolescent about the moral choices they face in their life. Next ask him/her how they go about deciding what to do. Relate their responses to Kohlberg’s theory of moral decision-making. ) Ask him/her to tell you how they have tried to cope and relate their responses to the text material on coping and stress.

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