By Elizabeth Brestan Knight
A part of the Blackwell sequence on Teaching mental Science, this functional, hands-on consultant stocks rules, assistance, and techniques for successfully educating lifespan developmental psychology to undergraduates.
- Provides a special wealth of concrete feedback and a transparent roadmap for effectively educating developmental psychology
- Links chapters to significant parts of a lifespan improvement path, together with study equipment, instructing youngster improvement, and instructing Adolescent Development
- Offers useful, hands-on advice for amateur lecturers and skilled teachers alike
- Includes pattern syllabi and lecture outlines, analyzing quizzes, serious considering assignments, and references for important videotapes and websites
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Extra resources for A Guide to Teaching Development Psychology
Contexts of Development In the lifespan development course that we teach, the first lecture covers issues relating to the contexts of development in developmental psychology. Teaching material related to the contexts of development is fairly straightforward and an excellent way to introduce the course. Additionally, students tend to understand this material well. The developmental science themes that we consider to be the most crucial for this section include coverage of the topical areas in lifespan development, the contexts of development (including Bronfenbrenner’s (1979) Ecological Systems Theory), the importance of nature and nurture for the maturation process, the distinction between discontinuous and continuous development, and the distinction between sensitive periods and critical periods.
Watson’s view that he could mold an infant into any profession is particularly striking in its absolute emphasis on environment—and complete disregard of genetics! This quote could also provide a springboard for a class discussion on the ethics of using humans—especially children—in psychological research. The “nature vs. nurture” philosophical debate is so well known that it occasionally appears in popular media. One way to highlight this point in your course is to provide students with extra credit if they bring to class examples of developmental psychology constructs as depicted by the media—this approach has been a productive activity 44 Contexts of Development: Research Methods for us.
Certainly reputation of the instructor, perceived workload, the time of day that the course is offered, and the day scheduled for the final exam (sigh) have some bearing on their decision to enroll in any particular developmental psychology course. Some students are interested in the prenatal and infancy periods because they either hope to be parents in the future or they will be parents in the very near future (in our courses, we average one pregnant student a semester). Developing the Course 21 Some students prefer to study the young adult period because it applies to their everyday efforts to establish an identity separate from their family of origin, establish intimate relationships, and determine which career path to follow.
A Guide to Teaching Development Psychology by Elizabeth Brestan Knight