By Elizabeth Brestan Knight
A part of the Blackwell sequence on Teaching mental Science, this sensible, hands-on consultant stocks principles, counsel, and techniques for successfully instructing 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 learn equipment, instructing little one improvement, and instructing Adolescent improvement
- Offers useful, hands-on tips for beginner academics and skilled teachers alike
- Includes pattern syllabi and lecture outlines, examining quizzes, serious considering assignments, and references for important videotapes and internet sites
Chapter 1 constructing the path (pages 1–36):
Chapter 2 Contexts of improvement: learn equipment (pages 37–63):
Chapter three Prenatal improvement; hard work and supply (pages 65–85):
Chapter four child improvement (pages 87–115):
Chapter five Early formative years improvement (pages 117–137):
Chapter 6 heart formative years improvement (pages 139–153):
Chapter 7 Adolescent improvement (pages 155–166):
Chapter eight younger grownup improvement (pages 167–180):
Chapter nine center grownup and Older grownup improvement (pages 181–204):
Chapter 10 loss of life and loss of life (pages 205–221):
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Extra info for A Guide to Teaching Developmental Psychology
For example, parents attending a parent-teacher conference, a family therapy session at a psychology clinic, the family’s involvement in church activities, or an extended visit from out-of town grandparents are all examples of mesosystem interactions. For children living in isolated households, mesosystem interactions may be scarce. In these situations, the lack of a support network for isolated caregivers may have a negative influence on the child (Wahler & Afton, 1980). , church family, non-relative kinship network in the neighborhood) who are considered family (Gushue, Greenan, & Brazaitis, 2005).
1. ” Record their answers and provide an analysis of their responses. 2. 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. 3. 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 and/or Gilligan’s theory of moral decision-making. 4. ) Ask him/her to tell you how they have tried to cope. 34 Developing the Course 5.
To understand development, the context of the developing individual must be considered. Likewise, an understanding of how developmental knowledge is generated through scientific inquiry is important for all of our students to know. The content discussed here also serves as an “ice breaker” as it is the first opportunity that we have to engage the students in class discussion. As you know, every class has its own personality. Some classes have outspoken students and discussion flows freely. Other semesters you may have a class that is so quiet that generating class discussion is a serious challenge to your teaching skills.
A Guide to Teaching Developmental Psychology by Elizabeth Brestan Knight