A Guide to Teaching Developmental 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 rules, information, 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 path, together with study equipment, instructing toddler improvement, and educating Adolescent improvement
  • Offers functional, hands-on counsel for amateur lecturers and skilled teachers alike
  • Includes pattern syllabi and lecture outlines, interpreting quizzes, serious pondering assignments, and references for necessary videotapes and internet sites

Chapter 1 constructing the direction (pages 1–36):
Chapter 2 Contexts of improvement: learn tools (pages 37–63):
Chapter three Prenatal improvement; hard work and supply (pages 65–85):
Chapter four boy or girl improvement (pages 87–115):
Chapter five Early youth improvement (pages 117–137):
Chapter 6 center early life improvement (pages 139–153):
Chapter 7 Adolescent improvement (pages 155–166):
Chapter eight younger grownup improvement (pages 167–180):
Chapter nine heart grownup and Older grownup improvement (pages 181–204):
Chapter 10 loss of life and death (pages 205–221):

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A proponent of the nurture side of the debate), occasionally we read the following quote from John B. Watson: Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant-chief, and yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, and abilities . . (Watson, 1925) We like this quote because it provides an example of an individual with a strong opinion regarding the developmental importance of environmental process.

The first lecture is your chance to help students understand why topics related to lifespan development are relevant. Additionally, the first class is our chance to set the tone for the rest of the semester. Our hope for every semester is to create an interesting and energetic atmosphere. As such, we include interesting photographs to capture the various age ranges. Unique contexts of development Evaluating the contexts of development places the individual within their cultural and historical context.

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. 6. Visit a hospice (there is one at 665 Opelika Road in Auburn) and interview a staff member about the hospice philosophy. Briefly indicate that philosophy and your personal reactions to your visit.

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