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 different 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 equipment, educating toddler improvement, and educating Adolescent improvement
- Offers functional, hands-on tips for amateur academics and skilled teachers alike
- Includes pattern syllabi and lecture outlines, examining quizzes, serious considering assignments, and references for worthwhile videotapes and internet sites
Chapter 1 constructing the direction (pages 1–36):
Chapter 2 Contexts of improvement: study tools (pages 37–63):
Chapter three Prenatal improvement; exertions and supply (pages 65–85):
Chapter four little one improvement (pages 87–115):
Chapter five Early adolescence 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 demise and death (pages 205–221):
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Extra resources for A Guide to Teaching Developmental Psychology
The insect also relates to the world in a different way depending on its current developmental stage. We usually mention Jean Piaget as an example of a developmental scientist who proposed a discontinuous stage theory of development. Later in the semester, we remind students that Piaget’s theory suggests that cognitive development occurs in qualitatively different stages. Alternatively, other psychologists believe that development is a more continuous process. 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).
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. Propose a relevant project to the instructor or GTA and follow their guidance.
Of course, we cover William Perry’s (1970) theory of multiple thinking during our lecture on young adult cognition—but we find it helpful to incorporate this Contexts of Development: Research Methods 45 notion into our teaching early in the semester as it is a common thread that we visit throughout the semester. Continuous change vs. discontinuous change There are many times in teaching lifespan development when it is beneficial to show a picture to help students understand a lecture concept. The lecture on continuous vs.
A Guide to Teaching Developmental Psychology by Elizabeth Brestan Knight