By Elizabeth Brestan Knight
A part of the Blackwell sequence on Teaching mental Science, this useful, hands-on advisor stocks principles, tips, 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 components of a lifespan improvement path, together with examine equipment, instructing boy or girl improvement, and instructing Adolescent improvement
- Offers useful, hands-on guidance for beginner academics and skilled teachers alike
- Includes pattern syllabi and lecture outlines, studying quizzes, serious pondering assignments, and references for invaluable videotapes and internet sites
Chapter 1 constructing the direction (pages 1–36):
Chapter 2 Contexts of improvement: learn equipment (pages 37–63):
Chapter three Prenatal improvement; exertions and supply (pages 65–85):
Chapter four child improvement (pages 87–115):
Chapter five Early adolescence improvement (pages 117–137):
Chapter 6 center youth 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 loss of life (pages 205–221):
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Extra resources for A Guide to Teaching Developmental Psychology
2005). , 2005). , critical periods vs. sensitive periods) and we try to acknowledge that psychology is dynamic and constantly evolving. , computer technology and Piaget’s theory) and because society and the developmental challenges faced by individuals within different life stages has changed over time (Guest, 2007). Our coverage of the nature vs. nurture controversy is also a good time to help our students move away from dualistic thinking (that something is completely right or completely wrong) and shift towards multiple thinking (understanding that there can be multiple truths about a particular issue; Perry, 1970).
For example, a parent may experience a great deal of stress from her workplace and as a result have less patience with her child during home discipline situations. Finally, the macrosystem includes the influence of cultural values and attitudes of the family’s social environment on the child. One way that we have described the macrosystem for our students has 50 Contexts of Development: Research Methods been to use the example of physically abusive parents and their children. In our clinical work with physically abusive families, we have found it useful to discuss the current mainstream US cultural views towards corporal punishment.
The next “circle” in the child’s environment is the mesosystem, which includes interactions between different microsystems. 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).
A Guide to Teaching Developmental Psychology by Elizabeth Brestan Knight