Download A Guide to Teaching Development Psychology by Elizabeth Brestan Knight PDF

By Elizabeth Brestan Knight

ISBN-10: 1405157801

ISBN-13: 9781405157803

A part of the Blackwell sequence on Teaching mental Science, this sensible, hands-on advisor stocks rules, suggestions, and methods for successfully instructing 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 parts of a lifespan improvement path, together with learn equipment, instructing little one improvement, and instructing Adolescent Development
  • Offers sensible, hands-on information for beginner academics and skilled teachers alike
  • Includes pattern syllabi and lecture outlines, analyzing quizzes, serious considering assignments, and references for priceless videotapes and websites

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Additional resources for A Guide to Teaching Development Psychology

Sample text

How do your findings “fit” with the theory or previously reported research (which you discussed in your background section)? What doesn’t fit? c. Include your opinions and conclusions in this section. What do you think about it? ) d. Do you have remaining questions or “hindsight” realizations of how you could have improved your project? References: Include proper references for the material you cite. This includes any material you cite from the text or other outside materials. You are required to use the textbook as a source, but you may use any other additional resources you choose as well.

We typically take two lecture periods to cover this information—although there is variation per semester depending on the amount of discussion generated by the class. , physical, cognitive, social, and personality development), we begin the course by providing brief definitions and examples of these areas. Next, we present a slide show that lists the age ranges of the developmental stages that we cover in class. Due to our training as clinical psychologists, we also like to provide a few examples to show why children, adolescents, and adults may be referred for clinical treatment.

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. 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 theory of moral decision-making. ) Ask him/her to tell you how they have tried to cope and relate their responses to the text material on coping and stress. Visit a hospice (there is one at 665 Opelika Road in Auburn) and interview a staff member about the hospice philosophy.

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