By Elizabeth Brestan Knight
A part of the Blackwell sequence on Teaching mental Science, this useful, hands-on consultant stocks rules, tips, 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 components of a lifespan improvement direction, together with examine tools, instructing youngster improvement, and educating Adolescent improvement
- Offers useful, hands-on assistance for beginner lecturers and skilled teachers alike
- Includes pattern syllabi and lecture outlines, studying quizzes, severe considering assignments, and references for beneficial videotapes and internet sites
Chapter 1 constructing the direction (pages 1–36):
Chapter 2 Contexts of improvement: study equipment (pages 37–63):
Chapter three Prenatal improvement; hard work and supply (pages 65–85):
Chapter four youngster improvement (pages 87–115):
Chapter five Early youth improvement (pages 117–137):
Chapter 6 heart adolescence 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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Extra info for A Guide to Teaching Developmental Psychology
Select one or two of these suggestions and briefly discuss how developmental psychology has influenced them. Let the students know that most, if not all, of the remaining programs have been influenced in some way by developmental psychology. Some examples with which students are likely familiar are Head Start, Medicaid, Women Infants and Children (WIC). Throughout the remaining chapters we offer tips and ideas on how to infuse information about prominent historical players in developmental psychology and their contributions to current social policies within the course content.
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).
In our training as child therapists, we have learned the value of using praise with individuals in clinical settings. Fortunately, praise also works extremely well in the classroom, too. The use of praise is one of the most powerful behavioral family therapy techniques because it helps to increase appropriate, prosocial behavior. As such, you can use praise to increase most classroom behaviors. ” Most praises that adults give to one another are unlabeled praises. “Good,” “nice job,” and “thanks” are all examples of unlabeled praises that instructors may give to students.
A Guide to Teaching Developmental Psychology by Elizabeth Brestan Knight