By Elizabeth Brestan Knight
A part of the Blackwell sequence on Teaching mental Science, this functional, hands-on advisor stocks principles, assistance, and techniques for successfully educating lifespan developmental psychology to undergraduates.
- Provides a different wealth of concrete feedback and a transparent roadmap for effectively educating developmental psychology
- Links chapters to significant parts of a lifespan improvement direction, together with study tools, educating child improvement, and educating Adolescent improvement
- Offers sensible, hands-on assistance for beginner academics and skilled teachers alike
- Includes pattern syllabi and lecture outlines, studying quizzes, serious pondering assignments, and references for precious videotapes and internet sites
Chapter 1 constructing the direction (pages 1–36):
Chapter 2 Contexts of improvement: examine tools (pages 37–63):
Chapter three Prenatal improvement; hard work and supply (pages 65–85):
Chapter four baby improvement (pages 87–115):
Chapter five Early formative years 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 center grownup and Older grownup improvement (pages 181–204):
Chapter 10 loss of life and demise (pages 205–221):
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Extra resources for A Guide to Teaching Developmental Psychology
He illustrated his point by allowing newborn goslings to imprint on him during their critical period for attachment (or imprinting). Consequently, Lorenz was permanently able to alter the goslings’ social development. ) To provide an example of a sensitive period, we usually ask students if anyone in the class is trying to learn a new language. Inevitably someone in the class is studying a foreign language for the first time. Once someone volunteers that they are talking a language (let’s say German, for example) we ask them how the semester is going and how they like learning German.
The two sexes: Growing up apart, coming together. Cambridge, MA: Harvard University Press. c. You will not receive full credit for a paper that includes plagiarism. Plagiarism can be loosely defined as passing off someone else’s words or ideas as your own. This includes copying something from the book (or another source) word for word without providing a proper reference, including proper quotations. This also includes turning in a paper that you did not write: turning in someone else’s work will result in a grade of zero for the paper.
Beginning the Course Any effective public speaker will tell you that to capture the attention of your audience you must understand them and what they are hoping to learn from your presentation. The same is true for teaching a course on lifespan development. To understand development and its myriad nuances and complications, teachers must consider the context of their courses; in particular, the experiences and perspectives that your students bring with them to the classroom. , Developing the Course 23 our hometown, where we went to school and a few of our hobbies).