By Elizabeth Brestan Knight
A part of the Blackwell sequence on Teaching mental Science, this useful, hands-on advisor stocks principles, guidance, 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 components of a lifespan improvement direction, together with learn equipment, educating toddler improvement, and educating Adolescent improvement
- Offers functional, hands-on information for beginner lecturers and skilled teachers alike
- Includes pattern syllabi and lecture outlines, examining quizzes, serious pondering assignments, and references for worthy 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 little one 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 center grownup and Older grownup improvement (pages 181–204):
Chapter 10 demise and death (pages 205–221):
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Additional resources for A Guide to Teaching Developmental Psychology
Microsystems include the immediate settings within which the child operates. Typically the child has daily contact with individuals and Contexts of Development: Research Methods 49 entities within these microsystems. The family microsystem can include the child’s siblings, caregivers, extended family living within the household, and the child. Subsystems important to development also exist within each microsystem, including the marital relationship, sibling relationships, and interactions between parents and the child.
B. Report what your participants’ answers to your questions were, the scores they received on any tasks you administered, etc. c. Keep opinions and conclusions out of the results section; simply report what you found/what happened. Your conclusions and opinions are for the next section . . Conclusions: This section should pull the project together. It will include a brief summary of the main results and what conclusions you draw from your findings in relation to what you know about the topic from the text and any other sources (if you choose to use other sources).
Some adaptations to your course are necessary to teach developmental psychology to non-psychology majors. We often ask questions of the class to see if anyone who has taken introductory psychology before might be able to explain the concept of developmental psychology to the rest of the class (an early example in our course is the “nature vs. nurture” debate). We find that this question fosters an atmosphere that encourages engaging class participation. It allows psychology majors a chance to show what they have learned, and it keeps the class fresh because we are not droning on in “lecture mode” for the entire class period.
A Guide to Teaching Developmental Psychology by Elizabeth Brestan Knight