By Elizabeth Brestan Knight
A part of the Blackwell sequence on Teaching mental Science, this sensible, hands-on advisor stocks rules, information, and techniques for successfully educating 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, educating little one improvement, and instructing Adolescent improvement
- Offers useful, hands-on assistance for beginner lecturers and skilled teachers alike
- Includes pattern syllabi and lecture outlines, studying quizzes, serious considering assignments, and references for worthy videotapes and internet sites
Chapter 1 constructing the direction (pages 1–36):
Chapter 2 Contexts of improvement: learn tools (pages 37–63):
Chapter three Prenatal improvement; hard work and supply (pages 65–85):
Chapter four toddler improvement (pages 87–115):
Chapter five Early formative years improvement (pages 117–137):
Chapter 6 heart 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 death (pages 205–221):
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Extra resources for A Guide to Teaching Developmental Psychology
4. 5. , “Ms. X reported that the death of her husband has been a very difficult event . ”) 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).
Indicate what you found [results]. 4. Indicate what you conclude from the results [conclusions]. 5. Include proper references for the material you cite from the text or other materials. 6. ). Please type your report and limit the length to between three and four pages, double-spaced. Note that plagiarism of any sort will not be tolerated. Report options 1. 2. 3. 4. 5. 6. ” Record their answers and provide an analysis of their responses. Administer Piaget’s conservation tasks to a 3- or 4-year-old and a 7- or 9-year-old.
Those students who have learned the material in class before often benefit from hearing the information again. Teaching Today’s Developmental Psychology Students Psychology courses are more popular that ever (Brewer, 2006) and developmental psychology probably appeals to many students because it involves an examination of their own lives. Although not all students are in the business of learning how to “analyze” their friends and families, most students do choose courses based on whether (a) they fill a graduation requirement and (b) they are interesting.