A Guide to Teaching Developmental Psychology by Elizabeth Brestan Knight

By Elizabeth Brestan Knight

A part of the Blackwell sequence on Teaching mental Science, this functional, hands-on advisor stocks rules, advice, and techniques for successfully educating lifespan developmental psychology to undergraduates.

  • Provides a distinct wealth of concrete feedback and a transparent roadmap for effectively instructing developmental psychology
  • Links chapters to significant components of a lifespan improvement path, together with study equipment, instructing baby improvement, and instructing Adolescent improvement
  • Offers sensible, hands-on advice for amateur academics and skilled teachers alike
  • Includes pattern syllabi and lecture outlines, studying quizzes, severe considering 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 child improvement (pages 87–115):
Chapter five Early adolescence improvement (pages 117–137):
Chapter 6 center formative years 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 dying and loss of life (pages 205–221):

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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. a. You must include proper citations in the body of your paper whenever you are quoting, summarizing, or otherwise using information or ideas that are not your own.

Extra credit: [Optional] Ten points can be earned by either or both of the following: 1. Research subject participation: Participate as a research subject in projects conducted by faculty or students in the Department of Psychology. 28 Developing the Course 2. Each hour of participation will earn 5 points up to a maximum of 2 hours (10 points). Many of these opportunities are posted on a bulletin board in the Psychology Department; others will be announced in class. No extra credit slips will be accepted after 5pm on Tuesday, December 6th (our last day of class).

Some students are interested in the prenatal and infancy periods because they either hope to be parents in the future or they will be parents in the very near future (in our courses, we average one pregnant student a semester). Developing the Course 21 Some students prefer to study the young adult period because it applies to their everyday efforts to establish an identity separate from their family of origin, establish intimate relationships, and determine which career path to follow. Many students will enroll in your course simply because they have an interest in working with children in their future careers.

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