By Elizabeth Brestan Knight
A part of the Blackwell sequence on Teaching mental Science, this functional, hands-on consultant stocks principles, advice, and methods for successfully instructing lifespan developmental psychology to undergraduates.
- Provides a special 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 examine equipment, educating little one improvement, and instructing Adolescent Development
- Offers sensible, hands-on tips for amateur lecturers and skilled teachers alike
- Includes pattern syllabi and lecture outlines, studying quizzes, severe considering assignments, and references for valuable videotapes and websites
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Extra resources for A Guide to Teaching Development Psychology
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. Certainly reputation of the instructor, perceived workload, the time of day that the course is offered, and the day scheduled for the final exam (sigh) have some bearing on their decision to enroll in any particular developmental psychology course.
Many students will enroll in your course simply because they have an interest in working with children in their future careers. Teaching today’s developmental psychology students can be both rewarding and challenging. In some respects, teaching lifespan development is rewarding for the instructor simply because the topic area is intrinsically interesting for most students, which makes it an extremely enjoyable course to teach. Lifespan development courses are often offered early in the psychology major curriculum sequence.
For example, video clips can be especially helpful when covering the early sections of the course such as prenatal development, infant reflexes, early language development, and stranger anxiety. All of these topics are easy to understand when observed rather than just writing lecture notes about them. We find it helpful to lecture on material, show examples of the material through video clips, and then discuss the video clips with the class. This sequence provides some natural breaks for the class so that they are not spending the entire class taking copious notes or absently watching a video.
A Guide to Teaching Development Psychology by Elizabeth Brestan Knight
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