Transcript Document 7109435

Human Development
I. Introduction To Development
A. Developmental Psychology the branch
of psychology that studies the physical,
mental and social changes throughout the
human life cycle.
B. The major issues in development
– 1. Nature Vs Nurture = The question
involves which has more impact on our
development; the traits we inherit or the
environment that we live in
– 2. Continuity Vs Stages (discontinuity) =
Asks the question is development gradual,
or does it proceed through a sequence of
separate stages
– 3. Stability Vs Change = Do our
personality traits persist or doe we
become different as we age
II. Prenatal Development
A. Prenatal Development
– 1. The Germinal Stage
a. Zygote = the fertilized egg; it enters a 2week period of rapid cell division and develops
into an embryo
b. At about 7 days the egg becomes implanted
on the uterine wall.
c. Also during this time period the placenta is
formed. The placenta both provides support for
the developing human and also helps to
process waste material.
– 2. embryo = the developing human organism
from about 2 weeks after conception through
the second month
– 3. Fetus = the developing human organism
from about 9 weeks through birth
40 Days
45 Days
2
Months
4
Months
– 4. Teratogen =Agents
such as chemicals and
viruses, that can reach
the embryo or fetus
during prenatal
development and cause
harm
– 5. Fetal Alcohol
Syndrome = physical and
cognitive abnormalities in
children caused by a
pregnant woman’s heavy
drinking. Symptoms
include facial misproportions
– 6. Development
occurs
a. cephalocaudal =
head first then the
body
b. and
Proximodistal =
meaning form the
center outward
Development of Newborns
Once upon a time,
you were like this too…
What is an infant?
While there is no formal definition of an
infant, a child is considered an infant until
the age of 1 or until he/she can walk
The Competent Newborn
– 1. Reflex Abilities
a. Rooting reflex = a baby’s tendency, when
touched on the cheek, to open the mouth turn
the head and search for the nipple
b. Sucking reflex – the tendency to suck on an
object placed in the mouth
c. Grasping reflex – If
an object is placed in
the palm or in the foot
pad, the baby will try
to grasp it and hold
on.
d. Moro reflex –
when startled a baby
will first lash out with
its arms and legs and
then try to pull its
arms and legs in to
make it as small as
possible.
e. Babinski reflex –
When a baby’s foot is
stroked he or she will
spread the toes.
– 2. Research on the capabilities of
baby’s
a. In regard to hearing
– Babies prefer the sound of a human voice,
especially their mother
– babies will suck more vigorously on a
pacifier that triggers a recording of their
mother’s voice
b. In regards to smell
– Babies will turn their heads toward the smell
of their own mother
c. In regards to vision?
– A newborn can only see roughly 18 cm away from
them
– Babies prefer to look at an object that resembles a
human face
– They prefer objects that are between 8 - 12 inches
away - which happens to be about the distance from
the breast to the mother’s face
Perceptual Development
Babies are always perceiving what is in
their world and the world around
themselves
Gibson and Walk
experimented with
babies’ perceptual
ability
They found that
children like
patterns and faces
the most
– Younger babies were not afraid.
– Older babies realized the drop off and did not
attempt to crawl across the checkerboard
table
Language Development
By the time a baby is 2 years old he/she will
know up to 1,500 words
By the age of five have a rather lengthy
vocabulary
Between the ages of 2-5 a child learns, on
average, 10 words per day
Is language learned or innate?
– Chomsky vs Skinner
Chomsky- Just “happens”- children acquire
untaught words and grammar at a fast rate
Skinner- association, imitation and
reinforcement
Physical Development
2 months: Raise head 45 degrees
4 months: Sit with support
7 months: Pull self into standing position
10 months: Creep (slowly crawl)
12 months: Walking
c.
– 3. Research Strategies
a. Habituation = decreasing responsiveness with
repeated stimulation
b. Used with infants to study vision - As infants
gain familiarity with repeated exposure to a visual
stimulus, their interest wanes and they look away
sooner.
III. Infancy and Childhood
A. Physical
Development
– 1. Brain
Development
At birth
3 months 15 months
Neural networks
a. Maturation =
biological growth
processes that
enable orderly
changes in
behavior, relatively
uninfluenced by
experience
b. Maturation and Infant Memory
– i. We have few early memories because we lack
the neural connections to make memories
– ii. What we do have:
3 month olds can remember to use their foot
to move a mobile, but forget after 1 month
3 year olds were shown an out-of-focus
picture. They can recall the picture better if
they were shown a clear version, 3 months
earlier even though they have no conscious
recollection of ever seeing the picture
c. Motor Development
i. The sequence of motor development is
universal
ii. The timing varies from culture to culture
iii. There are genetic factors that influence
development as well. Twins begin
walking on about the same day
iv. Motor development is not entirely a
process of maturation, the environment
does play a role.
B. Cognitive Development
– 1. In General
a. Prior to Jean Piaget most people
believed that children knew less as opposed
to knowing differently
b. Piaget believed cognitive development
occurred in a series of stages
c. According to Piaget the driving force
behind our development is our struggle to
make sense of and interpret our ever
changing environment
d. Schema = a concept or framework that
organizes and interprets information
Children learn through two complimentary
processes of assimilation & accommodation.
– e. Assimilation = interpreting one’s new experience
in terms of one’s existing schemas
– f. Accommodation = adapting one’s current
understandings to incorporate new information
– 2. Piaget’s Theory and Current thinking
a. cognition = all the mental activities
associated with thinking, knowing and
remembering
Piaget’s Stages of Cognitive
Development
Sensorimotor– Birth – 2 years
– Behavior consists of simple motor responses
to sensory stimuli.
Use of senses to react to body and surroundings.
Object Permanence
What does an infant do if she loses sight
of a toy?
Object Permanence Cont…
According to Piaget, she forgets that it ever
existed!
Object Permanence defined- a child’s realization
that an object exists when he or she cannot see
or touch it.
At 7-12 months- child will search for toy.
Egocentrism = the fact that infants can not
distinguish between itself and its
environment/a young child’s inability to
understand another person’s perspective.
Evidence for this theory includes Piaget’s study on
object permanence. Between the ages of 0 to 5
months an object that was visibly hidden will not be
searched for
Evidence against includes
– the study done by Bower and Wishart in which a child
between 1 and 4 months was reaching for an object when
the room was darkened. Under infra-red light the baby was
observed to continue reaching for the object.
– Also Bower did a study on 1 month olds where an object
was shown then placed behind a screen. The object was
then removed and the screen lifted. The babies seemed to
show surprise
The preoperational stage
The stage from about 2 - 6 or 7 years old
during which a child learns to use language but
does not yet comprehend the mental
operations of concrete logic
Conservation-the principle that properties such
as mass volume and number remain the same
despite changes in the forms of the objects
Use of mental images or symbols to
understand things.
Judy DeLoach illustrated the difference between
the sensorimotor and preoperational stages in her
experiment where a toy dog was hidden in a model
room and then in a real room.
2 1/2 year olds couldn’t use model
3 year olds could
Theory of Mind =
– People’s ideas about their own and others’
mental states- about their feelings,
perceptions, and thoughts and the
behavior these might predict
– Autism impacts the Theory of Mind
because children with autism have difficulty
removing themselves from their own
perspective.
– In the study by Peterson & Siegal the child
with autism cannot separate their
knowledge from that of Sally the doll.
Concrete operational stage
– From about ages 6 or 7 to 11 during which children gain
the mental operations that enable them to think logically
about concrete events
– Evidence for
Children can now perform conservation of liquid
experiments because they can compensate for the
changes in height and width and they can mentally
reverse the procedure
– Evidence against = McGarrigle and Donaldson who found
that children in the preoperational stage could perform
these tasks
Formal operational stage
– Beginning around age 12 the stage during which
people begin to think logically about abstract
concepts
– Evidence for
Child can complete tasks without the use of
manipulatives (objects)
Children when given a problem will use
deductive reasoning and logic to solve a
problem rather than trial and error
– Evidence against = Gladwin pointed out how
Piaget overlooked the impact culture has
– Reflecting on Piaget
a. Theoretical Criticism
– i. Age
Much research has seemingly demonstrated that
children posses many of the cognitive abilities that
Piaget outlined at ages much earlier than he expected
Often improving upon the method of assessing the
child reveals their cognitive abilities better
In addition, Piaget seemed to have over estimated
people’s formal operational ability – some research has
even suggested that only 1/3 of the population actually
reach this stage
– ii. Concepts
Some of the concepts are vague and the stages often
show so much overlap that development is better
described as continuous
By focusing on the child’s
mistakes, Piaget may
have over looked
important abilities that
children do possess
Lev Vygotsky
– a. Russian researcher who
placed more emphasis on
social interaction
– b. Focuses on the role of
social interaction and
language on the acquisition
of cognitive abilities.
Children that talk to
themselves, helps them to
control behavior and
emotions and to master new
skills.
d. The Zone of Proximal Development
– A child maybe capable of higher cognitive functioning
with the aid of a more able helper.
– For example if you give a young child a puzzle that is
above their level they may struggle to complete it.
However with the adult’s guidance they might be able to
complete the same puzzle
b. Sensorimotor stage
i. Defined = the stage from
birth to about 2 years of age
during which infants know the
world mostly in terms of the
sensory impressions and
motor activities
vi. Evidence for
– In class inclusion test
children can not use sets
and subsets like in the
bead experiment
– Piaget and Inhelder used
the Three Mountain task to
demonstrate egocentrism
in children. The
participants could not
express the scene from
another’s perspective
Conservation experiments use test like moving water
from a fat short beaker to a large beaker to see if a
child understands reversibility
– vii. Evidence against
McGarrigle et al found that when they made the task
more understandable and appropriate children in the
preoperational stage with a mean age of 6 could
accomplish this type of class inclusion test In this case
the transformation to the rows was made by a naughty
teddy bear
Hughes demonstrated that 3.5 year olds could
complete the three mountain task if set up differently.
In his demonstration a boy doll had to hide from two
police dolls
Social Development
– Attachment
a. Attachment = an emotional tie with another
person; shown in young children by their seeking
closeness to the caregiver and showing distress on
separation
b. Psychologist are concerned with how
attachments form, if there is a critical period in which
they must form and what happens if these
attachments do not form.
– How does attachment form
a. Pre-attachment phase = 0-3 months infant
shows a preference for humans over objects
b. Indiscriminate phase = 3-7 months – infant can
distinguish between people and allows strangers
to handle it.
c. Discriminate phase = 7-9 months – Infant
develops specific attachments to certain people
and shows distress upon separation from them.
May show a fear of strangers
d. Multiple Attachment Phase – 9 months and
beyond – Increasingly independent and forms
other bonds beyond the initial strong attachments.
– 3. Forms of Attachment
a. Type A – Avoidant or detached – approximately
20% of sample, infant ignores mother, not
impacted by her leaving or arriving.
b. Type B – Securely Attached – 70% of sample –
plays while mother is present, distressed when
mother leaves, and relieved when she returns
c. Type C – Anxious-resistant– 10% of sample –
distressed by mother leaving but not comforted by
her return
– 4. Stranger Anxiety aka Separation Anxiety
a. The fear of strangers that infants commonly
display at about 8 months of age;
b. Purpose = it is the ability to evaluate people as
unfamiliar and possibly threatening and therefore
helps protect babies
5. The Harlow Study
– In Harlow’s famous study he put
a caregiver (wire monkey with
food) and a comfort giver (wire
monkey covered with fur) in the
cage
– He found that the monkeys
became more attached to the fur
monkey rather than the nutrition
mother. When in stressful
situations the monkeys returned
to the fur mother.
– The findings illustrated the
importance of body contact in
attachment and relate to humans
in that they too require this
attachment to feel safe
– 6. Familiarity
What would
ducklings do if
I were the first
moving
creature they
saw?
a. Critical Periods = a period shortly
after birth when an organism’s
exposure to certain stimuli or
experiences produces proper
development
b. Imprinting = the process by which
certain animals form attachments
during the critical period
Konrad Lorenz
Everywhere that Konrad went,
the ducks were sure to go.
The Lorenz Studies
– He studied ducks and geese by changing the first object
they came into contact with after they were hatched these included himself and even objects like balls
– The application of his studies to humans is questioned
especially in the area of how important it is to humans
and if there is even a critical period in which this contact
must be established
– Responsive Parenting
a. Mary Ainsworth and others believed
that responsive parenting would lead to
secure attachment.
b. One possible explanation of this
phenomenon is that it is learned from the
mother
– Rats pups raised by attentive adoptive mothers
are more likely to be attentive to their own
pups
c. Studies on
responsive parenting
– Mary Ainsworth’s study
= placed young
children into “strange
situations” and then
measured their
response
Monkeys raised by artificial mothers
were terror-stricken when placed in
strange situations without their surrogate
mothers
those children who were
more securely attached
did not react with the
distress that the
insecurely attached
children did
– Deprivation of
Attachment=
Children raised in
institutions such as
orphanages often are
unable to make
connections later in life
due to the lack of
relationships as a child
–
Disruption of
Attachment =
Infants removed from
their foster mothers
experience difficulties at
first - but by age 10 there
is no visible effects
When raised in isolation Harry Harlow’s
monkeys
– i. cowered in fear or lashed out aggressively
when later placed with other monkeys
– ii. many were unable to mate
– iii. those artificially impregnated were either
neglectful or abusive parents
This relates to criminal behavior in that
– i. many people who abuse children were also
abused themselves
– ii. 6/7 death role inmates were horribly
abused as children
– Does Day Care Affect Attachment?
a. In a study by Sandra Scarr, results indicate that
in the case of high quality day care programs
there appears to be no problems - kids are very
“sturdy”
b. Ideal day care programs = warm supportive
interactions with adults in a safe, healthy, and
stimulating environment - an environment in
which any child can frequently talk with a familiar
adult caregiver
c. Studies on infant day care
– i. Belsky and Zigler found that children who attended
over 20 hrs/week of early day care were less secure as
1 yr olds and more likely to be disobedient
– ii. two separate studies showed that children who were
in quality programs prior to 6 months of age were more
outgoing, popular, and academically successful
Self Concept
– 1. Self concept = a sense of one’s identity
and personal worth
– 2. According to Darwin Self-concept
emerges when a child recognizes himself
in the mirror
– 3. This idea was tested by dabbing a dot
of rouge on a child’s nose - at around 1518 months the child will touch his own nose
thus showing they recognize the face in the
mirror is their own
Contact comfort = in primates the innate pleasure derived from close
physical contact.
– ii. The Van den Boom study
100- 6-9 month old temperamentally difficult children
randomly assigned to one of two conditions
one group’s mothers were given special training on
responsive parenting the others received no training
The result showed that at age 1, 68% of the babies in
the experimental condition had become securely
attached.
E. Child Rearing Practices
– 1. Authoritarian parenting style = imposes
rules and expects obedience
– 2. Permissive style = makes few demands
Parental Authority Questionaire
Column 1 = add up 1; 6; 10; 13; 14; 17;19;
21; 24; 28
Column2 = add up 2; 3; 7; 9; 12; 16; 18;
25; 26; 29
Column 3 = add up 4; 5; 8; 11; 15; 20; 22;
23; 27; 30
Results of Authoritative Parenting
Style
– 3. Authoritative parenting style = parents
are both demanding and responsive - they
exert control not only by setting rules and
enforcing them but also by explaining the
reasons and especially with older children,
encouraging open discussion and allowing
exceptions when making the rules
– 4. Baumrind’s studies on parenting style
a. Shows that children whose parents use an
authoritative style have the highest self esteem,
self reliance and social competence
b. These findings maybe flawed because
– i. Correlation does not = causation
– ii. Could the child’s temperament change the way the parent
parents
– 5. Further studies on parenting style
a. One study examined two types of parenting techniques
– Power assertion – a method of child rearing in which the parent
uses punishment and other aversive techniques to control the
child’s behavior
– Induction – a method of child rearing in which the parent
appeals to the child’s own abilities, sense of responsibility and
feeling for others to control the child’s behavior.
b. Results showed that the children who were punished were
more likely to be aggressive and unruly later on in life.
Bellringer
You are a student aide for the AP English
Literature teacher. Your friend is in
danger of failing the class. If they fail they
will loose their scholarship to college.
They ask you to steal the next test for
them. Write down AS MANY reasons
(justifications) you can think of as to why
you choose to do it or not do it.
Adolescence
“Storm & Stress”
A. Adolescence = the transition period
from childhood to adulthood, extending
from puberty to independence
B. Physical Development
– 1. Puberty = the period of sexual maturation,
during which a person becomes capable of
reproducing
During adolescence, unused neural
networks are eliminated
– What we don’t use, we lose.
The growth of myelin continues, which
allows better communication with other
brain
C. Cognitive Development
– 1. During adolescence a period of
developing reasoning power emerges.
– This relates to Piaget’s last stage of
cognitive development - the Formal
Operational stage where the person is able
to reason logically about abstract ideas
– 2. During adolescence a period of
developing moral growth also
emerges
a. Piaget believed that moral reasoning
grew as cognitive abilities developed
b. Building on this idea Lawrence
Kohlberg developed a theory of stages
of moral reasoning
c. He studied this idea by presenting
moral dilemmas to his subjects and then
asking them to explain why they
responded in the way they did.
d. Stages of Moral Development
– i. Pre-conventional level
stage 1. Characterized by the avoidance of
punishment
stage 2. Characterized by the desire to
have the exchange of favors
– ii. Conventional level
stage 3. Characterized by living up to the
expectations of others
stage 4. Characterized by doing ones duty
– iii. Post-conventional level
stage 5. characterized by the understanding
that values and rules are relative but
generally need to be upheld
stage 6. Universal ethical principles
– 3. Moral Action
a. One of the best predictors of a person’s actions is
what his friends do.
b. We can teach children moral reasoning through
discussion and action.
– 4. Critique of moral reasoning
a. Kohlberg’s stages has been criticized as being to
Euro centric. His system values the individual more
whereas certain cultures are more collective.
b. Carol Gilligan has argued that Kohlberg’s model
was biased towards males
– i. In her theory men show a “morality of justice”
based on equality whereas women show a
“morality of care” based on the idea that none
should be hurt
– ii. She developed three stages of moral
development for women; Care for one’s own
survival, Care for others, and Care for integrity of
self and others)
The Story of Heinz
In Europe, a woman was near death from a special kind
of cancer. There was one drug that the doctors thought
might save her. It was a form of radium that a druggist in
the same town had recently discovered. The drug was
expensive to make, but the druggist was charging ten
times what the drug cost him to make. The sick woman's
husband, Heinz, went to everyone he knew to borrow the
money, but he could only get together about $ 1,000
which is half of what it cost. He told the druggist that his
wife was dying and asked him to sell it cheaper or let him
pay later. But the druggist said: "No, I discovered the
drug and I'm going to make money from it.“ Later that
night, Heinz broke into the drug store and took the drug.
What he was looking for
Kohlberg did not care about the yes or no
answer about stealing the drug, but rather
the explanation behind the answer
– 2. Primary Sex Characteristics = the body structures
(ovaries, testes, and external genitalia) that make
sexual reproduction possible
– 3. Secondary Sex Characteristics = non reproductive
sexual characteristics, such as female breasts and
hips, male voice quality, and body hair
– 4. Menarche = the first menstrual period
D. Social Development
– 1. Erik Erikson = a developmental psychologist of the
psychodynamic perspective - his theory states that
we develop socially in stages
– 2. Contends that each stage of life has its own
psychosocial task, a crisis that needs resolution
– 3. Stages of Psychosocial Development before
Puberty
a. Infancy = Age 0 through 1
– i. known as the Trust Vs. Mistrust stage.
– ii. Task = if needs are met infants develop a sense of
basic trust
b. Toddlerhood =1 - 2 years
– i. Known as = Autonomy Vs. Shame and doubt
– ii. Task = learn to exercise will and do things for
themselves or they will doubt their own abilities
c. Preschooler = 3 -5 years
– i. Known as = Initiative Vs. guilt
– ii. Task = learn to initiate tasks and carry out plans, or they
feel guilty about efforts to be independent
d. Elementary School = 6 - Puberty
– i. Known as = Competence Vs. Inferiority
– ii. Task = children learn the pleasure of applying
themselves to tasks, or they feel inferior
– 4. Stages After Puberty
a. Adolescence = teen years into early 20’s
– i. Known as Identity Vs. Role Confusion
– ii. Task = Teenagers work at refining a sense of self
by testing roles and then integrating them to form a
single identity, or they become confused about who
they are
– iii. Identity = one’s sense of self; according to
Erikson, the adolescent’s task is to solidify a sense of
self by testing and integrating various roles
b. Young Adulthood Age 20’s - Early 40’s
– i. Known as = Intimacy Vs. Isolation
– ii. Task = Young adults struggle to form close
relationships and to gain the capacity for intimate
love, or they feel socially isolated
– iii. Gender and Social Connectedness
According to Carol Gilligan males are more
individualist - they use communication to offer
solutions to problems whereas females are more
relationship oriented
Giuliano’s research found that males are more
willing to hazard guesses to questions rather
than admit they just don’t know. She coined this
the male answer syndrome
– iv. Intimacy = the ability to form close, loving
relationships; a primary development
VI. Adulthood
A. Physical Changes
– 1. Menopause = the time of natural
cessation of menstruation
– 2. Physical Changes in later life
a. Life Expectancy as a whole we now live
longer than ever before. Women live longer
than males
b. Sensory abilities diminish with age. For
example visual acuity diminishes, reaction time
slows down, muscle strength diminishes, as
well as many other areas.
c. Dementia and Alzheimer's
– i. Alzheimer’s = a progressive and irreversible brain disorder
characterized by gradual deterioration of memory,
reasoning, language, and finally physical functioning
– Research on estrogen therapy and Alzheimer’s shows that
women who took estrogen supplements for at least 10 years
were 40% less likely to suffer from Alzheimer’s
– 3. Cognitive Changes
a. Aging and Memory
– i. According to researchers Schonfield and Robertson recall
memory declines with age, but no measurable decline in
recognition tasks has been demonstrated
– ii. Information with out a clear meaning or purpose (
nonsense syllables) and timed events (like remembering
medication
b. Aging and Intelligence
– i. Cross-sectional studies are studies in which people of
different ages are compared with one another
– ii. These type of studies show that intelligence declines with
age
– iii. a longitudinal study is research in which the same people
are restudied and re-tested over long periods of time
– iv. These type of studies show that intelligence remains
stable until very late in life
– A cohort sequential study – combines cross sectional and
longitudinal. Corrects for the cohort effect
– The cohort effect – occurs because people raised in similar
times might exhibit similar qualities.
– v. Crystallized intelligence = One’s accumulated knowledge
and verbal skills - which tend to increase with age
– vi. Fluid intelligence = One’s ability to reason speedily and
abstractly - tends to decrease during late adulthood
– 4. Social Changes
a. Middle Adulthood = 40’s - 60’s
– i. Known as = Generativity Vs. Stagnation
– ii. Task = the middle-aged discover a sense of contributing
to the world, usually through family and work. If they do not
develop this sense the will feel a lack of purpose
b. Late Adulthood = 60’s and Up
– i. Stage = Integrity Vs. Despair
– ii. Task = A sense of satisfaction with the life that has been
led or a sense of failure and despair at opportunities lost
c. Social clock = the culturally preferred timing of
social events such as marriage, parenthood and
retirement
Death & Dying
Development is lifelong.
Death is the final challenge
B. Death and Dying
– 1. Kubler-Ross Stages of Death
a. Denial = resistance to the initial discovery by
seeking other opinions or refusal to accept death will
occur
b. Anger and resentment = often directed at others
out of resentment, frustration and feelings of injustice
(Why me?)
c. Bargaining for more time = with God, fate or
medical professionals to change the situation
d. Depression = when the inevitability of death is
realized. Grieving or depression may occur for all that
will be lost
e. Acceptance = giving up to death, becoming more
resolved withdrawn and emotionally drained
– 2. Ramsay and DeGroot’s stages of grief
a. Shock – the initial reaction
b. Disorganization = inability to plan
c. Denial = behaving as if the deceased is still alive
d. Depression = despair
e. Guilt = for thoughts or behavior towards the dead.
f. Anxiety = about inability to cope with the changes
g. Aggression = resulting from anger and frustration
h. Resolution = increasing acceptance of death
i. Reintegration = reorganization and adjustment
– 3. Evaluation
a. Much of the evidence comes from
observational studies
b. Various responses to death based on
culture
– i. Expression of grief varies – Japanese
stoicism to Muslim wailing
– ii. Duration varies from Navajo 4 day period to
Orthodox Jew period of 1 year
Do not go gentle into that good night,
Old age should burn and rave at close of
day;
Rage, rage against the dying of the light.
~ Dylan Thomas
Being Old
1. Tape the Popsicle sticks to your fingers
so that they DO NOT stick out over the
ends.
2. Tape the plastic wrap baggie to your
head.
3. The helper’s job is very important.
They must maintain the safety of their
patient.
Once the person has become elderly they must
perform the following tasks in no particular order.
–
–
–
–
–
–
get a world civ. book and read the quote on page 485
tie a shoe
button a jacket or shirt
get a drink
negotiate the stairwell
write your name
Once you have completed these tasks switch roles.
Clean up your mess!
Last, write two paragraphs discussing what it was
like to be “old in class” and what it may feel like in
reality.
Once you have completed these tasks
switch roles.
After both of you have completed these
tasks. You should clean up your mess
and start your homework.
The assignment is to write two separate
journal entries about your experiences
today.
Each journal entry should be about a
page in length.
One journal entry will talk about what it
was like to be “old in class” and what it
may feel like in reality.
The second entry should talk about
what it was like to have to help
someone today and what it may be like
in reality.
iii. Attitudes vary from
fear of the dead by
the Hopi to
worshiping of the
dead by practitioners
of Japanese Shinto
Prompt 10:
What is the most difficult part of being a
teenager in society today?
Bell-ringer 4:
What do you think will be the best part of
being an adult out on your own?
What will be the worst?
Do you think kids your age are in too big of
a hurry to “grow-up”? Why or why not?
Prompt 12:
Write 5 multiple choice test questions on
human development. Also create one
essay question.
Possible Essay Questions
One of the great psychological questions
is whether development occurs in stages
or is continuous. Discuss the moral, social
and cognitive development of children in
the first 5 years of life.
1. Did you get spanked as a child?
2. Will you use spanking with your child?
3. Is it an appropriate punishment for
–
–
–
–
A.
B.
C.
D.
talking back
disobeying a request
getting in trouble at school
bad grades
4. How old is the oldest a child should be
spanked
5. Is slapping in the face okay?