Unit+9+-+Development

=__**Unit 9 - Development - pages 411-473 **__=



=__**APA ****Content Standard ****Area: Life Span Development **__= //After concluding this unit, students understand: // 1. Methods and issues in life span development 2. Theories of life span development 3. Prenatal development and the newborn 4. Infancy (i.e., the first two years of life) 5. Childhood 6. Adolescence 7. Adulthood and aging 1.1 Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development. 1.2 Explain issues of continuity/discontinuity and stability/change. 1.3 Distinguish methods used to study development. 1.4 Describe the role of sensitive and critical periods in development. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">1.5 Discuss issues related to the end of life. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">2.1 Discuss theories of cognitive development. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">2.2 Discuss theories of moral development. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">2.3 Discuss theories of social development. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">3.1 Describe physical development from conception through birth and identify influences on prenatal development. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">3.2 Describe newborns’ reflexes, temperament, and abilities. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">4.1 Describe physical and motor development. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">4.2 Describe how infant perceptual abilities and intelligence develop. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">4.3 Describe the development of attachment and the role of the caregiver. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">4.4 Describe the development of communication and language. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">5.1 Describe physical and motor development. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">5.2 Describe how memory and thinking ability develops. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">5.3 Describe social, cultural, and emotional development through childhood. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">6.1 Identify major physical changes. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">6.2 Describe the development of reasoning and morality. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">6.3 Describe identity formation. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">6.4 Discuss the role of family and peers in adolescent development. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">7.1 Identify major physical changes associated with adulthood and aging. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">7.2 Describe cognitive changes in adulthood and aging. <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">7.3 Discuss social, cultural, and emotional issues in aging.
 * <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Content Standard 1: **<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;"> **Methods and issues in life span development**
 * <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Content Standard 2: **<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;"> **Theories of life span development**
 * <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Content Standard 3 **<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">: **Prenatal development and the newborn**
 * <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Content Standard 4: ****<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;"> Infancy (i.e., the first two years of life) **
 * <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Content Standard 5: **<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;"> **Childhood**
 * <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Content Standard 6: **<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;"> **Adolescence**
 * <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Content Standard 7: **<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;"> **Adulthood and aging**



=__**<span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;;">Key Terms **__= <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;;"> <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Zygote embryo <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Fetus teratogens <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Fetal alcohol syndrome habituation <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Maturation cognition <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Schema assimilation <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Accommodation sensorimotor stage <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Object permanence preoperational stage <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Conservation egocentrism <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Theory of mind concrete operational stage <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 13.3333px; line-height: 1.5;">Formal operational stage autism <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Gender stranger anxiety <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Aggression attachment <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 13.3333px; line-height: 1.5;">X and Y chromosomes critical period <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Imprinting testosterone <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Temperament role <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Basic trust gender role <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 13.3333px; line-height: 1.5;">Self-concept gender identity <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Gender typing social learning theory <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Adolescence puberty <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Primary sex characteristics secondary sex characteristics <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Menarche identity <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Social identity intimacy <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 13.3333px; line-height: 1.5;">Emerging adulthood menopause <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Cross-sectional study longitudinal study <span style="font-family: &#39;Times New Roman&#39;,&#39;serif&#39;; font-size: 13.3333px;">Crystallized intelligence fluid intelligence <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 13.3333px; line-height: 1.5;">Social clock

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=**__PsychSim Labs__**= Who am I?

Signs of Aging

__ Prenatal - nature vs nurture __ - Generating lifelines -Lifespan Development - The Jim Twins - remarkable case study. Clip from the Secret Lives of Twins by the BBC, 1999 (first 6 minutes of the clip) media type="custom" key="24966766"

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-Genetic screening - when does life start?

Evolutionary Psych: The Science of Sex Appeal from the Discovery Channel

__Prenatal and Newborns__ media type="custom" key="28212615"

Infant reflexes media type="youtube" key="0V4x0iQODTk" width="560" height="315"

__Childhood__

Piaget's theories: Stinkin' Pigs Can't Fly media type="custom" key="12684890"

Piagetan tasks

Parenting Styles

Food or Security? Harlow’s Study on Monkeys’ Attachment
media type="youtube" key="hsA5Sec6dAI" height="315" width="420" This clip features classic footage of Harlow’s surrogate mother studies. Monkeys are placed in a cage with two dolls, one made of cloth, and one made of wire. They cling to the cloth doll and gain food from the wire doll. A narrator describes the study’s findings. What was Harlow trying to show with this study? Is it as true for human newborns as it is for monkeys?

The Science of Neglect media type="youtube" key="bF3j5UVCSCA" width="560" height="315"

- Gender Roles

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__Adolescence__ Moral stages Yale's Baby Lab media type="youtube" key="FRvVFW85IcU" width="560" height="315"

Social stages Lifespan stages



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__Adulthood__

__Review__





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In this student project, the way Disney movies often portray gender roles is explored. Through pictures, clips, and audio tracks, the video clearly paints a portrait of old-fashioned gender roles, where women are expected to be beautiful and subservient, and men are strong and powerful. Do you agree that this is how Disney movies portray gender roles or is this video offering a skewed perspective? How do these portrayals affect children’s burgeoning notions of gender identity?