You'll notice that your book is laid out such that there are 3 chapters per unit, except for the first 4 chapters and last chapter. It was divided this way so that the first chapter of a unit deals with Biological development, the second chapter deals with Cognitive development, while the third chapter deals with social/emotional development.
Where this set-up fails is the first unit, where diverse topics such as the history of science, the major theories of psychology, genetics, and pre-natal development are covered. Quite a mix!
Below, I have provided you with a set of learning objectives that largely are covered by your book. That is all well and good, but what I'm discovering as I prep these pages is that I don't get a chance to see your reactions like I would in a classroom. I feel like I'm trying to dance with a partner who is in the next room, and all we can do is hear each other's voices.
That being said, I've listed these chapter objectives, which largely represent what the text book and I agree should be learned. My personal teaching agenda, however, is not well represented in the book. As such, I've added some of my objectives. These objectives are written in notational style; I've tried to make the a bit more sensical though.
One last point before we get to the objectives. I de-emphasize biological chapters and content. This is not a comprehensive act, so if the learning objectives for a given week include a biological chapter, please learn them. Why do I de-emphasize these chapters? Because this is a psychology course, and although biology is very important there is too much useful information in the psychological realm to spend to much time covering biology, especially since many of you already have or will soon obtain backgrounds in biology.
Ok, Without further adieu, here are the first week's learning objectives.
Learning objectives
Chapter 1
Brian's Objectives:
Science is simply a "tool", based on philosophical beliefs, to help us understand the world. I would argue it is the best tool that we have compared to other "tools".
Methods of science, including descriptive and experimental models. Differences between Cross-Sectional, Longitudinal, and Cross-Sequential.
What is being studied in Developmental Psychology? Change. What changes?
Behavior. What does this tell us about anything? That we are able to derive
useful explanations for why, how, and when behavior changes. Key terms will
include Transformational vs. Variational Change, Instrumental behavior vs.
Expressive/constitutional behavior.
Book's objectives:
Describe the domains into which human development is often separated.
Discuss the broad, overlapping contexts that affect development throughout the life span.
List and describe the basic steps of the scientific method.*
Describe scientific observation and correlation as research strategies, noting at least one advantage (or strength) and one disadvantage (or weakness) of each.
Describe the components of an experiment, and discuss the main advantage and some of the limitations of this research method.
Describe surveys and case studies, noting at least one advantage (or strength) and one disadvantage (or weakness) of each.
Describe three basic research designs used by developmental psychologists.
Describe the following parts of a scientific research study: hypothesis, independent variable, dependent variable, operational definition*, control variables*, hypothetical construct, reification, experimental group, control group, and be able to identify them in a research problem.
Describe the ecological-systems approach to the study of human development, and explain how this approach leads to an understanding of the overlapping contexts/domains in which people develop.
Briefly summarize some of the ethical issues involved in conducting research with human subjects.
Define the list of terms in the back of chapter 1.
*Content may not entirely be covered in book.
Learning Objectives
Chapter 2:
Brian's Objectives:
Speaking of theories, understand that there are various levels of theoretical
explanation. Also know the difference between a hypothesis and a theory. Understand
what a theory does for us, and also what it does not do. We are not in the
business of truth seeking. Be able to summarize the major theories within
Psychology.
Book's objectives:
Define developmental theory, and describe how developmental theories help explain human behavior and development, noting the differences among grand theories, minitheories, and emergent theories.*
Discuss the major focus of psychoanalytic theories, and describe the conflicts that occur during Freud's psychosexual stages.
Describe the crises of Erikson's theory of psychosocial development, and contrast them with Freud's stages.
Discuss the major focus of behaviorism, and explain the basic principles of classical and operant conditioning.
(Thinking Like a Scientist) Discuss Harlow's research with infant monkeys, and explain how it contributed to revisions of psychoanalytic theory and behaviorism.
Discuss social learning theory as an extension of behaviorism.
Identify the focus of cognitive theory, and briefly describe Piaget's periods of cognitive development.
Discuss the process that, according to Piaget, guides cognitive development.
Discuss the basic ideas of Vygotsky and the sociocultural theory of development.
Discuss the basic ideas of epigenetic theory.
(In Person) Discuss the ethology of infant social instincts and adult caregiving impulses.
Summarize the contributions and criticisms of the major developmental theories, and describe the eclectic perspective of contemporary developmentalists.
Know the terms at the end of the chapter.
*Content may not entirely be covered in book.
Learning Objectives
Chapter 3
Brian's Objectives:
Ah, yes, genetics. Important, but not sufficient to explain human behavior. This chapter gives a good introduction to genetics. As for what I want you to learn?: that genes don't work in a vacuum, and that human behavior and thought are not directly related to your genotype. Another way to discuss this is the Nature-Nurture false dichotomy that tends to creep into explanations for behavior. I hope we can get into this false-choice of Nature vs. Nurture, perhaps in one of our discussions.
Book's objectives:
1. Identify the mechanisms of heredity, and explain how sex is determined.
2. Describe the process of conception and the first hours of development of the zygote.
3. Distinguish between monozygotic and dizygotic twins.
4. Differentiate genotype from phenotype, and explain the polygenic and multifactorial nature of human traits.
5. Explain the additive and nonadditive patterns of genetic interaction, and give examples of the traits that result from each type of interaction.*
6. Explain the concept of "parental" imprinting, and discuss mechanisms and health benefits of genetic diversity.
*Content may not entirely be covered in book.
Learning objectives
Brian's objectives: None. This should be mostly true for the remaining units.
Chapter 4:
1. Describe the significant developments of the germinal period.
2. Describe the significant developments of the embryonic period.
3. Describe the significant developments of the fetal period, noting the importance of the age of viability.
4. Explain the main goal of teratology, and discuss several factors that determine whether a specific teratogen will be harmful.
5. Identify at least five teratogens, and describe their effects on the developing embryo or fetus.
*Content may not entirely be covered in book.