Choose one notable physical or socioemotional characteristic of each of the three developmental stages (early childhood, middle childhood, adolescence)

1.Choose one notable physical or socioemotional characteristic of each of the three developmental stages (early childhood, middle childhood, adolescence) discussed in chapter 3, and give at least one educational implication of each. Note: Try to pick a characteristic that you personally remember as being difficult or significant. What classroom accommodations would you make as a result of these implications?

2.Describe what parents and teachers can do to promote language development in young children.

3.List and describe the three factors identified by researchers in the development of prosocial behavior in young children. Give a personal example of each factor that you can identify in either your own childhood or that of your child.

4.List and discuss the four different types of play covered in the textbook. Give a personal example of each type of play that you can identify in either your own childhood or that of your child. Explain the importance of play to development.

5.In recent years, early childhood programs have expanded. Briefly summarize the focus of day-care, preschools, compensatory preschool, early intervention, and kindergarten programs. Discuss how the NAEYC defines the concept of developmentally appropriate practice and its implications for each of the above programs.

6.List and discuss the separate textbook suggestions regarding promoting self-esteem and social skills.

7.Define hypothetical-deductive reasoning and briefly list and summarize the four implications for educational practice discussed in the textbook.

8.List and summarize James Marcia’s four identity statuses.

9.Briefly list and summarize the seven major types of problems experienced during the adolescent years. Pick one of these problems that you remember was significant for you and offer a suggestion regarding how a teacher could have, or did, help you.

The text is the 7th edition, Educational Psychology, Theory and Practice, by Robert Slavin

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