There are four groups of questions, one for each chapter. You will respond to one question from each group for a total of four responses. For each response, copy the question to your page before you respond to the question.Don’t forget to cite your sources. Written responses will be uploaded into this assignment.
Chapter 7 - Answer 1 of the following
1) Chose either Piaget or Vygotsky and discuss three educational principles derived from this theory that continue to have a major impact on both teacher education and classroom practices, especially during early childhood. Provide examples for how these principles would be applied in a classroom.
2) A friend is going to open a preschool for low income children and wants some advice about how she should design her meal plans and cu
iculum given the rising concerns about childhood obesity. What can you tell your friend about preschooler eating behaviors, factors that contribute to obesity, how children learn eating habits, and what she might do in her school to address the childhood obesity problem. Be sure to use information from your course text and modules to support your response.
Chapter 8: Answer 1 of the following
1) List and describe the various forms of child maltreatment (hint: there are four). Discuss factors within the family (including child, parent, and environmental) that heighten the risk of child maltreatment.
2) Alice and Wayne want their two children to become morally mature, caring individuals. List and describe at least two parenting practices they should use and two they should avoid and how these parenting styles relate to child outcomes.
Chapter 9: Answer 1 of the following
1) Recall the video you watch on learning differences in the Chapter 9 module on education. Based on what you learned in this video and in Chapter 9, describe an educational environment that you believe would be most supportive of a 7-11 year old with the learning difference you selected (be sure to specify the learning difference)? Be sure to connect your educational approach to theories and concepts reviewed in class (Piaget, Information Processing, Vygotsky, etc.). How do cu
ent approaches to education support or inhibit children with the learning difference you reviewed?
2) List and describe 5 personal qualities/skills that you believe are important for academic and vocational success (e.g., problem solving, creativity, etc.). Indicate and support which of these qualities/skills are assessed by traditional intelligence tests? Indicate and support which are consistent with Sternberg’s Triarchic Theory of Successful Intelligence or Gardner’s Theory of Multiple Intelligences?
Chapter 10: Answer 1 of the following
1) READ the following
ief news story https:
www.huffingtonpost.com/2014/03/25/kamryn-renfro-shaved-head_n_ XXXXXXXXXXhtml (Links to an external site.) and watch the video at the top of the article (a bit older of an article but fitting example). Next, choose 5 of the concepts below and say how each can be related to this news story:
Choose from: social convention; role of intentions; personal domain/choice; individual rights; middle childhood friendship qualities; empathy; problem or emotion-centered coping; gender non-conformity.
2) Read the following interaction and then respond to the questions that follow. The interaction was observed during lunch at an elementary school with two 5th grade girls:
Hailey: Let’s start a melon club and if you are in the club you have to
ing melon to eat.
Quinn: Did you say melon? Ok, but who should be in it?
Hailey: Maybe just us and Maisie.
Quinn: Ok but Maisie is always part with Jordan and I don’t like Jordan.
Hailey: We can tell Maisie not to tell Jordan and then we can fill up our seats so Jordan can’t sit here.
Quinn: Ok but how do we fill them up?
Hailey: Um let’s just tell people we have a candy at lunch.
Quinn: But we don’t and then they might find out and be mad.
Hailey: We can kick them out if they are mad. I was mad at Jordan and then she kicked me out at four-square cause she cheated and then I saw it and then I was mad and then she said I was lying. So we just kick them out and say they lied or something.
Quinn: I don’t think we should ‘cause I would feel bad if someone promised me candy and then said I was a liar.
Hailey: Well I think Jordan would do it so I wouldn’t feel bad. (Then Hailey grabs Quinn’s cookie and bites it).
Quinn: (with an angry expression) Sometimes you are so mean! I don’t know why everyone likes you! I won’t be in your melon club!
Hailey: Then you can sit with Jordan.
· Based on the information you have available, determine the peer acceptance category (sociometrics) for Hailey, Quinn, Maisie, and Jordan. Provide a rationale for your decision based on information from the course text or Canvas material.
· How would you characterize Hailey and Quinn’s empathy and moral development?
· Provide examples of types (proactive and reactive) and forms of aggression (physical, relational, ve
al) observed in this interaction.
· What do you think are the long-term outcomes for either Hailey or Quinn?
Development Through the Lifespan Seventh Edition
Part I: Theory and research in human developmenT
1 History, Theory, and Research Strategies 2
Part II: FoundaTions oF developmenT
2 Genetic and Environmental Foundations 42
3 Prenatal Development, Birth, and the Newborn Baby 74
Part III: inFancy and Toddlerhood: The FirsT Two years
4 Physical Development in Infancy and Toddlerhood 114
5 Cognitive Development in Infancy and Toddlerhood 148
6 Emotional and Social Development in Infancy and Toddlerhood 182
Part IV: early childhood: Two To six years
7 Physical and Cognitive Development in Early Childhood 214
8 Emotional and Social Development in Early Childhood 256
Part V: middle childhood: six To eleven years
9 Physical and Cognitive Development in Middle Childhood 292
10 Emotional and Social Development in Middle Childhood 334
Part VI: adolescence: The TransiTion To adulThood
11 Physical and Cognitive Development in Adolescence 366
12 Emotional and Social Development in Adolescence 406
Part VII: early adulThood
13 Physical and Cognitive Development in Early Adulthood 436
14 Emotional and Social Development in Early Adulthood 468
Part VIII: middle adulThood
15 Physical and Cognitive Development in Middle Adulthood 506
16 Emotional and Social Development in Middle Adulthood 536
Part IX: laTe adulThood
17 Physical and Cognitive Development in Late Adulthood 568
18 Emotional and Social Development in Late Adulthood 608
Part X: The end oF liFe
19 Death, Dying, and Bereavement 644
Brief contents
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Development Through
the Lifespan
S e v e n t h e d i t i o n
Laura E. Berk
Illinois State University
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Cover Art: Harold Gregor,“No Words for Where,” 2012
Copyright © 2018 by Laura E. Berk. Copyrights © 2014, 2010, 2007, 2004, 2001, 1998 by Pearson Education, Inc.
All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained
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Li
ary of Congress Cataloging-in-Publication Data
Names: Berk, Laura E., author.
Title: Development through the lifespan / Laura E. Berk, Illinois State
University.
Description: Seventh Edition. | Boston : Pearson, 2018. | Revised edition of
the author’s Development through the lifespan, [2014]
Identifiers: LCCN XXXXXXXXXX | ISBN XXXXXXXXXXStudent edition) | ISBN XXXXXXXXXX
Subjects: LCSH: Developmental psychology–Textbooks.
Classification: LCC BF713 .B XXXXXXXXXX | DDC 155–dc23 LC record available at
https:
lccn.loc.gov/ XXXXXXXXXX
1 16
Dedication
To David, Peter, and Melissa, with love
Student Edition
ISBN 10: XXXXXXXXXX
ISBN 13: XXXXXXXXXX
Instructor’s Review Edition
ISBN 10: XXXXXXXXXXX
ISBN 13: XXXXXXXXXX
À la Carte Edition
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Laura E. Berk is a distinguished professor of psychol-
ogy at Illinois State University, where she has taught child,
adolescent, and lifespan development for more than three
decades. She received her bachelor’s degree in psychology
from the University of California, Berkeley, and her mas-
ter’s and doctoral degrees in child development and educa-
tional psychology from the University of Chicago. She has been a visiting scholar at Cornell
University, UCLA, Stanford University, and the University of South Australia.
Berk has published widely on the effects of school environments on children’s devel-
opment, the development of private speech, and the role of make-believe play in develop-
ment. Her empirical studies have attracted the attention of the general public, leading
to contributions to Psychology Today and Scientific American. She has also been featured
on National Public Radio’s Morning Edition and in Parents Magazine, Wondertime, and
Reader’s Digest.
Berk has served as a research editor of Young Children, a consulting editor for Early
Childhood Research Quarterly, and as an associate editor of the Journal of Cognitive
Education and Psychology. She is a frequent contributor to edited volumes, having written
the article on social development for The Child: An Encyclopedic Companion and the
article on Vygotsky for The Encyclopedia of Cognitive Science. She is coauthor of the chap-
ter on make-believe play and self-regulation in the Sage Handbook of Play in Early Child-
hood and the chapter on psychologists writing textbooks in Career Paths in Psychology:
Where Your Degree Can Take You, published by the American Psychological Association.
Berk’s books include Private Speech: From Social Interaction to Self-Regulation;
Scaffolding Children’s Learning: Vygotsky and Early Childhood Education; Landscapes
of Development: An Anthology of Readings; and A Mandate for Playful Learning in Pre-
school: Presenting the Evidence. In addition to Development Through the Lifespan, she is
author of the best-selling texts Child Development and Infants, Children, and Adolescents,
published by Pearson. Her book for parents and teachers is Awakening Children’s Minds:
How Parents and Teachers Can Make a Difference.
Berk is active in work