Child Development 7th Edition by Feldman ISBN Solution Manual
Child Development 7th Edition by Feldman ISBN Solution Manual
Child Development 7th Edition by Feldman ISBN Solution Manual
Test Bank:
https://testbankpack.com/p/test-bank-for-child-development-7th-edition-by-
feldman-isbn-0133852032-9780133852035/
LEARNING OBJECTIVES
After reading Chapter 2, students will be able to answer the following questions:
PERSPECTIVES ON CHILDREN
LO1 What are the basic concepts of the psychodynamic perspective?
LO2 What are the basic concepts of the behavioral perspective?
LO3 What are the basic concepts of the cognitive perspective?
LO4 What are the basic concepts of the contextual perspective?
LO5 What are the basic concepts of the evolutionary perspective?
LO6 What is the value of multiple perspectives on child development?
Theories Across Cultures. An interesting lecture and perhaps classroom exercise would be to
have students divide into groups by theory learned and have them evaluate if the theory they
represent is one that would cross cultures.
What is a theory?
What is developmental theory?
Of what value is developmental theory?
How are facts and theories related?
What are the main issues of developmental psychology?
Bronfenbrenner’s Ecological Theory. Bronfenbrenner has developed a model for studying the
interactions among an individual’s social environments. The four basic structures of the model are
the microsystem (family, peers, school, community, media); the mesosystem (interaction between
two microsystems; e.g., parent conferences are an interaction between family and school; the
community censoring the media is another example); the exosystem (parents’ jobs, school boards,
city council); and the macrosystem (a person’s subculture or culture: the United States, being
Catholic, being Hispanic, etc.). Explaining Bronfenbrenner’s theory can stimulate a good class
discussion about the various interactions among each system. See the Reflective Journal exercise
for an extension of this lecture.
Source:
Bronfenbrenner, U. (1989). Ecological systems theory. In R. Vasta (Ed.), Annals of child
development (Vol. 6). Greenwich, CT: JAI Press.
Comparing Piaget and Vygotsky. Both Piaget and Vygotsky have influenced how children,
especially in elementary school, are taught. Piaget emphasized the child as an active learner who
progressed through discrete stages of cognitive development. Thus, knowing the child’s
appropriate cognitive stage is crucial for appropriate learning to take place. Vygotsky coined the
term “zone of proximal development” to show how important the culture and older individuals are
in guiding the child through learning. In addition, Vygotsky presaged the mainstreaming concept,
where handicapped children are in the same classes as non-handicapped children so that each can
learn from the other.
Sources:
Elkind, D. (1987). Miseducation: Preschoolers at risk. New York: Alfred A. Knopf.
Moll, L. (Ed.) (1992). Vygotsky and education: Instructional implications and applications of
sociohistorical psychology. New York: Cambridge University Press.
The Relational-Cultural Theory. In 1976 Jean Baker Miller wrote Toward a New Psychology of
Women, a pioneering work that was the catalyst for today’s Relational-Cultural Theory of
Development. In 1986 she worked with Judy Jordan, Janet Surrey, and Irene Stiver to form the
core of this new, egalitarian theory.
“The Relational-Cultural Model of Development suggests that people grow in and through
connection and that our sense of self develops in growth-fostering relationships. Rather
than viewing people as primarily motivated by a need for self-sufficiency and personal
gratification, a relational perspective acknowledges our deep needs to establish connections
with other people. This includes a desire to contribute to the well-being of other people.
1. Do you think Lisa’s theory is a good example of a theory? Is her hypothesis sound?
Lisa’s idea may be a good one, but there are too many possible confounds to her study.
Her study also neglects to factor in other possible causes of aggressive behavior (genetic
tendencies, parental abuse, etc.).
3. Do you think Lisa’s middle school students would be able to understand and participate in the
study and provide informed consent for their participation?
They might be able to understand and participate in the study; experiments involving
children must have signed informed consent from parents prior to beginning the research.
4. Do you think Lisa’s method will yield reliable results? Why or why not?
Lisa’s study might yield reliable results if her questions are well-designed.
5. What do suppose the student’s parents will think of the study? What do you think?
Although some of middle-school students might be accustomed to viewing violent
images, others might not. It is doubtful that all of the parents would give permission to
participate in the research.
Know Your Theorists. An interesting way to introduce your students to the various theoretical
perspectives on development is to assign each group one theorist. The groups should read aboutthe
theory developed by that theorist and present it to the class. The whole class can discuss the pros and
cons of each theory. Student groups might choose to search the Internet for background information
on each theorist.
Biographies of Theorists. Have students look into the personal history and culture of the major
theorists and then discuss how their upbringing might have influenced their theories. See
reference suggestion above.
Design a Study (could also be completed out of class). An appropriate collaborative learning
activity for this chapter on research methods is to allow students the opportunity to design their own
research. Arrange your class into groups. Tell them their assignment is to design a study in some area
related to human development. Some suggestions follow:
What foods do infants prefer? Why are children aggressive? Are girls or boys better at
sports? Do children in full-time day care demonstrate cognitive abilities superior to those of
children who do not attend day care? Are the “terrible twos” for real? Why do adolescents
like to hang out at malls? What methods of quitting smoking are most effective?
Groups can brainstorm some ideas of their own. Then have students discuss the benefits of
replicating their study.
Using Handout 2-6, have each group design a study to investigate the topic of their choice.
Groups can share their designs with the class and other groups can critique the designs.
Looking for Confounds. Have students break into groups of three of four and ask each group
member to think of a hypothesis to test. Have them each identify the independent and dependent
variables. Then have them group back together and try to figure out what the possible confounds
could be of such an experiment.
OUT-OF-CLASS ASSIGNMENTS AND PROJECTS
Develop Own Theory of Development. Have students develop their own theory of development
and then apply a culture other than their own to see if that changes their theory. [culture,
socioeconomic level, religion, differently-abled]
Magazine Articles and Cartoons. Ask your students to bring in articles or cartoons pertaining to
themes and issues in human development. You might consider incorporating these into the
students’ journals. We usually assign extra credit for the effort.
Reflective Journal. Keeping a journal throughout the course is an excellent way for students to
integrate material learned in class with their own lives. Determine ahead of time how often
students will hand in their journals for comment. If students are graded on their reflections, they
will make a greater effort to give you quality work. Realize that it may take a few weeks for
students to feel comfortable sharing their lives with you.
You might want to assign a particular type of notebook or binder so that you can carry all the
journals on the day students turn them in. Use Handout 2–12 to guide the first reflective journal
assignment.
Stevens, D. & Cooper, J. (2009). Journal keeping: How to use reflective writing for learning,
teaching, professional insight and positive change. Stylus Publishing.
Blake, T. (1995). How does psychological development occur? Enduring issues in psychology.
San Diego, CA: Greenhaven Press.
This book is one in a series called Opposing Viewpoints. This particular reference
(Chapter 3) reprints short excerpts from the writings of Freud, Erikson, Piaget, Kohlberg,
and Bandura. It’s a good resource for students and could be the basis of a panel or a
group discussion.
Crocker, J.; Karpinski, A.; Quinn, D. M.; & Chase, S. K. (2003). When grades determine self-
worth: consequences of contingent self-worth for male and female engineering and
psychology majors. Journal of Personality and Social Psychology, 85(3), 507–516.
Flavell, B. H. (1965). The developmental psychology of Jean Piaget. Princeton, NJ: D. Van
Nostrand.
This definitive work is not easy reading; however, Chapter 1 introduces Piaget’s theory in
an easier-to-read style than the rest of the book, and Part III presents a good critique of
the theory.
Freiberg, K. L. (Ed.). (2005). Annual editions: Human development 05/06. Sluice Dock, Guilford,
CT: Dushkin/Brown & Benchmark.
This annually updated series presents articles published in magazines, newspapers, and
journals on current issues in development. A good source for keeping up to date.
McBurney, D. H. (1996). How to think like a psychologist: Critical thinking in psychology . Upper
Saddle River, NJ: Prentice Hall.
The author applies scientific skepticism and logical thinking to real-life issues.
Newlin, M. H., & Wang, A. Y. (2002). Integrating technology and pedagogy: Web instruction
and seven principles of undergraduate education. Teaching of Psychology 29(4), 325-330.
Reis, H. T.; Collins, W. A.; & Berscheid, E. (2000). The relationship context of human behavior
and development. Psychological Bulletin, 126(6), 844–872.
Siegel, D. J. (1999). The developing mind: How relationships and the brain interact to shape who
we are. New York, NY: Guilford Press.
MULTIMEDIA/VIDEO RESOURCES
Bandura’s Social Cognitive Theory: An Introduction (Insight Media, 2003, 30 minutes)
Using Bandura’s own narration and archival material, this video explores Bandura’s
innovative methods from the days of the BoBo doll experiments through his work related
to phobias and self-efficacy.
Freud: The Hidden Nature of Man (Learning Corporation of America, 1970, 27 minutes)
An elementary but effective introduction to Freudian concepts such as sexuality,
unconscious motivation, analysis of childhood dreams, and a discussion of the id, the
ego, and the superego.
Methodology: The Psychologist and the Experiment (Insight Media, 1975, 31 minutes)
An introduction to research techniques.
Research Methods for the Social Sciences (Insight Media, 1995, 33 minutes)
Examines types of experimental design, defines control and experimental groups and
dependent and independent variables, discusses clinical and correlational research, details
the steps of the scientific methods and explains how to gather and interpret data. Also
considers ethical issues.
HANDOUTS
Handout 2-1
The purpose of this exercise is to let students experience some of the limitations of observational
research. Pair students into dyads. Give them about 10 minutes to complete the handout. Tell them for
the time being to ignore the H and L on their sheets. After 10 minutes, have the students stop and
introduce the concepts of high and low inference. Inference is the amount of meaning or explanation a
researcher has to “read” into his or her data. Low inference descriptions are statements that factually
portray specific, even actions or outcomes, e.g., “He was sitting down.” By contrast, high inference
statements portray psychological states, processes, motivations, or general patterns of behavior, e.g., “She
is very happy.” Have the students determine whether each statement is high or low inference by circling
the appropriate letters next to each item.
Handout 2-2
After you have introduced your class to the various theorists in Chapter 2, give them this handout as an
assessment of how much they understood from their reading and your lecture. The correct answers are:
1. Sigmund Freud
2. Information Processing Theory
3. Jean Piaget
4. Behaviorist Theory
5. Social Learning Theory
6. Erik Erikson
Handout 2-3
Use this handout with the Design a Study activity suggested in Class Activities, Demonstrations, and
Exercises.
Handout 2-4
There are a variety of ways to use this handout:
You can use it as a group exercise. Arrange your class in groups of 2 or 3. Each group should
have access to the textbook. Give the groups 20 minutes to complete the handout. Have the
groups share their answers with the entire class.
You can use the handout as a homework assignment in preparation for your next lecture on
research methods. This ensures that the class has read the material.
You can use the handout as a lecture aid for students to fill in as you introduce various research
methods.
Use these as handouts or make overheads when you introduce the scientific method and the differences
between experimental research and correlational research. Handout 2–9 is also useful for students to use
when critically evaluating research in journals.
Handout 2-9
This handout is to be used to help students reflect on Bronfenbrenner’s theory.
Handout 2-10
This handout lists the “five good things” central to healthy relationships according to RCT.
HANDOUT 2-1
H L 11. What grade did the instructor receive in Child Development as an undergraduate?
1. In everyday life, unconscious ideas are struggling for expression; what might seem casual slips of
the tongue are actually expressions of real, though unacknowledged, motivations.
2. Humans are limited in how much information they can process at any giventime.
3. Cognitive thought develops in four qualitatively different stages, ranging from exploring through the
senses and motor abilities to abstract, logical thinking.
4. Psychology is the science of behavior and as such deals only with observable acts that can be
objectively described in terms such as stimulus and response.
2. Are you seeking to establish cause and effect (an experimental design) or looking for a relationship
between variables (a correlational design)?
3. What are your variables? Is there a need to identify one as the independent variable and one as the
dependent variable? If so, what are they? How are the variables operationally defined?
5. What major developmental design are you using? Note whether you are incorporating longitudinal,
cross-sectional, cross-sequential, or cross-cultural methods.
6. Who are your population? How did you draw your sample? Will you have an experimental and
control group? If so, how are subjects assigned to each group?
Experiment
Correlational study
Survey research
Naturalistic observation
Case study
Longitudinal study
Cross-sectional study
Cross-sequential study
Initial observations
Generating a hypothesis
Experimental Research
Subjects randomly assigned to
experimental and control groups
Independent variable
Dependent variable
Correlational Research
Observed Possible
Correlation Explanations
Evaluating Research
Step Critical Thinking Questions
1. Initial observations: the idea 1. What idea or theory underlies this study?
2. What are some assumptions the researcher is
making?
3. Is the idea derived from a larger theory; if so, is
it consistent with that theory?
4. Is the context of the problem being taken into
account?
2. The hypothesis 1. Is this a testable (answerable) question?
2. Are there any hidden assumptions in the way the
research question is stated?
3. Is the researcher introducing any bias into the
study?
3. The method
1. Does this approach make sense to you?
2. Is it logically derived from the theory?
3. If it is a laboratory design, how well does it
capture the real world?
4. Are any variables being introduced via the
design that may distort the results?
4. The experiment (collecting data)
1. Are the results accurate?
2. Are the results presented in appropriate context?
3. What is not being reported?
4. Are these results consistent and expected with
what is already known?
5. Are there opposing ways of analyzing the
5. Criticism results?
Source:
Coats, E.J., Feldman, R. S., & Schwartzberg, S. (1994). Critical thinking: General principles and case
studies (pp. 29–33). New York, NY: McGraw-Hill.
HANDOUT 2-9
Journal Exercise #2
Think of yourself at a particular time in your childhood (e.g., age 10). Using the model from Urie
Bronfenbrenner, reflect in your journal about the following:
microsystem
Describe:
your family.
your school and teacher.
your peer group.
the media—favorite TV shows, books, movies.
your surrounding community.
mesosystem
Describe:
how your parents interacted with your peers.
how your parents interacted with your school (whether your parents helped with
schoolwork).
how your community supported your school or activities (e.g., sports).
exosystem
Describe:
your parents’ jobs.
vacations you took.
whether there was a divorce in your family.
macrosystem
Describe:
your ethnic heritage.
your religious affiliations.
whether you lived in an urban (city) or rural (country) setting and your social
class (poor, working class, middle class, wealthy).
what was going on in the world at the time (e.g., Vietnam war, who was
president, etc.).
HANDOUT 2-10
According to Jean Baker Miller, there are “five good things” that characterize growth-fostering, mutually
empowering relationships:
1. A sense of zest or well-being that comes from connecting with another person or other persons.
2. The ability and motivation to take action in the relationship, as well as in other situations.
For more information, please go to for a variety of links regarding this new theory of development.