Chapter 01: Class Activities
Understanding Human Development: Approaches and Theories
Class Activity #1: Contexts of Development
LO 1.1: Outline five principles of the lifespan developmental perspective.
Directions: This activity can be completed in small groups. If you have a large class, students can pair up with someone sitting next to them.
As noted in your textbook, context refers to where a person develops and includes aspects of the physical and social environment, such as family, neighborhood, country, culture, and historical time period. Talk with your partner or group members about the contexts in which they developed. You can use the following questions for this activity, as well as ones that you think might be relevant. Make sure any additional questions you ask are respectful and not overly personal. Write down the responses and compare your own experiences to those of your partner or group members.
1. Did you grow up in a nuclear, extended, or single-parent family?
2. Do you have brothers and sisters?
3. Describe the neighborhood in which you grew up.
4. Did you grow up in a small town, rural community, or urban area?
5. Can you describe the cultural background in which you were raised?
6. Have there been any major social or historical events that have affected you? For example, what was it like to be part of a generation that experienced the election of the first African American president?
7. Based on the questions presented, how do you think your family, neighborhood, place of residence, cultural background, and social/historical experiences have contributed to your development? Are your experiences similar to or different from those of your friends?
Class Activity #2: Nature vs. Nurture Debate
LO 1.2: Explain three theoretical controversies about human development.
Directions: This activity can be completed independently or in small groups. Alternatively, if space permits, you can divide the class into two groups for a debate (Group 1: Nature; Group 2: Nurture).
Historically, one of the most controversial debates in the study of human development revolves around whether or not development is largely determined by heredity (genes) or environment. Although not necessarily identified as the nature-nurture debate, this controversy often appears in legal cases, particularly in those that involve violent crime. Assume that you are sitting on a jury in which a defendant is being tried for murder. The prosecutor describes a scenario in which the defendant clearly planned out the crime, went to great lengths to conceal the crime, and showed no remorse for his actions. You also hear lengthy testimony about the defendant’s history, which includes domestic violence, battery, drug offenses, and expulsion from high school for beating up two younger students for the purpose of stealing money and cell phones. The defense attorney agrees that her client committed the crime but argues that mental illness and a childhood history of abuse and neglect contributed to severe emotional problems. In addition, his biological father was in and out of prison for violent crimes, leaving his mother alone with three children. The family lived in extreme poverty and, at times, they were homeless. Accordingly, her client should not be found guilty of murder, as his behavior was outside of his control.
Based on the information presented above, what information seems to support the role of nature? How about nurture? Which argument do you believe best fits the scenario? Assume that multiple experts testify that the defendant suffers from post-traumatic stress syndrome (PTSD) and schizophrenia. Would that change your view of his guilt or innocence? Why or why not?
Class Activity #3: Applying Theoretical Perspectives to a Common Childhood Problem
LO 1.3: Differentiate Freud’s psychosexual theory from Erikson’s psychosocial theory.
LO 1.4: Distinguish operant and classical conditioning from social learning.
LO 1.6: Contrast sociocultural systems theories and evolutionary perspectives on development.
Directions: This activity can be completed independently or in small groups.
Consider the following scenario: Noah and Lexi are the parents of 2-year-old Bryce. Bryce was a fussy, difficult baby. He had inconsistent patterns of eating and sleeping, did not respond well to changes in routine, and was easily frustrated. Now, as a toddler, Bryce tends to throw severe tantrums when he does not get his way, when he’s tired, or when he’s hungry. Not knowing what to do, Noah and Lexi often give in to Bryce just to keep the peace. For example, Bryce often wants candy or a toy at the store. When his parents tell him “no,” he will throw a tantrum. To avoid embarrassment, Noah and Lexi simply let Bryce have what he wants. The stress is starting to take a toll, and Noah and Lexi desperately want help with Bryce’s behavior.
1. Based on the information provided, how might a psychoanalytic theorist explain the root of Bryce’s behavior? How about a behaviorist?
2. According to research on operant conditioning, in what ways are Noah and Lexi actually reinforcing Bryce’s tantrums?
3. Review Bandura’s concept of reciprocal determinism. How might this concept help to explain Bryce’s behavior?
4. Select one of the theories presented in your textbook and provide advice to Noah and Lexi about how to help Bryce develop more adaptive and appropriate behaviors. Your advice should reflect key aspects of the theory that you selected. What should Noah and Lexi avoid doing, and why?
Class Activity #4: Critiquing a Journal Article
LO 1.7: Compare self-report and observational methods of collecting information about participants.
LO 1.8: Contrast the uses of correlational and experimental research.
LO 1.9: Assess the strengths and weaknesses of cross-sectional, longitudinal, and sequential research designs.
Directions: This activity will work best with small groups of students. You will need a journal article for each group to critique. Any topic related to lifespan development will work for this activity. Please keep in mind that many of your students may be novices to the research process. The purpose of this activity is to acquaint students with psychological research and allow them an opportunity to apply the textbook discussion to a real-world example. Ideally, articles should be short and concise. In addition, because the field rapidly changes, articles should have publication dates that are no older than 5 years.
Using the article handed out in class, answer the following questions:
1. Briefly summarize the topic. What research questions are presented?
2. Review the methodology section. What information was gathered for the study? For example, did the researchers use self-reports? Observations?
3. According to your textbook, what are the strengths and limitations of the measures used in the study?
4. Was the research correlational or experimental? Explain how you determined this.
5. Did the researchers use one of the developmental research designs identified in your textbook? If so, what are the strengths and limitations of this design?
6. Did the researchers find support for their hypotheses? Briefly explain your response.