Infancy Development from Birth to Age 3, 2nd Edition By Dana Gross – Test Bank

Infancy Development from Birth to Age 3, 2nd Edition By Dana Gross – Test Bank

Infancy: Development from Birth to Age 3

Second Edition

Table of Contents

Introduction

Preface

Sample Syllabus

References for Supplemental Readings

Sample Library Research Paper Assignment

Sample Grading Rubric for Research Paper

Sample Response Paper Assignments

Sample Grading Rubric for Response Paper

Tips for Facilitating Discussions

Useful Websites for Birth to Age 3

Sample Essay Exam Questions

Study Sheet for Exam # 1

Study Sheet for Exam #2

Study Sheet for Exam #3

Sample Multiple-Choice Questions

Part I: Historical and Methodological Foundations

Chapter 1: Beliefs About Babies: Historical Perspectives on Children and Childhood

At-a-Glance

Chapter Outline

Key Words

Think About It: Questions for Reading & Discussion

Lecture Launcher

Hands-On Learning Activities

Suggested Videos and DVDs

Test Bank

Chapter 2: Research Methods

At-a-Glance

1

2

6

10

13

14

16

16

17

18

19

20

20

21

22

22

23

24

24

25

31

31

 

Chapter Outline Key Words

Think About It: Questions for Reading & Discussion Lecture Launcher

Hands-On Learning Activities Suggested Videos and DVDs Test Bank

Part II: Biological Beginnings

Chapter 3: Genetics, Conception, and Prenatal Development

At-a-Glance

Chapter Outline

Key Words

Think About It: Questions for Reading & Discussion Lecture Launcher

Hands-On Learning Activities Suggested Videos and DVDs Test Bank

Chapter 4: Birth and the Newborn

At-a-Glance

Chapter Outline

Key Words

Think About It: Questions for Reading & Discussion Lecture Launcher

Hands-On Learning Activities Suggested Videos and DVDs Test Bank

32 33 35 35 36 36 37

42 42 43 44 45 46 47 47 49 54 54 55 56 57 58 58 59 61

 

Chapter 5: Physical Growth, Health, and Nutrition

At-a-Glance

Chapter Outline

Key Words

Think About It: Questions for Reading & Discussion Lecture Launcher

Hands-On Learning Activities Suggested Videos and DVDs Test Bank

Part III: Cognitive Foundations

Chapter 6: Sensation, Perception, and Motor Development

At-a-Glance

Chapter Outline

Key Words

Think About It: Questions for Reading & Discussion Lecture Launcher

Hands-On Learning Activities Suggested Videos and DVDs Test Bank

Chapter 7: Cognition, Learning, and Intelligence

At-a-Glance

Chapter Outline

Key Words

Think About It: Questions for Reading & Discussion Lecture Launcher

66 66 67 68 69 70 70 71 72

77 77 77 79 80 81 81 82 83 88 88 89 90 93 93

 

Hands-On Learning Activities Suggested Videos and DVDs Test Bank

Chapter 8: Language and Communication

At-a-Glance

Chapter Outline

Key Words

Think About It: Questions for Reading & Discussion Lecture Launcher

Hands-On Learning Activities Suggested Videos and DVDs Test Bank

Part IV: Psychosocial Foundations

Chapter 9: Relationships and Social Development

At-a-Glance

Chapter Outline

Key Words

Think About It: Questions for Reading & Discussion Lecture Launcher

Hands-On Learning Activities Suggested Videos and DVDs Test Bank

Chapter 10: Temperament, Emotions, and The Self

At-a-Glance

Chapter Outline

Key Words

116 116 117 119 121 121 122 122 123 129 129 129 132

 

Think About It: Questions for Reading & Discussion 133

Lecture Launcher 133

Hands-On Learning Activities 134

Suggested Videos and DVDs 134

Test Bank 135

Part V: Foundations for the Future

Chapter 11: Building Better Babies: Childcare and Early Intervention 141

At-a-Glance 141

Chapter Outline 141

Key Words 143

Think About It: Questions for Reading & Discussion 145

Lecture Launcher 145

Hands-On Learning Activities 146

Suggested Videos and DVDs 146

Test Bank 147

Chapter 12: Babies of Today and Tomorrow: Music, Media, and Computers 153

At-a-Glance 153

Chapter Outline 153

Key Words 155

Think About It: Questions for Reading & Discussion 156

Lecture Launcher 156

Hands-On Learning Activities 158

Suggested Videos and DVDs 158

Test Bank 159

Preface

As instructors, we all strive to achieve an appropriate balance in our classes between covering the material in our textbooks and introducing relevant new examples and illustrations to support our teaching. We conscientiously monitor the pace at which we present information and, whenever possible, vary the format of our classes so that lectures alternate with small-group discussions, demonstrations, and student presentations. We seek feedback from our students, and sometimes from our colleagues, about the way in which these elements work together to produce a high-quality teaching and learning experience. We also look for resources, such as this instructor’s manual, in which there is a clear outline of each chapter, key terms are highlighted, thought-provoking discussion questions are raised, and useful supplementary materials are suggested.

In addition to the general teaching issues noted above, in a course about development from birth to age 3, we often face the additional challenge of having students who possess relatively little direct experience with infants and toddlers. If we are fortunate enough to have access to families with babies and very young children, it may be possible to invite them to visit our classes from time to time. As we all know, however, even the best laid plans may be thwarted by infants who sleep through the class period, become upset, or have difficulty settling down and attending sufficiently to demonstrate a specific phenomenon. For these reasons, it can be even more important than in other courses to have an array of video materials portraying key aspects of early development and behavior. In this instructor’s manual, therefore, I have suggested a number of titles that I have used successfully in my own course, Infant Behavior and Development.

Keeping in mind the role of video as a tool for bringing topics to life in this course, I have also included a sample syllabus that varies the order of the chapters slightly in order to build on the structure offered by a video that I have often shown on the first day of class, “Ten Things Every Child Needs.” Alternatively, of course, the “ten things” may be covered out of sequence, with the order of the textbook chapters remaining unchanged. I have used both approaches, with equally successful learning outcomes. Either way, I have found it useful to have a finite list of themes to explore, anchored to a shared visual and auditory experience.

As you read Infancy: Development from Birth Age 3, you will see that I have included pedagogical elements that I was not able to find in most of the other infancy books that I had previously used or examined. Each chapter thus contains a chapter outline, summary, questions for reading and discussion, and a glossary of key words (all key words are also defined in a glossary at the end of the book). With critical thinking skills in mind, many of the questions at the end of each chapter invite students to apply their knowledge or consider it in light of other evidence. Some of the questions ask students to propose new studies that could be carried out to address unanswered questions and advance our understanding of the first 3 years of life.

I would never have been inspired to write this book and instructor’s manual if it were not for all of the students who have explored the fascinating journey from birth to age 3 with me. I am grateful for their many contributions, including their comments on assignments and earlier drafts of chapters.

I hope that you and your students enjoy the book and that you find this instructor’s manual useful. It represents many of the lessons that I have learned in teaching both large and small classes since 1988. I am still learning, however, and would love to hear from you, if you have comments or suggestions. Feel free to get in touch at grossd@stolaf.edu.

Dana L. Gross, Ph.D.

SAMPLE SYLLABUS

Students’ curiosity and enthusiasm about your course are stimulated when the goals are stated in the form of questions. The chapters in the textbook may be read in order, of course, from 1 to 12. In this sample syllabus, however, the order of chapters reflects a framework that is developed on the first day by watching the video “Ten Things Every Child Needs.” The main textbook is supplemented by readings that have been selected to complement or reinforce key ideas and topics from the chapters, which are read in an order that closely matches Things 1 through 12 from the video.

Course Objectives:

My primary goal in this course is to explore with you the amazing journey that humans take during the first 3 years of life. Together, we will consider a number of fascinating, even profound questions, including:

• What abilities are babies born with? How do they learn about their world?
• How do babies communicate, first nonverbally and then through language?
• When and how do babies develop a sense of self?
• How do interactions with parents, siblings, and others affect babies’ intelligence?
• How does institutionalization affect infants and very young children?
• Is infant and toddler day care good, bad, or neutral in its effects on young children’s development?
• How are infants and very young children affected by postpartum depression?
• What is the impact of poverty on early development?
• What can be learned from cross-cultural studies of infants?

By the end of the semester, you will be able to answer most these questions, and you will be aware of the full array of methods that are available for investigating them. In addition, I hope that you will find a broader context into which this knowledge may be placed, now and in the future.

Course Requirements:

Facilitating discussions. Along with one or two other classmates, you will be responsible for facilitating one class discussion during the semester. To prepare for that session, begin by reading the handout about facilitating discussions. I will be glad to meet with you to help in planning, but you should feel free to design the discussions according to your own preferences. The only requirements are that discussions (a) incorporate the reading that relates to the day’s topic and (b) are organized around several integrative and penetrating questions that you distribute via email to everyone in class no later than 4:00 p.m. the day before you will be leading the discussion. Discussion facilitators will receive up to XX points, reflecting the quality of their preparation, conscientiousness, and thoughtfulness.

Class participation. Your participation in class will contribute to your final grade. Up to XX points may be earned for consistently responding to questions; raising thoughtful, relevant issues for the class to consider; and being a good, active listener. To encourage everyone to participate on a regular basis, and to get the discussion going, I will ask you to come to class each day with at least one written question about the reading or topic. Note the page numbers in our readings that relate to your questions so that it will be easy for us to look at that part of the article together during our discussion.

A research paper (XX pages max.). This paper will explore in depth a topic of interest to you, possibly one of the questions listed on the first page of our syllabus. The paper should thoughtfully integrate and evaluate scholarly sources you find through library research. Several components of this assignment (e.g., topic description, list of references) will be due at various points throughout the semester. The final paper will be handed in on XXX day, xx/xx. Refer to the grading rubric before writing this paper. This assignment is worth XX pts.

Response papers (4 pages max.). These papers give you a chance to read a single article, briefly reflect on several key ideas, and use PsycINFO or other library databases to find another, related article. Refer to the grading rubric before writing each of these papers. Each response paper is worth XX pts.

Three in-class essay exams. Essays for these exams will emphasize integrative questions about the readings, lecture, and discussion. A list of possible questions will be distributed before each essay to help you prepare. Each exam is worth XX pts.

 

COURSE SCHEDULE

Tu

Video: “Ten Things Every Child Needs”

Th

Babies: Past, Present, and Future

Historical perspectives

Gross (Chapter 1); Hernandez

(1994)

Tu

The social ecology of infancy

Gross (Chapter 1); Keller et al. (2002)

Th

Where do babies come from? (and other issues in infant

research) Paper Topic Paragraph due

Gross (Chapter 2); Huston

(2005); Johnson et al. (2003)

Tu

Prenatal Development

Gross (Chapter 3); Johnson (2000)

Th

Touch (Thing 2 from the “Ten Things…” video)

Birth and the newborn

Video: “Secrets of the Brain: The Infant Brain”

Gross (Chapter 4); Als et al.

(2000)

Tu

Birth and the newborn (continued)

Infant massage & interventions using touch

Gross (Chapter 4);

Field et al. (2004)

Th

Neonatal Assessment (the Brazelton NBAS)

Video: “Helping Parents Understand Their Newborn Infant”

Brazelton & Nugent (1995); Nugent et

al. (2009)

Tu

Interaction (Thing 1 from “Ten Things…” video)  

Effects of maternal depression

Gross (Chapter 9); Field (1998); Wachs

et al. (2009)

Th

Peer interaction and early friendship

Brownell et al. (2006);

Howes (1996)

Tu

Stable Relationships (Thing 3 from “Ten Things…” video)

Attachment

Video: “Mary Ainsworth: Attachment and the Growth of Love”

Children adopted from orphanages

Gross (Chapter 9); Carlson

(1998); Carlson et al. (2004);

Chisholm (1998); Zeanah (2000)

Th

EXAM #1

Tu

Safe, Healthy Environment (Thing 4 from “Ten Things…” video)

Nutrition, health and safety

Gross (Chapter 5);

Morrongiello et al. (2004)

Th

Guest speaker (on one of the topics in Chapter 5)

Tu

Reference List for Paper due

Sensation & perception, Motor development

Gross (Chapter 6);

Adolph & Avolio (2000)

Th

Self-esteem (Thing 5 from “Ten Things…” video)

Self-recognition and self-awareness

Self-conscious emotions

The moral self in infancy

Gross (Chapter 10); Lewis &

Ramsay (2004); Keller et al.

(2004a, 2004b); Kochanska (2002)

Tu

Cognition, learning, and intelligence

Gross (Chapter 7)

Th

Quality Child Care/Preschool (Thing 6 from “Ten Things…” video)

Growing up in child care

Gross (Chapter 11);

Brauner et al. (2004)

Tu

Early Head Start & Early Intervention

Gross (Chapter 11);

Reynolds et al. (2010); Ramey &

Ramey (1998); Brooks-Gunn (2003)

Th

Paper due at beginning of class

Early Head Start or Early Child and Family Education (field trip/speaker)

Bornstein et al. (2006)

Tu

Communication (Thing 7 from “Ten Things…” video)

Prelinguistic communication

Gross (Chapter 8);

Kuhl et al. (2003)

Th

Language input and language growth

Bilingual babies: speech & sign language

Video: “The Human Language: Acquiring the Human Language”

Gross (Chapter 8);

Petitto & Kovelman

(2003); Hoff (2003)

Tu

Play (Thing 8 from “Ten Things…” video)

Play development from birth to age three

Gross (Chapter 7);

Tamis-LeMonda et al. (2004)

Th

EXAM #2

Tu

Music (Thing 9 from “Ten Things…” video)

Electronic media

Video: “Baby Einstein” or similar videos designed for 0-3 yrs.

Gross (Chapter 12); Ilari (2005); Trehub & Trainor (1998); Wartella et al. (2004); Zimmerman et al. (2007)

Th

Barney & Friends as entertainment and education (Videos: examples

From “Barney & Friends,” “Teletubbies,” “Sesame Street” etc.)

Rideout et al. (2003); Singer &

Singer (1998)

Tu

Reading (Thing 10 from “Ten Things…” video):

A picture book reading intervention

Emergent literacy

Whitehurst et al. (1994);

Whitehurst & Lonigan (1998);

Raikes et al. (2006)

Th

FINAL EXAM