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Lecture Notes for Theories of Development: Concepts and Applications, 6th Edition

Improve your learning with Lecture Notes for Theories of Development: Concepts and Applications, 6th Edition, packed with key course insights.

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1NOTES ON TEACHINGBefore we discuss difficult theoretical points in my classes, I oftentry to give students a general sense of the issues and concepts by meansof various exercises and activities. This section of the manual includessome of the exercises and activities I have used.Introduction, and Ch. 1: Preformationism, Locke, and RousseauThe Forces Underlying Developmental ChangeLocke and Rousseau anticipated the major positions incontemporary developmental theory, particularly with respect to theforces underlying developmental change. Prior to specific coursework,students, too, have developed some sense of these forces, and it can behelpful to discuss their knowledge. They gain confidence from thediscovery of how much they already know. To draw out thisknowledge, I ask three questions.1. A 2-year-old girl displays a strong need for order. If, forexample, she sees a shoe out of place, she puts it back where it belongs.Why do you think she shows this strong desire for order?Students typically suggest she is imitating; her behavior reflects thatof the models around her. Many other students suggest her parentshave directly taught her to be neat and orderly, perhaps throughrewards and punishments. Occasionally, students suggest that the girlhas an inner, spontaneous need for order; she is beginning to see thatthe world is ordered and she wants the stability that order provides (seeMontessori’s view, p.73in the text). I put the students’ responses intocategories on the blackboard.2. A 12-month-old girl tries to walk. At first she falls, but gets upagain and keeps trying. Why does she do this?Again, students usually suggest imitation and direct teaching. Nowmore students speculate on an inner force, something akin to biologicalmaturation. They note that the girl’s body and nervous system arematuring and she feels an inner urge to exercise her emergingcapacities.3. An 8-month-old boy says, “Ba ba ba ba.” Why is he doing this?Students see that they are offering the same hypotheses—imitation,direct teaching, and an inner, natural force. By this time, they usuallywant to debate the explanations, and I ask about the evidence that mightsupport or disconfirm a particular hypothesis. But the point I stress isthat they already know something about the explanations fordevelopmental change—the environmental causes outlined by Lockeand the inner cause, nature’s plan, advanced by Rousseau. I say wewill discuss more precise ways of conceptualizing the various forces asthe course proceeds.Classroom Exercises with respect to Rousseau’s Theory

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Theories Of Development: Concepts A...

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