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

Description

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

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 

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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.