Child Development 14th Edition
Book PrefaceChild Development 14th Edition
Making Connections . . . From My
Classroom to Child Development to You
Having taught two or more undergraduate courses in developmental psychology—child development, adolescence, and life-span development—every year across four decades, I’m always looking for ways to improve my course and Child Development. Just as McGraw-Hill looks to those who teach the child development course for input, each year I ask the students in my undergraduate developmental courses to tell me what they like about the course and the text, and what they think could be improved. What have my students told me lately about my course and text? Students have said that highlighting connections among the different aspects of children’s development would help them to better understand the concepts. As I thought about this, it became clear that a connections theme would provide a systematic, integrative approach to the course material. I have recently used this theme to shape my current goals for my course, which, in turn, influence the main goals of this text, as follows:
1. Connecting with today’s students Helping students learn about child development more eff ectively
2. Connecting research to what we know about children’s development Providing students with the best and most recent theory and research in the world today about each of the periods of child development
3. Connecting topical and developmental processes Guiding students in making developmental connections across diff erent points in child development
4. Connecting development to real life Helping students understand ways to apply content about child development to the real world and improve people’s lives, and to motivate students to think deeply about their own personal journey through life and better understand who they were, are, and will be
Connecting with Today’s Students
My students oft en report that development courses are challenging because of the amount of material covered. To help today’s students focus on the key ideas, the Learning Goals system I developed for Child Development provides extensive learning connections throughout the chapters. Th e learning system connects the chapter-opening outline, learning goals for the chapter, mini-chapter maps that open each main section of the chapter, Review, Connect, and Refl ect at the end of each main section, and the chapter summary at the end of each chapter.
The learning system keeps the key ideas in front of the student from the beginning to the end of the chapter. Th e main headings of each chapter correspond to the learning goals, which are presented in the chapter-opening spread. Mini-chapter maps that link up with the learning goals are presented at the beginning of each major section in the chapter
Then, at the end of each main section of a chapter, the learning goal is repeated in Review, Connect, and Reflect, which prompts students to review the key topics in the section, connect these topics to existing knowledge, and relate what they learned to their own personal journey through life. Reach Your Learning Goals, at the end of the chapter, guides students through the bulleted chapter review, connecting with the chapter outline/ learning goals at the beginning of the chapter and the Review, Connect, and Reflect material at the end of each major section.
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|June 2, 2019|
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