Description Week 1: Promoting Development: The Foundations Have you ever wondered why identical twins sometimes are different? Or why you are similar to or different from one of your siblings? This week, you will begin this course in development by considering the influences that affect the course of your own life. Some of them you are able to control. Some you are not. Consider an event in your life that was out of your control. Were you able to find ways to improve the situation? Scientific knowledge can give you some tools. Psychological theories of development may also provide insight into this journey. Prepare yourself to think about your own development, and reflect upon what you might want to do to improve the course of your life. Are you ready for this exploration into development, including your own? Then let the journey begin. Learning Objectives Students will: Appraise life circumstances and contexts in terms of impact on development Assess influences on development that cannot be changed Analyze information about teratogens and genetic disorders Analyze the influence of contextual factors and threats to early development Demonstrate knowledge of foundational theories and concepts of human development Learning Resources Required Readings Woolfolk, A., & N. E. Perry. (2015). Child and adolescent development (2nd ed.). Saddle River, NJ: Pearson. Chapter 1, “Introduction: Dimensions of Development” In this chapter, you will learn about the field of child development, including the periods (e.g., infancy) and domains of study (e.g., biological). Basic debates within the field are also discussed, such as the relative impact of nature and nurture, in addition to the various contexts that influence development (e.g., race, socioeconomic status). Chapter 2, “Theory and Research in Child Development” This chapter covers the theoretical explanations for developmental change (e.g., psychoanalytic) and the research methods that are used to study the development. Ethical issues in conducting research with children are also discussed. Chapter 3, “Genetics, Prenatal Development, and Birth” Genetic foundations of development are covered including patterns of inheritance and examples of abnormalities. Prenatal development and birth are discussed including factors that can harm development and complicate childbirth. READ COURSE INTRODUCTION (LOCATED IN THE COURSE NAVIGATION MENU). University of Washington. (2008). About PKU. Retrieved from http://depts.washington.edu/pku/about/index.html This website describes Phenylketonuria (PKU). From this page, click on each of the topics which are: “What is PKU?”, “What is the diet for PKU?”, and “How is PKU monitored?” Be sure to read each of these sections. Optional Resources U.S. National Library of Medicine. (2015). MedlinePlus: Genetic disorders. Retrieved from http://www.nlm.nih.gov/medlineplus/geneticdisorder… Find the list of genetic disorders, and click on any one of them to find out more about that disorder. A further exploration of this website provides information about many genetic disorders including state rules about required genetic testing at birth. March of Dimes. (2015). Pregnancy. Retrieved from http://www.marchofdimes.com/Pregnancy/pregnancy.ht… Explore any of the related topics to pregnancy and birth that interest you. Discussion: Contexts of Development What is development? Why study it? You may think that development is growth or learning. You may want to study it in order to learn how to improve your own life. Your life is influenced by both biological and environmental factors. Some of these factors can be changed and some are static and cannot be changed. Environmental factors, such as parenting or healthcare, are factors that can be changed to promote more optimum development. Your gender, however, is static. Your socioeconomic status may be changeable in the United States but in some cultures you would not be able to change it. The time in history in which you were born is static. Your current health status may or may not be static. Your genetic heritage is static. Consider this example: If you had a grandfather born in 1895 who lived to be 98, he would have died in 1993. He might have fought in World War I, might have known people who died in the flu epidemic of 1918, would have lived through the Great Depression, and would have experienced the change in travel options from horseback to jets. He might only have completed the eighth grade. He would have had less ability to change his health status and educational level and probably worked so many hours, in order to feed his family, that he would not have thought much about how he parented his children. Depending on your age, you may know someone who fought in Desert Storm, and you may have experienced the coming of computers and the digital age. You might share financial responsibilities with a spouse and have a small nuclear family. You might have few health problems, receive healthcare, and engage in behaviors that promote optimum health. This example illustrates that the context within which a life exists influences development—and thus that life. To prepare for this Discussion: Think about the circumstances and context of your life or the life of someone you know who is approximately your same age. Then, think of another person within the same family who is at least two generations older—such as a grandparent. Now, take a moment to contrast the circumstances and context of the younger person’s life with those of the older adult you have selected. Keep these thoughts in mind as you continue the Discussion. Consider how the development of each person you identified was influenced by their culture/community, ethnicity/race, socioeconomic status, society/policy, and historical contexts/cohort. Which of these influences had the greatest impact on the lives you are considering? Think carefully about the differences in cultural norms, as well as the daily life experiences of the times. Think, too, about what was most different about these contexts for the people you selected. With these thoughts in mind: By Day 3 Post an analysis of the development of the twopeople you selected, in terms of what influenced their development (and thus their lives) and in terms of what could and could not have been changed. Begin with a brief description of the two people and their relationship. Then, for each person, provide oneexample of the contextual factors of development that had the most profound influence on each of their lives. Finally, summarize the development of the people in the two generations in terms of the influences that they could and could not change, in order to improve the quality of their lives. Note: Be sure to put in the first line of your post the contextual factors of development that you referenced as having had the most profound influence. You will be asked to respond to a colleague who referenced at least one context that was different from yours. .
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