this is a Psycology assignment
There are four groups of questions, one for each chapter. You will respond to one question from each group for a total of four responses. For each response, copy the question to your page before you respond to the question.Don’t forget to cite your sources. Written responses will be uploaded into this assignment. Chapter 7 - Answer 1 of the following 1) Chose either Piaget or Vygotsky and discuss three educational principles derived from this theory that continue to have a major impact on both teacher education and classroom practices, especially during early childhood. Provide examples for how these principles would be applied in a classroom. 2) A friend is going to open a preschool for low income children and wants some advice about how she should design her meal plans and curriculum given the rising concerns about childhood obesity. What can you tell your friend about preschooler eating behaviors, factors that contribute to obesity, how children learn eating habits, and what she might do in her school to address the childhood obesity problem. Be sure to use information from your course text and modules to support your response. Chapter 8: Answer 1 of the following 1) List and describe the various forms of child maltreatment (hint: there are four). Discuss factors within the family (including child, parent, and environmental) that heighten the risk of child maltreatment. 2) Alice and Wayne want their two children to become morally mature, caring individuals. List and describe at least two parenting practices they should use and two they should avoid and how these parenting styles relate to child outcomes. Chapter 9: Answer 1 of the following 1) Recall the video you watch on learning differences in the Chapter 9 module on education. Based on what you learned in this video and in Chapter 9, describe an educational environment that you believe would be most supportive of a 7-11 year old with the learning difference you selected (be sure to specify the learning difference)? Be sure to connect your educational approach to theories and concepts reviewed in class (Piaget, Information Processing, Vygotsky, etc.). How do current approaches to education support or inhibit children with the learning difference you reviewed? 2) List and describe 5 personal qualities/skills that you believe are important for academic and vocational success (e.g., problem solving, creativity, etc.). Indicate and support which of these qualities/skills are assessed by traditional intelligence tests? Indicate and support which are consistent with Sternberg’s Triarchic Theory of Successful Intelligence or Gardner’s Theory of Multiple Intelligences? Chapter 10: Answer 1 of the following 1) READ the following brief news story https://www.huffingtonpost.com/2014/03/25/kamryn-renfro-shaved-head_n_5029319.html (Links to an external site.) and watch the video at the top of the article (a bit older of an article but fitting example). Next, choose 5 of the concepts below and say how each can be related to this news story: Choose from: social convention; role of intentions; personal domain/choice; individual rights; middle childhood friendship qualities; empathy; problem or emotion-centered coping; gender non-conformity. 2) Read the following interaction and then respond to the questions that follow. The interaction was observed during lunch at an elementary school with two 5th grade girls: Hailey: Let’s start a melon club and if you are in the club you have to bring melon to eat. Quinn: Did you say melon? Ok, but who should be in it? Hailey: Maybe just us and Maisie. Quinn: Ok but Maisie is always part with Jordan and I don’t like Jordan. Hailey: We can tell Maisie not to tell Jordan and then we can fill up our seats so Jordan can’t sit here. Quinn: Ok but how do we fill them up? Hailey: Um let’s just tell people we have a candy at lunch. Quinn: But we don’t and then they might find out and be mad. Hailey: We can kick them out if they are mad. I was mad at Jordan and then she kicked me out at four-square cause she cheated and then I saw it and then I was mad and then she said I was lying. So we just kick them out and say they lied or something. Quinn: I don’t think we should ‘cause I would feel bad if someone promised me candy and then said I was a liar. Hailey: Well I think Jordan would do it so I wouldn’t feel bad. (Then Hailey grabs Quinn’s cookie and bites it). Quinn: (with an angry expression) Sometimes you are so mean! I don’t know why everyone likes you! I won’t be in your melon club! Hailey: Then you can sit with Jordan. · Based on the information you have available, determine the peer acceptance category (sociometrics) for Hailey, Quinn, Maisie, and Jordan. Provide a rationale for your decision based on information from the course text or Canvas material. · How would you characterize Hailey and Quinn’s empathy and moral development? · Provide examples of types (proactive and reactive) and forms of aggression (physical, relational, verbal) observed in this interaction. · What do you think are the long-term outcomes for either Hailey or Quinn? Development Through the Lifespan Seventh Edition Part I: Theory and research in human developmenT 1 History, Theory, and Research Strategies 2 Part II: FoundaTions oF developmenT 2 Genetic and Environmental Foundations 42 3 Prenatal Development, Birth, and the Newborn Baby 74 Part III: inFancy and Toddlerhood: The FirsT Two years 4 Physical Development in Infancy and Toddlerhood 114 5 Cognitive Development in Infancy and Toddlerhood 148 6 Emotional and Social Development in Infancy and Toddlerhood 182 Part IV: early childhood: Two To six years 7 Physical and Cognitive Development in Early Childhood 214 8 Emotional and Social Development in Early Childhood 256 Part V: middle childhood: six To eleven years 9 Physical and Cognitive Development in Middle Childhood 292 10 Emotional and Social Development in Middle Childhood 334 Part VI: adolescence: The TransiTion To adulThood 11 Physical and Cognitive Development in Adolescence 366 12 Emotional and Social Development in Adolescence 406 Part VII: early adulThood 13 Physical and Cognitive Development in Early Adulthood 436 14 Emotional and Social Development in Early Adulthood 468 Part VIII: middle adulThood 15 Physical and Cognitive Development in Middle Adulthood 506 16 Emotional and Social Development in Middle Adulthood 536 Part IX: laTe adulThood 17 Physical and Cognitive Development in Late Adulthood 568 18 Emotional and Social Development in Late Adulthood 608 Part X: The end oF liFe 19 Death, Dying, and Bereavement 644 Brief contents This page intentionally left blank Development Through the Lifespan S e v e n t h e d i t i o n Laura E. Berk Illinois State University Vice President and Senior Publisher: Roth Wilkofsky Managing Editor: Tom Pauken Development Editors: Judy Ashkenaz, Michelle McSweeney Editorial Assistants: Rachel Trapp, Laura Hernandez Manager, Content Production: Amber Mackey Team Lead/Senior Content Producer: Elizabeth Gale Napolitano Program Management: Barbara Freirich Digital Studio Product Manager: Chris Fegan, Elissa Senra-Sargent Senior Operations Specialist: Carol Melville, LSC Photo Researcher: Sarah Evertson—ImageQuest Rights and Permissions Manager: Ben Ferrini Interior Designer: Carol Somberg Cover Design: PreMedia Global Project Coordination and Editorial Services: Ohlinger Publishing Services, Inc. Full-Service Project Management: Aptara Electronic Page Makeup: Jeff Miller Copyeditor and References Editor: Loretta Palagi Proofreader: Julie Hotchkiss Indexer: Linda Herr Hallinger Supplements Project Manager: Stephanie Laird, Ohlinger Publishing Services, Inc. Printer/Binder and Cover Printer: Courier, Corp., Kendallville, IN Text Font: Times Cover Art: Harold Gregor,“No Words for Where,” 2012 Copyright © 2018 by Laura E. Berk. Copyrights © 2014, 2010, 2007, 2004, 2001, 1998 by Pearson Education, Inc. All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, 221 River Street, Hoboken NJ 07030. Library of Congress Cataloging-in-Publication Data Names: Berk, Laura E., author. Title: Development through the lifespan / Laura E. Berk, Illinois State University. Description: Seventh Edition. | Boston : Pearson, 2018. | Revised edition of the author’s Development through the lifespan, [2014] Identifiers: LCCN 2016038686 | ISBN 9780134419695 (Student edition) | ISBN 0134419693 Subjects: LCSH: Developmental psychology–Textbooks. Classification: LCC BF713 .B465 2018 | DDC 155–dc23 LC record available at https://lccn.loc.gov/2016038686 1 16 Dedication To David, Peter, and Melissa, with love Student Edition ISBN 10: 0-13-441969-3 ISBN 13: 978-0-13-441969-5 Instructor’s Review Edition ISBN 10: 0-13-441991-X ISBN 13: 978-0-13-441991-6 À la Carte Edition ISBN 10: 0-13-441972-3 ISBN 13: 978-0-13-441972-5 https://lccn.loc.gov/2016038686 Laura E. Berk is a distinguished professor of psychol- ogy at Illinois State University, where she has taught child, adolescent, and lifespan development for more than three decades. She received her bachelor’s degree in psychology from the University of California, Berkeley, and her mas- ter’s and doctoral degrees in child development and educa- tional psychology from the University of Chicago. She has been a visiting scholar at Cornell University, UCLA, Stanford University, and the University of South Australia. Berk has published widely on the effects of school environments on children’s devel- opment, the development of private speech, and the role of make-believe play in develop- ment. Her empirical studies have attracted the attention of the general public, leading to contributions to Psychology Today and Scientific American. She has also been featured on National Public Radio’s Morning Edition and in Parents Magazine, Wondertime, and Reader’s Digest. Berk has served as a research editor of Young Children, a consulting editor for Early Childhood Research Quarterly, and as an associate editor of the Journal of Cognitive Education and Psychology. She is a frequent contributor to edited volumes, having written the article on social development for The Child: An Encyclopedic Companion and the article on Vygotsky for The Encyclopedia of Cognitive Science. She is coauthor of the chap- ter on make-believe play and self-regulation in the Sage Handbook of Play in Early Child- hood and the chapter on psychologists writing textbooks in Career Paths in Psychology: Where Your Degree Can Take You, published by the American Psychological Association. Berk’s books include Private Speech: From Social Interaction to Self-Regulation; Scaffolding Children’s Learning: Vygotsky and Early Childhood Education; Landscapes of Development: An Anthology of Readings; and A Mandate for Playful Learning in Pre- school: Presenting the Evidence. In addition to Development Through the Lifespan, she is author of the best-selling texts Child Development and Infants, Children, and Adolescents, published by Pearson. Her book for parents and teachers is Awakening Children’s Minds: How Parents and Teachers Can Make a Difference. Berk is active in work