This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week’s media resources, please use the streaming media player below.
Note: Please read/view the following Required Resources in the order indicated below. You are required to view only the segments of the CD-ROM that are indicated in the Learning Resources. Be aware that the developmental domains are referred to differently on the CD-ROM than they are in the course text (i.e., the biological realm is the same as the physical domain, and the psychosocial realm is the same as the social and emotional domain).
- Course Text: Discovering Child Development
- Page 443: Adolescence
- Chapter 14: Physical Development and Health in Adolescence
- Pages 445–451 (Read to “The Adolescent Growth Spurt”)
- Pages 452–461 (Read from “The Process of Puberty”)
- Pages 465–469 (Read from “Eating Disturbances and Disorders” to “Adolescents and Chronic Illnesses”)
- Pages 474–480
- Chapter 15: Cognitive Development in Adolescence
- Pages 485–493 (Read to “How Does School Influence Adolescent Development?”)
- Chapter 16: Social and Emotional Development in Adolescence
- Pages 513–537 (Read to “How Do Mass Media Influence Adolescents’ Development?”)
- Pages 547–549 (Read from “What Factors Influence Adolescents’ Vulnerability and Resilience?”)
- Online Reading: Week 5: Sum It Up (PDF format)
From Exploring Child Development (2nd ed.) by Richard Fabes and Carol Lynn Martin
Published by Allyn and Bacon, Boston, MA. Copyright 2003 by Pearson Education. Used by permission of the publisher.
Video: Laureate Education (Producer). (2008). Child development: Virtual field experience™: the developmental continuum [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 39 minutes.
Throughout this media segment, you will have the opportunity to view the developmental continuum–infants through school-age children–as you watch all of the ages and many of the segments you have already seen, this time listening to professional commentary about some of the developmental hallmarks represented in the children’s behaviors and interactions.
Note: You will need to watch this media segment in order to complete your Application Assignment for this week.
- Respond to each item. Each response should be concise and between two and three paragraphs in length.
- Use MS Word to write your responses, and submit your answers to all three questions in one Word document.
- Copy and paste each question within the document, so that your instructor can see which question you are responding to.
- As discussed on pages 448–451 of your course text, the brain continues to undergo significant physical changes during adolescence. Describe two ways that brain development typically contributes to changes in thinking and behavior as individuals progress through adolescence. Provide two specific examples of how most adolescents think and reason based on the information on pages 485–493 of the course text.
- Although identity formation does not begin or end in adolescence, it seems to take on greater importance during this period. Based on the information on pages 513–523 of your course text, explain three reasons why this is so. (Consider the concept of the actual self and possible self; the influences of gender, culture, ethnicity, and sexual orientation; and the development of autonomy during this stage of development.)
- When children enter adolescence, many important changes and adjustments occur in their relationships. Review the information on pages 523–5 37 and pages 547–549 in your course text. Then, describe three causes of stress or changes in relationships that adolescents may experience, and discuss factors that may promote or inhibit adolescents’ ability to cope with these stressors.
Submit this assignment by Day 7 of this week.