LIFE-SPAN DEVELOPMENT

1. LIFE-SPAN DEVELOPMENT

2. Schools, Achievement, and Work Schools Achievement Careers, Work, and Retirement

3. Contemporary Approaches to Student Learning and Assessment Constructivist Approach Emphasizes child’s active construction of knowledge and understanding Teacher provides support for students exploring their world and developing knowledge Main theory: Piaget’s theory

4. Contemporary Approaches to Student Learning and Assessment Social constructivist approaches Focuses on collaboration with others to produce knowledge and understanding Main theory: Vygotsky’s theory Constructivist approaches Learner is center of educational process; learner-center principles

5. Contemporary Approaches to Student Learning and Assessment Direct Instruction Approach Teacher-centered approach characterized by Teacher direction and control Mastery of academic material High expectations for students’ progress Maximum time spent on learning tasks

6. Accountability in Schools State-mandated tests have taken on a more powerful role — No Child Left Behind Critics argue that they lead to Single score being used as sole predictor Teaching to test; use of memorization Tests don’t measure important skills like creativity and social skills

7. Schools and Developmental Status Early childhood education Many ways young children are educated The child-centered kindergarten Emphasizes the whole child Physical, cognitive, socioemotional development Needs, interests, and learning style Emphasizes learning process

8. Schools and Developmental Status Montessori approach Teacher is facilitator Children encouraged to be early decision makers Fosters independence and cognitive development skills De-emphasizes verbal interactions Criticisms vary

9. Developmentally Appropriate and Inappropriate Education Developmentally appropriate practice — focuses on typical development of children within age span (age appropriateness) and uniqueness of each child (individual appropriateness) Developmentally inappropriate practice — relies on abstract paper-and-pencil activities given to large groups

10. Education for Disadvantaged Children 1965 – Project Head Start U.S. programs vary for low-income children Proven positive and quality experiences Controversies in early childhood education Include both academic and constructivist approaches

11. Elementary School Change from “home-child’’ to “school-child” New roles and obligations Too often, early schooling has more negative feedback; lowers child’s self-esteem Teachers often pressured to cover curriculum; Tight scheduling; may harm children

12. Educating Adolescents Benefits Independent from parents’ monitoring More opportunities for friends More subjects to select from Challenging work Feel more grown up Drawbacks Stressful — many changes at once Top-dog phenomenon

13. Effective Schools for Young Adolescents Criticisms Watered-down versions of high schools Lack age-appropriate curricular and extracurricular schedules Massive, impersonal, and lacking

14. High School Concerns about education and students Graduate with inadequate skills Enter college needing remediation classes Student drop out rates Ethnic and racial differences Gender differences

15. Effective Schools for Young Adolescents Effective programs that discourage high school dropping out include Reading programs Tutoring Counseling Mentoring

16. High School Need for more effective programs More support needed to enable students to graduate with knowledge and skills needed to succeed Need higher expectations for student achievement

17. Trends in High School Dropout Rates

18. College and Adult Education Transition to College Replays the top-dog phenomenon Many of same benefits found in high school Movement to a larger, more impersonal school Interact with peers of more diverse backgrounds Increased focus on achievement and assessment

19. College and Adult Education Adult education includes Literacy training Community development University credit programs On-the-job training Continuing professional education Women — the majority of adult learners Reasons for attending adult education and college vary among individuals

20. Educating Children with Disabilities Approximately 10 percent of children in the U.S. receive special education or related services More than 40% have a learning disability

22. Learning Disabilities Learning disability characteristics: A minimum IQ level A significant difficulty in a school-related area No other conditions, such as severe emotional disorders second-language background sensory disabilities specific neurological deficits

23. Learning Disabilities Dyslexia — severe impairment in ability to read and spell Attention Deficit Hyperactivity Disorder Inattention, hyperactivity, impulsivity Definitive causes unknown Higher risk if a sibling already diagnosed Medications are most common treatment Other treatment recommendations vary

24. Special Educational Law Public Law 94-142, the Education for All Handicapped Children Act Individualized education plan (IEP) — written program tailored to child with disability Least restrictive environment (LRE) — child with disability educated in setting similar to where other children educated Inclusion — educating child with special education needs in regular classroom

25. SES and Ethnicity in Schools Low-income, ethnic minority children face more difficulties in school School inequalities Schools in poor areas underfunded young inexperienced teachers largely segregated Inadequate opportunities for effective learning ‘The Shame of a Nation’ Ethnic school experiences vary across groups

26. Improving relationships among ethnically diverse students Turn class into jigsaw classroom Use technology to foster cooperation Positive personal contact with diverse other students Engage in perspective taking Help students think critically and be emotionally intelligent Reduce bias View school and community as team Be competent cultural mediator

27. Extrinsic and Intrinsic Motivation Extrinsic Incentives such as rewards and punishments Rewards can undermine motivation Intrinsic Factors such as self-determination, curiosity, challenge, and effort Increased by opportunity for choices

28. Self-Determination and Choice Student internal motivation and intrinsic interest in school tasks increase when more opportunities for choice available Some rewards can undermine learning; rewards most effective with high interest Rewards convey mastery information Developmental shifts

29. Mastery Motivation Mastery orientation — task-oriented; concerned with learning strategies Helpless orientation — one seems trapped by difficulty and attributes one’s difficulty to a lack of ability Performance orientation — achievement outcomes; winning matters

30. Self-Efficacy Mindset; cognitive view of oneself Fixed mindset: ‘carved in stone’ Growth mindset: belief in change promotes optimistic or pessimistic outlook Self-Efficacy Belief that one can master a situation and produce favorable outcomes

31. Goal-Setting, Planning, and Self-Monitoring Self-efficacy and achievement improve when individuals set goals that are Specific Proximal (short-term) Challenging Can set both long and short-term goals Expectations linked to outcomes/efforts

32. Ethnicity and Culture Ethnicity and Achievement Often tangled with Socioeconomic Status SES better predictor of achievements Many minorities challenged by Negative stereotypes and discrimination Poverty Culture and conflicting neighborhood values

33. Cross-Cultural Comparisons of Educational Achievement American children perform poorly on international math and science tests Korean, Taiwanese score highest Different attitudes about achievement Different teaching styles Differing parental expectations

34. Cross- Cultural Comparisons of Educational Achievement

35. Career Developmental Changes

36. Personality Type Theory John Holland: match personality to career Realistic: prefer solitude, being outdoors Investigative: interested in ideas, intellectualist Artistic: creative, innovative ways for self-expression Social: helping orientation, desire to be with people Enterprising: dominating, good at persuasion Conventional: detail-oriented, prefer highly structured situations

37. Values and Careers Important aspect of choosing a career — match career to one’s values Monitoring the Occupational Outlook Service-producing industries will account for most new jobs Jobs requiring college degrees will be fastest-growing and highest-paying Labor force participation rates of women projected to increase

38. Work in Adolescence U.S. high school students 90% receive high school diplomas 75% work part-time and attend school Most work 16-20 hours per week Most work in service jobs Work more than in other developed countries; less than developing countries

39. Advantages and Disadvantages of Part-Time Work for Adolescents Cons Give up sports Forego social affairs with peers Less sleep Balance demands of work, school, family, and peers Lower grades

40. Work Emerging adulthood Many variations of work patterns exist in merging roles of student and worker Co-op programs, some dropouts, most graduate Adulthood The work landscape Unemployment Dual-career couples Males assuming more home responsibilities Women assuming more ‘breadwinner’ roles

41. Changing Percentages of Traditional & Dual-Career Couples

42. Age and Job Satisfaction

43. Careers and Work in Middle Adulthood Midlife time of evaluation, assessment, and reflection Recognizing limitations in career progress Deciding whether to change jobs or careers Rebalance family and work Planning for retirement

44. Work in Late Adulthood Percentage of older adults who work part-time steadily increased since 1960s Good health Strong psychological commitment to work Distaste for retirement Cognitive ability is best predictor Many participate in unpaid work Age affects many aspects of work

45. Retirement Option to retire late twentieth-century phenomenon in U.S. Today’s workers will spend 10 to 15 percent of their lives in retirement Flexibility is key factor in adjustment Retirement planning includes more than successful financial planning

46. The End