HD 101 Section 3 Week 1 Notes
HD 101 Section 3 Week 1 Notes H_D 101 03
Popular in Human Development Across the Lifespan
Popular in Human Development
This 3 page Class Notes was uploaded by Emily Jones on Sunday January 17, 2016. The Class Notes belongs to H_D 101 03 at Washington State University taught by S Roeter in Fall 2015. Since its upload, it has received 46 views. For similar materials see Human Development Across the Lifespan in Human Development at Washington State University.
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Date Created: 01/17/16
JANUARY 11, 2016 HD 101 Section 3 Our TA: Su Lee Suyeon_lee@wsu.edu can CC Stephanie Roeter Contact for ANY questions or to arrange a meeting Textbook: Lifespan Development: A Topical Approach w/ MyPsychLab w/ eText access card package *Do not throw away any inserts* Use Blackboard for announcements, course calendar, assignment instructions *will be weekly online quizzes* -Have 3 days to complete Cognitive Growth and Development Prenatal Development/Birth -language -nutrients for the baby -problem solving -things to avoid -percentile (weight, length) Physical Growth & Development -body growth: height and weight Health & Wellness -muscle and bone development -stress management -some brain development -nutrition -exercise Emotional Development -decision making Environmental Influences -reactions -community -air & water/ weather Relationships -parent habits/home -romance -laws -friendships -family Death & Dying -Emotional/Mental Wellness -grief/grieving process -do not limit to elders January 13, 2016 HD 101 Section 3 Syllabus and Course Tools DUE: 1. Syllabus quiz on Fri. 1/15 2. Critical thinking activity on Tues. 1/19 Can find both in blackboard Email: email@example.com Office Hours: (Subject line: HD 101 (your subject) Mon., Wed. 12-12:30 Sincerely, (your full name) Johnson Tower 608 Addressing her as just Stephanie is ok If you have a question about grades… 1) Look at the blackboard learn gradebook 2) Contact Su 3) Contact Stephanie Weekly Quizzes: -15 questions, 15 points, 20 minutes -Open on blackboard on Monday, closed on Wednesday -based on the previous week’s chapter Critical Thinking Activities: -14 available, do 12 total (drop lowest 2) -10% off for each day that it’s late for up to 3 days -10 points each Participation/Attendance: -12 in-class group activities, 5 points each -okay to miss/drop 3 -no make-ups th Final: May 6 3:10-5:10 PM -comprehensive, open note -group exam -9 questions -no make-ups January 15, 2016 HD 101 Section 3 Prosocial Behavior in Early Childhood (guest speaker) Prosocial Behaviors – voluntary actions intended to help or benefit another person or group of individuals; general helping actions Altruism – a special type of prosocial behavior; a helping behavior motivated by the desire to benefit another individual with no expectations of personal gain or special reward; commonly involves risk or cost to oneself - Prosocial behaviors increase across infancy, toddlerhood, to preschool 2 One year olds have been seen comforting one another, or even comforting adults in distress They also have the highest seen actions of sharing, cooperation, and protecting one another Why is Prosocial Behavior Important? - Geared towards helping other human beings; needed for humans to coexist - Children exposed to more prosocial behavior are more likely to have greater empathy, more academic success, better social skills, etc. Theories on Why Adults/ Children May Help... - May be parents themselves and have greater empathy - They may simply have the time to help - Their personal background …or Do Not Help - Don’t want to take on the responsibility - Bystander effect (someone else will do it) - They may think the person in distress is scamming them - Their personal background Macro Theories – social learning theory; the big picture of how children learn and develop prosocial behavior Micro Theories – social process theory; understanding why an individual decides to help or not help in certain social situations (Below are micro theory examples) The Diffusion of Responsibility (Bystander effect) - This phenomenon occurs when a bystander does not take action because others share the responsibility; the more bystanders, the less likely an individual is to help Norm of Reciprocity - The expectation that helping others will increase the likelihood that they will help us in the future Pluralistic Ignorance - Bystanders assume that nothing is wrong because no one around looks concerned for whoever/whatever needs help Empathy-Altruism Hypothesis - “the purest mode for helping” - When we feel empathy for whoever needs help, we help purely for altruistic reasons (regardless of what we have to gain) - If you don’t feel empathy, you’re only likely to help if you do have something to gain 3
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