and adolescence (Unit 5, Chapters 13 to 15). Therefore, Child and Adolescent Development in Context contains 15 chapters that correspond to the 15 weeks of the typical college semester.
Pedagogy
My day-to-day experiences in the classroom have helped me to keep college students’ interests and abilities at the forefront. Unlike many textbook authors, I teach four classes each semester at a comprehensive regional public university (and have done so since 1996). I taught my first online course in 2002 and have taught online and hybrid courses regularly since. My daily exposure to multiple classes and many students helps keep me grounded in the ever-changing concerns and interests of college students. I teach a diverse group of students. Some live on campus but most commute. Most of my students are ages 18 to 24, but my classes also include many so-called adult learners over the age of 24. Many are veterans, a rapidly increasing population at my institution with unique perspectives and needs. I have many opportunities to try new examples and activities. I believe that what works in my classroom will be helpful to readers and instructors. I use the pedagogical elements of Child and Adolescent Development in Context in my own classes and modify them based on my experiences.
Learning Objectives and Summaries
Core learning objectives are listed at the beginning of each chapter. The end-of-chapter summary returns to each learning objective, recapping the key concepts presented in the chapter related to that objective.
Critical Thinking
Critical Thinking Questions: At the end of each main section within the chapter, these Thinking in Context critical thinking questions encourage readers to compare concepts, apply theoretical perspectives, and consider applications of research findings presented.
A Lives in Context box program illustrate contexts drawn from the real world and their connections to one another, including international adoption and child outcomes, exposure to war and terrorism and children’s development, the effects of neighborhood on development, HIV infection in newborns, and the impact of family stress on health.
Lives in Context: Biological Influences boxes tied to each chapter’s learning objectives cover cutting-edge biological topics and prompt students to think critically about each concept.
Lives in Context: Community Context boxes raise issues related to the context of community and push students to consider real world implications of concepts connected to chapter learning objectives.
Lives in Context: Cultural Context boxes ask students to consider traditions from the cultural context and then to think critically about how culture affects development.
Lives in Context: Family and Peer Context boxes discuss the family context related to each chapter and challenge learners to apply chapter content to the real world.
Lives in Context: Media and Technology boxes address media and technology and their effects on development at each stage. Learners are prompted to synthesize chapter learning and apply knowledge to real world examples.
Case-Based Application: Each chapter closes with a case scenario, Apply Your Knowledge, followed by questions that require students to apply their understanding to address a particular situation or problem.
Supplements
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