2. Candy Friday! Will your class qualify? 1. Attachment Styles and Separation Anxiety Notes 2. Childhood Artifact Group Work HW/ Coming up: The Gender Schema Venn Diagram due Thursday! Developmental Psychology Web Quest- due Friday! Read Chapter 4 by Friday! Expect a quiz! Goal(s): Be able to explain the importance of imprinting. Be able to define and explain the four different kinds of attachments. Be able to differentiate between stranger and separation anxiety. 1. Pick up the bell work. 2. Work on the bell work.

4. Authoritarian Families Kids need to listen to their parents and don’t have a say in decision making

5. Democratic Families Kids are able to make decisions, but with limits on what they are allowed to do.

6. Permissive/Laissez-faire Families Kids do what they want because parents give in to what the kids ask for

7. Uninvolved Families Kids and parents distant from one another

8. * Imprinting- some animals tend to follow and attach themselves to the first object that’s alive that they see * Survival purposes * Ex. forming of a special bond

11. Secure Avoidant Resistant Disorganized Happy to see the caregiver, but also wants own freedom Avoids parents at all times Upset when caregiver comes to them, not upset when they leave Inconsistent behavior when it comes to caregiver

13. What is anxiety?

14. * Separation Anxiety- baby becomes upset when their caretaker leaves

15. * Stranger Anxiety- baby becomes upset when an unknown person is present

16. * Don’t get up until I say go! * Get into your psych I groups * Hold on to your answers- don’t turn in just yet! * Make sure your artifact is on your desk so it can be checked for credit

17. * Blue - come up to get the handout for the project

18. * Red- Checker… The Checker Checks to make sure all group members understand the concepts and the group’s conclusions.… * Blue- Recorder… The Recorder takes notes summarizing team discussions and decisions, and keeps all necessary records. * Silver- Timekeeper… The Timekeeper keeps track of the time and makes sure that the group finishes their task on time. * Green- Main Facilitator… The Main Facilitator leads the discussion, making sure that everyone within the group is participating. * Yellow(s) - Gatekeeper… The Gatekeeper makes sure that everyone is on task. * Someone not here- you all take over his/her job

20. * What game(s) did you play as children?

21. * What are the functions of children’s games?

22. * How do games help with the building of cognitive (thinking) processes?

25. * Individually, on one FULL piece of paper, horizontally, create a Venn diagram, as the one presented below, and place the 50 characteristics from the next slide into it, based on whether you consider the following characteristics more typical of one gender than the other. * Due Thursday!!! Male Characteristic/Job Female Characteristic/Job Both

26. 1. Aggressive 2. Talkative 3. Neat in habits 4. Feelings not easily hurt 5. Adventurous 6. Feeds the baby 7. Takes out the trash 8. Walks the dog 9. Buys gifts 10. Drives fast 11. Acts as a leader 12. Self-confident 13. Does the food shopping 14. Wants to be in control 15. Wants a family 16. Wants to be a boss 17. Willing to take any job to make a living 18. Appreciates art and literature 19. Religious 20. Competitive 21. Logical 22. Cooks dinner 23. Moves furniture 24. Cleans the garage 25. Cries during sad movies 26. Buys clothes 27. Shovels the walk 28. Analytical 29. Ambitious 30. Never cries 31. Likes math and science 32. Tactful 33. Willing to take risks on the job 34. Washes dishes 35. Does laundry 36. Fixes the VCR 37. Objective 38. Emotional 39. Strong need for security 40. Expresses tender feelings 41. Sees cars as status symbols 42. Wants to quickly climb the career ladder 43. Gentle 44. Aware of others’ feelings 45. Dominant 46. Good at sports 47. Graceful 48. Mechanically inclined 49. Good with people 50. Changes diapers

27. Why is it important for children to play games and play with toys? Explain.

28. 1. Lawrence Kohlberg’s Moral Development 1. Notes 2. Group Work Activity HW/ Coming up: Gender Schema Venn Diagram due tomorrow! Developmental Psychology Web Quest- due Friday! Read Chapter 4 by Friday! Expect a quiz! Goal(s): To be able to explain and differentiate among the six stages of moral development, as explained by Lawrence Kohlberg. 1. Work on the bell work.

29. * By yourself… * Take notes outlining each of the SIX stages from pg. 84-85 * Hint- maybe create a chart similar to one on pg. 86! * You need to have a definition of each stage AND an example of each. * 15 minutes!

31. * Ethics- moral principles that govern a person's or group's behavior * Morals- a person's standards of behavior or beliefs concerning what is and is not acceptable for them to do

34. * Stage 1- If you are punished, the act must be wrong * Stage 2- If you are rewarded, then it is OK! * No sense of right or wrong!!! * Morality is based on rewards and punishments.

35. * Stage 3- You seek society’s approval of your actions. * Belong and be accepted * Ex. group making fun of student * Stage 4- You believe you need to follow rules set by authority, no matter of the consequences. * Ex. work rules * Most people will be in this stage, even adults!

36. * Stage 5- Understand that laws need to be just and fair and change based on society’s needs * Ex. anti-gay laws

37. * Stage 6- Adhere to a small number of abstract principles. * Answer to an inner conscience! * Create your own personal set of ethics!

38. * How does this relate to our bell work?

39. * With your bell work partner(s), complete the Morality Group Work handout (you CAN write on it). * This is due at the end of the class period (a few minutes before the thought of the day). * Wait to pass these up! * Don’t forget your names on there!

40. * Let’s go over this!

41. * Pass these up!

42. How do you think someone can get to stage 5 of morality? Explain.

43. 1. Go over Kohlberg’s Six Stages of Moral Development Worksheet 2. Socialization Agents 3. Gender Schemas vs. Gender Roles Discussion HW/ Coming up: Read Chapter 4 by tomorrow! Expect a quiz! Developmental Psychology Web Quest- due tomorrow! Bring in a picture or two from an advertisement or newspaper or magazine article showing the “ideal body type” based on our society’s expectations- due Monday! Goal(s): Be able to explain and provide examples for socialization agents. Be able to explain the difference between a gender schema and a gender role. Be able to assess which gender has it “easier” in our society. 1. Work on the bell work.

44. * Let’s go over this!

45. * Socialization agent- sources through which we learn how to behave * Ex. Peers

46. Do children learn gender roles or are they born different?

47. What do you assume might happen when a boy plays with action-figure dolls?

48. * Socialization- learning how to behave in a proper way within the culture you were born into or live in * 1. Know what the rules are * When to apply/not apply them * 2. Learn where we fit in * Acquire an identity through it * 3. Live with yourself and other people * Rights * Responsibilities * Abilities

49. * Gender identity * Male or female * Based on physical characteristics

50. * Gender schema * Set of behaviors organized around how either a male or female should think and behave * Acquired through socialization

51. * Gender role- behaviors society considers appropriate for each sex

52. Take out your Gender Schema Venn Diagram and leave it on your desk for check in, please!

53. Let’s go over your views on how members from each gender should act! - Grab your Venn diagram with you. - Move by the side board if you place the characteristic as a male one. - Move by the side counter if you think it a female one. - Move to the back of the room if you think it both. - Move to the front of the room if you think it neither. - Be respectful towards one another and don’t talk over each other!

55. 1. Aggressive 2. Talkative 3. Neat in habits 4. Feelings not easily hurt 5. Adventurous 6. Feeds the baby 7. Takes out the trash 8. Walks the dog 9. Buys gifts 10. Drives fast 11. Acts as a leader 12. Self-confident 13. Does the food shopping 14. Wants to be in control 15. Wants a family 16. Wants to be a boss 17. Willing to take any job to make a living 18. Appreciates art and literature 19. Religious 20. Competitive 21. Logical 22. Cooks dinner 23. Moves furniture 24. Cleans the garage 25. Cries during sad movies 26. Buys clothes 27. Shovels the walk 28. Analytical 29. Ambitious 30. Never cries 31. Likes math and science 32. Tactful 33. Willing to take risks on the job 34. Washes dishes 35. Does laundry 36. Fixes the VCR 37. Objective 38. Emotional 39. Strong need for security 40. Expresses tender feelings 41. Sees cars as status symbols 42. Wants to quickly climb the career ladder 43. Gentle 44. Aware of others’ feelings 45. Dominant 46. Good at sports 47. Graceful 48. Mechanically inclined 49. Good with people 50. Changes diapers

56. On the back of the Venn diagram, with your name on it, write a one paragraph response to this: In our society, who has the advantage? Males or females? Explain why.

57. * Pass these up!

58. * Have you experienced any differences in the way males and females show emotions in our culture? * Ex. Boys are not “allowed” to cry in public. * Provide another example.

59. Candy Friday! Does your class qualify? 1. Chapter 4 Quiz 2. Going from Childhood to Adolescence HW/ Coming up: Bring in a picture or two from an advertisement or newspaper or magazine article showing the “ideal body type” based on our society’s expectations- due Monday! Going from Childhood to Adolescence due Friday! Gender Stereotypes in the Media EXTRA CREDIT due Friday! Goal(s): Be able to explain the following: identification, identity crisis, adolescence, physical changes in adolescence, cognitive changes in adolescence. 1. Place the Developmental Psychology Web Quest with your name on it on the turn in table. 2. Work on the bell work.

60. * Turn in your bell works on the turn in table.

61. * Due on 10/9 * Follow the direction on the handout. * Come see me after school in room 208 if you have questions about this!

63. * Pick up the Going from Childhood to Adolescence handout and start working on it once done with the quiz. * Due next Friday!

64. * Complete this now! * Not all words are bold words in the textbook, but they are all within the reading! * Be ready to share your answers with the class!

65. * Pick up any no names, write your name on them, then place them in the missing work bin, as you are missing a grade for them!

67. Some other social scientists have suggested that building an identity is a lifelong process and that changes to the identity occur throughout life. Write a one paragraph that argues for or against that building of an identity is a lifelong process. Support your argument with evidence from the reading, notes, and your own experience.