32 Unit 1 Children and Families in Today’s World Copyright Goodheart-Willcox Co., Inc. Chapter 1 Review and Assessment Vocabulary Activities 1. In small groups, create categories for the following terms and classify as many of the terms as possible. Then, share your ideas with the rest of the class. Key Terms age norm (1.2) child-centered society (1.3) child development (1.1) development (1.1) developmental acceleration (1.2) developmental delay (1.2) direct observation (1.3) environment (1.1) epigenome (1.1) genes (1.1) genetics (1.1) heredity (1.1) indirect observation (1.3) individual life cycle (1.1) intellectual development (1.1) physical development (1.1) principles of growth and development (1.2) self-actualization (1.3) sequenced steps (1.2) social-emotional development (1.1) stressors (1.1) teachable moment (1.2) theory (1.2) 2. On a separate sheet of paper, list words that are related to each of the following terms. Then, working with a partner, explain how these words are related. Academic Terms advocates (1.3) codified (1.2) confirm (1.2) constancy (1.2) disprove (1.2) domains (1.1) empathize (1.3) growth (1.1) hierarchy (1.3) interrelated (1.2) irreducible (1.3) motivation (1.2) potential (1.1) Critical Thinking 3. Cause and effect. Give an example of how learning a skill in one developmental domain affects other developmental domains. 4. Draw conclusions. What are the names of other stages in the life cycle that refer to teens and adults? What major developments or changes occur in these stages? 5. Make inferences. In what ways do you think you have developed from infancy until now? 6. Determine. Which of your traits were determined by genes that were passed to you by your parents? 7. Identify. Identify hereditary and environmental factors that make you unique. 8. Cause and effect. In small groups, discuss how developmental acceleration and developmental delay might affect a young child. Give examples of two developmental accelerations and two developmental delays and briefly summarize the impact they might have. 9. Make inferences. Trace the effects of a different problem, such as poor nutrition or lack of affection, on all areas of development. How are the areas of development interrelated? 10. Compare and contrast. Choose two theories of child development that are discussed in this chapter. Then, create a T-chart listing the components of each theory. Draw lines between components the theories have in common and highlight the differences between the theories. Discuss your charts in class. 11. Assess. Close your eyes and listen for sounds that could be used in an observation. What do you hear? How do you identify these sounds as ones being used in an observation? 12. Draw conclusions. What have you learned through observation? Core Skills 13. Writing. Write phrases describing a child. The child could be one whom you know well, or one who is imaginary. How is the child creative? How is the child challenging? How do you think studying child development can help you interact with this child? 14. Reading. Read an autobiography or biography about the life of a famous person in any career. Look for examples of constancy in the person’s growth and development. How did this constancy lead to fame in his or her career? Summarize, in your own words, the information presented in the text in simple, but accurate terms. Share your fi ndings with the class.