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Standard Area: Lifespan Development
CONTENT STANDARDSAfter concluding this unit, students understand:
1. Development as a lifelong process
2. Research techniques used to gather data on the developmental process
3. Stage theories of development
4. Issues surrounding the developmental process (nature/nurture, continuity/discontinuity, stability/instability, critical periods)
5. Impact of technology on aspects of the lifespanContent Standards With Performance Standards and Suggested Performance Indicators
CONTENT STANDARD 1: Development as a lifelong process Students are able to (performance standards):1.1 Describe physical, social, and cognitive changes from the prenatal period throughout the lifespan.
Students may indicate this by (performance indicators):
• Illustrating developmental changes in physical, cognitive, and social development
• Describing early research on child development
• Speculating on the interaction of physical, cognitive, and/or social changes in behavior
• Inferring how peer relationships change over time
• Describing similarities and differences in development across cultures
• Discussing the relative importance of peers’ versus parents’ influence in different cultural groups1.2 Examine the nature of change over the lifespan.
Students may indicate this by (performance indicators):
• Describing how social roles change over time
• Examining how race, culture, gender, age, ethnicity, religion, sexual orientation, ability/disability, and so on affect our lives over the lifespan1.3 Identify the complex cognitive structures found in the early development of infants and young children.
Students may indicate this by (performance indicators):
• Citing research on the capabilities of infants and young children
• Citing contemporary research, comparing and contrasting early views of infant capabilities with current understanding
• Discussing the role of the caregiver in promoting child development
• Speculating about how cultural practices in care providing may influence the character of cognitive development1.4 Apply lifespan principles to personal experience.
Students may indicate this by (performance indicators):
• Comparing their own life experiences with general patterns of others from their generation
• Predicting their own developmental changes over time
• Describing transition from childhood to adolescence
• Explaining the transition from adolescence to adulthoodCONTENT STANDARD 2: Research techniques used to gather data on the developmental process
Students are able to (performance standards):2.1 Explain the distinguishing characteristics of the longitudinal and cross-sectional methods of study. Students may indicate this by (performance indicators):
• Describing key features of each research technique
• Evaluating strengths and weaknesses of each research technique
• Demonstrating how certain research techniques relate to specific developmental issues
• Identifying behaviors and characteristics across generations
• Explaining the advantages of using animals to study lifespan issues
• Relating details of a specific longitudinal or cross-sectional study and its impact for understanding human developmentCONTENT STANDARD 3: Stage theories of development
Students are able to (performance standards):3.1 Outline the stages of a developmental theory by theorists such as Piaget, Erikson, Kohlberg, Gilligan, Cross, Helms, and so on. Students may indicate this by (performance indicators):
• Applying developmental theories to life situations
• Identifying limitations of stage theories3.2 Recognize how biological and environmental factors linked to societal conceptions of gender shape the experiences of males and females.
Students may indicate this by (performance indicators):
• Explaining the differences between sex, identity, and roles
• Citing examples of how gender expectations and bias affect male-female behavior throughout the lifespan
• Explaining how gender identity develops
• Exploring how gender expectations may differ depending on ethnicity
• Identifying biological factors that may lead to gender differences and similarities3.3 Examine the development of ethnic identity.
Students may indicate this by (performance indicators):
• Analyzing case studies that illustrate ethnic identity development
• Exploring effects of ethnic discrimination on development
• Identifying commonalties across racial and ethnic boundaries
• Examining theories on multiracial and multiethnic identity and the contexts in which they were developed3.4 Explore developmental theories as they relate to cultural bias.
Students may indicate this by (performance indicators):
• Identifying how cultural differences affect development, such as in collectivist versus individualist cultures
• Evaluating strengths and weaknesses of developmental theories, such as Erikson’s stage of identity versus role confusion, from the perspective of different culturesCONTENT STANDARD 4: Issues surrounding the developmental process (nature/nurture, continuity/discontinuity, stability/instability, critical periods)
Students are able to (performance standards):4.1 Describe the role of critical periods in development. Students may indicate this by (performance indicators):
• Giving an example of a critical period in development
• Evaluating significance of critical periods in development
• Explaining difficulties of research in the area of critical periods
• Linking cortical development to enriched environments during critical periods4.2 Explain the issues of continuity/discontinuity and stability/instability in development.
Students may indicate this by (performance indicators):
• Giving an example to illustrate continuity or discontinuity in development
• Citing research concerning stability or instability of traits over timeCONTENT STANDARD 5: Impact of technology on aspects of the lifespan Students are able to (performance standards):
5.1 Discuss the influence of technology on quality of life. Students may indicate this by (performance indicators):
• Debating the effects of media violence on aggressive behavior
• Contrasting definitions of quality of life across cultures that vary in technological development5.2 Examine the role of technology in longevity.
Students may indicate this by (performance indicators):
• Investigating medical interventions for fertility and premature baby care
• Examining the moral dilemmas surrounding assisted suicide
• Examining cultural perspectives and values as they influence attitudes toward medical interventions
