FACULTY GUIDE
for use with the
Worth
International Video
Collection for
Developmental
Psychology
WORTH PUBLISHERS
FACULTY GUIDE
for use with the
Worth International Video Collection for Developmental Psychology
© 2014 by Worth Publishers
All rights reserved.
The Worth International Video Collection for Developmental
Psychology and its accompanying Faculty Guide are protected by the
copyright laws of the United States. These laws prohibit duplicating the
enclosed programs and/or preparing derivative works based on these
programs.
The contents or parts thereof may be reproduced for use with the Worth
International Video Collection for Developmental Psychology, but
may not be reproduced in any other form for any other purpose without
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2
Worth International Video Collection for Developmental Psychology
These videos are available on pre-loaded USB flash drive in MPG format
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This collection is available as an instructor resource for confirmed
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Table of Contents
CHAPTER 1: INTRODUCTION
1. Ethics in Human Research (7:08)
CHAPTER 2: THEORIES OF DEVELOPMENTAL HEREDITY
AND DEVELOPMENT
2. Interview with Charles Nelson (2:50)
3. Piaget’s Stages of Sensorimotor Intelligence (2:45)
4. Object Permanence: 7-month-old Failing Basic Object
Permanence Task (0:26)
5. Object Permanence: 9-month-old Failing A-Not-B Task (1:18)
6. Object Permanence: 9-month-old Passing Basic Object
Permanence Task (0:16)
7. Object Permanence: 9-month-old Passing A-Not-B Task (0:34)
8. Identical Twins: Growing Up Apart (1:54)
9. Understanding Neuroscience Methods: ERP (2:29)
10. Bandura's Bobo Doll Study
(2:54)
11. The Work of Harry Harlow: Clip A (1:25)
12. The Work of Harry Harlow: Clip B (0:31)
13. The Work of Harry Harlow: Clip C (0:29)
14. Interview with Barbara Rogoff (2:25)
CHAPTER 3: PRENATAL DEVELOPMENT, PREGNANCY, AND
BIRTH
15. Infertility and IVF (3:20)
16. Sonogram (1:48)
17. 3-D Ultrasound (0:20)
18. Fetal Heartbeat (0:06)
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19. The Experience of Pregnancy: The First Trimester (2:39)
20. The Experience of Pregnancy: The Second Trimester (2:02)
21. The Experience of Pregnancy: The Third Trimester (2:20)
22. Birth: First Stage of Labor (2:08)
23. Birth: Transition (1:10)
24. Birth: Delivery of Placenta (0:37)
25. Birth: Crowning (1:08)
26. Birth (1:09)
27. Iron Deficiency Anemia (6:44)
28. Low Birthweight in India (2:47)
29. Prenatal Animation
(2:32)
30. Brain Development Animation: Prenatal (3:47)
CHAPTER 4: EARLY CHILDHOOD
31. Theory of Mind: Interview with Alison Gopnik 0:53
32. Theory of Mind: Three-year-old Fails Clip A 1:03
33. Theory of Mind: Three-year-old Fails Clip B 0:55
34. Theory of Mind: Three-year-old Passes 1:45
35. Theory of Mind: Six-year-old Passes 1:11
36. Theory of Mind: Young Children Versus Older Children 1:44
37. Newborn Senses: Taste 0:32
38. Newborn Senses: Observation 0:48
39. Newborn States: Deep Sleep 0:21
40. Newborn States: Active Awake A 1:19
41. Newborn States: Active Awake B 0:40
42. Newborn States: Active Sleep A
0:32
43. Newborn States: Active Sleep B
0:36
44. Newborn States: Crying 0:17
45. Newborn States: Drowsiness A 0:50
46. Newborn States: Drowsiness B 0:21
47. Newborn States: Quiet Awake 0:32
48. Motor Milestones of the First Two Years: Crawling 0:17
49. Motor Milestones of the First Two Years: Cruising 0:23
50. Motor Milestones of the First Two Years: Head Up 0:15
51. Motor Milestones of the First Two Years: Kicking 0:11
52. Motor Milestones of the First Two Years: Rolling Over 0:14
53. Motor Milestones of the First Two Years: Sitting 0:19
54. Motor Milestones of the First Two Years: Walking 0:27
55. Nutritional Needs of Infants and Children: Food Insecurity 2:17
56. Research of Carolyn Rovee-Collier 2:14
57. Interview with Steven Pinker 2:55
58. Research of Janet Werker
5:26
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59. Interview with Alexander Thomas 3:15
60. Malnutrition and Children in Nepal 10:20
61. Infants' Prespeech Gestures 2:44
62. Memory Development: Clip A 2:50
63. Memory Development: Clip B 2:11
64. Memory Development: Clip C 2:21
65. Memory Development: Clip D 2:56
66. Children in China with Iodine Deficiency 6:42
67. False Memories from Early Childhood: oh, Yes, I Remember It
Well 4:52
68. Piaget's Conservation Task Five-year-old Fails 1:24
69. Piaget's Conservation Task Seven-year-old Passes 0:52
70. Affordances 0:43
71. Brain Development Animation: Infants and Toddlers 2:34
72. Brain Development Animation: Early Childhood 0:36
73. Hothouse Babies 1:55
74. Early Childhood Language: Three-year-olds Clip B 0:52
75. Learning Language: Three- to Four-month-olds 0:28
76. Brain Development Animation: The Process of Myelination 0:54
77. Newborn Reflexes 2:18
78. Play: Parallel Play 0:16
79. Developing Self-Awareness1:05
CHAPTER 5: CHILDHOOD
80.Understanding Assimilation and Accommodation: Clip A 0:32
81.Understanding Assimilation and Accommodation: Clip B 0:19
82.Understanding Assimilation and Accommodation: Clip C 0:29
83.Understanding Assimilation and Accommodation: Clip D 0:38
84.Interview with Michael Cole 2:47
85.Learning Through Participation 0:19
86.Research of Karen Adolph 0:51
88.Separation Anxiety 0:15
89.Child Care Clip A 0:30
90.Child Care Clip B 0:23
91.Child Care Clip C 0:55
92.Child Care Clip D 0:48
93.Child Care Clip E 0:58
94.Child Care Clip F 1:25
95.A Typical Day in Early Childhood Education 1:55
96.The Childhood Stress-Cortisol Connection 3:40
97. Gross Motor Skills 1:49
98. Stolen Childhoods: Children in the Work Force and Sex Trade 6:42
5
99. Stolen Childhoods: Child Laborers at a Carpet Factory in Nepal 0:54
100. Stolen Childhoods: The Sex Slave Trade in Nepal: Chhakali's Story
Clip A 2:53
101. Stolen Childhoods: The Sex Slave Trade in Nepal: Chhakali's Story
Clip B 2:07
102. Stolen Childhoods: Helping Child Laborers in Nepal 4:24
103. Age-Related Differences in Autobiographical Memory 1:21
104. Magical Thinking 2:39
105. Scaffolding 0:19
106. Interview with Susan Goldin-Meadow 4:33
107. Interview with Nancy Eisenberg: Emotional Regulations in Children
1:55
108. Learning Emotional Display Rules: Disappointing Gift Task 2:26
109. Interview with Jay Belsky 2:26
110. Educating the Girls of the World: The United Nations and Girls'
Education 2:25
111. Eugenics and the "Feebleminded": A Shameful History 8:00
112. Autism: Treatment 4:10
113. Autism: Impact on Families 1:44
114. Thinking Critically About Autism: A History of Autism and the
MMR Vaccine 2:00
115. Thinking Critically About Autism: A Case Study of William 2:15
116. Autism: Two Children
4:26
117. Autism Spectrum Disorder: Pervasive Development Delay 6:20
118. Reading and Reading Disorders 4:24
119. Phonemic Awareness Task 2:07
120. Interview with Joseph Campione 2:32
121. Interview with Robert Siegler
3:23
122. Learning and Motivation: Traditional Learning 1:31
123. Learning and Motivation: Learning Intrinsically 1:20
124. Interview with Larry Walker
03:15
125. Childhood Fear: Overcoming Dog Phobia 08:02
126. ADHD: A Family Problem 6:17
127. The Strange Situation: Clip A 4:55
128. The Strange Situation: Clip B
4:19
129. The Strange Situation: Clip C 3:13
130. Autism: Parents Discuss Cause 1:58
131. Autism: Diagnosis 2:31
132. Autism: Observing Children with Autism Clip A 0:30
133. Autism: Observing Children with Autism Clip B 1:20
134. Autism: Observing Children with Autism Clip C 0:42
135. Bullying: Clip D 2:51
136. Bullying: Clip A 1:14
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137. Bullying: Clip B
1:11
138. Bullying: Clip E
1:42
139. Bullying: Clip C 1:13
140. Excising Female Genitals: A Tradition in Burkina Faso 4:24
141. Best Practices in Child Care: Building Strong Relationships with
Families 2:46
142. Best Practices in Child Care: Caregiver with Children 1:19
143. Best Practices in Child Care: Continuity of Care 1:38
144. Best Practices in Child Care: Curriculum 0:49
145. Best Practices in Child Care: Developing Relationships in Small
Groups 0:49
146. Best Practices in Child Care: Observing a Care Center in Action
1:27
147. Best Practices in Child Care: Primary Caregiving 0:18
148. Child Soldiers and Peacemakers: Adolescent Leaders of the
Children's Crusade for Peace 3:33
149. Child Soldiers and Peacemakers: The Children's Peace Movement in
Columbia 3:43
150. Child Soldiers and Peacemakers: The Effects of War on Children
1:16
151. Play: Functional Play 0:30
152. Play: Cooperative Play
0:34
153. Play: Parallel Constructive Play 0:30
154. Play: Parallel Functional Play 0:33
155. Play: Cooperative Physical Play 0:30
156. Play: Cooperative Fantasy Play 0:45
157. Piaget's Conservation-of-Number Task 1:39
158. Play: Cooperative Physical Play 0:15
159. Play: Cooperative Play 0:13
160. Fine Motor Skills: Clip A 3:22
161. Fine Motor Skills: Clip B 4:13
162. Gender Segregation Clip A 0:44
163. Gender Segregation Clip B 0:54
164. Early Childhood Language: Three-year-olds Clip A 0:36
165. Early Childhood Language: Fast-Mapping 0:38
166. Early Childhood Language: Overextension 1:31
167. Early Childhood Language: Three-year-olds Clip C 1:46
168. Early Childhood Language: Private Speech 0:27
167. Learning Language: Newborn
0:41
170. Learning Language: Two-months-old 1:29
171. Learning Language: Six-month-olds 0:30
172. Learning Language: Six-month-olds 0:30
173. Learning Language: Nine-month-olds 0:44
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174. Learning Language: Two and Three Year Olds Clip A 0:42
175. Learning Language: Word Combinations 1:13
176. Learning Language: Two and Three Year Olds Clip B 0:34
177. Learning Language: First Words 1:17
179. School Around the World: Clip A 0:24
180. School Around the World: Clip B 0:28
181. Boy Soldiers in Liberia, Africa 4:36
191. Balance Scale 6-year-old 1:06
192. Balance Scale 11-year-old 1:35
CHAPTER 6: ADOLESCENCE
183. Formal Operational Thought 14-year-old 1:18
184. Dyslexia: Adolescent Discusses Impact 1:24
185. Dyslexia: Children Discuss Impact 2:32
186. Dyslexia: Expert and Child Discuss Treatment 2:00
187. Interview with Michael Lewis 0:55
188. The Wisdom of Generations: Boys' and Girls' Initiations Among the
Chokwe and Related People 5:26
189. Empathy in Adolescence: Do Video Games Produce Violent
Behavior? 4:37
190. Brain Development Animation: Adolescence 0:13
193. Balance Scale 14-year-old 1:08
194. Formal Operational Thought 19-year-old 0:58
195. Interview with Anne Petersen
2:58
196. Timing of Puberty: Girls 2:10
197. Timing of Puberty: Boys 1:21
198. Self-Esteem Clip A 0:19
199. Self-Esteem Clip B 1:20
200. Self-Esteem Clip C 1:47
201. Self-Esteem Clip D 1:25
202. Identity Status: Interview with Cedric, Identity Achievement 7:06
203. Identity Status: Interview with Derek, Diffusion 1:28
204. Identity Status: Interview with Jared, Foreclosure 4:36
205. Identity Status: Interview with Jodie, Moratorium 1:58
CHAPTER 7: EMERGING ADULTHOOD
206. A Young Mother in Uganda 8:29
207. A Young Mother in Brazil 10:46
208. A Young Mother in Nepal 6:00
209. Interview with Catherine Cooper 1:33
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210. Life Stages/Life Review: Developmental Tasks: Early Adulthood
1:34
211. Brain Development Animation: Emerging Adulthood 1:01
212. Interview with Kurt Fischer 2:18
213. Labouvie-Vief's "John and Mary" Story 1:38
CHAPTER 8: ADULTHOOD
215. Divorce: Impact of Divorce 0:37
216. Divorce: Children Discuss Impact of Divorce Clip A 0:50
217. Divorce: Children Discuss Impact of Divorce Clip B 0:24
218. Divorce: Children Discuss Impact of Divorce Clip C 0:53
219. Divorce: Children Discuss Impact of Divorce Clip D 0:52
220. Divorce: The Challenge of Parenting after Divorce 0:52
221. Breast Cancer Diagnosis 2:51
222. Breast Cancer Treatment 2:54
223. Living with Diagnosis of Breast Cancer 3:12
224. Relationship States: Cohabitation 1:08
225. Caregivers between Generations: Danielle, Personal Experiences of
Caregiving 2:17
226. Expertise: The Work of an Expert Choral Singer 1:17
227. Expertise: The Work of an Expert Researcher 0:55
228. Life Stages/Life Review: Developmental Tasks: Middle Adulthood
0:54
229. Personality and Generativity: Generativity, Choice of Work, and
Volunteering
1:23
230. Personality and Generativity: Feeling Like an Adult 0:55
231. Personality and Generativity: Generativity and Volunteering 1:17
232. Life Stages/ Life Review: Life Transitions: Middle Adulthood 1:12
233. Marriage in Middle Age 2:41
234. Relationship States: Marriage
1:52
235. Parenthood in Middle Age 3:09
236. Caregivers Between Generations: Pandy, Personal Experiences of
Caregiving 2:44
237. Relationship States: Postponing Marriage 1:02
238. Caregivers Between Generations: What is the "Sandwich
Generation"? 3:27
239. Becoming a Parent 0:54
240. Becoming a Parent: Adjustments in Household Labor After
Parenthood: Father 0:40
241. Becoming a Parent: Adjustments in Household Labor After
Parenthood: Mother 0:33
242. Becoming a Parent: Emotional Adjustments to Parenthood 0:35
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243. Becoming a Parent: Physical Adjustments to Parenthood 0:49
CHAPTER 9: LATE ADULTHOOD
244. The Old-Old: Bernice, 97-years-old 2:15
245. The Old-Old: John, 99-yers-old 2:48
246. The Old-Old: Mary, 94-years-old 2:30
247. Volunteering 2:39
248. Long-Term Marriage 2:48
249. Grandparenting 3:37
250. Nursing Homes
2:44
251. Caregivers Between Generations: Carol Abaya Sandwich Generation
Expert 2:26
252. Active and Healthy Aging: Exercising, Diet, and Physical Activity
in Late Adulthood 1:46
253. Active and Healthy Aging: Late Adulthood Age Categories 0:38
254. Active and Health Aging: Mental Activity in Late Adulthood 1:29
255. Active and Healthy Aging: Social Activity in Late Adulthood 3:11
256. Active and Healthy Aging: The Importance of Community 1:02
257. Alzheimer's Disease: Diagnosis and Treatment for Alzheimer's
Disease 2:52
258. Alzheimer's Disease: Stages of Alzheimer's Disease 3:24
259. Alzheimer's Disease 8:45
260. Brain Development Animation: Late Adulthood 0:27
261. Life Stages/Life Review: Developmental Tasks: Late Adulthood
1:34
262. Caregivers Between Generations: Three Generations in Everyday
Life 0:25
263. Grandparents as Parents: Effects on Grandchildren 2:36
264. Grandparents as Parents: Effects on Grandparents 2:23
265. Grandparents-as-Parents 2:54
266. Life Stages/ Life Review: Life Transitions: Late Adulthood 1:21
267. Menopause 2:02
268. Menopause: Common Symptoms 1:26
269. Menopause: Initial Signs 0:24
270. Retirement 3:22
271. Relationship States: Singlehood 3:30
CHAPTER 10: DEATH AND DYING
272. Bereavement and Grief: Early and Middle Adulthood 3:06
273. Bereavement and Grief: Late Adulthood 1:44
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274. Bereavement and Grief: Interviews with George Bonanno and Carol
Abaya 2:04
275. Bereavement and Grief: Children 1:14
276. Bereavement and Grief: Interview with George Bonanno 2:25
277. Death: Barbara Coombs- Lee, Compassion in Dying 2:54
278. Death: Case Studies in Dying Lucky and Dorothy 3:02
279. Death: Case Studies in Dying: Dorothy 1:46
280. Death: Cases Studies in Dying: Laura Rothenberg 2:40
281. Death: Interview with Jeffrey Birnbaum 2:53
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CHAPTER 1: INTRODUCTION
1. Ethics in Human Research: Violating One's Privacy?
7:08
001_ethics.mpg
This segment explores a genetic research project conducted in Iceland that attempts to
identify genes that may predispose individuals for certain disorders. The researcher in
charge was given the right to collect and analyze the private medical records of all
Icelandic citizens. The clip explores the ethical concerns and potential misuses of
such information, while also considering the benefits that genetic research may
provide. Modeling, Bandura found, is most likely to occur if the observer is uncertain
or inexperienced, and if the model is admirable and powerful, nurturing, or similar to
the observer.
CHAPTER 2: THEORIES OF DEVELOPMENTAL HEREDITY
AND DEVELOPMENT
2. Interview with Charles Nelson
2:50
002_nelson.mpg
Techniques that can be used to look at brain structure and function include X-rays,
electroencephalography (EEG), computerized tomography (CT), positron emission
tomography (PET), magnetic resonance imaging (MRI), and functional magnetic
resonance imaging (fMRI).
In this clip, Charles Nelson, a researcher of brain structure and development,
describes the use of brain-imaging techniques in children.
3. Piaget's Stages of Sensorimotor Intelligence
2:45
003_piaget.mpg
These scenes illustrate various circular reactions--that is, habits or action-oriented
schemas, which a child between the ages of 0 and 2 repeats over and over, as outlined
in Piaget’s first stage of cognitive development, known as sensorimotor development.
4. Object Permanence: 7-month-old Failing Basic Object Permanence Task
0:26
004_failobjperm.mpg
In the classic demonstration of object permanence, an adult shows a child an
interesting object and then places an easily removed cloth or blanket over it. If the
child attempts to remove the cloth, the infant has acquired object permanence. If the
infant briefly looks disappointed and then adjusts to the loss, object permanence is not
present. An extension of this research is Piaget’s A-Not-B task. In this task, infants
see an object placed under a blanket (A) and become accustomed to the object’s being
in that location. When the object is then placed in a new location (B), infants tend to
search for the object in the old (A) location, even though they watched the
experimenter place the object in the new (B) location. The tendency seems to indicate
that the concept of object permanence is present but still developing toward its final
form. In this clip, even after several trials, this 7-month-old girl seems to accept that
12
the giraffe disappears when the researcher places it under the cloth. Although the toy
is easily within her reach, she makes no attempt to retrieve it, no matter where it is
hidden.
5. Object Permanence: 9-month-old Failing A-Not-B Task
1:18
005_failanotb.mpg
The child in this clip has clearly acquired a concept of object permanence and has no
trouble retrieving toys from the A location. But when the researcher moves the toy to
a new (B) location, the child continues to search for it in its previous location.
6. Object Permanence: 9-month-old Passing Basic Object Permanence Task
0:16
006_passobjperm_cr.mpg
The child in this clip has clearly acquired a concept of object permanence and has no
trouble retrieving toys from the location.
7. Object Permanence: 9-month-old Passing A-Not-B Task
0:34
007_passanotb_cr.mpg
The 9-month-old girl in this clip has mastered the concept of object permanence, and
she easily passes the A-not-B task, looking for the keys in their new location
immediately.
8. Identical Twins: Growing Up Apart
1:54
008_twina part.mpg
This clip shows two identical twins, separated at birth and each unaware of the other’s
existence until adulthood. The two exhibit very similar personalities, mannerisms,
interests, hobbies, and physical appearance (though one is much heavier than the
other). Also, both twins independently went into the same profession, firefighting.
The clip surmises that genes play a significant role in people’s physical, emotional,
social, and mental development.
9. Understanding Neuroscience Methods: ERP
2:29
009_erp.mpg
The laboratory of Debra Mills recorded and analyzed the brain-wave patterns of an
infant who listened as a puppet recited words, both familiar and unfamiliar. This
laboratory scene is captured in this video along with Mills discussing ERP (EventRelated Potentials) research, in particular research related to changes in brain
organization (especially cerebral lateralization of language) that occur as children
acquire language.
10. Bandura's Bobo Doll Study
2:54
010_bandura_cr.mpg
Albert Bandura, a pioneer in observational learning, performed a now-classic
experiment to demonstrate that children can learn aggressive behaviors simply by
seeing others model those behaviors, rather than through receiving rewards for their
13
own aggressive behaviors. In these experiments, Bandura had adults act aggressively,
punching and roughing up a Bobo doll, an inflatable toy that, when jostled, always
returns to an upright position. Children who observed these actions behaved similarly
when left alone with the Bobo doll. Modeling, Bandura found, is most likely to occur
if the observer is uncertain or inexperienced, and if the model is admirable and
powerful, nurturing, or similar to the observer.
11. The Work of Harry Harlow: Clip A
1:25
011_HarryHarlow_vid1_cr.mpg
Harry Harlow, an experimental psychologist, studied learning in infant monkeys. His
observations led him to question the assumption of psychoanalytic and learning
theorists that infants are attached to their mothers primarily because the mother
satisfies the infant’s need for food. Harlow’s studies demonstrated the importance of
“contact comfort” in infants: Baby monkeys preferred a soft “mother” to a wire
mother. They even preferred a nonfeeding soft mother to a feeding wire mother as a
safe haven when frightened or when exploring the world. Harlow concluded that the
critical components of mothering seem to be touching, comforting, and holding. This
set of videos shows that, in Harry Harlow’s experiments, infant monkeys much
preferred a comforting soft mother who did not supply food to an uncomfortable wire
mother with a feeding bottle.
12. The Work of Harry Harlow: Clip B
0:31
012_HarryHarlow_vid2_cr.mpg
Dr. Harlow describes the wire mother and the cloth mother.
13. The Work of Harry Harlow: Clip C
0:29
013_HarryHarlow_vid3_cr.mpg
Dr. Harlow describes the setup for the test of whether nursing baby monkeys prefer
the wire mother to the cloth mother.
14. Interview with Barbara Rogoff
2:25
014_rogoff_cr.mpg
Barbara Rogoff (University of California, Santa Cruz), a leading researcher, conducts
research into the ways cultural practices, goals, and beliefs affect human
development. In this clip, she talks about the importance of culture and community in
a child’s development and how this varies from one country to another.
CHAPTER 3: PRENATAL DEVELOPMENT, PREGNANCY, AND
BIRTH
15. Infertility and IVF
3:20
015_ivf.mpg
14
In this video, doctors Mark Sauer and Edward Ditkoff discuss infertility treatments. In
addition, a successful in vitro fertilization (IVF) procedure, performed by Dr. Ditkoff,
is shown. In IVF, conception occurs outside of the womb and the developing cell
mass is then inserted into the woman’s uterus so that pregnancy can occur.
16. Sonogram
1:48
016_sonogram.mpg
Sonograms use high-frequency sound waves that bounce or echo from the fetus and
show a “moving” picture of the fetus. These noninvasive tests can determine
anatomical problems in the fetus and the placement of the placenta and amount of
amniotic fluid in the uterus. Sonograms help determine delivery dates, the number of
fetuses, the rate of growth, and the sex of the fetus.
17. 3-D Ultrasound
0:20
017_ultrasound3d.mpg
Here you see the results of a non-invasive prenatal test: a 3-D sonogram, which is a
still shot of a baby in the womb. This 3-D sonogram was taken by a machine called an
Ultrasound, which provides 3D ultrasound images. People refer to either a 3-D
imagine, a 3-D scan, or a 4-D scan.
18. Fetal Heartbeat
0:06
018_fetalheart.wav
A small, portable machine, called a doppler device, magnifies ultrasound waves that
bounce or echo off the fetus in order to detect the fetal heartbeat. The procedure
usually takes place during a visit to a physician’s office. The sound you hear in this
video clip was recorded when a doppler device was being used.
19. The Experience of Pregnancy: The First Trimester
2:39
019_firsttrimester.mpg
In this video clip, a couple describes their experience of the first trimester of
pregnancy, from emotions each member of the couple experiences to physical
symptoms the woman experiences, including food aversions.
20. The Experience of Pregnancy: The Second Trimester
2:02
020_secondtri.mpg
In this video clip, a few women describe their experience of the second trimester of
pregnancy, from the shock of their expanding stomachs, to the thrill of feeling the
baby move inside the womb, and the sense of reality about the pregnancy that begins
to take hold during this period of time.
21. The Experience of Pregnancy: The Third Trimester
2:20
021_third-tri.mpg
In this video clip, a woman describes her experience of the third trimester of
pregnancy. She and her husband happily anticipate their baby’s birth and their new
15
responsibility as parents. The woman is somewhat limited in her mobility, but she
doesn’t mind because a healthy baby is the priority for both her and her husband.
22. Birth: First Stage of Labor
2:08
022_labor.mpg
Vanessa is in the first stage of labor, which usually lasts between 12 and 24 hours.
Her cervix has begun to dilate but has opened only to about 3 centimeters. It will need
to open to 10 centimeters to let the baby’s head and shoulders emerge. In this clip,
Vanessa describes her contractions; at this early stage, contractions last anywhere
from 15 to 60 seconds, and they are spaced about 15 to 20 minutes apart. Later, they
will grow progressively stronger, last longer, and occur at shorter intervals, until they
are only 2 to 5 minutes apart (at the end of the first stage of labor).
23. Birth: Transition
1:10
023_Birth_transition.mpg
The first stage of labor ends when the cervix has dilated to 4 inches. At this point,
there is a transition between the first stage of the birth process and the second, when
the baby’s head moves through the cervix and into the birth canal and, ultimately, the
child emerges from the mother’s body. During the transition between stages 1 and 2,
hormonal changes in the mother’s body may cause nausea, shivering, shaking in the
outer limbs, and hot flashes or cold flushes. In this clip, the mother (Veronica) is
showing the stress that is normal during this period.
24. Birth: Delivery of Placenta
0:37
024_placenta.mpg
In the final stage of labor, the mother’s uterine contractions continue, expelling the
various structures that supported the child before birth. In this clip, Vanessa’s doctor
shows the new parents the placenta, which connected Jaclyn to Vanessa and enabled
nourishment and waste disposal; the sac which held Jaclyn and the amniotic fluid that
protected her; and the remainder of the umbilical cord, which the father severed after
Jaclyn was born.
25. Birth: Crowning
1:08
025_Birth_crowning.mpg
Still in stage 2 labor, Vanessa is now having fairly constant contractions, spaced about
1 minute apart and lasting about 1 minute. Stage 2 labor averages about 90 minutes,
and during this critical time the mother must bear down and help to “push” the baby
outside of her body and into the world. Just before the actual birth, the baby’s head
crowns, or shows at the opening of the vagina. In this clip, Vanessa has her first
glimpse of her baby’s head, and she seems to gain energy from this sight.
26. Birth
1:09
026_Birth.mpg
In this clip, Vanessa has three good pushes and the baby has arrived, ending stage 2.
Jaclyn lay on her mother’s belly as her father, following instructions from the
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physician, cut her umbilical cord. A nurse then put Jaclyn in the “warming tray,”
wiped her off, and clamped the cord. After a few minutes in the warming unit and
some tests to ensure that she was doing well, Jaclyn was returned to her mother and
welcomed into the world by other family members and friends.
27. Iron Deficiency Anemia
6:44
027_anemia.mpg
Niger is one of the poorest countries in the world, and less than a third of its
population has access to any health care. Malnutrition remains the main cause of
maternal and infant mortality, and well over half of all pregnant women suffer from
iron deficiency anemia. This video shows traditional birth attendants as they try to
persuade women to take iron folate supplements and visit hospitals, which is often
prohibitively expensive. The video also visits Tanzania, where it's malaria that is
blamed for the increase in anemia, which, in some areas, affects 93 percent of
children under five.
28. Low Birthweight in India
2:47
028_lowweight.mpg
In this clip you’ll visit Hartalle village in Mysore, Southern India, where most of the
villagers live below the official Indian poverty line - less than a dollar a day - and
women and children bear the brunt of it. Pushpa was only thirteen when she had to
drop out of school and get married. By fourteen she'd already given birth to her first
child. Today at fifteen her health - as a child mother - has suffered, and she finds
looking after her baby very difficult. Both the young mothers and their babies suffer
from this early childbearing. Some mothers and babies die, and as many as one Indian
baby in three is born with low birth-weight (under 2.5 kg)
29. Prenatal Animation
2:32
029_Prenatal_Animation_cr.mpg
This fascinating animation demonstrates prenatal development, beginning with
fertilization and ending with a full-term fetus.
30. Brain Development Animation: Prenatal
3:47
030_Brain Dev prenatal.mpg
This animation provides two perspectives of brain development in the prenatal period.
A microscopic view highlights the formation of new brain cells, the formation of
networks of neurons, the pruning (remolding) of synaptic connections between
neurons, and the formation of myelin on the connecting fibers (axons) of neurons. A
macroscopic view shows the rapid development and expansion of the cerebral cortex
during the fetal period.
CHAPTER 4: EARLY CHILDHOOD
31. Theory of Mind: Interview with Alison Gopnik
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0:53
031_Theory of Mind_vid1_cr.mpg
Theory of mind is a person’s theory of what other people might be thinking. In order
to have a theory of mind, a child must realize that other people are not necessarily
thinking the same thoughts that they themselves are. Such a realization is seldom
possible before age 4. In this video, Alison Gopnik describes her work with children
and their ability to adopt the viewpoint of others.
32. Theory of Mind: Three-year-old Fails Clip A
1:03
032_Theory of Mind_vid2_cr.mpg
"Theory of mind is a person’s theory of what other people might be thinking. In order
to have a theory of mind, a child must realize that other people are not necessarily
thinking the same thoughts that they themselves are. Such a realization is seldom
possible before age 4. In the first clip, a 3-year-old participates in (and fails) a falsebelief task.
33. Theory of Mind: Three-year-old Fails Clip B
0:55
033_Theory of Mind_vid3_cr.mpg
Theory of mind is a person’s theory of what other people might be thinking. In order
to have a theory of mind, a child must realize that other people are not necessarily
thinking the same thoughts that they themselves are. Such a realization is seldom
possible before age 4. In the first clip, a 3-year-old participates in (and fails) a falsebelief task.
34. Theory of Mind: Three-year-old Passes
1:45
034_ToM3_cr.mpg
In this clip, a 3-year-old participates in (and passes) a false-belief task.
35. Theory of Mind: Six-year-old Passes
1:11
035_ToM6_cr.mpg
In this clip, A 6-year-old participates in (and passes) a false-belief task.
36. Theory of Mind: Young Children Versus Older Children
1:44
036_Theory of Mind_vid4_cr.mpg
This clip features Theory of Mind research. It shows an experiment in which children
are asked to hide candy from an adult. Older children can do the task, but children
under the age of three years are completely unable. This research shows that at that
age, the children’s brains have not yet developed to the point where they can
understand what another person can or cannot see.
37. Newborn Senses: Taste
0:32
037_Newborn Sense_vid1_taste.mpg
This video clips shows the responses of a newborn to sweet, salty, and sour tastes.
From a Q-tip, the newborn is first fed a substance of sugar and water. Next, it is fed a
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substance of salt and water. Last, it is fed a substance of lemon and water. Each taste
elicits a different response.
38. Newborn Senses: Observation
0:48
038_Newborn Sense_vid2_observation.mpg
This video clip presents footage of a 3-month-old infant; various sensory responses
may be observed.
39. Newborn States: Deep Sleep
0:21
039_Newborn States_vid6_deepsleep.mpg
The deep (also known as non-rapid-eye-movement-NREM) sleep state of full rest is
characterized by low muscle tone and motor activity, closed eyelids, still eyes, and
regular breathing. Neonates spend about 8 hours in deep sleep.
40. Newborn States: Active Awake A
1:19
040_Newborn States_vid2_active awake a.mpg
The active awake state is characterized by frequent diffuse motor activity,
vocalizations, flushed skin, and irregular breathing. The newborn occasionally makes
sounds, and reacts to sights and sounds more strongly than in the quiet awake state.
Neonates spend about 2.5 hours each day in the active awake state.
41. Newborn States: Active Awake B
0:40
041_activeawakeb_cr.mpg
Baby in seat and dad enters and puts bib on and starts to feed him.
42. Newborn States: Active Sleep A
0:32
042_Newborn States_vid5_activesleep.mpg
The active sleep state (also known as REM sleep) is characterized by increased
muscle tone and motor activity, facial grimaces and smiles, occasional eye
movements under closed lids, and irregular breathing. Active sleep occurs at the start
of a period of sleep in newborns. After two or three months, the sequence of active
sleep and quiet sleep will reverse—quiet sleep will occur before active sleep, as it
does in adults. Newborns spend about 8 hours a day—50 percent of their total
sleeping time—in REM sleep. The proportion of REM sleep declines rapidly in the
months after birth.
43. Newborn States: Active Sleep B
0:36
043_activesleepb_cr.mpg
The active sleep state (also known as REM sleep) is characterized by increased
muscle tone and motor activity, facial grimaces and smiles, occasional eye
movements under closed lids, and irregular breathing. Active sleep occurs at the start
of a period of sleep in newborns. After two or three months, the sequence of active
sleep and quiet sleep will reverse—quiet sleep will occur before active sleep, as it
does in adults. Newborns spend about 8 hours a day—50 percent of their total
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sleeping time—in REM sleep. The proportion of REM sleep declines rapidly in the
months after birth.
44. Newborn States: Crying
0:17
044_Newborn States_vid3_crying.mpg
Crying is a state associated with distress and is comprised of vigorous but diffuse
motor activity, facial grimaces, red skin, and intense rhythmic vocalization. Neonates
spend about 2 hours each day crying. Initially, crying is an involuntary reflex,
controlled by structures in the lower, primitive parts of the brain that activate when
the infant is in distress and needs comfort or food. After a few months, crying
becomes more voluntary, and an infant can cry to get a caregiver’s attention.
45. Newborn States: Drowsiness A
0:50
045_Newborn States_vid4_drowsinessa.mpg
The drowsiness state is characterized by low activity, eyes opening and closing, eyes
glazed when open, and variable breathing. Neonates spend about 1 hour in this state.
46. Newborn States: Drowsiness B
0:21
046_drowsyb_cr.mpg
The drowsiness state is characterized by low activity, eyes opening and closing, eyes
glazed when open, and variable breathing. Neonates spend about 1 hour in this state.
47. Newborn States: Quiet Awake
0:32
047_Newborn States_vid1_quiet awake.mpg
Developmentalists have identified six primary states of arousal in newborns, which
occur throughout the day and night: quiet awake, active awake, crying, drowsiness,
active sleep, and deep sleep. Each state is associated with its own pattern of activity
(gross muscle movements, eye movements, breathing patterns, and brain states). The
videos in this series show newborns in the various states of arousal. Across a 24-hour
period, a typical newborn in the United States will experience about 7 sleep intervals
and 7 waking intervals, each lasting from a few minutes to a few hours. Taken
together, the sleep intervals occupy about 16 hours of each day, half spent in active
(REM) sleep and half in deep sleep. Over the first few years, total sleep decreases,
and sleep bouts consolidate into fewer, more long-lasting intervals of sleep. The quiet
awake state is characterized by slight activity, a relaxed face, open eyes, and regular
breathing. Responses to sights, sounds, and touch are mild. This state may occur
shortly after waking, or after a more active period. It consumes about 2.5 hours of a
neonate’s day. In this video, note the baby’s relaxed face, open eyes, and regular
breathing.
48. Motor Milestones of the First Two Years: Crawling
0:17
048_crawling_cr.mpg
By 8 to 10 months, most children can lift their bellies off the floor and crawl on their
hands and knees, or hands and feet.
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49. Motor Milestones of the First Two Years: Cruising
0:23
049_cruising_cr.mpg
Between 7 and 9 months, most infants can pull themselves upright. Between 9 and 10
months, they can cruise holding onto a person’s hand or onto furniture, as this little
girl does.
50. Motor Milestones of the First Two Years: Head Up
0:15
050_headup_cr.mpg
On average, infants can lift their head by about 2 months. This motor milestone
occurs early, often in combination with the reflexive movements of the arms and legs
that are observed when infants lie on their stomach. The videos in this series show
infants attaining various motor milestones.
51. Motor Milestones of the First Two Years: Kicking
0:11
051_kicking_cr.mpg
On average, infants can lift their head by about 2 months. This motor milestone
occurs early, often in combination with the reflexive movements of the arms and legs
that are observed when infants lie on their stomach. The videos in this series show
infants attaining various motor milestones.
52. Motor Milestones of the First Two Years: Rolling Over
0:14
052_rollingover_cr.mpg
At 2 or 3 months, most infants can roll over without assistance. This infant seems
very accustomed to rolling over.
53. Motor Milestones of the First Two Years: Sitting
0:19
053_sitting_cr.mpg
Most infants sit without support by 5 or 6 months. This child’s ability to sit alone
gives her some independence in exploring her world—at least the part of it she can
reach.
54. Motor Milestones of the First Two Years: Walking
0:27
054_walking_cr.mpg
The time of walking varies, with about 50 percent of all children walking well by 12
months, and 90 percent walking well by 14 months. In their first months of walking,
infants spread their legs wide to help maintain balance, producing the characteristic
“toddling” movement.
55. Nutritional Needs of Infants and Children: Food Insecurity
2:17
055_foodinsecur.mpg
Children who eat cheap, easily available foods are prone to undernutrition—a chronic
lack of adequate food. In this video clip, Elizabeth Gartlan, a manager of Nutrition
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Education Programs for City Harvest, an organization in New York City, discussed
food insecurity and its effect on children in the United States.
56. Research of Carolyn Rovee-Collier
2:14
056_06collier.mpg
The research of Dr. Carolyn Rovee-Collier (Rutgers University) focuses on learning
and memory in preverbal infants. As you watch this video clip, note how baby Jessica
responds. There are two stands over her crib. One is empty, and the other supports a
mobile. A ribbon is attached to the empty stand and to Jessica’s ankle. Later, the
ribbon is attached to the mobile stand and to Jessica’s ankle. Finally, the ribbon is
again attached to the empty stand and Jessica’s ankle. When Jessica kicks and the
ribbon is attached to both her ankle and the mobile stand, the mobile moves.
What, if anything, does Jessica learn? What, if anything, does Jessica remember when
the circumstances in her crib change?
57. Interview with Steven Pinker
2:55
057_pinker.mpg
Stephen Pinker has studied language acquisition in young children. In this clip, he
talks about the ways in which children learn language.
58. Research of Janet Werker
5:26
058_werker.mpg
In the following video, infants respond to and discriminate among speech sounds of
native and non-native languages. Janet Werker discusses infant behaviors in
relationship to certain speech sounds, the head-turning procedure used in this clip, and
the conclusions this study has led to.
59. Interview with Alexander Thomas
3:15
059_thomas.mpg
Lead NYSL (New York Longitudinal Study) researcher Alexander Thomas of New
York University believes that peoples’ temperaments are established in infancy. To
illustrate this belief, he tells the story of a father whose harsh judgment and attitude
toward his daughter changed when an outside event allowed the father to reappraise
his daughter’s temperament as “artistic” rather than “difficult.”
60. Malnutrition and Children in Nepal
10:20
060_nepal.mpg
This video explores how women in Nepal are tackling the vicious cycle of infant
malnutrition and poverty. Viewers are introduced to Dev Kumari, a 42-year-old
migrant woman who struggles to sustain her large extended family. Her children and
grandchildren are locked into an invisible cycle that is crippling Nepal's development.
Protein Energy Malnutrition, or PEM, not only causes stunting, slow development,
disease and death amongst young children today, it also has a disastrous effect on
each successive generation—a cycle that is proving hard to break.
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61. Infants' Prespeech Gestures
2:44
061_06gestures.mpg
This video clip presents Linda Acredelo, a professor of psychology at the University
of California Davis, and Susan Goodwyn, a professor of psychology and Child
Development at California State University, Stanislaus. These research collaborators
discuss Baby Signs, their book about the signs parents and their preverbal babies use
in order to communicate with one another. According to Acredelo and Goodwyn,
baby signs may be improvised or borrowed from ASL (American Sign Language),
such as the sign for “more” that you see near the beginning of the video clip.
62. Memory Development: Clip A
2:50
062_memdeva_cr.mpg
In the first few years of life, children are capable of basic information processing, and
they do remember some events and details quite clearly. But their memories seem
unpredictable, because they do not encode, store, or retrieve information in the way
they will when they are older. In addition, the human brain is not yet fully mature.
The corpus callosum (a network of structures connecting the two hemispheres) is not
fully myelinated, and their prefrontal cortex is not fully developed. As a result,
retrieving encoded memories may be more difficult for young children than for adults.
Young children have had little experience with retrieval strategies that let them pull
information from long-term storage easily. Memories of emotional experiences are
easier to form, store, and retrieve. Source memory—the ability to recall who said or
did something, or where an event occurred—is difficult for everyone, but especially
difficult for young children. Children do, however, have an ability to store useful
representations of past events. One especially useful tool is the script, a mental road
map of a familiar, recurring, set of events. Most children have developed some
scripts—for eating meals, going to bed, taking a bath, celebrating a birthday—by the
age of three. The clips in this series show two 3-year-olds and two 6-year-olds
relating their memories of what birthday parties do and do not contain, using scripts to
answer questions about those parties. In the first clip of this series, Christian (age 3)
shares his memories of birthday parties."
63. Memory Development: Clip B
2:11
063_memdevb_cr.mpg
In this clip, Matthew (age 3) shares his memories of birthday parties.
64. Memory Development: Clip C
2:21
064_memdevc_cr.mpg
In this clip, Ethan (age 6) shares his memories of birthday parties.
65. Memory Development: Clip D
2:56
065_memdevd_cr.mpg
In this clip, Elizabeth (age 6) shares her memories of birthday parties.
66. Children in China with Iodine Deficiency
23
6:42
066_08iodine.mpg
In this informative video clip, Dr. Ray Yip takes us to a classroom in the Gansu
province where a group of children, seemingly happy and normal, show strong
evidence they have grown up a good part of their lives living with iodine deficiency.
As Yip shows us, every child born in an iodine-deficient area suffers a substantial
intelligence, or IQ, loss. Traveling to a salt mine and factory we learn about the
progress being made, as well as the problems China still faces, in its attempts to
prevent iodine deficiency in the population.
67. False Memories from Early Childhood: oh, Yes, I Remember It Well
4:52
067_13falsemem.mpg
This clip demonstrates an experiment into the nature of memory, and the way “false
memories” can be introduced into a normal person’s recollection. In the experiment,
subjects are shown and questioned about photographs from their childhood, including
one photograph doctored to show an event (a hot air balloon ride) that the subject
never really experienced. After a week, half of the subjects actually believe that they
can recall the experience of the hot air balloon ride. This clip shows how subjective
and often unreliable memory can be, and how easily it can be manipulated. The clip
features a research follow-up to the work of Elizabeth Loftus, and includes work by
Maryanne Garry and Kimberley Wade.
68. Piaget's Conservation Task Five-year-old Fails
1:24
068_Achieve Conserv_vid1_cr.mpg
According to Piaget, children at about age 7 enter the concrete operational stage of
thought: they are able to reason logically about the things and events they perceive.
Piaget believed that children’s initial ability to reason logically is reflected in their
understanding of conservation— the idea that changes in the appearance of an object
or substance do not change its key properties, such as quantity. One of his classic tests
is the conservation-of-liquid test. In this test, the experimenter shows a child two
containers of the same size filled with the same amount of liquid. The child then
watches as the contents of one container are poured into a container of a different size.
Finally, the experimenter asks the child whether one container contains more liquid
than the other, or whether the amount of liquid in both containers is the same.
The 5-year-old in this clip doesn’t yet understand that the quantity of a liquid stays the
same when you transfer the liquid to a different-sized vessel.
69. Piaget's Conservation Task Seven-year-old Passes
0:52
069_Achieve Conserv_vid2_cr.mpg
The 7-year-old in this clip has entered the concrete operational stage of thought. He is
now able to reason that the quantity of a liquid stays the same when you transfer it to
a different sized vessel.
70. Affordances
0:43
070_affordances_cr.mpg
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Eleanor and James Gibson developed the idea of affordance in cognitive
development. An affordance is an opportunity for perception, action, and interaction.
For a young child, everything in the environment affords opportunities—each item
can be perceived and interacted with in a multitude of ways.
Whether a child perceives an object or place as an affordance depends on the child’s
past experiences, developmental level, awareness of the opportunity, and immediate
need and motivation. For the child in this clip, the ball is an opportunity for
perception and interaction.
71. Brain Development Animation: Infants and Toddlers
2:34
071_brain Dev Infant and Toddler.mpg
This animation provides two perspectives of brain development in infants and
toddlers. A microscopic view highlights the formation of myelin on the connecting
fibers (axons) of neurons. A macroscopic view shows the brain growing in step with
the enlargement of the infant’s head.
72. Brain Development Animation: Early Childhood
0:36
072_BrainDevAn_earlychild_cr.mpg
In this animation about brain development in early childhood, you see brain as it
grows in step with the enlargement of the head from infancy to between ages six and
eight, when the sutures of the skull fuse. The clip also shows the process of
myelination up through age three.
73. Hothouse Babies
1:55
073_Building Better Brain_vid1_cr.mpg
Most psychologists believe that pushing children to perform tasks beyond their level
can turn learning into a source of anxiety. Parents should ensure that the experience of
learning for infants and toddlers is a joyful one, and that they allow unstructured time
for play. Developmentalists tend to believe that the most important point is to follow
the child’s lead and to support the natural developmental process through challenging,
age-appropriate activities that reflect the child’s interests. Household toys and toys
created by parents can provide all the stimulation children need.
74. Early Childhood Language: Three-year-olds Clip B
0:52
074_eclb_cr.mpg
This child is quickly matching pictures of animals with concepts she has stored in her
memory. Watch carefully, and you will see her name some animals by logical
extension of names she already knows.
75. Learning Language: Three- to Four-month-olds
0:28
075_Language4month_cr.mpg
New sounds are emerging in the third and fourth months, including squeals, growls,
croons, trills, and vowel sounds. The child and caretaker share emotions, each
focusing on the emotional expressions of the other.
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76. Brain Development Animation: The Process of Myelination
0:54
076_myelination_cr.mpg
In this animation the full process of myelination is shown, from a fetus at age sixteen
weeks through adolescence and into a person’s early 20s.
77. Newborn Reflexes
2:18
077_newreflex_cr.mpg
Some of the reflexes present at birth in the healthy infant are rooting, sucking,
swallowing, stepping, grasping, and what are called the Babinski and Moro reflexes.
This video shows a newborn displaying various reflexes.
78. Play: Parallel Play
0:16
078_parallelplay_cr.mpg
Children learn many of their social skills through play with peers. In 1932, Mildred
Parten, using a scale from least social to most social, described five types of
childhood play: solitary, onlooker, parallel, associative, and cooperative. These types
of play are illustrated in the clips in this set. In the first clip of this series, the children
are looking at their books, side-by-side but not interacting.
79. Developing Self-Awareness
1:05
079_Self_Awareness_cr.mpg
A classic test of the ability of young children to recognize themselves—first
employed by Michael Lewis and Jeanne Brooks-Gunn—involves surreptitiously
putting a dot of rouge on a child’s nose, placing the child in front of a mirror, and
observing how the child reacts to the mirror image. Very few infants younger than 15
months relate the mirror image to themselves. Most tend to ignore the image or to
touch the mirror, as though trying to touch another child. Over the next few months,
infants do begin to recognize themselves, as indicated by their touching their own
nose rather than the mirror. In this clip, 6-month-old Lilith finds her reflection in the
mirror interesting, but unfamiliar. In contrast, 18-month-old Emma sees this dot on
her reflection in the mirror and quickly relates it to her own nose. She even seems a
bit amused by it!"
CHAPTER 5: CHILDHOOD
80. Understanding Assimilation and Accommodation: Clip A
0:32
080_02assimilation.mpg
The child and his parents in this video are playing with a song the child knows and
loves. As the father and mother introduce new people and objects, the child adapts his
schema for the song to include these new elements.
81. Understanding Assimilation and Accommodation: Clip B
0:19
081_02assimilationb.mpg
26
In another example of assimilation, the young boys in this video act out the Three
Musketeers story, assimilating sticks into their schema of appropriate dueling
weapons.
82. Understanding Assimilation and Accommodation: Clip C
0:29
082_02assimilationc.mpg
The young chess expert in this video has just been bested by his opponent. His
resulting state of cognitive disequilibrium will now probably goad him to
accommodate his schema of winning at chess to include the moves that beat him.
83. Understanding Assimilation and Accommodation: Clip D
0:38
083_02assimilationd.mpg
As the young girls in this video become more and more skilled at dance, they are
incorporating new thoughts and movements into their old schema of “dancing.” They
may also have to adjust that schema if they become so skilled that they achieve a
professional status.
84. Interview with Michael Cole
2:47
084_02cole.mpg
Michael Cole (University of California, San Diego) has conducted research on how
culture affects, or “constructs,” intellectual competence.
85. Learning Through Participation
0:19
085_02participation.mpg
Lev Vygotsky was a Russian psychologist and pioneer thinker in the sociocultural
theory of learning, which holds that cognitive competencies develop when novices
and the more skilled members of society participate in a process of apprenticeship in
thinking. Children acquire their knowledge of their society’s tools, skills, and values
through guided participation in social interactions between a “tutor,” who gives
instruction, and a “learner,” who takes an active role in the learning process.
The young Mayan girl in this video acts as an apprentice to her mother, a skilled cook
preparing dinner.
86. Research of Karen Adolph
0:51
086_06kadolph.mpg
Karen Adolph (New York University) has studied how a child’s perception of
affordances changes with his or her ability to move about. A child’s perception of a
safe distance to reach across changes as he or she learns how to crawl. As a child
makes the transition from crawler to walker, his or her perception of the safety of a
slope changes.
88. Separation Anxiety
0:15
088_07sepanxiety.mpg
27
Separation anxiety is the fear of abandonment that young children—typically between
9 and 14 months old— experience when their parent or caregiver leaves them. This
anxiety is a normal developmental change, part of the process when children’s
emotions become differentiated and distinct. The strength of this and other emotions
depends in part on a child’s temperament and in part on the child’s social experiences.
The little girl in this clip is clearly anxious about her caregiver’s departure.
89. Child Care Clip A
0:30
089_07childcarea.mpg
In the United States, more than half of all 1-year-olds receive some care from persons
other than their mothers on a regular basis. This care may be provided by another
family member, but it is often provided in an organized, structured program outside
the home. The National Institute of Child Health and Development has sponsored a
study that is watching 1,300 children from birth through age 3; these children come
from 10 different regions of the United States. The study supports the conclusion that
infants are not harmed by, and are sometimes helped by, good child-care programs.
The four essential characteristics of high-quality child care are adequate attention
(that each infant receives); encouragement of sensorimotor exploration and language
development; attention paid to health and safety; and well-trained and professional
caregivers. The first video of this series presents a child care center with a good ratio
of children to caregivers.
90. Child Care Clip B
0:23
090_07childcareb.mpg
This video presents proper staffing in a child care center.
91. Child Care Clip C
0:55
091_07childcarec.mpg
In this video, caregivers show sensitivity to children.
92. Child Care Clip D
0:48
092_07childcared.mpg
This video shows the involvement of parents at one child care facility.
93. Child Care Clip E
0:58
093_07childcaree.mpg
This video presents children at play in a child care setting.
94. Child Care Clip F
1:25
094_07childcaref.mpg
This video presents a series of random events at one child care center. Evaluate
whether there is any cause for concern with respect to the care practices.
95. A Typical Day in Early Childhood Education
28
1:55
095_07typicalday.mpg
This video shows events that take place at the Early Childhood Education Center at
Riverside Community College in Moreno Valley, California. The clip presents a
typical day in one child care center. Children are dropped off engage in group work,
dance, laugh, read, and play.
96. The Childhood Stress-Cortisol Connection
3:40
096_08stresscortisol.mpg
This clip examines childhood stress and also demonstrates research into the link
between childhood stress and the hormone cortisol. It shows an experiment by
Marilyn Essex in which children’s cortisol levels are measured during stressful
situations. The children meet a stranger who makes them feel stressed, resulting in
differing levels of stress and of cortisol production. The experiment suggests that
those with higher cortisol levels withdraw, while those with lower levels are friendly
and talkative. This demonstrates that cortisol can negatively affect health and other
physical and emotional conditions.
97. Gross Motor Skills
1:49
097_08grossmotor.mpg
Gross motor skills—those skills involving large body movements—improve markedly
after the age of 2 years. Children master climbing, jumping, hopping on one foot,
running, and kicking a ball. Improved motor skills result from a stronger body and
from greater brain maturation, which is due to the increased myelination of cells in
the central nervous system. After age 2, children develop the motor skills that enable
them to have a wonderful time participating in various play activities—running,
climbing, jumping, hopping, swinging from rings, and exploring the world around
them.
98. Stolen Childhoods: Children in the Work Force and Sex Trade
6:42
098_08sextrade.mpg
In this clip you see children in Europe, Asia, and Central America who are forced to
work in restaurants, the streets, or in the sex trade.
99. Stolen Childhoods: Child Laborers at a Carpet Factory in Nepal
0:54
099_08carpet.mpg
In this clip you learn about the lives of two children forced into work at a carpet
factory in Nepal.
100. Stolen Childhoods: The Sex Slave Trade in Nepal: Chhakali's Story Clip
A2:53
100_08slavetradea.mpg
This clip presents the compelling childhood story of Chhakali, a girl from Nepal who
was trafficked to India when she was age 11 or 12. In India, she was forced to be a
sex slave for 4 years in a brothel before being rescued by Indian police.
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101. Stolen Childhoods: The Sex Slave Trade in Nepal: Chhakali's Story Clip B
2:07
101_08slavetradeb.mpg
Chhakali had been trafficked to India when she was age 11 or 12, and she was forced
to be a sex slave for 4 years in a brothel before being rescued by Indian police. In this
clip you meet Chhakali as an independent, happily married young adult. She tells
about her work helping young girls and women cope with HIV/AIDS and other
problems.
102. Stolen Childhoods: Helping Child Laborers in Nepal
4:24
102_08helpingnepal.mpg
This clip shows a rehabilitation center for former child carpet laborers, sponsored by
RUGMARK. In a chat with some students, you learn of the realities these young
children face as carpet weavers. A program called the Out of School Program seeks to
bring school to the children who cannot attend mainstream government schools.
103. Age-Related Differences in Autobiographical Memory
1:21
103_09autobiomem.mpg
Age-related differences in children’s ability to remember events they have
experienced are influenced by a variety of factors that correlate with age. They
include prior experience with the events in question and knowledge about the
“scripts” for those events, both of which affect how children make sense of and
encode the events. These factors no doubt contribute to the differences seen in the
following video of a 3-year-old and a 7-year-old being asked to recall their
experiences in a medical checkup a few minutes after the checkup has occurred. The
clips are from the study of autobiographical memory in children conducted by Peter
Ornstein and his colleagues.
104. Magical Thinking
2:39
104_09magicalthink.mpg
In this clip, you will witness a typical response from a 4-year-old and from a 7-yearold who have been asked about wishes. As you will see in this clip from the
laboratory of Jacqui Woolley, the causal power of wishing affects different age
groups differently.
105. Scaffolding
0:19
105_09scaffolding.mpg
Lev Vygotsky, who pioneered the idea of sociocultural influences on learning,
developed the notion of scaffolding, a sensitive structuring of the young child’s
participation in learning encounters. The tutor’s role is to lead the child—to arouse the
child’s interest, simplify the task, maintain the child’s interest by keeping the activity
within her ability, make sure the task is appropriate to the child’s level of cognitive
development, control frustration by anticipating problems, and convey enthusiasm. In
this clip, a teacher lifts a child to help her place another block on a tower of blocks.
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106. Interview with Susan Goldin-Meadow
4:33
106_09sgmeadow.mpg
In developing their communication skills, hearing children use both spoken language
and gestures, and deaf children learn to use gestures as a form of language. Susan
Goldin-Meadow has studied children’s use of gestures and has found that, even in
hearing children, gestures convey not just emotions but substantive information. In
this clip, she describes some of her findings on the use of gestures in communication.
107. Interview with Nancy Eisenberg: Emotional Regulations in Children
1:55
107_10eisenberg.mpg
In this video, Nancy Eisenberg talks about differences in disposition and emotional
regulation in children, and how these affect children’s responses to others.
108. Learning Emotional Display Rules: Disappointing Gift Task
2:26
108_10disappointgift.mpg
The children interviewed are asked how they would react if given and unwanted gift
by a beloved grandparent. Younger children say they would show their
disappointment in words or actions; older children say they would keep their
disappointment to themselves and say thank you in order to avoid hurting the feelings
of their grandparents.
109. Interview with Jay Belsky
2:26
109_10belsky.mpg
Jay Belsky has conducted research into interactions between parents (and other
caregivers) and children, and the ways in which adults parent their children. In this
clip, he talks about the degree to which parenting styles are learned from one’s own
parents.
110. Educating the Girls of the World: The United Nations and Girls' Education
2:25
110_11educategirl.mpg
In this clip you meet two girls who want to go to school: one girl comes from
Bangladesh, and the other comes from Mali. For each girl, the desire for an education
meets obstacles since this ambition is not a family propriety, either economically or
culturally.
111. Eugenics and the "Feebleminded": A Shameful History
8:00
111_11eugenics.mpg
This video depicts The Fernald School, an institution for “feeble-minded” boys that
operated in the 1920s and, in fact, was part of the American eugenics movement. The
clip also shows interviews with former residents who recall severe abuse and
mistreatment; they discuss the lasting impact of the incorrect diagnosis of “moron”
that they received. The clip further explores evidence that involuntary experiments
were conducted on the boys in past decades.
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112. Autism: Treatment
4:10
112_11auttreat.mpg
In this video, mothers and teachers describe some of the short-term and long-term
goals of treatment and training for the children in their care.
113. Autism: Impact on Families
1:44
113_11autimpact.mpg
Autism affects the whole family. In this video, parents describe their reactions to the
diagnosis and their adjustments to living with a child with autism.
114. Thinking Critically About Autism: A History of Autism and the MMR
Vaccine
2:00
114_11mmr.mpg
This video clip presents studies that help determine whether MMR vaccinations have
a link to the development of autism, a theory proposed by Andrew Wakefield and his
colleagues. It focuses on a correlational study linking the introduction of the MMR
vaccine to rises in diagnoses of autism. The hypothesized biological mechanism by
which the vaccine might damage the child’s developing brain is explored.
115. Thinking Critically About Autism: A Case Study of William
2:15
115_11william.mpg
This video presents a case study about a boy named William. According to the
mother’s observations, Williams showed normal development of language and
learning skills, but he appeared to deteriorate following an MMR vaccination. The
clip discusses the mother’s observations of specific language deficits and as well as
bowel problems. It examines her belief that his autism is linked to the vaccination her
son received. This case study does not offer evidence regarding the MMR hypothesis
116. Autism: Two Children
4:26
116_11twochild.mpg
This module focuses on two eleven-year-old boys who have autism. Their behavioral
differences and similarities illustrate that autism is characterized by a spectrum of
dysfunctioning. Three common features of the disorder are focused on: decreased
capacity for social engagements, communication deficits, and lack of imagination.
117. Autism Spectrum Disorder: Pervasive Development Delay
6:20
117_11ppd.mpg
This video clip focuses on the symptoms of a young boy with pervasive
developmental disorder of an unspecified origin. The video focuses on his
communication deficits as well as his repetitive play patterns and self-injurious
behaviors. The segment also examines efforts to uncover the biological roots of his
developmental difficulties.
118. Reading and Reading Disorders
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4:24
118_11reading.mpg
This clip showcases research into the process of learning to read and insight into why
some have trouble. The clip shows a child who has previously been unable to read
learning to read with the aid of a computer program. Since the child has trouble
associating letters with sounds – a critical part of learning to read – repetition is used
to get the child to associate sounds with letters. The clip shows how brain scans of
readers suggest that a particular area of the brain is responsible for associating letters
with sound. Through brain scans of a single subject before and after he learns to read,
this theory is reinforced. The clip includes the work of Bruce McCandliss.
119. Phonemic Awareness Task
2:07
119_11phonemic.mpg
One measure of phonological processing is phonemic awareness: recognizing and
talking about phonemes, the individual sounds that are blended together in words. In
this clip, two young girls tackle several items in a phonemic awareness test. Note the
difference in their abilities to hear and analyze sounds.
120. Interview with Joseph Campione
2:32
120_12campione.mpg
Fostering Communities of Learning (FCL) is a program whose key elements you will
discover as you listen to an interview with Joseph Campione of the University of
California, Berkeley.
121. Interview with Robert Siegler
3:23
121_12siegler.mpg
In this clip, developmental psychologist Robert Siegler talks about some of the ways
school- age children learn mathematics.
122. Learning and Motivation: Traditional Learning
1:31
122_12traditlearn.mpg
The children in this clip are guided by teachers and adults to learn a sense of
themselves (autonomy). The teachers also provide relevant teaching projects that
students can relate to the real world.
123. Learning and Motivation: Learning Intrinsically
1:20
123_12learnintrinsic.mpg
As the narrator of this clip explains, there are many barriers that keep girls from
school, including economic hardship, security issues, as well as religious and cultural
traditions—which may include gender discrimination. The clip ends with comments
about girls’ education worldwide by Carol Bellamy of UNICEF.
124. Interview with Larry Walker
03:15
124_13walker.mpg
33
In this clip, Larry Walker discusses the gap between moral knowledge and moral
action. He also describes how a person’s morality is a crucial aspect of his or her
identity.
125. Childhood Fear: Overcoming Dog Phobia
08:02
125_13dogphobia.mpg
This clip shows the case of a 10-year-old boy who has suffered from a severe fear of
dogs since a traumatic experience with a dog as a very young child. The clip shows
how his fear of dogs affects his life, as he is unable to walk to school without his
mother’s help or visit friends’ houses. During the clip, he undergoes a course of
behavioral exposure therapy, and within a few sessions is able to play happily with
dogs, his phobia overcome. The clip demonstrates childhood phobias and one
common and successful form of treatment for them.
126. ADHD: A Family Problem
6:17
126_adhdprob_cr.mpg
This clip shows a case in which a young boy’s ADHD places a severe strain on his
family. The child’s impulsive behavior repeatedly exposes him to danger, and he also
refuses to obey instructions. A simple shopping trip becomes a nightmarish
experience for his weary and, at times, frightened parents. He has been treated by
mental health professionals, but the result is little change. The clip examines the
theory that oppositional behavior in ADHD children develops as a response to
constantly being reprimanded for behavior they cannot control.
127. The Strange Situation: Clip A
4:55
127_Attach Behaviors_vid1_cr.mpg
The Strange Situation, Mary Ainsworth’s now-classic laboratory procedure, measures
attachment by evoking an infant’s responses to stress, as a caregiver and a stranger
arrive and depart from a playroom where the child has access to many interesting
toys. In a series of comings and goings, the child spends time with the caregiver
alone, then with a stranger alone. These episodes alternate, and observers record how
the child reacts to the toys, to the caregiver’s departure, and to the caregiver’s return.
From these observations, a child’s pattern of attachment is classified as secure;
insecure-avoidant; or insecure-resistant. (Later researchers qualified these
classifications by adding a fourth—disorganized—and by noting that not all children
can be classified in a single category.) The following clips are simulations, not actual
examples, of children displaying secure, insecure-resistant, and insecure-avoidant
forms of attachment. In this clip, “Shane” plays happily with the toys in the room
when his mom is present, and he misses her when she leaves. On her return, he seems
to alternate between rejecting contact with her and seeking it. He is no longer
interested in the toys.
128. The Strange Situation: Clip B
4:19
128_Attach Behaviors_vid2_cr.mpg
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In this clip, “Destiny” plays happily with the toys when her mom is present. She
watches for her mother after she has left the room, but she continues to play with the
toys and with the stranger. When Mom returns, she ignores her and continues playing.
129. The Strange Situation: Clip C
3:13
129_Attach Behaviors_vid3_cr.mpg
In this clip, “Lindsey” plays happily with the toys when her mom is present, using her
as a secure base. She is clearly distressed when Mom leaves, especially the second
time. She cannot be consoled, and she welcomes her mother’s return, they play with
the toys again.
130. Autism: Parents Discuss Cause
1:58
130_Autism_vid2_cr.mpg
Autism is a pervasive developmental disorder marked by an inability to relate to other
people normally, extreme self-absorption, and an inability to learn normal speech. In
this video, two mothers of children with autism give their views on the causes of this
disorder.
131. Autism: Diagnosis
2:31
131_Autism_vid3_cr.mpg
In this video, experts and parents discuss the diagnosis of autism.
132. Autism: Observing Children with Autism Clip A
0:30
132_Autism_vid4_cr.mpg
In this video, these identical triplets are working on eye contact and responding to
directions. Early intervention and treatment increase a child’s chances of functioning
at the highest possible level.
133. Autism: Observing Children with Autism Clip B
1:20
133_Autism_vid5_cr.mpg
In this video, teachers are working with these children to help them acquire the basic
skills they will need to communicate and interact with others.
134. Autism: Observing Children with Autism Clip C
0:42
134_Autism_vid6_cr.mpg
This video offers a glimpse of the triplets at home.
135. Bullying: Clip D
2:51
135_Bullying_vid1_cr.mpg
At 15, Brian can distinguish between the role of a bully and that of a victim. In this
clip, he illustrates each role and his understanding of bullying aggression by sharing
some of his own life experiences. At first, he tells a story from his younger student
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years in which he acted as a bully. Then, he tells a story from the more recent past in
which he became the victim of a bully.
136. Bullying: Clip A
1:14
136_Bullying_vid4_cr.mpg
Bullying is repeated, systematic efforts to inflict harm on someone who is unable or
unlikely to defend himself or herself. Bullying may be physical (such as hitting,
pinching, or kicking), verbal (such as teasing, taunting, or name-calling), or social
(such as deliberate shunning or public mocking). In this clip, an adolescent boy who is
neither bully nor victim describes bullying behavior in his school.
137. Bullying: Clip B
1:11
137_Bullying_vid5_cr.mpg
In this clip, young children are engaged in behaviors in which one child attacks
another.
138. Bullying: Clip E
1:42
138_Bullying_vid6_cr.mpg
Among girls, acts of bullying are more verbal than physical in nature, and 17-year-old
Sylvie understands what verbal bullying can do to a person. In this clip, you can
watch as Sylvie shares some of her past experiences, in which other students verbally
maligned her with acts of relational aggression.
139. Bullying: Clip C
1:13
139_Bullying_vid9_cr.mpg
In this clip, a middle-school child tries to explain why some children bully others and
to describe some characteristics that make one child a better target than another"
140. Excising Female Genitals: A Tradition in Burkina Faso
4:24
140_burkinafaso_cr.mpg
In this video clip, you visit a village in Burkina Faso, where the tradition of female
genital excision is still practiced.
141. Best Practices in Child Care: Building Strong Relationships with Families
2:46
141_Child Care_vid1_cr.mpg
This video clip shows how parental involvement is encouraged and is needed for
strong relationships to develop between the families of the children and those who
work at the Grossmont Child Care Center.
142. Best Practices in Child Care: Caregiver with Children
1:19
142_Child Care_vid2_cr.mpg
The video clips in this series show events that take place at the Grossmont Child Care
Center in El Cajon, California. This first clip presents a caregiver interacting with a
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child; the caregiver responds to the child with warmth and sensitivity to the child’s
concerns.
143. Best Practices in Child Care: Continuity of Care
1:38
143_Child Care_vid3_cr.mpg
This video clip shows the strategy of “continuity of care” in action—children remain
with the same caregivers for the duration of their time at the center.
144. Best Practices in Child Care: Curriculum
0:49
144_Child Care_vid4_cr.mpg
This video clip presents a boy who incorporates blocks, animals, and building
supplies into his play. Throughout, he uses his creativity, experiments with scientific
principles, and learns to make choices.
145. Best Practices in Child Care: Developing Relationships in Small Groups
0:49
145_Child Care_vid5_cr.mpg
This video clip shows the strategy of “small group size” in action—with overall group
size kept small, caregivers can spend more time with individual children and,
consequently, build closer relationships with each of them.
146. Best Practices in Child Care: Observing a Care Center in Action
1:27
146_Child Care_vid6_cr.mpg
This video clip presents the children and caregivers of Grossmont Child Care Center
in action. Note the small group size, organized activities, and classroom environments
that promote security and a love of learning.
147. Best Practices in Child Care: Primary Caregiving
0:18
147_Child Care_vid7_cr.mpg
This video clip shows the strategy of “primary caregiving” in action—a trusted,
predictable caregiver gets to know each child in her group as well as each child’s
family.
148. Child Soldiers and Peacemakers: Adolescent Leaders of the Children's
Crusade for Peace
3:33
148_Child Soldiers_vid1_cr.mpg
Seen through the eyes of five teenage leaders of the Children's Peace Movement, this
clip presents hope through Colombia's landscape of terror as some of the teenage
movement leaders share experiences that made peacemakers of them. In May 1999,
Dilia, Juan, Farlis, Wilfrido, and Mayerly, of the Children's Movement for Peace in
Colombia, presented a message at The Hague Appeal for Peace Congress. They were
twice nominated for the Nobel Peace Prize.
149. Child Soldiers and Peacemakers: The Children's Peace Movement in
Columbia
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3:43
149_Child Soldiers_vid2_cr.mpg
For four generations, the families of five Colombian teenage peace activists were
caught in the midst of a seemingly unsolvable power struggle between government
forces, leftist guerillas, paramilitary death squads, and wealthy drug lords. At great
personal risk, these adolescents began grassroots efforts in their hometowns to take a
stand against violence and successfully establish the Children’s Peace Movement.
With their personal safety at risk, they petitioned for a national special election in
which children could vote on the future of their country and themselves. In this video
clip, you will learn about this movement, some of its leaders, and its effect on the
people of Colombia and the world.
150. Child Soldiers and Peacemakers: The Effects of War on Children
1:16
150_Child Soldiers_vid3_cr.mpg
In this video clip some first-hand effects of war on children is seen. In the clip,
Reverend Desmond Tutu of South Africa, winner of the 1984 Nobel Peace Prize,
along with members of the Children’s Peace Movement of Colombia speak.
151. Play: Functional Play
0:30
151_Children at Play_vid1_cr.mpg
This young artist is engaged in a solitary activity that is fully absorbing her interest.
At another time, she might be much more social.
152. Play: Cooperative Play
0:34
152_Children at Play_vid2_cr.mpg
These girls are playing a group hand-clapping game.
153. Play: Parallel Constructive Play
0:30
153_Children at Play_vid3_cr.mpg
Sitting side-by-side, these two future architects plan their structures. Although they
may swap tools, they are playing independently at similar activities.
154. Play: Parallel Functional Play
0:33
154_Children at Play_vid4_cr.mpg
In this clip, each of these children seems to regard the other as one of the many
obstacles in this climbing apparatus.
155. Play: Cooperative Physical Play
0:30
155_Children at Play_vid5_cr.mpg
As children move beyond toddlerhood, they can play cooperatively, managing
conflict when necessary in their rough-and-tumble activities.
156. Play: Cooperative Fantasy Play
0:45
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156_Children at Play_vid6_cr.mpg
Children who are able to adopt the perspective of others delight in fantasy play,
pretending to be Mom or a fireman or even the pet dog. These children have an
elaborate fantasy game under way.
157. Piaget's Conservation-of-Number Task
1:39
157_Conservation of Number_cr.mpg
This clip shows a 4 1⁄2 -year-old failing a conservation-of-number task, followed by a
7-year-old succeeding.
158. Play: Cooperative Physical Play
0:15
158_coopphys_cr.mpg
The girls in this video play a hand-clapping game. The same girls may be skipping
rope together later.
159. Play: Cooperative Play
0:13
159_coopplay_cr.mpg
For at least one of these children, play is mimicking aggression: it includes
disagreement, a raised voice, some kicking of toys—can shoves be far behind? Mom
may say, “Stop that before someone gets hurt!” (and sometimes someone will), but
this play involves no intent to harm.
160. Fine Motor Skills: Clip A
3:22
160_finemotora_cr.mpg
The young children in these videos are engaging in activities—coloring within the
lines, putting buttons through buttonholes—that require fine motor skills.
161. Fine Motor Skills: Clip B
4:13
161_finemotorb_cr.mpg
The young children in these videos are engaging in activities—coloring within the
lines, putting buttons through buttonholes—that require fine motor skills.
162. Gender Segregation Clip A
0:44
162_gendersegA_cr.mpg
These young girls are playing games typical for their age. While watching this clip,
try to recall how many times you have seen boys playing a game like
“Concentration.”
163. Gender Segregation Clip B
0:54
163_gendersegB_cr.mpg
The young boys in this clip are playing games typical for their age—jousting for
status, engaging in rough-and-tumble play, and improvising competitive activities.
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164. Early Childhood Language: Three-year-olds Clip A
0:36
164_Lang Dev in Early Child_vid1_cr.mpg
By age 3, children’s command of grammar is impressive. The children in this set of
clips show various aspects of language development. In this clip, note the child’s
placement of adjectives before nouns, subjects before verbs.
165. Early Childhood Language: Fast-Mapping
0:38
165_Lang Dev in Early Child_vid3_cr.mpg
This little boy is participating in what is essentially a reenactment of Dare Baldwin’s
modi experiment. Note how the boy quickly fast-maps the word “modi” onto the
hidden object.
166. Early Childhood Language: Overextension
1:31
166_Lang Dev in Early Child_vid4_cr.mpg
The child in this clip is employing overextension as she attempts to identify animals.
Even when mistaken, her rationale is quite sophisticated.
167. Early Childhood Language: Three-year-olds Clip C
1:46
167_Lang Dev in Early Child_vid6_cr.mpg
The children in this clip, aged 24 to 36 months, are forming complete sentences.
168. Early Childhood Language: Private Speech
0:27
168_Lang Dev in Early Child_vid7_cr.mpg
The little boy in this clip is clearly engaging in private speech, which will enable him
to develop new ideas.
167. Learning Language: Newborn
0:41
169_Lang Dev in Infancy_vid1_newborn.mpg
The clips in this series show different aspects of language learning as newborns grow
into infants and toddlers. At birth and for the next few weeks, infants’ communicative
sounds and gestures are reflexive, and they make their needs known through crying,
expressions, and gestures.
170. Learning Language: Two-months-old
1:29
170_Lang Dev in Infancy_vid2_2month.mpg
Over the second and third months, new sounds are emerging: first, cooing, crying,
fussing, and laughing; and later, squeals, growls, croons, trills, and vowel sounds.
Infants use these sounds in a playful and meaningful way during face-to-face
interactions.
171. Learning Language: Six-month-olds
0:30
171_Lang Dev in Infancy_vid4_6month.mpg
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At around 6 months, infants are able to sit without support, and their interest in
objects in their environment increases. At this age, infants will make babbling sounds
such as “ba-ba-ba-ba,” “da-da-da-da,” “dee-dee-dee-dee,” or “ma-ma-ma.”
172. Learning Language: Six-month-olds
0:30
171_Lang Dev in Infancy_vid4_6month.mpg
At around 6 months, infants are able to sit without support, and their interest in
objects in their environment increases. At this age, infants will make babbling sounds
such as “ba-ba-ba-ba,” “da-da-da-da,” “dee-dee-dee-dee,” or “ma-ma-ma.”
173. Learning Language: Nine-month-olds
0:44
173_Lang Dev in Infancy_vid5_9month.mpg
Beginning around 9 months infants are babbling gibberish and saying their first words
and word approximations. They understand a few simple words.
174. Learning Language: Two and Three Year Olds Clip A
0:42
174_Lang Dev in Infancy_vid7_2_3_year.mpg
By 24 months, the end of infancy, children typically are using multiword sentences.
175. Learning Language: Word Combinations
1:13
175_Lang Dev in Infancy_vid8_world.mpg
Word learning is much faster after 18 months of age—the child learns about one new
word every two hours! This is also the time when infants start to use two-word
strings.
176. Learning Language: Two and Three Year Olds Clip B
0:34
176_Lang Dev in Infancy_vid9_2_3_year_b.mpg
By 24 months, the end of infancy, children typically are using multiword sentences.
177. Learning Language: First Words
1:17
177_langfirswords.mpg
Around their first birthday, most infants are using single-word utterances. Vocabulary
grows slowly between 12 and 18 months.
179. School Around the World: Clip A
0:24
179_schoolA_cr.mpg
Throughout the world, children aged 7 to 11 are eager and able to learn, to focus their
attention, to remember interrelated facts, and to master logical operations. Schooling
for children in this age bracket is available in virtually every nation, though not
always to all children and on all subjects. Schools differ greatly in their physical
structure and amenities, and teaching techniques vary from open education to a strict
lecture method.
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180. School Around the World: Clip B
0:28
180_schoolB_cr.mpg
In this clip, a man teaches an arithmetic lesson in Papua New Guinea.
181. Boy Soldiers in Liberia, Africa
4:36
181_solderlib_cr.mpg
In Liberia, thousands of children are forced to fight as soldiers in a civil war that has
been raging since 1989. This docudrama profiles 13-year-old Mike who, when driven
by the militia to join the army, tries to slip away after one bloody assault. But boy
soldiers who have escaped are often rejected by their relatives because they have
‘blood on their hands’. Until peace returns, he will have to fend for himself.
191. Balance Scale 6-year-old
1:06
191_Balance Scale_vid1_cr.mpg
One test of formal operational thought asks children to balance a scale with weights
that are hooked onto the arms of the scale. The principle that allows the scale to
balance is that weight times distance from the center must be equal on both sides of
the scale. Children who are in the concrete operational stage cannot grasp this
principle. Very young children (ages 3 to 5) tend to randomly hang weights on the
arms of the scale. By age 7, children tend to realize that the scale will balance if the
weights are equal on both sides, but they do not consider distance. By age 10, children
begin to realize that distance plays a role in balancing the scale, but they don’t yet
understand the principle that makes the scale balance. By about age 13 or 14, teens
realize that the distance from the center does play a role, and they begin
systematically testing this hypothesis. This systematic thinking allows them to solve
the problem. In this clip, Marisol, in the concrete operations stage of thinking,
attempts to solve the balance scale problem but cannot predict what will happen when
weights are added to pegs.
192. Balance Scale 11-year-old
1:35
192_Balance Scale_vid2_cr.mpg
In this clip, Jenna, approaching the end of the concrete operations stage of thinking,
understands that distance from the center plays a role in the balance scale problem,
but she is unsure of exactly how weight and distance interact in the balancing act.
CHAPTER 6: ADOLESCENCE
183. Formal Operational Thought 14-year-old
1:18
183_Formal Thought_vid1_cr.mpg
Thinking and reasoning improve during adolescence, a time of transition to the fourth
and final of Jean Piaget’s stages in his theory of cognitive development: formal
operational thought. Piaget proposed that formal operational thought enables us to
apply logical reasoning to a wider range of problems: thinking about the underlying
structure of the problem rather than the concrete objects in the problem, considering
42
possibilities as well as reality, and reasoning logically about abstract, hypothetical
situations. Some researchers consider hypothetical thinking—the ability to reason
about abstract, hypothetical, even “contrary-to-fact” possibilities—to be the
distinguishing characteristic of formal operational thought.
184. Dyslexia: Adolescent Discusses Impact
1:24
184_11dyslexia.mpg
In this video, Anthony discusses how he has dealt with his dyslexia.
185. Dyslexia: Children Discuss Impact
2:32
185_11dysleximpact.mpg
Dyslexia is marked by an unusual difficulty with reading, thought to be the result of
some neurological underdevelopment. In the first video of this series, these children
give an insider’s view of how dyslexia interfered (and sometimes still interferes) with
their attempts to read and to prepare class assignments.
186. Dyslexia: Expert and Child Discuss Treatment
2:00
186_11dyslexpert.mpg
In this video, Jenna and Eileen Marzola, Ed.D, discuss some of the methods that
helped Jenna to overcome her reading obstacles.
187. Interview with Michael Lewis
0:55
187_14lewis.mpg
In this clip, Michael Lewis, a researcher of the psychosocial development of
schoolchildren and adolescents, talks about body image in male and female
adolescents and how it relates to interactions with peers and sexual activity.
188. The Wisdom of Generations: Boys' and Girls' Initiations Among the
Chokwe and Related People
5:26
188_14chokwe.mpg
This video shows gender-specific rites of passage for the Chokwe, an African people,
as they transition from childhood to adulthood. The Chokwe initiations require
considerable preparation and a period of seclusion from village life.
189. Empathy in Adolescence: Do Video Games Produce Violent Behavior?
4:37
189_14videogames.mpg
This clip looks at the controversial issue of whether video games help produce violent
and aggressive behavior in teens. It focuses on the highly publicized case of 18-yearold Devin Moore, who killed three police officers in an Alabama police station,
reportedly having been influenced by the violent video game Grand Theft Auto. The
clip explores the lawsuit resulting from the shootings against the makers of the video
game, which alleged that the game trains people to kill and conditioned Moore act
violently. The clip demonstrates the game and examines the psychological theory that
because the teenage brain is not fully developed and impulse control is not yet
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developed, a game like this can help produce violent behavior if other risk factors are
also present.
190. Brain Development Animation: Adolescence
0:13
190_animeadolesc_cr.mpg
This brief animation presents a macroscopic view of the brain growing in step with
the enlargement of the adolescent head, up to age 18.
193. Balance Scale 14-year-old
1:08
193_Balance Scale_vid3_cr.mpg
In this clip, Juana, in the formal operations stage of thinking, grasps the principle
behind the balance scale problem.
194. Formal Operational Thought 19-year-old
0:58
194_Formal Thought_vid2_cr.mpg
In this clip, an older teenager attacks the sandwich problem, using diagrams and lists
to ensure that she is covering all possible combinations of ingredients.
195. Interview with Anne Petersen
2:58
195_petersen_cr.mpg
In this interview, Anne Petersen, an expert on adolescent behavior, describes the role
of parents and community in helping children navigate through adolescence.
196. Timing of Puberty: Girls
2:10
196_Puberty_vid4_cr.mpg
In this video, several teens offer their views on what it means for a boy to mature
earlier or later than his classmates.
197. Timing of Puberty: Boys
1:21
197_Puberty_vid5_cr.mpg
In this video, two early-maturing girls discuss some of the awkward and difficult
times of being one of the first girls to mature.
198. Self-Esteem Clip A
0:19
198_selfesteemA_cr.mpg
Adolescence is an important period for the development of self-esteem, which has
close ties to one’s sense of identity. During adolescence, one tries on possible
selves—experiments with identity, consisting of intellectual fantasies about what the
future might bring if one or another course of action is chosen. Adolescents’ possible
selves include some false selves—sets of behaviors that are adopted to combat
rejection or to please others, or are tried out as possible selves. They are most often
adopted during middle adolescence and are much less common in late adolescence.
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In this clip, a young man reaching the end of adolescence answers a variation on the
question, “Who are you?”
199. Self-Esteem Clip B
1:20
199_selfesteemB_cr.mpg
In this clip, two teenagers in early adolescence describe how their feelings of
competence and self-worth changed when they entered puberty.
200. Self-Esteem Clip C
1:47
200_selfesteemC_cr.mpg
In this clip, a 12-year-old girl and an 18-year-old boy describe how their view of
themselves and their behaviors change in different contexts.
201. Self-Esteem Clip D
1:25
201_selfesteemD_cr.mpg
In this clip, a 13-year-old boy answers a variation of the question “Who are you?” and
he describes how he adapts his behavior to fit in with his friends.
202. Identity Status: Interview with Cedric, Identity Achievement
7:06
202_Who Am I_vid1_cr.mpg
In this clip, Cedric, a teenage boy, discusses is future plans and his sense of identity.
203. Identity Status: Interview with Derek, Diffusion
1:28
203_Who Am I_vid2_cr.mpg
In this clip, Derek, a teenage boy describes his feelings about the decisions he is being
asked to make at this stage of his life.
204. Identity Status: Interview with Jared, Foreclosure
4:36
204_Who Am I_vid3_cr.mpg
In this clip, Jared, a teenage boy, discusses who he is and what or who has strong
influence on this sense of identity.
205. Identity Status: Interview with Jodie, Moratorium
1:58
205_Who Am I_vid4_cr.mpg
In this clip, Jodie, a teenage girl, shares her thoughts on future careers.
CHAPTER 7: EMERGING ADULTHOOD
206. A Young Mother in Uganda
8:29
206_14uganda.mpg
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Every fifth child in the world is born by girls aged 13 to 19 years. In this video clip,
you will meet Akisa, a 15-year-old girl from Uganda, who deals with life as a young
mother and member of a family that has been stricken by HIV/AIDS.
207. A Young Mother in Brazil
10:46
207_14brazil.mpg
Every fifth child in the world is born by girls aged 13 to 19 years. In this video clip,
you will meet Ana Claudia, a 14-year-old girl from Brazil, who is a young mother
supported by and guided her boyfriend’s family as well as a support group in her
community.
208. A Young Mother in Nepal
6:00
208_14mothernepal.mpg
Every fifth child in the world is born by girls aged 13 to 19 years. In this video clip,
you will meet Rajmaya, a 16-year-old girl from Nepal, who is a wife and mother,
learning how to take care of her child with the help of family members and
community support.
209. Interview with Catherine Cooper
1:33
209_cooper_cr.mpg
Catherine Cooper, a professor of psychology and education at the University of
California at Santa Cruz, studies how youth forge personal identities by coordinating
cultural and family traditions with school, community, and work. In this interview,
she discusses some cultural definitions for stages in the life span. She also points out
changes that often occur in families when late adolescent or young adult children
leave home as well as when they return.
210. Life Stages/Life Review: Developmental Tasks: Early Adulthood
1:34
210_devtaskearly_cr.mpg
How do thoughts, feelings, and goals change in the lifespan of an adult? In early
adulthood, as the young woman in this video clip describes, the main task is to
establish a sense of confidence in the self and intimacy with a partner.
211. Brain Development Animation: Emerging Adulthood
1:01
211_emergadult_cr.mpg
This animation shows changes that occur in the brain during the emergent adult years,
between a person’s early 20s and mid-30s. As the amount of brain tissue gradually
diminishes during normal ageing, there is a compensatory increase in the volume of
this fluid, causing enlargement of the ventricles. On a microscopic level, the
animation shows the thinning of gray and matter. As a general rule, normal ageing is
associated with loss of gray matter, but the rate of loss varies considerably between
different areas of brain.
212. Interview with Kurt Fischer
2:18
46
212_fischer_cr.mpg
Kurt Fischer, a notable developmental psychologist from Harvard University,
discusses recent research and findings related to adult thinking. He talks about
experiments that show a correlation between experience and environment and adult
thinking. He also discusses research about brain reorganization in adults as it relates
to higher cognitive functioning and emotions.
213. Labouvie-Vief's "John and Mary" Story
1:38
213_johnandmary_cr.mpg
The John and Mary story in this video clip comes from a script by Gisela LabouvieVief, Distinguished Professor of Psychology at Wayne State University. Her work
focuses on the development of the self and the emotions through the adult years in the
life span. As you will discover, each response is unique and subjective, arising from
the individuals’ personal experiences and perceptions.
CHAPTER 8: ADULTHOOD
215. Divorce: Impact of Divorce
0:37
215_13impactdiv.mpg
The videos in this series offer insight into the effects of divorce on families. In the
first video, one father describes his stress and loss of identity in the year following the
divorce. And a young girl remembers that she felt betrayed when her parents decided
to break up her family.
216. Divorce: Children Discuss Impact of Divorce Clip A
0:50
216_13divorcea.mpg
In this clip, one father relates his experience as one of two parents cooperating to
parent a daughter in the years following his divorce.
217. Divorce: Children Discuss Impact of Divorce Clip B
0:24
217_13divorceb.mpg
A young girl lists some of the good effects of divorce in her family.
218. Divorce: Children Discuss Impact of Divorce Clip C
0:53
218_13divorcec.mpg
A young girl explains that it’s difficult talking to a parent of the opposite sex.
219. Divorce: Children Discuss Impact of Divorce Clip D
0:52
219_13divorced.mpg
A teenager whose parents divorced when she was 2 years old considers whether this
history now affects her ability to trust men.
220. Divorce: The Challenge of Parenting after Divorce
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0:52
220_13afterdivorce.mpg
Stepfamilies—or parents’ new romantic partners—can be very threatening to children
still adjusting to new family structures.
221. Breast Cancer Diagnosis
2:51
221_Breast Cancer_vid1_cr.mpg
In this video, you’ll see medical oncologist Dr. Amy Tiersten of Columbia University
discuss known risk factors related to breast cancer. Then, a number of women who
have received a breast cancer diagnosis describe the event(s) that led to their
diagnoses.
222. Breast Cancer Treatment
2:54
222_Breast Cancer_vid2_cr.mpg
After Dr. Amy Tiersten discusses options and various treatments for breast cancer,
patients who undergone treatment share their personal experiences— and some
provide advice for others who might face similar circumstances.
223. Living with Diagnosis of Breast Cancer
3:12
223_Breast Cancer_vid3_cr.mpg
Dr. Amy Tiersten of Columbia University has observed firsthand what each of the
breast cancer patients in this video clip corroborates—that breast cancer makes people
reassess their lives in positive ways.
224. Relationship States: Cohabitation
1:08
224_cohabitation_cr.mpg
Do younger or older couples tend to cohabit? Do couples that cohabit have an easier
time than married couples in splitting up--and do they split up more often than
married couples? In this video clip, Ronald Sabatelli, a faculty member in Family
Studies in the Social Psychology Program at the University of Connecticut, discusses
these and other issues about couples engaged in cohabitation.
225. Caregivers between Generations: Danielle, Personal Experiences of
Caregiving
2:17
225_danielle_cr.mpg
In this video clip, Danielle shares her experiences with caregiving and role
overload—a situation that occurs when the number of requirements or demands of a
life role make it impossible to do a good job.
226. Expertise: The Work of an Expert Choral Singer
1:17
226_Dev of Exper_vid1_cr.mpg
An “exquisite” experience that celebrated this middle-aged choral singer’s years of
study was a performance she participated in at Avery Fischer Hall in New York City.
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In this video interview, she describes how she became a choral singer and the
preparatory work that has allowed her to become an expert in her field.
227. Expertise: The Work of an Expert Researcher
0:55
227_Dev of Exper_vid2_cr.mpg
How did some Stanford University students suddenly increase their ability to learn
words? Listen to Dr. Kenneth Davis of Mt. Sinai School of Medicine describe an
experiment these students participated in, in which a low-dose drug positively
affected the memory-related neurotransmitter acetylcholine
228. Life Stages/Life Review: Developmental Tasks: Middle Adulthood
0:54
228_devtaskmid_cr.mpg
How do thoughts, feelings, and goals change in the lifespan of an adult? In middle
adulthood, as the father of two young children in this video clip describes, the main
task is to become productive. This man achieves generativity as a father and medical
writer.
229. Personality and Generativity: Generativity, Choice of Work, and
Volunteering
1:23
229_generativity_choice_cr.mpg
In the interviews in this video clip, two people--a middle-aged father and an older
woman--discuss how they’ve rearranged their lives to fit their current needs and
capabilities.
230. Personality and Generativity: Feeling Like an Adult
0:55
230_generativity_feeladult_cr.mpg
Research on the Big Five traits (neuroticism, extraversion, openness to experience,
conscientiousness, and agreeableness) show that after age 30, personality doesn’t
change much unless people experience major life changes. But, as Dan McAdams’s
research shows, as people reach Erikson’s stage of generativity vs. stagnation in
midlife, they often find that taking on “other-centered” concerns is intimately tied to
having a fulfilling adult life.
231. Personality and Generativity: Generativity and Volunteering
1:17
231_generativity_volunteer_cr.mpg
In the interviews in this video clip, two women discuss their lives, especially their
feelings about the experience of volunteering.
232. Life Stages/ Life Review: Life Transitions: Middle Adulthood
1:12
232_lifetransmid_cr.mpg
How do people move from one stage in the adult lifespan to another? During the
transition into middle adulthood, as the man in this video clip describes, he
reconsiders his past, makes changes that reflect his current view of life, and most
importantly, embraces life.
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233. Marriage in Middle Age
2:41
233_marmiddle_cr.mpg
This clip demonstrates that marriage in middle age is a complex but rewarding
experience. Spouses juggle their many individual roles as parents, lovers, workers,
caregivers, and homemakers. As the men and women in this clip can attest, the
honeymoon years may be over, but the commitment to marriage and family often
deepens at this stage in the life span.
234. Relationship States: Marriage
1:52
234_marriage_cr.mpg
This video clip begins with Ronald Sabatelli, a faculty member in Family Studies in
the Social Psychology Program at the University of Connecticut. He explains that
questions and answers about what makes a marriage work often hinge on individuals’
expectations and developmental histories. Two cases in point are then presented: a
woman from India whose marriage was arranged, followed by a couple who have
worked and spent every day together for the past fifty-two years.
235. Parenthood in Middle Age
3:09
235_middleage_cr.mpg
The mothers and fathers interviewed in this video clip discuss their thoughts on their
roles as parents. They also share what they feel are some positive and negative
attributes of parenthood. Many focus on personal family experiences, while others
discuss the intersection of personal and societal attitudes toward parenting. In the end,
though, everyone in this clip agrees that parenting is a life changing force—and a
positive one.
In the interview in this video clip, a middle-aged woman, who is a mother, discusses
her age, in particular when she compares herself to a younger mother she knows.
236. Caregivers Between Generations: Pandy, Personal Experiences of
Caregiving
2:44
236_pandy_cr.mpg
When Pandy’s mother suffered a brain aneurysm that resulted in problems with shortterm memory, Pandy became her mother’s kinkeeper. In this interview, Pandy
explains that she had no time for herself and often chose between time with her
mother or her own kids. As difficult and frustrating as this situation was at times,
Pandy has a strong sense of familism and a positive memory of the time her mother
lived with her family.
237. Relationship States: Postponing Marriage
1:02
237_postponing_cr.mpg
According to many developmentalists, the expectations people have for their marriage
partners has led to today’s high divorce rate, as well as the postponing of marriage. In
this video clip, a 28-year-old woman admits that her parents are anxious to host a
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large, traditional wedding. On the other hand, she is less willing to participate in such
an event and even less ready to make a serious commitment to a relationship.
238. Caregivers Between Generations: What is the "Sandwich Generation"?
3:27
238_sandwich_cr.mpg
In this video clip, two experts address the situation of sandwich generation caregivers.
First Elizabeth Midlarksy of Columbia University discusses factors that can make the
kinkeeper experience of a middle- aged child for an older adult either positive or
negative. Then, Anna Zimmer, a gerontological social worker, poses essential
questions of most sandwich generation caregivers about their aged parents, their own
families, and their own lives."
239. Becoming a Parent
0:54
239_Trans to Parent _vid1_cr.mpg
The three women in this video clip share aspects of parenting that have most surprised
them. These mothers explore the emotional attachment between parent and child,
attitudinal shifts that occur due to parenting, and the sheer hard labor that results from
parenting a newborn
240. Becoming a Parent: Adjustments in Household Labor After Parenthood:
Father
0:40
240_Trans to Parent_vid2_cr.mpg
The father in this video clip explains how he helps with household tasks by getting the
children ready for school, preparing meals, and playing with the children while his
wife, an attorney, spends more time than him at work in an office.
241. Becoming a Parent: Adjustments in Household Labor After Parenthood:
Mother 0:33
241_Trans to Parent_vid3_cr.mpg
As the mothers and fathers in this video clip demonstrate, caring for newborns
demands a stamina that most parents somehow achieve, even if they lack regular
sleep.
242. Becoming a Parent: Emotional Adjustments to Parenthood
0:35
242_Trans to Parent_vid4_cr.mpg
The mother in this video clip readily admits that parenthood can create overwhelming
stress unless the household schedule is organized to help days filled with tasks and
appointments flow more evenly.
243. Becoming a Parent: Physical Adjustments to Parenthood
0:49
243_Trans to Parent_vid5_cr.mpg
The mother in this video clip explains that along with the joy of becoming new
parents, she and her husband had to make adjustments to the emotional life they
shared as a couple.
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CHAPTER 9: LATE ADULTHOOD
244. The Old-Old: Bernice, 97-years-old
2:15
244_85 Plus_vid1_cr.mpg
In this video clip, you’ll meet Bernice, who shares some details from her biography.
She enjoys a sense of humor and maintains an optimistic attitude, even after having
experienced serious illness and a hospital stay. Most important to her is the closeness
she experiences with her family.
245. The Old-Old: John, 99-yers-old
2:48
245_85 Plus_vid2_cr.mpg
In this video clip, you’ll meet John, who is on the verge of becoming a centenarian.
He is active, social, and mentally sharp. He shares some details about his family
background, his personal history, and his ability to live a good life—so far, for 99 plus
years.
246. The Old-Old: Mary, 94-years-old
2:30
246_85 Plus_vid3_cr.mpg
In this video clip, you’ll meet Mary, a positive thinking, active woman. She
volunteers at her church, takes classes, and climbs flights of stairs to her apartment
everyday. She’s not afraid of death; more so, she’s avid about life.
247. Volunteering
2:39
247_25volunteering.mpg
Each individual in this video clip has a personal reason for volunteering—from the
desire to continue participating in a chosen field of work to the need to simply keep
active. All of those interviewed in this segment agree that volunteer work is an
important aspect to living a vital life during the late adulthood years of the life span.
248. Long-Term Marriage
2:48
248_25longterm.mpg
As one older man advises younger people about marriage, “Let your conscience be
your guide.” In this video clip, people married for 56 and 58 years tell about how they
appreciate the love, friendship, and stability their marriages have brought them over
the years—including the years of late adulthood.
249. Grandparenting
3:37
249_25grandparent.mpg
All of the grandparents in this video clip appreciate that they do not have the
responsibility—or as one grandmother said, “the drudgery”—of disciplining or caring
for grandchildren “24-7.” Just about all those interviewed feel a close, positive
attachment to their grandchildren. One adult grandchild explains that her close
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relationship with her grandmother has removed negative aspects of aging from her
thoughts.
250. Nursing Homes
2:44
250_25nursing.mpg
How should nursing homes address the needs and desires of individual residents and
the residents’ families? What aspects of nursing homes promote positive feelings on
the part of its residents? These questions are addressed by two experts—Cynthia
Rudder of the Nursing Home Community Coalition of New York State and Anna
“Honey” Zimmer of Brookdale Center on Aging at Hunter College—and two
residents of a nursing home in Brooklyn, New York.
251. Caregivers Between Generations: Carol Abaya Sandwich Generation
Expert
2:26
251_abaya_cr.mpg
In this video, Carol Abaya, a nationally syndicated columnist and sandwich
generation expert, clarifies the situation of the older adult who does not ask to age or
live in a culture that is youth-oriented. She also discusses how middle-aged children
can best help their aging parents even when it means becoming a parent to their
parents—a role that they, as children, may never have anticipated.
252. Active and Healthy Aging: Exercising, Diet, and Physical Activity in Late
Adulthood
1:46
252_Active Aging_vid1_cr.mpg
This video clip intersperses scenes of older adults engaged in physical activities with
interviews in which older adults describe their diet and modes of exercise.
253. Active and Healthy Aging: Late Adulthood Age Categories
0:38
253_Active Aging_vid2_cr.mpg
Anna Zimmer, a gerontological social worker, defines three stages of late adulthood:
the young-old, the middle-old (also referred to as the old- old), and the old-old (also
referred to as the oldest-old).
254. Active and Health Aging: Mental Activity in Late Adulthood
1:29
254_Active Aging_vid3_cr.mpg
This video clip presents a combination of scenes and interviews with older adults
engaged in activities that help them sustain mental acuity.
255. Active and Healthy Aging: Social Activity in Late Adulthood
3:11
255_Active Aging_vid4_cr.mpg
From the interviews and scenes presented in this video clip, you learn that
relationships are important to the social lives of older adults— relationships with
spouses, friends, and family members—especially grandchildren.
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256. Active and Healthy Aging: The Importance of Community
1:02
256_Active Aging_vid6_cr.mpg
Most of the older adults in this video clip frequent senior centers in their communities
as a mainstay for continual social contact. Some of these older adults take it upon
themselves to volunteer for as well as participate in the activities these centers offer.
257. Alzheimer's Disease: Diagnosis and Treatment for Alzheimer's Disease
2:52
257_Alz Disease_vid2_cr.mpg
Although progress in treatment for Alzheimer’s is slow and difficult, Dr. Kenneth
Davis of Mt. Sinai Medical School remains hopeful. He explains that family members
feel as though they are experiencing their loved one’s death a thousand times as the
stages of Alzheimer’s disease ravage the brain. In this video clip, a husband and adult
daughter of Alzheimer’s patients tell of their experience with this disease.
258. Alzheimer's Disease: Stages of Alzheimer's Disease
3:24
258_Alz Disease_vid3_cr.mpg
In this video clip, Dr. Kenneth Davis, of Mt. Sinai Medical School, describes the five
stages of Alzheimer’s disease and the symptoms of each stage. An adult daughter of
an Alzheimer’s patient also describes the progress of the disease, sometimes in an
erratic pattern, from stage to stage.
259. Alzheimer's Disease
8:45
259_alzheimers_cr.mpg
This clip explores current research on the symptoms and treatment of Alzheimer’s
disease and also focuses on a man with early-onset Alzheimer’s. The video explores
features of the disease that distinguish it from general aging, such as tangles and
plaques in the brain. The clip also examines environmental and psychological factors
that may play roles in the development and progression of the disease.
260. Brain Development Animation: Late Adulthood
0:27
260_brainanlate_cr.mpg
This animation presents changes in the brain during the late adult years. It shows
microscopic views of thinning gray and white matter. It also follows brain changes
that accompany the onset of Alzheimer’s disease and a form of vascular dementia
called multi-infarct dementia, caused by blockage of blood vessels in the brain. The
animation also tracks brain changes that occur due to Parkinson’s disease, which
begins with degeneration of a specific group of neurons of the mid brain. These
neurons are part of an important control circuit for movements, balance, speech, and
other functions.
261. Life Stages/Life Review: Developmental Tasks: Late Adulthood
1:34
261_devtasklate_cr.mpg
How do thoughts, feelings, and goals change in the lifespan of an adult? In late
adulthood, as the woman in this video clip describes, the main task is to integrate a
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life’s experience with community. In this case, her children and grandchildren
comprise the community that means the most to her.
262. Caregivers Between Generations: Three Generations in Everyday Life
0:25
262_everydaylife_cr.mpg
This brief video clip shows sandwich generation caregivers in action as they care for
their own children or care for their aging parents.
263. Grandparents as Parents: Effects on Grandchildren
2:36
263_Grandparents_vid1_cr.mpg
In this clip, Rolanda Pyle shares some of her personal experiences as a grandchild
raised by grandparents and discusses general concerns of many children who are
raised by their grandparents—including conflicting loyalties between biological
parents and grandparents. Grandparents who are parents to their grandchildren also
discuss some elements of their grandchildren’s lives that are affected by living in a
grandparent’s household.
264. Grandparents as Parents: Effects on Grandparents
2:23
264_Grandparents_vid2_cr.mpg
In this clip, Rolanda Pyle, from the Grandparents’ Resource Center of New York
City’s Department of Aging, discusses the problems that grandparents have parenting
their grandchildren—such as generational gaps in understanding the Internet, new
teaching methods at school, or popular culture and music. Two grandparents also
share some positive and negative situations they find themselves in as parents to their
grandchildren.
265. Grandparents-as-Parents
2:54
265_Grandparents_vid3_cr.mpg
In this video clip, you’ll hear from experts as well as adults who are presently acting
as parents to their grandchildren. Everyone you will see concurs that this unexpected
role in life brings joy and pride as well as difficulty and financial burden to the
households in which grandparents find themselves as parents for a second time.
266. Life Stages/ Life Review: Life Transitions: Late Adulthood
1:21
266_lifetranslate_cr.mpg
How do people move from one stage in the adult lifespan to another? During the
transition into late adulthood, as the woman in this video clip describes, she reevaluates her life. In her case, this involved retiring from a teaching career and
participating in a senior center, both as a student and a volunteer.
267. Menopause
2:02
267_Menopause_vid1_cr.mpg
This video clip presents three experts on menopause. Sally Guttmacher, a professor of
Public Health at New York University, discusses menopause as a social stigma. Next,
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Ruth Steinberg, a doctor with the Center for Menopause, Hormonal Disorders, and
Women’s Health at Columbia University, explains perimenopause, menopause, and
post-menopause. Then, Michelle P. Warren, a colleague of Dr. Steinberg, discusses
some transient symptoms and chronic illnesses related to women’s menopausal
experience.
268. Menopause: Common Symptoms
1:26
268_Menopause_vid2_cr.mpg
In this video clip, you will hear two women describe their menopausal symptoms. As
you listen, compare and contrast how the same general symptoms (i.e., emotional
irritability, sleep disturbance, weight gain) affected each of these women.
269. Menopause: Initial Signs
0:24
269_Menopause_vid3_cr.mpg
In this video clip, you will learn of one woman's positive response to the onset of
menopause.
270. Retirement
3:22
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In response to an interviewer’s questions about retirement, the older men and women
in this video clip show that retirement may be voluntary or necessary, especially when
due to health problems. These retirees don’t feel that their active lives have ended
with the end of their work lives. They have joined groups, pursued interests and
education, traveled, or volunteered. As one older man says in response to the
interviewer’s comment about retirement making people crazy, “They don’t look
around. There’s plenty to do.”
271. Relationship States: Singlehood
3:30
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What are some concerns of single people? This video clip presents three single
people: a young adult woman feels no pressure to marry or hone her marriage
relationship skills; a 61-year-old woman discusses the effect of singlehood on women
in their middle to later years; and a young adult man describes the attributes he seeks
in a same sex partner.
CHAPTER 10: DEATH AND DYING
272. Bereavement and Grief: Early and Middle Adulthood
3:06
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In this clip, you will hear the views of a young adult daughter and middle-aged
mother on the death of the mother’s brother, to whom they were both close. Initially,
the grief appears more visible in the daughter, who, unlike her mother, has had fewer
experiences with death and bereavement. Despite her deep grief, the mother’s
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experience of bereavement is one she has gone through before--in her case, both she
and her husband have lost other family members.
273. Bereavement and Grief: Late Adulthood
1:44
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The people interviewed in this clip discuss their experiences with the loss of beloved
family members and friends--and all agree that these losses have been very difficult
experiences. In addition, expert Anna “Honey” Zimmer, of Brookdale Center on
Aging at Hunter College, discusses the extraordinary difficulty adults experience at
the loss of a child.
274. Bereavement and Grief: Interviews with George Bonanno and Carol Abaya
2:04
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In this video clip, two experts--George Bonanno, Ph.D., of Columbia University, and
Carol Abaya, M.A., a columnist whose writing includes the subject of parent caresuggest that people should do what they need to do in order to cope with grief. Dr.
Bonanno discusses the role of laughter in bereavement. Both maintain that, when
necessary, older adults seek out support groups, often connected with hospitals, or
bereavement counseling.
275. Bereavement and Grief: Children
1:14
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How do children respond when someone they love dies? In this clip, you will hear a
boy share his thoughts about the death of a family member and a mother describe the
response of her four-year-old son to the death of a step-grandmother with whom he
was close. George Bonanno, Ph.D., of Columbia University, explains that young
people may grieve more than others simply because they are not ready, at that point in
their lives, to deal with the reality of death.
276. Bereavement and Grief: Interview with George Bonanno
2:25
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George Bonanno is a member of the Counseling and Clinical Psychology Department
at Columbia University. In this interview, he discusses the experience of people in
bereavement, as well as those close to the bereaved. In particular, Dr. Bonanno
focuses on how laughter can act as an integral part of the bereavement experience,
helping those who feel grief at the death of a loved one.
277. Death: Barbara Coombs- Lee, Compassion in Dying
2:54
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This interview with Barbara Coombs-Lee, a policy expert who is President of the
Compassion in Dying Federation, provides a history of the experience of dying over
the last century.
278. Death: Case Studies in Dying Lucky and Dorothy
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3:02
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In this video clip, you’ll meet Lucky—a teenager diagnosed with HIV—and
Dorothy—an older, terminally ill woman. Each of them shares her personal
experience and feelings about coming to terms with the inevitability of their own
death. Lucky strives for a positive attitude from which to live one day at a time, while
Dorothy seeks an equilibrium that will enable to her to continue functioning.
279. Death: Case Studies in Dying: Dorothy
1:46
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In this interview, you’ll meet Dorothy, a terminally ill woman and a former health
professional and educator. Her unique perspective clarifies some of the tough issues
patients and physicians face in hospice care.
280. Death: Cases Studies in Dying: Laura Rothenberg
2:40
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The young woman you will see died from cystic fibrosis—a genetic condition that
primarily affects the lungs—the year after this clip was filmed. She developed a radio
diary entitled “My So Called Lungs” that has been nationally broadcast. In her diary
and in this clip, Laura Rothenberg explains how she and her friends with cystic
fibrosis focus on living as normally as possible even though none of them are
expected to surpass the 28-year average life span commonly attributed to sufferers of
cystic fibrosis.
281. Death: Interview with Jeffrey Birnbaum
2:53
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Jeffrey Birnbaum, MD, MPH, of SUNY Downstate Medical Center and
Director/Health & Education Alternatives for Teens (HEAT), Brooklyn, NY, works
with teenage patients diagnosed with HIV. A main concern of his is allowing patients
to control their lives as much as possible in order for them to come to terms with and
feel at peace with their inevitable deaths. Some physicians see Dr. Birnbaum’s views
on palliative care and patient-doctor relationships that strive for patients’ ability to
create a “good death” for themselves as maverick.
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