Activity 1: Children's Games
Activity 2: Developmental Checklist


Activity 1

Title: Children's Games

Instructional Strategy: Critical Thinking

Purpose:

This activity is designed to motivate students to become more interested and aware of developmental theories and their implications.

Objectives:

• Recognize the developmental differences of people at different ages.

Materials:

Several games designed for different age levels. Example: Candyland, Pick-up Sticks, card games such as Old Maid.

Student Activity:

Form groups of three to five. In groups evaluate a game to determine the appropriate age level for the game. Make a list of the activities associated with the game, and the appropriate developmental age for this activity. From the above information predict what age group the game is designed for. Then present to the class (1) information of the game, (2) what the group predicted, (3) justifications for the prediction, and (4) actual recommended age range for the game. Did the groups' predictions match the manufacturers' recommended age level? Why did they or why did they not? Where students able to justify their predictions?

Variations:

1. Design a game that is appropriate for a specific age level; perhaps even play that game or have a dry run through it. Present the game and the justifications for its design and appropriateness for the specific age group.
2. Interview children about why they like a particular game, and what is different about it.

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Activity 2

Title: Developmental Experts

Instructional Strategy: Interviewing and Analysis

Purpose:

This activity is designed to help students work together to create a profile or checklist showing a sample of developmental differences for each age group.

Objectives:

• Develop a comparative understanding of the various developmental stages.
• Develop an understanding of interviewing as a research method.

Student Activity:

Invite individuals from various age groups (early childhood, middle childhood, adolescence) to class. Divide the students into small groups and allow them to interview each of the invited guests. Have the groups create a list of developmental characteristics (social, emotional, physical, cognitive) for each of the individuals interviewed. After each group completes their lists, compare the lists in class. Discuss discrepancies between the groups' lists as well as any discrepancies between the lists and the textbook.

Variation:

1. Design the groups so that each group only interviews one guest for a longer period of time. Compare the group lists.
2. Assign students to interview a child or adolescent outside of class. In class, discuss the questions they asked and the information they gathered. Compare information for interviewees of the same age group as well as from different age groups.