Human Growth & Development HHG4M
Final Exam

All questions carry equal marks
Use examples to illustrate your answers

Q1. “You cannot predict the outcome of human development. All you can do is like a farmer create the conditions under which it will begin to flourish.” ― Sir Ken Robinson. How does this relate to varies theories of human development? Use examples and related to theories in your answer.

Q2. “Attachment to a baby is a long-term process, not a single, magical moment. The opportunity for bonding at birth may be compared to falling in love–staying in love takes longer and demands more work.” T. Berry Brazelton. How does this relate to varies theories of attachment? Use examples and related to theories in your answer.

Q3. Agents of socialization provide critical information for children to function as members of
society. Identify at least three (3) agents of socialization and how each of them contributes to socialization. Use examples to illustrate your answer.

Q4. Write short notes on any five of the following (use examples to illustrate your answers):
⦁ neuroscience
⦁ brain wiring
⦁ pruning
⦁ Pituitary Gland
⦁ Community Supports
⦁ Morality
⦁ active rebellion
⦁ Environmental Pollutants
⦁ Maternal Nutrition
⦁ Toxoplasmosis
⦁ The Role of the Unconscious

Human Growth & Development – an Overview
Unit 1 Test

Attempt all questions. Use examples to illustrate your answer.

1. What is the difference between human growth and development?

2. What are the characteristics of development?

3. What is a family?

4. Identify and define the strands of development (P.I.E.S). Provide an example for each type of development.

5. Define nature and nurture. Explain how both nature and nurture play a role in human growth and development.

6. Four major theorists have been discussed in this unit — Erik Erikson, Jean Piaget, Kohlberg and Bronfenbrenner. Whose theory, in your opinion, best explains this stage of human development and why? Use examples to illustrate your answer.
Human Growth & Development – Brain Development in the Early Years
Unit 2 test
Attempt all questions. Use examples to illustrate your answer.

Q1. How is the brain “wired”? What are “windows of opportunity” in relation to brain development? What happens to the brain when it doesn’t get the things it needs?

Q2. What are the impacts on the child as a result of the following having an impact on the mother’s health: (write short notes on any 5)
⦁ Rubella
⦁ Environmental Pollutants
⦁ STDs
⦁ Toxoplasmosis
⦁ Medical Care
⦁ Stress
⦁ Alcohol or drugs
⦁ Smoking
⦁ Prescription Drugs

Q3. Environmental deprivation has drastic negative consequences on ‘normal’ development. In A child was deprived of the following:
⦁ attachment & bonding,
⦁ social interaction,
⦁ play,
⦁ roper healthy nutrition,
⦁ regular exposure to language
⦁ verbal communication.

For each type of deprivation mentioned, identify a minimum of two potential negative consequences on any area of growth and development (discuss impact on any 3 of above deprivations).
Human Growth & Development HHG4U – Parenthood Attachment & Bonding
Unit 3 Test

Attempt all questions. Use examples to illustrate your answer.

Q1. What is bonding and attachment? When and how does bonding and attachment happen? Why is bonding and attachment important?

Q2. The attachment theories of three main psychologists have been discussed in this unit. These are Bowlby, Harlow and Ainsworth. Whose theories, in your opinion, best explain the concept of attachment and why? Use examples to illustrate your answer.

Q3. Play throughout the lifespan helps to promote growth and development in different ways. Identify two examples (from any type of development) of how play helps development in each stage in the life cycle.

Q4. Explain the various Parenting Styles as discussed in the unit.

Human Growth & Development – Socialization Factors that Influence Human Development

Unit 4 Test

Attempt all questions. Use examples to illustrate your answer.

Q1. What is socialization? What role does the family play in socializing its members? How do schools influence socialization? Does the media influence socialization?
Q2. Identify the agents of socialization and how they impact a person over time.

Q3. Short Notes. Explain the influence of any five (5) of the following:
⦁ Birth Order
⦁ Parental Relationships
⦁ Transition to Parenthood
⦁ Gender Development
⦁ Family Models
⦁ Self Esteem
⦁ School
⦁ Peers
⦁ Globalization
⦁ Media & Technology
⦁ Community Supports

Q4. Discuss the role of School as an agent of socialization. Include examples and references to different life stages, course work, placement, and personal experiences.
Commitment to Student and Student Learning

Adults must be alert to sexed-up images targeted at very young girls
ZOSIA BIELSKI
Globe and Mail; Published Tuesday, Jun. 09, 2009 4:00AM EDT; Last updated Thursday, Mar. 10, 2011 4:25PM EST
They troll gossip blogs, pore over Miley Cyrus videos and eyeball toy store shelves. They’re not preteens, but a crew of early childhood educators on a mission: to show parents and teachers what their five- to 11-year-old charges are ingesting.
The educators from the University of Toronto’s Ontario Institute for Studies in Education are meeting with teachers across North America to drive home the message that consumerist culture is sexualizing girls, and early onset puberty is worsening the problem.
The educators want to deepen elementary school teachers’ understanding of media. They will present their research, entitled the Pink Project, at a U.S. National Association for the Education of Young Children gathering in Charlotte, N.C., next week.
Early childhood education specialist Kimberly Bezaire spoke to The Globe and Mail.
Why are you looking at girls aged 5 to 11 specifically?
There’s so much research on teens and that three- to five-year-old range, but so little from 5 to 11. Biology and branding are really changing the ways these girls are growing up today.

What do you mean by biology changing?
Accelerated puberty – early onset puberty. It’s commonplace now for a certain percentage of girls to be having their period when they’re 8. We still haven’t gotten a clear answer on that one. Body mass index is one of the speculations, and also environmental conditions. Then it’s coupled with acceleration in social maturity and high achievement pressures. Girls excel but it’s a double-edged sword: Along with that comes an obsessive perfectionism.

You look at digital characters. What do you mean by that?
Miley Cyrus, the G-rated [actress] on Nickelodeon who seems so wholesome – she doesn’t stand alone: There’s Hannah Montana, clothing, products, YouTube videos, her Vanity Fair photo, her fashion photos in all the tabloid magazines, and there’s 24/7 access to those things. [Colleague] Shelley Murphy wanted to be Laurie Partridge when she was growing up. The most personal information she could learn was her star’s height, weight and favourite toothpaste. Now, the girls mine and know every single little detail – who [Ms. Cyrus] is dating, what she wants to wear and buy, who she’s posed in her underwear for, what picture she took in the shower to send to which boy and that she wants to have breasts like Katy Perry. We found from our interviews with parents that they often aren’t aware of the extent of information their girls know and make sense of.

And how do they make sense of it?
That’s the complicated question. Making a YouTube video of yourself in a push-up bra and a tank top when you’re 10 years old and having adult men subscribe to your [channel] – that’s what we’re seeing. They’re looking at media role models and imitating. What are the deeper spiritual and mental health implications to your identity? What are the girls spending their time, money and energy on, that could be spent on other things?

You look at clothing. What stood out?
We’re hearing from parents that it’s hard to find neutral, innocuous clothing. It’s all pretty, pink, sparkly and sexy. There’s a lot of trash talk on the clothing. We saw skinny jeans for babies at the Gap. We’re seeing high heels and thongs, belly shirts, low-rise jeans and wedge heels. How did we get to this point, the pornification of little ones? How did we get used to it, and who is the audience? The feminist theory that it’s the male gaze doesn’t quite satisfy us.

What about toys?
The Bratz are so explicitly sexualized that [children’s book publisher and distributor] Scholastic has banned them. They had a brand called Rock Angelz and they come with a groupie van. It had a bar and hot tub. There’s nothing subtle about it and they’re calling them toys – toys for what? … From our workshops, teachers really do question why parents buy this stuff. It’s easy to get into simplistic judgment but we hear from moms that it’s hard to say no. It’s a constant barrage and the cross-marketing is complex.

How is this script affecting their relationships?
Some immediate effects are a disruption between girls and their parents, who report a lot of conflict and pressure. Regarding friendships, teachers report these themes disrupting classroom learning and play as early as Grade 1. This sexualized curriculum disrupts important opportunities to develop social skills and self-esteem. The implications relate highly to the development of a relationship with the self: knowing who you are and what your value is, regardless of style, accoutrements, social status, attention and posing. I’m interested in knowing more about how fathers, stepfathers and grandfathers are making sense and responding – or not – to all of this.

What are you hoping to change?
We’re curriculum theorists. For schools and teachers, we want to position these issues as a curriculum that we can think critically about. The next step will be setting up a blog space where the teachers who have been involved can continue to be co-researchers and contribute to a tipping point.

What’s your advice for parents?
We caution against sticking one’s head in the sand and figuring, ‘This is just a free-for-all.’ But we also wouldn’t suggest banning pop culture texts altogether. What we know is that children learn about themselves and the world in the context of their family, school and culture. When we engage with our kids about this stuff, we create opportunities to communicate our own values. We secure our position as role models when we engage.
Parents and Their Role in their Children’s Education
From: Social Science Research Skills

Purpose:
The purpose of this activity is to:
– describe the diverse ways in which aspects of the school environment contribute to the socialization of individuals at various stages of the life cycle
– demonstrate an understanding of the impact that parental involvement in schools can have on a child’s growth and development
– describe creative approaches to fostering parental involvement in schools
The Process:
⦁ You will work either individually or in a small group (three to four people) and then each complete an individual report to summarize your results.

Part One
⦁ Choose one stage of the school system you will investigate:
⦁ Preschool
⦁ Junior/Senior Kindergarten
⦁ Primary (grades 1 – 3)
⦁ Junior (grades 4 – 5)
⦁ Middle School (grades 6 – 8)
⦁ Secondary School (grades 9 – 12)
⦁ Conduct a literature search using the Internet and periodicals. Your goal is to gather secondary research on the role that parents play in the education of their children. Ensure that you keep track of where you found all of your research. You will be required to cite all of your sources and give credit using the APA style of citation.

Part Two
⦁ Conduct primary research. Your goal is to answer the research question
“What role do parents play in the education of their children?”
⦁ Determine how to gather information and who the sample will be. You may decide to interview parents of children in your selected group, teachers and administrators, parent volunteers (e.g., Home and School Association, Parent Council) or students. To keep your study manageable, choose ONE segment to research.
⦁ You will need to determine your best method (tool) of information gathering – survey, interview, observation or a combination of these methods.
⦁ Create a research tool that will be distributed to the sample you selected above.
⦁ Follow the guidelines given in class about creating your research tool. Your teacher must approve your sample and research tool before it is administered.
⦁ Each student in the group must be involved in the administration of the survey. When conducting your primary research collection it is important that you respect an individual’s choice to respond to an interview/survey with “no comment” or “no response at all” as a valid answer. Some people will prefer not to participate in your research.

Part Three:
After the primary research is brought back to class your group will tally the data. All groups’ members should have this information.

Write a three-page report that will include the following:

Part A – Introduction and Method
⦁ A brief summary of the method and sample used for your primary research

Part B – Results and Discussion
⦁ Summarize findings, draw conclusions, and identify similarities and differences between your secondary research and primary results.
⦁ Did you notice any differences between the males and females that you surveyed? Ages of students?
⦁ How does the information collected in your survey compare to the material presented in the book and in other secondary sources? How are they similar or different? Why do you think the similarities/ differences exist?
⦁ Are there any views that you find surprising?
⦁ Based on your research answer the question “What makes for an effective school?”

Part C – Conclusion
⦁ Examine your research and identify its the implications. What does your research say about the role that parents play in the education of their children?
⦁ Based on both your primary and secondary research create a list of creative approaches to fostering parental involvement in schools. Ensure that your suggestions are realistic and appropriate to the age group you are investigating.

The following websites will be helpful in your research. They should be used as a starting point only.

Ontario Home and School Association – http://www.ofhsa.on.ca/
Canadian Federation of Home and School Associations –
http://cap-pac.ic.gc.ca/chsptf/index.html
Ontario School Council Support Centre – http://schoolcouncils.net/
Ontario Parent Council – http://www.ontarioparentcouncil.org/
Parents for Education – http://www.peopleforeducation.com/
Family Education – http://www.familyeducation.com/home/
Parent’s Place – Education Central – http://www.parentsoup.com/edcentral/
Today’s Parent – Education – http://www.todaysparent.com/education/index.jsp
HHG4M Unicef Global Perspectives Project

This project requires you to first pick any country that you would like to work on. No two students are allowed to pick the same country.

Country: ________________________________________

Name of the UN Delegate for this country (you) _________________________

Step 1: Define indicators, find statistics and explain contributing factors (causes) and implications (effects) for children for your country. Hint: you may wish to break down the children’s ages by certain age groups.

Step 2: Search your country’s profile on unicef.org site and choose ONE issue to focus on and present to class. Try to choose an issue that you have found some background information on through your statistics search. Print at least one copy of the article to work from. All articles have to be in English. Read your article well and keep a copy to submit with your work.

Step 3: Select three factors that you feel are important in demonstrating the needs of your country. These must be connected to the issue you are explaining.

Step 4: Present your findings (presentation) on your country to the class at the United Nations delegates meeting – causes and effects; questions for debate and solutions.

Step 5: Turn in your articles, presentations notes and the attached.
HHG4M
Issues in Human Growth and Development
Summative Assignment (CCT)
PROCESS:
You will choose a topic/issue in human growth and development – it may be an issue discussed in class, or one of your own choosing. It may NOT be a topic that you have previously completed a project on.
1. Identify the issue and the developmental stage to which the issue is most relevant (some issues may touch several developmental stages, but please focus on just one stage for this assignment).
2. Connect this issue to a developmental theory or framework discussed in class, and explain how this theory is related to the issue.
3. Explore the growth or development issue in greater depth – use the research plan to guide your research and help focus your topic to determine what aspect of the topic you will examine.
4. You will present the results of your research (which may include primary sources such as surveys, questionnaires and interviews as well as secondary sources) in both an oral presentation and written presentation. You will choose how your work will be divided between these two components.

PRODUCT: There is a written and oral component to this product. The general expectation is a 5-7 minute presentation, and a written product that represents an approximately 2000 word essay.
You may choose to scale up or down in terms of your oral presentation – a longer oral presentation will result in a smaller written product and a shorter oral presentation will result in a larger written product. If you chose to demonstrate your learning with a product that is more of a “thing” you will need to provide a smaller written component outlining the theoretical connections.

You will meet with your instructor to decide (in writing) what your written/oral division will be and what the expectations for the written product will be.
Your product may be one of the following:
⦁ 2000 word essay
⦁ scrapbook
⦁ artwork & explanation
⦁ brochure
⦁ learning activity for the class
⦁ a review of a selection of articles

When a couple of marketing managers for Coca-Cola told attorney Elizabeth Finn Johnson that they wanted to sue their Coke Zero colleagues for “taste infringement,” she was baffled. She tried to talk them out of it, but they were determined. They argued that Coca-Cola Classic should be protected from the age discrimination it would suffer with the introduction of a newer, younger soft drink that tasted exactly the same as the original. Frustrated, Finn Johnson held up the Coke can and shouted, “It’s not a person! Title VII doesn’t cover these things!” What she didn’t know was that the marketing managers were actors. Hidden cameras had been planted around the meeting room to capture the reactions of several unsuspecting attorneys who had been asked to consider the case, including an immigration lawyer who was asked if he could get the Coke Zero marketing head deported back to Canada. The short videos were strategically placed on websites like YouTube.com to promote Coke Zero as the hip, new alternative to Diet Coke for men. The Coca-Cola Company knows it has to be creative if it’s going to sell more soda after sales dropped two years in a row in 2005 and 2006. Morgan Stanley analyst Bill Pecoriello explains, “Consumers are becoming ever more health-conscious, and the image of regular carbonated soft drinks is deteriorating rapidly.” In an attempt to appeal to consumers concerned with nutrition, Coke introduced Diet Coke Plus in 2007, a sweeter version of Diet Coke fortified with vitamins and minerals. But what they really needed was a way to reach young male consumers, and Diet Coke Plus, marketed with tag lines like “Your Best Friend Just Got Friendlier!” wasn’t going to do it. A few new products appealed to certain male demographics, such as Coca-Cola Blak, a cola with coffee essence created for older, more sophisticated consumers willing to spend more, and Full Throttle Blue Demon, an energy drink with an agave azul flavor (think margaritas) designed to appeal to Hispanic men. However, research showed that there was still a big demographic hole to fill as young men ages 18 to 34 abandoned the Coca-Cola brand altogether. They didn’t want all the calories of regular Coke, but they weren’t willing to switch to Diet Coke, which has traditionally been marketed to women who want to lose weight. Katie Bayne, chief marketing officer for Coca-Cola North America, says that the men who weren’t put off by the “feminine stigma” of Diet Coke often rejected it anyway because of its aspartame-sweetened aftertaste. “What we were seeing before Zero launched was that more and more younger people were interested in no-calorie beverages but weren’t going to sacrifice taste,” Bayne said. “So when they got interested in no-calorie, they were like, ‘Forget it, I’m not going to Diet Coke.’” Testing showed that the name “Coke Zero” would be an effective way to sell a low-calorie cola to men without using the word “diet.” And advances in artificial sweeteners finally made it possible for Coke to create a product that tasted more like the Real Thing. So expectations were high when Coke Zero was introduced in 2005 with a big marketing push, including a commercial that remade the famous 1971 “Hilltop/I’d Like to Teach the World to Sing” ad— this time with rapper G-Love on a rooftop singing that he’d like to teach the world to “chill.” Unfortunately, the commercial didn’t catch on, and neither did the product it was selling. Despite disappointing sales in the U.S., however, Coke Zero was an immediate hit in Australia, selling more than three times the number of cases expected during its first year on the market. In the U.S., the packaging was white and silver, making it difficult for consumers to see the difference between Coke Zero and Diet Coke. In Australia, the bottles and cans were black, making the product stand out on the shelves and look more like the “bloke’s Coke” it was intended to be. The U.S. marketing team took notice and reintroduced Coke Zero with a black and silver label in 2007. Coca-Cola is now investing more money in Coke Zero than any other brand its size, hoping it will someday be a megabrand for the company alongside Coca-Cola Classic and Diet Coke. Chief Marketing Officer Bayne is enthusiastic about the impact it may have on the company. “We do see this as potentially a bit of a white knight. There’s huge opportunity to grow here.”62 Questions 1. Describe the specific type of consumer that the Coca-Cola Company is targeting with each of the following products: Diet Coke, Coke Zero, Diet Coke Plus, Coca-Cola Black, and Full Throttle Blue Demon. What types of demographic segmentation is each product’s marketing most likely to include? 2. Some industry analysts think soft-drink companies should develop products that will bring new customers into the market rather than just creating variants on the old. They warn that products like Coke Zero will cannibalize lost market share from other soft drink categories instead of increasing the number of consumers overall. Which Coca-Cola products are most likely to lose customers to Coke Zero? 3. Why do you think that the hidden-camera videos used to promote Coke Zero were an effective way to reach its target market? Do you think a similar strategy with a viral marketing campaign on the Internet would appeal to the target market for Diet Coke Plus? 4. Do you think Diet Coke could have been repositioned to change consumers’ perceptions of it enough to be considered a drink equally appealing to men? Why or why not?