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): i. neuroscience ii. brain wiring iii. pruning iv. Pituitary Gland v. Community Supports vi. Morality vii. active rebellion viii. Environmental Pollutants ix. Maternal Nutrition x. Toxoplasmosis xi. 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 ...

1. 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):
i. neuroscience
ii. brain wiring
iii. pruning
iv. Pituitary Gland
v. Community Supports
vi. Morality

2. vii. active rebellion
viii. Environmental Pollutants
ix. Maternal Nutrition
x. Toxoplasmosis
xi. 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.

3. 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

4. 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

5. 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.

6. 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

7. 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

8. 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,

9. '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)

10. · 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:

11. 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/

12. 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
21
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

13. 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

14. 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

15. · a review of a selection of articles