Socioemotional Development in Middle Late Childhood Psychology of Development 307 TR 2 20 3 35p m Room 108 Guest Lecturer Eswen Fava 2 26 08 01 14 19 1 Cochlear Implant Follow Up http www utdallas ed u loizou cimplants c demos htm 01 14 19 2 Today we will cover Cognitive Theories of Middle childhood Cognitive Skills Intelligence Testing Theories Language Development SocioEmotional Development Development of Self Morals Gender Differences Relationships 01 14 19 3 Cognitive Theories of Middle Childhood Piaget Vygotsky Neo Piagetians Information Processing 01 14 19 4 Theories of Middle Childhood Development Piaget Vygotsky Neo Piaget Info Processing Stage Concrete stage No real stage Partial agreement w Piaget Middle childhood Biggest change Method of change Concrete operations Social interaxn Use of attention memory strategies for info processing Sustain control attention Other important skills Conservation tasks seriation transitivity Language behavior 01 14 19 Memory thinking metacognition 5 Cognitive Skills Memory Creative Thinking Metacognition Intelligence Scales Skills Measures and Application 01 14 19 6 Memory After age 7 STM does not show as much increase as it did in the preschool period Long term memory Strategies Mental imagery Elaboration 01 14 19 7 Thinking Guilford 1967 distinguished between convergent thinking divergent thinking Other forms Critical thinking Creative thinking How to Foster Creative Thinking Brainstorming 01 14 19 8 Metacognition Deanna Kuhn 1999 believes schools should pay more attention to helping students develop awareness of what they and others know schools should do more to develop metacognition studies have focused on metamemory 01 14 19 9 Theories of Intelligence Person Name of Theory How Captures Intelligence Sternberg s Triarchic theory of intelligence Analytical Creative Practical Gardner N A 01 14 19 verbal mathematical spatial bodilykinesthetic musical interpersonal intrapersonal Naturalist 10 Language Development Reading and Writing Bilingualism 01 14 19 11 Language Development New skills that make it possible to learn to read and write increased use of language to talk about things that are not physically present learning what a word is learning how to recognize and talk about sounds They also learn the alphabetic principle Berko Gleason 2003 01 14 19 12 Vocabulary Grammar and Metalinguistic Awareness Changes occur in the way children s mental vocabulary is organized Metalinguistic awareness Allows children to think about their language understand what words are and even define them 01 14 19 13 Approaches to Teaching Reading Whole language approach Phonics approach Research suggests that children can benefit from both approaches 01 14 19 14 Bilingualism and Second Language Learning Learning a second language is more readily accomplished by children than adolescents or adults Bilingualism Subtractive bilingualism going from being monolingual in their home language to bilingual in that language and in English only to end up monolingual as speakers of English 01 14 19 15 Socioemotional Development in Middle and Late Childhood Development of Self Morals Gender Differences Relationships Parent Child Peer Friendships Bullying SES Theories of 01 14 19 16 The Self Self esteem Self esteem reflects perceptions that do not always match reality How to increase Self concept Children self evaluate in many domains of their lives academic athletic appearance Self Efficacy Level of can influence choice of activities Self Regulation Linked to dev advances in brain s prefrontal cortex 01 14 19 17 Another Take on The Self Erikson s 4th Stage Industry When children are encouraged in their efforts their sense of industry increases Inferiority 01 14 19 18 Developmental Changes in Emotion Increased understanding that more than one emotion can be experienced in a particular situation Increased awareness of the events leading to emotional reactions Ability to suppress conceal ve emotional reactions The use of self initiated strategies for redirecting feelings A capacity for genuine empathy 01 14 19 19 Moral Development Reasoning According to Piaget older children consider the intentions of the individual believe that rules are subject to change are aware that punishment does not always follow wrongdoing Based on Piaget Kohlberg proposed 6 universal stages of moral development Preconventional Reasoning Conventional Reasoning Post Conventional Reasoning 01 14 19 20 Level 1 Level 2 Level 3 Stage 1 Stage 3 Stage 5 Heteronomous Morality Mutual Interpersonal Expectations Relationships Interpersonal Conformity Social Contract Utility Individual Rights Stage 2 Stage 4 Stage 6 Individualism Purpose Exchange Social System Morality Universal Ethical Principles Preconvential Conventional Level Postconventional Full Internalization No Internalization Intermediate Internalization 01 14 19 21 Kohlberg s Critics Key criticisms involve link between moral thought moral behavior roles of culture family in moral development significance of concern for others misses misconstrues some moral concepts in particular cultures Gender Care Perspective Carol Gilligan Prosocial Behavior behavioral emphasis 01 14 19 22 Gender Stereotypes Similarities Differences Gender stereotypes Bear in mind the differences are averages even when differences are reported considerable gender overlap the differences may be due primarily to biological and or sociocultural factors 01 14 19 23 Gender Differences in Physical Development Researchers have found some differences in the brains of males and females Males Females grow to be 10 taller longer life expectancy twice the risk of coronary disease less likely to develop physical or mental disorders hormones promote the growth of long bones female hormones stop such growth at puberty 01 14 19 24 Gender Differences in Cognitive Development Cognitive differences between females males have been exaggerated Eg Males have better math and visuospatial skills whereas females have better verbal abilities Later studies showed verbal differences between females and males had virtually disappeared but that math and visuospatial differences still existed Maccoby Jacklin 1974 Maccoby 1987 Hyde 2005 2007 01 14 19 25 Gender Differences in Socioemotional Development Males more physically aggressive than girls more likely to hide negative emotions Females tend to be more verbally aggressive less likely to express disappointment that might hurt others feelings No definitive
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