HDFS 105 1st Edition Lecture 13Outline of Last Lecture I. Socialization II. ParentingIII. Cultural differences IV. Baumrind’s parenting stylesV. DivorceVI. PlayVII. AggressionVIII. Toddler’s Property LawsIX. EriksonX. GenderXI. Sibling relationships Outline of Current Lecture I. Physical DevelopmentII. Cognitive Development- PiagetIII. Children with disabilitiesIV. Why inclusion for typically developing children? V. Children with special needsVI. Language learningVII. Second language learning VIII. Emotional developmentIX. Social development X. Stress in children XI. Children and fearsXII. Emotional and cognitive development influence each other XIII. Gender cleavage XIV. Gender stereotypes XV. Moral development- Kohlberg’s TheoryXVI. Socio-economic status and learningXVII. Ethnicity and schools XVIII. Advice for educators Current LectureThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.I. Physical Development (Middle childhood: 6-11 y/o) a. Slow consistent growth through late childhoodb. Muscle mass and strength increasec. Brain growth continuesd. Fine and large motor coordination increasee. Physical activity, exercise importantf. Health generally good (good habits formed during middle child are going to last throughout adulthood; child life specialists work with children in hospitals to look after their emotional developments/impacts from illnesses) II. Cognitive development- Piageta. Period of Concrete Operationsb. Also called Concrete Operational Periodc. Children attain the ability to Conserve- now they can solve those conservation problems and pay attention to the transformation of quantity into different shape. Liquid is the same amount no matter which glass it is in. Ten pennies are 10 no matter how far apart. d. Children in the Concrete Operational Stagei. Are around 7-11 y/oii. Enjoy learningiii. Classify objects into different sets, seriationiv. Reason logically about concrete objects Information Processing Theory- goes beyond Piaget- looks at memory, attention, organization of knowledge b. Metacognition- thinking about thinking- strategizingc. Theory of Mind (no longer egocentric, no longer assume that others think the same way/like the same things as them; they can now understand ambiguous figures)d. Vygotsky- Zone of Proximal Development- scaffolding (children can learn from others-> problem solving) II. Children with disabilitiesa. Public Law 94-142, IDEA- Inclusion Law is part of the Americans with Disabilities Act b. Children with special needs are to the extent possible integrated with typically developing children in schools to best support their learning and developmentc. They are guaranteed a free appropriate education in the least restrictive environment (useful for each individual child; but under certain disabilities that the child has, this integrated environment might not be best)d. Why inclusion for children with disabilities?i. Experience typical learning environmentii. Develop social interaction skills with peersiii. Expand expressive and receptive languageiv. Learn to work and play independentlyv. Have fun and make friendsvi. Become more independent and better able to function in an integrated societyII. Why inclusion for typically developing children with children with disabilities? (only adults are concerned; children don't mind interacting with others with difficulties)a. Develop awareness and acceptance of differencesb. Learn how and when to helpc. Grow up accepting people with disabilities as valuable members of societyd. Make new friendse. Progress academically as well or better than children in non-inclusive classroomII. Children with special needsa. Autism spectrum, ADHD, learning disabilities, processing disorders, emotional disorders, fetal alcohol syndrome, etc.b. Also gifted children: impact of both heredity and environment- uneven developmentII. Language learninga. Vocabulary grows, brain's organization of language grows, all areas of linguistics growb. Development of reading and writing are related (better to interconnect these areas for children to learn more effectively) c. Whole language approach (content approach, creative writing) d. Phonetic approach (reading, spelling) e. Children need combination of both!II. Second language learninga. Middle childhood sensitive period for 2nd language learningb. Best to continue to expose children to 2nd language in order to develop it wellc. Bilingual education- when English is a child's 2nd language, supporting learning in both the home language and English are supported by research (important; they need the translation back and forth to their own language to develop their skills) II. Emotional Development- Eriksona. Industry vs. Inferiority b. 6-10 or 11 years of agec. Many new experienced. Children enthusiastic about learning (tend to be happy and confident; very social)e. Expansive imaginationf. Problems occur if child is not stimulated and feels incompetent and unproductive (when not challenged enough) Will fall on the inferior side if they receive a cycle of negative feedback from others/no encouragements- decrease social skills --> organizational disabilitiesg. Supporting self-esteemi. If low, identify the cause, support confidenceii. Provide emotional support, social approvaliii. Help children achieve, teach skills needediv. Help children cope with, not avoid problems Support self efficacy- belief that one can master situations, succeed (enter a positive cycle of interactions) v. Support self-regulation- manage one's own feelings and behaviors IX. Social Developmenta. Person Perception develops-i. Awareness of the inner disposition of others develops (aware if someone is a good person)ii. Children understand social relationships iii. Choose friends based on "what they are like," rather than appearance ("she's a good friend because she shares and she waits for me") b. Peer relationships- assume vital role in development i. Provide place to exercise independence from adult controls (not supervised)ii. Offer experience with relationships on equal footing with othersiii. Provide social institution in which position of children is not marginal iv. Allow for transmission of informal knowledge- fads, slang, etc. c. Peer statusi. Neglected- loners, bad social skills, don’t pick up on others cues, get ignored ii. Rejected- disliked by others, have behaviors that