FAD3220 Chapter 9 Middle Childhood notes Class notes Elementary School years 6 11 yrs Drastically different from changes in other stages Pre K because it costs money unless they have low income and qualify to go for free Height and weight Growth slows considerably Growth 2 3 inches per year from 6 to 11 Double in weight in 5 year time span Girls retain more fatty tissue Children are average 11 lbs heavier than 40 years ago probably because they are more sedentary in schools and rise in obesity fast food Nutrition and Sleep 2400 calories growth and exertion Sleep needs decrease down to 9 10 hours naps may continue but not likely Barriers to good sleep o Allowing children to set their own bed times o TV sets in bedrooms When children go to school you lose some control over them Motor Development Continues to develop Children spend less time playing exercising and more time on school homework TV computers iPods and video games Obesity and Body Image If trends continue by 2010 nearly 50 of U S Children will be overweight Boys more likely than girls to be obese social pressure and standards video games Causes genetics nutrition exercise etc Cognitive Development Piaget Enter the stage of concrete operations Use mental operations reasoning to solve concrete actual problems Spatial relationships projects and dioramas help facilitate this Causality judging cause and effect Categorization Seriation ability to order things along a dimension large small Transition inference infer a relationship between 2 objects from the relationship between each of them and a third object difference in parts of circulatory system A B B C what is the relationship Class inclusion relationship between a whole and its parts class animalia tundra Reasoning Inductive moves from a particular to general o Use only this in middle childhood Deductive moves from a general premise to particular o According to Piaget this doesn t develop until adolescence Conservation Children can work out problems in their head Can understand that things change shape focus on multiple things at a time identity reversibility decenter Information Processing Approach Executive Function conscious control of thoughts emotions and actions to accomplish goals or solve problems tell yourself tofocus on something o Selective attention ability to direct attention and shut out distractions o Increase in efficiency of working memory o Metamemory understanding memory processes using techniques to facilitate memory Strategies for Remembering Mnemonic strategies techniques to aid memory External Memory aids most common Prompts outside the person making a list Rehearsal conscious repetition Organization mentally placing info into categories for easier Elaboration making mental association involving items to be recall remembered Psychometric Approach IQ tests Intelligence Influenced by o Brain development Schooling race ethnicity SES and culture Theory of Multiple Intelligences Gardner Linguistic pick up languages easily and words of expression song writers poets Logical mathematical understand number relationships Spatial relationship between things in space and how they should fit Interior design architecture building Musical Bodily Kinesthetic athletics coordination dancers Interpersonal relationships and working with others teachers counselors Intrapersonal pastors philosophers theologians Not all IQ tests adequately measure all different types of intelligence Triarchic Theory of Intelligence Sternberg Componential analytic aspect of intelligence Experiential insightful or creative Contextual practical Language Understanding of simile and metaphor takes a while to understand this and sarcasm Increase in syntax understanding complexity of language Elaborate sentence structure Pragmatics practical use of language to communicate talk to friends differently than w family parents Children with special needs Intelligence Disorder IQ less than 70 Dyslexia reading achievement lower than predicted by IQ or age ADHD compilations of ADHD and ADD there are different types Gifted children IQ higher than 130 It is important not to label children too early on Book Notes Includes all bolded main information not presented in lecture Rough and Tumble Play Vigorous play involving wrestling hitting and chasing Often accompanied by laughing and screaming 10 of free play consists of this Universal boys participate more than girls Has important adaptive benefits and establishes dominance w peer groups Physical activity and body image Regular physical activity helps w motor skills weight control lower blood pressure enhanced self esteem and well being Body image descriptive and evaluative beliefs about one s appearance becomes important in middle childhood especially among girls and may develop into eating disorders later on Fast food is a main contributor to obesity as well as inactivity Activity levels decrease as children get older Those with obesity are greater risk for behavior problems Hypertension depression and low self esteem heart disease and diabetes increased risk for overweight children as well as Acute and chronic medical conditions Acute medical conditions infections warts colds and flu are common during middle childhood Chronic medical conditions illnesses or impairments that persist for at least 3 months physical developmental behavioral or emotional Asthma chronic respiratory disease characterized by sudden attacks of coughing wheezing and difficulty breathing cases have doubled in recent years Diabetes one of the most common diseases of childhood Characterized by high levels of glucose in blood resulting from defective insulin production ineffective insulin action or both Accidental death is leading cause of death among school aged children Concrete Operations 3rd stage of Piagetian cognitive development age 7 12 Children develop logical but not abstract thinking By 6 or 7 they can count in their head count on and solve story problems IQ Tests Wechsler Intelligence Scale for Children WISC IV Individual intelligence test for school aged children that yields verbal and performance score as well as combined score Otis Lennon School Ability test group ability test for k 12 Culture bias tendency of intelligence tests to include items calling for knowledge or skills more familiar or meaningful to some culture groups than others Culture free tests intelligence tests that if they were possible to design would have no culturally linked content has been
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