HD 101 1nd Edition Lecture 20 Outline of Last Lecture I. Perspective of Moral DevelopmentII. Punishment in Early ChildhoodIII. Types of AggressionIV. Gender Stereotypes in Early ChildhoodV. Child-Rearing StylesOutline of Current Lecture II. Body Growth in Middle ChildhoodIII. Common Health ProblemsIV. Causes of Obesity in Middle ChildhoodV. Psychological and Social Consequence of ObesityVI. Illnesses in Middle Childhood VII. Motor Development in Middle ChildhoodVIII. Sex Differences in Motor DevelopmentIX. Physical Play DevelopmentX. Piaget’s Theory: Achievement of the Concrete Operational StageXI. Concrete Operational ThoughtXII. Information-ProcessingXIII. Attention in Middle ChildhoodXIV. Development of Memory StrategiesXV. Promoting Cognitive Self-RegulationXVI. Information Processing and Academic LearningXVII.Aptitude and AchievementXVIII. Cultural Bias in TestingXIX. Gardner’s Multiple Intelligence XX. Characteristics of High-Quality Elementary EducationXXI. Teacher-Student InteractionCurrent Lecture- Body Growth in Middle Childhood:o Slow, regular pattern.o Girls shorter and lighter.o Lower portion of the body grows fastest.o Bones lengthens.o Muscles very flexible.These 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.- Common Health Problems:o Malnutrition.o Obesity.o Illnesses.- Causes of Obesity in Middle Childhood:o Genetics.o Physiological/biological.o Low SES.o Eating practices.o Low physical activity.o Television/computer.o Cultural food environment.- Psychological and Social Consequences of Obesity:o Social isolation.o Achievement problems.o Behavior problems.o Defiance.o Aggression.o Depression.- Illnesses in Middle Childhood:o High rates first two years of school.o Chronic conditions. Asthma. Severe chronic illnesses.- Motor Development in Middle Childhood:o Gross-motor skills improvements. Flexibility. Balance. Agility. Force.o Fine-motor skills. Writing. Drawing.- Sex Differences in Motor Development:o Girls are better at fine-motor skills.o Boys are better at gross-motor skills, sports.o Social environment. Parental expectations. Self-perceptions. Coaching, media messages.- Physical Play Development:o Games with rules common. Sports. Invented games.o Rough-and-tumble play.o Video games.o Adult-organized sports.o Physical education.- Piaget’s Theory: Achievement of the Concrete Operational Stage:o Conversation. Decentration. Reversibility.o Classification.o Seriation.o Spatial reasoning. Directions. Maps.- Concrete Operational Thought:o Operations work best with concrete information.o Continuum of acquisition. Master concrete operational tasks gradually, step by step. Culture and schooling affect task performance.- Information Processing:o Automatic schemes free working memory.o Increase in information-processing speed/capacity.o Gains in inhibition. Both may be related to brain development.- Attention in Middle Childhood:o Attention becomes more: Selective. Adaptable. Planful.- Development of Memory Strategies:o Rehearsal (early grade school).o Organization (early grade school).o Elaboration (end of middle childhood).- Promoting Cognitive Self-Regulation:o Point out important features of tasks.o Stress importance of planful learning.o Suggest effective learning strategies. Provide for evaluation of effectiveness.o Emphasize monitoring of progress.- Information Processing and Academic Learning:o Reading. Phonological awareness, and practice. Mix whole-language and phonics.o Math. Facts and skills – practice, reasoning, strategies Blend drills and “number sense.”- Aptitude and Achievement:o Aptitude tests: measures potential.o IQ is an aptitude test – mental age/chronological age. Standford-Binet (2-18). Wechsler – variations: preschool, school ages, adult. About 2/3 fall in 85-155 score. 70-85 are slow learners; over 130 is gifted.o Achievement test: measures how much has been learned in a specific subject area. CTBS. ITBS. HSPE.- Cultural Bias in Testing:o Two views. Test not biased; represent success in the common culture. Cultural factors can hurt test performance.- Communication styles.- Test content.- Stereotypes.- Gardner’s Multiple Intelligence:o Linguistic.o Logico-mathematical.o Musical.o Spatial.o Bodily-kinesthetic.o Naturalist.o Interpersonal.o Intrapersonal.- Characteristics of High-Quality Elementary Education:o Class size.o Physical setting.o Curriculum.o Teacher-student interactions.o Evaluation of progress.o Relationships with families.- Teacher-Student Interactions:o Good teachers are caring, helpful, and stimulating.o Individual differences: Well-behaved, high achievers get more attention. More impact of attention on low SES. Self-fulfilling prophecy (learned