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MIDDLE CHILDHOOD




Cil Flores
Geneva Galdo
Regina Munoz
Physical Development
Aspects of Physical Development
  What gains in growth and motor development occur
  during middle childhood, and what nutritional hazards do
  children face?
• Growth slows in middle childhood, and wide differences
  in height and weight.
• Children with retarded growth due to growth hormone
  deficiency may be given synthetic growth hormone.
• Proper nutrition is essential for normal growth and health.
• Malnutrition can affect all aspects of development.
• Obesity entails health risks. It is influenced by genetic
  and environmental factors and can be treated.
• Concern with body image, especially among girls, may
  lead to eating disorders.
   – Body image Descriptive and evaluative beliefs about one’s
     appearance.
• Because of improved motor development, boys and girls in
  this stage can engage in a wide range of motor activities.
• About 10% of schoolchildren’s play, especially boys, is
  rough-and-tumble play.
   – Rough-and-tumble play Vigorous play involving wrestling, hitting,
     and chasing, often accompanied by laughing and screaming.
• Many children, mostly boys, go into organized, competitive
  sports. A sound physical education program should aim at
  skill development and fitness for all children.
• Many children, especially girls do not meet fitness
  standards.
Health and Safety
What are the principal health and safety concerns
  about school-aged children?
• Middle childhood is a relatively healthy period; most
  children are immunized against major illnesses, and
  the death rate is the lowest in the life span.
• Respiratory infections and other acute medical
  conditions are common.
   – Acute medical conditions illnesses that last a short time.
Chronic conditions such as Asthma are most prevalent
  among poor and minority children.
– Chronic medical conditions illnesses or impairments that persist for
     at least three months.
   – Asthma a chronic respiratory disease characterized by sudden
     attacks of coughing, wheezing, and difficulty breathing.
• Children’s understanding of health and illness is related to
  their cognitive level.
• Vision becomes keener during middle childhood, but some
  children have defective vision or hearing.
• Most children who are HIV-positive function normally in
  school and should not be excluded from any activities of
  which they are capable.
• Accidents are the leading cause of death in middle
  childhood. Use of helmets and other protective devices and
  avoidance of trampolines, snowmobiling and other
  dangerous sports can greatly reduce injuries.
Cognitive Development
Piagetian Approach: The Concrete Operational
       Child
  How do school-aged children’s thinking and moral
  reasoning differ from those of younger children?
• A child at about age 7 enters the stage of concrete
  operations. Children are less egocentric than before and
  are more proficient at tasks requiring logical reasoning,
  such as spatial thinking, understanding of causality,
  categorization, inductive and deductive reasoning, and
  conservation. However, their reasoning is largely limited
  to the here and now.
– Concrete operations third stage of Piagetian cognitive
  development( approximately from ages 7 to 12),
  during which children develop logical but not abstract
  thinking.
Cognitive Advances
• Space and Causality
  – They have clearer idea of how far it is from one
    place to another and how long it will take to get
    there, and they can more easily remember the
    route and the landmarks along the way.
• Categorization
  – Seration-Ability to order items along a dimension.
  – Transitive inference-Understanding of the
    relationship between two objects by knowing the
    relationship of each to a third object.
  – Class Inclusion-Understanding of the relationship
    between a whole and its parts.
• Inductive reasoning
  – Type of reasoning that moves from a particular
    observations about members of a class to a
    general conclusion about the class.
  “my dog barks. So does terry’s dog and melissa’s
    dog. So it look as if all dogs bark.”
• Deductive Reasoning
  – Type of logical reasoning that moves from a
    general premise about a particular class to a
    conclusion about a particular member or
    members of the class.
– Children can work out answers in
Conservation     their heads; they do not have to
                 measure or weigh the objects.
               Principle of identity
                 knowing that both are of the same
                 amount of water.
               Principle of reversibility
               Decenter
               Horizontal decalage
                  o Piaget’s term for inability to transfer
                    learning about one type of
                    conservation to other types, which
                    causes a child to master different
                    types of conservation tasks @
                    different ages.
• Cultural experience, as well as
  neurological development, seems to
  contribute to the rate of development of
  conservation and other Piagetian skills.
• According to Piaget, moral development is
  linked with cognitive maturation and
  occurs in three stages, as children move
  from rigid to more flexible thinking.
• First stage ( approximately ages 2-7,
  corresponding preoperational stage)
  – Based on obedience to authority. Believes that rules
    comes from adult authorities and cannot be bent or
    changed, that behavior is either right or wrong, and
    that any offense deserves punishment regardless of
    intent.
• Second stage ( ages 7-11, corresponding with the
  stage of concrete operations)
  – Increasing flexibility and some degree of autonomy
    based on mutual respect and cooperation.
• Third stage (ages 11-12)
  – Moral development. “equality” takes on a different
    meaning for the child.
Information Processing and
Intelligence
What are the advances in memory and other information-
  processing skills occur during middle childhood?
• Although sensory memory shows little change with age,
  the capacity of working memory increases greatly during
  middle childhood.
• The central executive, which controls the flow of
  information to and from long-term memory, seems to
  mature between ages 8 and 10.
• Metamemory, selective attention, and use of mnemonic
  strategies improve during these years. Gains in
  information-processing abilities may help the advances
  Piaget described.
• Metamemory
  – Understanding of processes of memory.
  – Kindergartners and first-graders know that people
    remember better if they study longer, that people
    forget in time, and that its better to relearn
    something than learn it for the first time.
• Mnemonic strategies
  – Techniques to aid memory
• External memory aids
  – Prompting by something outside the person
  – Dana makes a list of the things she has to do today
• Rehearsals
  – Conscious repetition
  – Tim says the letters in his spelling words over and over
    until he knows them
• Organization
  – Grouping by categories
  – Luis recalls the animals he saw in the zoo by thinking
    first of the mammals, then reptiles, and so on.
• Elaboration
  – Associating items to be remembered with something
    else.
How accurately can school children’s intelligence be
  measured?
• The intelligence of school-aged children is
  assessed by group or individual tests.
• IQ test are fairly good predictors of school success
  but maybe unfair to some children.
• Differences in IQ among ethnic groups appear to
  result to a considerable degree from
  socioeconomic and other environmental
  differences.
• Schooling seems to increase measured
  intelligence.
• Attempts to devise culture-free or culture-fair tests
  have been unsuccessful.
• IQ tests tap only three of the “intelligences” in
  Howard Gardner’s Theory of multiple intelligences.
• According to Robert Sternberg’s triarchic theory,
  IQ tests measure mainly the componential
  element of intelligence, not the experiential and
  contextual elements.
• New directions in intelligence testing include the
  Sternberg triarchic abilities tests (STAT), Kaufman
  Assessment Battery for children (KABC), and tests
  based on Vygotsky’s concept of Dynamic testing.
Language and Literacy
How do communicative abilities and literacy expand during
  middle childhood?
• Use of vocabulary, grammar, syntax become
  increasingly sophisticated, but the major area of
  linguistic growth is in pragmatics.
   – Pragmatics- set of linguistic rules that govern the use of
     language for communication.
• Despite the popularity of whole-language programs,
  early phonics training is a key to reading proficiency.
• Metacognition contributes to reading comprehension.
• Acquisition of writing skills accompanies development of
  reading.
The Child in School
What influences school achievement?
• Because schooling is cumulative, the foundation
  laid in first grade is very important.
• Parents influence children’s learning by
  becoming involved in their schooling, motivating
  them to achieve, and transmitting attitudes about
  learning. Socioeconomic status can influence
  parental beliefs and practices that, in turn,
  influence achievement.
• Although the power of the self-fulfilling prophecy
  may not be as great as was once thought,
  teacher’s perceptions and expectations can
  have a strong influence.
• Historical philosophical shifts affect such issues
  as amount of homework assigned, social
  promotion, and computer literacy.
• The superior achievement of children of East
  Asian extraction seems to stem from cultural
  factors.
How do schools meet the needs of non-English-
  speaking children and those with learning problems?
• Methods of second-language education are
  controversial. Issues include speed and facility with
  English, long-term achievement in academic subjects,
  and pride in cultural identity.
• Three frequent sources of learning problems are
  mental retardation, learning disabilities (LDs), and
  attention-deficit/hyperactivity disorder (ADHD).
  Dyslexia is the most common learning disability.
• In the United States, all children with disabilities are
  entitled to a free, appropriate education. Children must
  be educated in the least restrictive environment
  possible, often in the regular classroom.
How is giftedness assessed and nurtured?
• An IQ of 130 higher is a common standard for
  identifying gifted children. Broader definition
  include creativity, artistic talent, and other
  attributes and rely in multiple criteria for
  identification.
• In Terman’s classic longitudinal study of gifted
  children, most turned out to be well adjusted and
  successful, but not outstandingly so.
• Creativity and IQ are not closely linked. Test of
  creativity seek to measure divergent thinking, but
  their validity has been questioned.
• Special educational programs for gifted children
  stress enrichment or acceleration.
Thank you!

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Middle childhood

  • 2. Physical Development Aspects of Physical Development What gains in growth and motor development occur during middle childhood, and what nutritional hazards do children face? • Growth slows in middle childhood, and wide differences in height and weight. • Children with retarded growth due to growth hormone deficiency may be given synthetic growth hormone. • Proper nutrition is essential for normal growth and health. • Malnutrition can affect all aspects of development. • Obesity entails health risks. It is influenced by genetic and environmental factors and can be treated.
  • 3. • Concern with body image, especially among girls, may lead to eating disorders. – Body image Descriptive and evaluative beliefs about one’s appearance. • Because of improved motor development, boys and girls in this stage can engage in a wide range of motor activities. • About 10% of schoolchildren’s play, especially boys, is rough-and-tumble play. – Rough-and-tumble play Vigorous play involving wrestling, hitting, and chasing, often accompanied by laughing and screaming. • Many children, mostly boys, go into organized, competitive sports. A sound physical education program should aim at skill development and fitness for all children. • Many children, especially girls do not meet fitness standards.
  • 4. Health and Safety What are the principal health and safety concerns about school-aged children? • Middle childhood is a relatively healthy period; most children are immunized against major illnesses, and the death rate is the lowest in the life span. • Respiratory infections and other acute medical conditions are common. – Acute medical conditions illnesses that last a short time. Chronic conditions such as Asthma are most prevalent among poor and minority children.
  • 5. – Chronic medical conditions illnesses or impairments that persist for at least three months. – Asthma a chronic respiratory disease characterized by sudden attacks of coughing, wheezing, and difficulty breathing. • Children’s understanding of health and illness is related to their cognitive level. • Vision becomes keener during middle childhood, but some children have defective vision or hearing. • Most children who are HIV-positive function normally in school and should not be excluded from any activities of which they are capable. • Accidents are the leading cause of death in middle childhood. Use of helmets and other protective devices and avoidance of trampolines, snowmobiling and other dangerous sports can greatly reduce injuries.
  • 6. Cognitive Development Piagetian Approach: The Concrete Operational Child How do school-aged children’s thinking and moral reasoning differ from those of younger children? • A child at about age 7 enters the stage of concrete operations. Children are less egocentric than before and are more proficient at tasks requiring logical reasoning, such as spatial thinking, understanding of causality, categorization, inductive and deductive reasoning, and conservation. However, their reasoning is largely limited to the here and now.
  • 7. – Concrete operations third stage of Piagetian cognitive development( approximately from ages 7 to 12), during which children develop logical but not abstract thinking.
  • 8. Cognitive Advances • Space and Causality – They have clearer idea of how far it is from one place to another and how long it will take to get there, and they can more easily remember the route and the landmarks along the way. • Categorization – Seration-Ability to order items along a dimension. – Transitive inference-Understanding of the relationship between two objects by knowing the relationship of each to a third object. – Class Inclusion-Understanding of the relationship between a whole and its parts.
  • 9. • Inductive reasoning – Type of reasoning that moves from a particular observations about members of a class to a general conclusion about the class. “my dog barks. So does terry’s dog and melissa’s dog. So it look as if all dogs bark.” • Deductive Reasoning – Type of logical reasoning that moves from a general premise about a particular class to a conclusion about a particular member or members of the class.
  • 10. – Children can work out answers in Conservation their heads; they do not have to measure or weigh the objects. Principle of identity knowing that both are of the same amount of water. Principle of reversibility Decenter Horizontal decalage o Piaget’s term for inability to transfer learning about one type of conservation to other types, which causes a child to master different types of conservation tasks @ different ages.
  • 11. • Cultural experience, as well as neurological development, seems to contribute to the rate of development of conservation and other Piagetian skills. • According to Piaget, moral development is linked with cognitive maturation and occurs in three stages, as children move from rigid to more flexible thinking.
  • 12. • First stage ( approximately ages 2-7, corresponding preoperational stage) – Based on obedience to authority. Believes that rules comes from adult authorities and cannot be bent or changed, that behavior is either right or wrong, and that any offense deserves punishment regardless of intent. • Second stage ( ages 7-11, corresponding with the stage of concrete operations) – Increasing flexibility and some degree of autonomy based on mutual respect and cooperation. • Third stage (ages 11-12) – Moral development. “equality” takes on a different meaning for the child.
  • 13. Information Processing and Intelligence What are the advances in memory and other information- processing skills occur during middle childhood? • Although sensory memory shows little change with age, the capacity of working memory increases greatly during middle childhood. • The central executive, which controls the flow of information to and from long-term memory, seems to mature between ages 8 and 10. • Metamemory, selective attention, and use of mnemonic strategies improve during these years. Gains in information-processing abilities may help the advances Piaget described.
  • 14. • Metamemory – Understanding of processes of memory. – Kindergartners and first-graders know that people remember better if they study longer, that people forget in time, and that its better to relearn something than learn it for the first time. • Mnemonic strategies – Techniques to aid memory
  • 15. • External memory aids – Prompting by something outside the person – Dana makes a list of the things she has to do today • Rehearsals – Conscious repetition – Tim says the letters in his spelling words over and over until he knows them • Organization – Grouping by categories – Luis recalls the animals he saw in the zoo by thinking first of the mammals, then reptiles, and so on. • Elaboration – Associating items to be remembered with something else.
  • 16. How accurately can school children’s intelligence be measured? • The intelligence of school-aged children is assessed by group or individual tests. • IQ test are fairly good predictors of school success but maybe unfair to some children. • Differences in IQ among ethnic groups appear to result to a considerable degree from socioeconomic and other environmental differences. • Schooling seems to increase measured intelligence.
  • 17. • Attempts to devise culture-free or culture-fair tests have been unsuccessful. • IQ tests tap only three of the “intelligences” in Howard Gardner’s Theory of multiple intelligences. • According to Robert Sternberg’s triarchic theory, IQ tests measure mainly the componential element of intelligence, not the experiential and contextual elements. • New directions in intelligence testing include the Sternberg triarchic abilities tests (STAT), Kaufman Assessment Battery for children (KABC), and tests based on Vygotsky’s concept of Dynamic testing.
  • 18. Language and Literacy How do communicative abilities and literacy expand during middle childhood? • Use of vocabulary, grammar, syntax become increasingly sophisticated, but the major area of linguistic growth is in pragmatics. – Pragmatics- set of linguistic rules that govern the use of language for communication. • Despite the popularity of whole-language programs, early phonics training is a key to reading proficiency. • Metacognition contributes to reading comprehension. • Acquisition of writing skills accompanies development of reading.
  • 19. The Child in School What influences school achievement? • Because schooling is cumulative, the foundation laid in first grade is very important. • Parents influence children’s learning by becoming involved in their schooling, motivating them to achieve, and transmitting attitudes about learning. Socioeconomic status can influence parental beliefs and practices that, in turn, influence achievement.
  • 20. • Although the power of the self-fulfilling prophecy may not be as great as was once thought, teacher’s perceptions and expectations can have a strong influence. • Historical philosophical shifts affect such issues as amount of homework assigned, social promotion, and computer literacy. • The superior achievement of children of East Asian extraction seems to stem from cultural factors.
  • 21. How do schools meet the needs of non-English- speaking children and those with learning problems? • Methods of second-language education are controversial. Issues include speed and facility with English, long-term achievement in academic subjects, and pride in cultural identity. • Three frequent sources of learning problems are mental retardation, learning disabilities (LDs), and attention-deficit/hyperactivity disorder (ADHD). Dyslexia is the most common learning disability. • In the United States, all children with disabilities are entitled to a free, appropriate education. Children must be educated in the least restrictive environment possible, often in the regular classroom.
  • 22. How is giftedness assessed and nurtured? • An IQ of 130 higher is a common standard for identifying gifted children. Broader definition include creativity, artistic talent, and other attributes and rely in multiple criteria for identification. • In Terman’s classic longitudinal study of gifted children, most turned out to be well adjusted and successful, but not outstandingly so. • Creativity and IQ are not closely linked. Test of creativity seek to measure divergent thinking, but their validity has been questioned. • Special educational programs for gifted children stress enrichment or acceleration.