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Chapter 13 Middle Chapter 13 Middle Childhood and AdolescenceChildhood and Adolescence

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Growth PatternsGrowth Patterns

Middle childhood: 6 to 12 yearsMiddle childhood: 6 to 12 years Height & WeightHeight & Weight

– Boys and girls grow about 2 inches a year Boys and girls grow about 2 inches a year – Adolescent growth spurtAdolescent growth spurt– Average weight gain is 5 to 7 pounds per Average weight gain is 5 to 7 pounds per

yearyear– Individual differences are normal in Individual differences are normal in

middle childhoodmiddle childhood Weight may vary by 30 to 35 poundsWeight may vary by 30 to 35 pounds

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Nutrition Nutrition 4 to 6 year olds 4 to 6 year olds

need 1,800 calories need 1,800 calories 7 to 10 years olds 7 to 10 years olds

need 2,000 caloriesneed 2,000 calories Recommended: Recommended:

fruits, vegetables, fruits, vegetables, fish, poultry, whole fish, poultry, whole grainsgrains

Limit: fats, sugars, Limit: fats, sugars, and starchesand starches

Nutrition at schoolsNutrition at schools..

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Gender DifferencesGender Differences Boys are slightly taller and Boys are slightly taller and

heavier than girls through 9 heavier than girls through 9 or 10or 10

Girls then begin adolescent Girls then begin adolescent growth spurtgrowth spurt

Boys begins adolescent Boys begins adolescent growth spurt at age 13 or growth spurt at age 13 or 1414

Muscular strength increases Muscular strength increases for both girls and boysfor both girls and boys– Around age 11 boys begin to Around age 11 boys begin to

develop more muscle tissue develop more muscle tissue than girlsthan girls..

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Childhood ObesityChildhood Obesity Definition of obesity: body weight in excess of 20% of Definition of obesity: body weight in excess of 20% of

normnorm Obesity is the second leading cause of death in the USObesity is the second leading cause of death in the US 60% of American adults are overweight60% of American adults are overweight 30% of American children are overweight, while 16% 30% of American children are overweight, while 16%

are obeseare obese 35-40% of African American and Hispanic American 35-40% of African American and Hispanic American

children are overweight, while 24% of AA and HA children are overweight, while 24% of AA and HA children are obesechildren are obese

Despite emphasis on fitness and health, obesity has Despite emphasis on fitness and health, obesity has increased across ages, races, and gendersincreased across ages, races, and genders

Most overweight children become overweight adultsMost overweight children become overweight adults 40% of normal weight children become obese adults40% of normal weight children become obese adults..

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Childhood ObesityChildhood Obesity

Research suggests that Research suggests that overweight children are often overweight children are often rejected by peersrejected by peers

Perform poorly in sportsPerform poorly in sports Tend to like their bodies less Tend to like their bodies less

than children of normal weightthan children of normal weight More likely to be depressed and More likely to be depressed and

anxious than peers of normal anxious than peers of normal weightweight

Hypertension, Type II diabetes, Hypertension, Type II diabetes, asthma, sleeping problems are asthma, sleeping problems are all associated with obesityall associated with obesity..

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Causes of ObesityCauses of Obesity HeredityHeredity

– Burn calories vs. turn extra calories into fatBurn calories vs. turn extra calories into fat– Identical twinsIdentical twins– Inherited rate of matabolism Inherited rate of matabolism

Adipose tissue (fat cells)Adipose tissue (fat cells)– Children who have more adipose tissue tend to become Children who have more adipose tissue tend to become

hungry quicker, even though they are the same weighthungry quicker, even though they are the same weight Modeling by parentsModeling by parents

– Exercise habitsExercise habits– Encourage overeatingEncourage overeating– wrong foodswrong foods

Stressors and emotional reactions promote Stressors and emotional reactions promote overeatingovereating..

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Causes of Obesity Cont.Causes of Obesity Cont.

PE taken out of schoolsPE taken out of schools Wrong food in schoolsWrong food in schools Role of TV:Role of TV:

– 25% of kids watch 4+ hrs a day25% of kids watch 4+ hrs a day– Kids who watch TV more than 25 hours Kids who watch TV more than 25 hours

a week are more overweighta week are more overweight– Consumption of snack foodsConsumption of snack foods– Commercials promoting eating junk foodCommercials promoting eating junk food– Sedentary activitySedentary activity..

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Daily ActivitiesDaily Activities

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Daily ActivitiesDaily Activities

Sleep Sleep SchoolSchool TVTV Dinner, Dinner, homeworkhomework, exercise, , exercise,

etc.etc.

8 hours8 hours 8 hours8 hours 4 hours4 hours 4 hours4 hours

• 4 hours of TV = ¼ of waking hours

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Treating Childhood ObesityTreating Childhood Obesity 11. Proportion sizes, . Proportion sizes, 2. food in schools, (breakfast programs) 2. food in schools, (breakfast programs) 3. increase PE in schools, 3. increase PE in schools, 4. reduce TV/computer/phone hours 4. reduce TV/computer/phone hours

(screen time)(screen time) 5. increase exercise, 5. increase exercise, 6. proper nutrition6. proper nutrition

The Link Between Schooling The Link Between Schooling and Developmentand Development

School becomes the focusSchool becomes the focus School is a cultural framework that School is a cultural framework that

provides opprotunities for children provides opprotunities for children and adolescents to make social and adolescents to make social connections and experiencesconnections and experiences

Parents provide emotional support for Parents provide emotional support for children to support their need for children to support their need for growing interacitons with the world growing interacitons with the world outside familyoutside family

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The Link Between Shooling The Link Between Shooling and Developmentand Development

Behaviour problems and loss of confidence Behaviour problems and loss of confidence may result if a parent and/or teacher may result if a parent and/or teacher expectations do not match a student’s expectations do not match a student’s level of intellectual, social, emotional, or level of intellectual, social, emotional, or physical development.physical development.

School is the cultural framework for social, School is the cultural framework for social, emotional, intellectual, and moral/spiritual emotional, intellectual, and moral/spiritual development.development.

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The Theory of Intellectual The Theory of Intellectual DevelopmentDevelopment

By the time a child finishes By the time a child finishes kindergarten (age 6) his/her brain has kindergarten (age 6) his/her brain has developed 75 percent of its capacity. developed 75 percent of its capacity.

The neural pathyways and different The neural pathyways and different centres in the brain are already well centres in the brain are already well developed.developed.

Intellectual deveopment continues Intellectual deveopment continues throughout middle childhood and throughout middle childhood and adolescence.adolescence.

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Intellectual Development Intellectual Development TheoryTheory

Jean Piaget – 4 stages: sensorimotor, Jean Piaget – 4 stages: sensorimotor, properational, concrete operational and formal properational, concrete operational and formal operational.operational.

The stage between age seven and twelve is the The stage between age seven and twelve is the period of concrete operations.period of concrete operations.

Age 12-14 Piaget propesed that a person enters Age 12-14 Piaget propesed that a person enters the stage of formal operations and become the stage of formal operations and become capable of logic, deductive reasoning and capable of logic, deductive reasoning and abstract thinking.abstract thinking.

Some experts do not agree with Piaget and Some experts do not agree with Piaget and indicate that cognitive development is much indicate that cognitive development is much more complex than the tidy stages he describes.more complex than the tidy stages he describes.

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Theory of Multiple Theory of Multiple Intelligences (MI)Intelligences (MI)

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Exercise & FitnessExercise & Fitness Exercise reduces risk of heart disease, stroke, Exercise reduces risk of heart disease, stroke,

diabetes, and cancerdiabetes, and cancer Psychological benefits: better self-image, better Psychological benefits: better self-image, better

coping skillscoping skills Cardiac and muscular fitness is developed by Cardiac and muscular fitness is developed by

participation in continuous exercise, such as participation in continuous exercise, such as running, walking, swimming, bicycling, or jumping running, walking, swimming, bicycling, or jumping roperope

Nearly 2/3 of American children fail to meet the Nearly 2/3 of American children fail to meet the standards set by the President’s Council of standards set by the President’s Council of Physical FitnessPhysical Fitness– StrengthStrength– FlexibilityFlexibility– Cardiovascular EnduranceCardiovascular Endurance..

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Childhood DisabilitiesChildhood Disabilities Intellectual FunctioningIntellectual Functioning

– Mental retardationMental retardation Learning DisabilitiesLearning Disabilities

– Dyslexia (reading disability)Dyslexia (reading disability)– Dyscalculia (mathematics Dyscalculia (mathematics

disability)disability)– Disorder of written expressionDisorder of written expression

Speech disordersSpeech disorders– Articulation disorderArticulation disorder– Voice disordersVoice disorders– Fluency disordersFluency disorders

Physical disabilitiesPhysical disabilities– Visual impairmentVisual impairment– Hearing impairmentHearing impairment– ParalysisParalysis

Social and Emotional DisordersSocial and Emotional Disorders– Attention-deficit/Hyperactivity Attention-deficit/Hyperactivity

disorderdisorder– AutismAutism– Conduct disorderConduct disorder– Childhood depressionChildhood depression– Childhood anxietyChildhood anxiety..

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Learning DisabilitiesLearning Disabilities

A learning disability is characterizes by A learning disability is characterizes by inadequate development of specific inadequate development of specific academic, language, and speech skillsacademic, language, and speech skills

Dyslexia: a reading disorder characterized Dyslexia: a reading disorder characterized by problems such as letter reversals, by problems such as letter reversals, mirror reading, slow reading, and reduced mirror reading, slow reading, and reduced comprehensioncomprehension– Estimated to affect 5% to 17.5% of American Estimated to affect 5% to 17.5% of American

childrenchildren– More common in boys than girlsMore common in boys than girls..

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Causes of DyslexiaCauses of Dyslexia

Genetic factorsGenetic factors– 25-60% of children who 25-60% of children who

have dyslexia, have one have dyslexia, have one parent who also has parent who also has dyslexiadyslexia

– 40% of siblings of 40% of siblings of children with dyslexia children with dyslexia also have dyslexiaalso have dyslexia

““Faulty wiring” in left Faulty wiring” in left side of brain side of brain – Angular gyrus: translates Angular gyrus: translates

visual input into audio visual input into audio informationinformation..

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Treating DyslexiaTreating Dyslexia

Early treatment focuses on remediationEarly treatment focuses on remediation– Structured exercises to help kids become Structured exercises to help kids become

aware of how to blend sounds to form wordsaware of how to blend sounds to form words– Identifying word pairs that rhyme and don’t Identifying word pairs that rhyme and don’t

rhymerhyme– Combining modalities such as vision & Combining modalities such as vision &

hearinghearing More recent treatment focuses on More recent treatment focuses on

accommodationaccommodation– More time to take testsMore time to take tests

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ADHDADHD

Attention Deficit/Hyperactivity DisorderAttention Deficit/Hyperactivity Disorder– Child shows developmentally inappropriate or Child shows developmentally inappropriate or

excessive inattention, impulsivity and/or excessive inattention, impulsivity and/or hyperactivityhyperactivity

– Onset occurs by age 7Onset occurs by age 7– Behavior pattern must have persisted at least Behavior pattern must have persisted at least

6 months6 months– Impairs ability to function in schoolImpairs ability to function in school

Difficulty getting along with othersDifficulty getting along with others Disruptive and non-compliant behavior Disruptive and non-compliant behavior

often elicits punishmentoften elicits punishment More common in boys than girlsMore common in boys than girls

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ADHDADHD Prevalence is 3-7% of school Prevalence is 3-7% of school

age childrenage children Diagnosed by history, self-Diagnosed by history, self-

report, and observation from report, and observation from significant otherssignificant others

Deficits in executive Deficits in executive functioning in those who functioning in those who present with hyperactivity present with hyperactivity and impulsivityand impulsivity– Inability to self-monitor and self-Inability to self-monitor and self-

controlcontrol Some go on to develop Some go on to develop

Oppositional Defiant Disorder Oppositional Defiant Disorder (ODD) and Conduct Disorder (ODD) and Conduct Disorder (CD)(CD)..

Challenges of ADHDChallenges of ADHD Organizational problemsOrganizational problems Problems with TransitionsProblems with Transitions Acting as if rules don’t apply to themActing as if rules don’t apply to them Adopting negative attitudes out of Adopting negative attitudes out of

frustrationfrustration Experiencing isolation from peersExperiencing isolation from peers Poor grades, different learning stylesPoor grades, different learning styles Impulsive behaviorImpulsive behavior Difficulty sustaining attentionDifficulty sustaining attention Disruption of sleep or apititeDisruption of sleep or apitite.. 2424

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Causes of ADHDCauses of ADHD Runs in familiesRuns in families Co-exist with anxiety, depression and tic Co-exist with anxiety, depression and tic

disordersdisorders Less blood flow to the frontal lobesLess blood flow to the frontal lobes Defect in thyroid system or RASDefect in thyroid system or RAS EncephalitisEncephalitis Family history alcoholism, smoking, Family history alcoholism, smoking,

depressiondepression Frequent early ear infections as a Frequent early ear infections as a

markermarker..

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Treatment of ADHDTreatment of ADHD Combination of medication and behavioral therapyCombination of medication and behavioral therapy Stimulants are most common medicationStimulants are most common medication

– Ritalin, Adderall, Concerta ETC.Ritalin, Adderall, Concerta ETC. Behavioral interventions aimed at increasing Behavioral interventions aimed at increasing structurestructure at home and school at home and school– Parents and teachers are active participantsParents and teachers are active participants

E.g.) “chunking” assignments E.g.) “chunking” assignments E.g.) cues to promote self-awarenessE.g.) cues to promote self-awareness

– Parent training, family therapy, support groupsParent training, family therapy, support groups Some children outgrow ADHDSome children outgrow ADHD

– 50% to 65% of children with ADHD continue to 50% to 65% of children with ADHD continue to have symptoms into adulthoodhave symptoms into adulthood..

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Education for Children with Education for Children with Disabilities Disabilities

Should children with learning disabilities Should children with learning disabilities be placed in regular classrooms?be placed in regular classrooms?

Segregated classesSegregated classes Mainstreaming: children with disabilities Mainstreaming: children with disabilities

are placed in classrooms that have been are placed in classrooms that have been adapted to fit their needsadapted to fit their needs– Intended to counter negative effects of special Intended to counter negative effects of special

needs classesneeds classes– 40% of day spent in regular classrooms40% of day spent in regular classrooms

Research findings are mixedResearch findings are mixed– High functioningHigh functioning– Lower functioningLower functioning....

Social Emotional Social Emotional DevelpmentDevelpment

Friendships become very importantFriendships become very important School is where most social interactions School is where most social interactions

take place.take place. PEER GROUP – made up of others of the PEER GROUP – made up of others of the

same age, influence friendships, behaviour same age, influence friendships, behaviour and how other chioices are made.and how other chioices are made.

Strong attachment to a caregiver early on Strong attachment to a caregiver early on influences ability to make friends and influences ability to make friends and withstand peer pressure.withstand peer pressure.

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Social and Emotional Social and Emotional DevelopmentDevelopment

Parents, teachers, coaches and youth Parents, teachers, coaches and youth workers are powerful role models for kids to workers are powerful role models for kids to learn how to get along with others and learn how to get along with others and resolve conflicts appropriately.resolve conflicts appropriately.

Social skills and self confidence are inter-Social skills and self confidence are inter-relatedrelated

Emotional Literacy / Emotional IntelligenceEmotional Literacy / Emotional Intelligence- Ability to treat others with empathy and Ability to treat others with empathy and

repect.repect.- This can improve congnitive intelligence.This can improve congnitive intelligence.

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MORAL/SPIRITUAL MORAL/SPIRITUAL DEVELOPMENTDEVELOPMENT

Learning right from wrongLearning right from wrong Internalization is the goal so that by Internalization is the goal so that by

adulthood, inner satisfaction, rather than adulthood, inner satisfaction, rather than an external reward or punishment is what an external reward or punishment is what motivates people to choose right over motivates people to choose right over wrong.wrong.

Spiritual development – development Spiritual development – development through a person’s entire life. through a person’s entire life.

Spiritual development grow and regress Spiritual development grow and regress through times of trial and questioning.through times of trial and questioning.

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MORAL AND SPIRITUAL MORAL AND SPIRITUAL DEVELOPMENTDEVELOPMENT

We can grow spiritually by practising We can grow spiritually by practising our faith,(mass and church services) our faith,(mass and church services) or trying to discover what we believe or trying to discover what we believe through mentors, adivisors through mentors, adivisors (chaplains, priests, rabbis etc) and (chaplains, priests, rabbis etc) and through prayer and meditation.through prayer and meditation.

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KOHLBERG’S STAGES OF KOHLBERG’S STAGES OF MORAL DEVELOPMENT PG. MORAL DEVELOPMENT PG.

322322 1. OBEDIENCE AND PUNISHMENT1. OBEDIENCE AND PUNISHMENT 2. INDIVIDUALISM2. INDIVIDUALISM 3. APPROVAL3. APPROVAL 4. LAW AND ORDER4. LAW AND ORDER 5. SOCIAL CONTRACT5. SOCIAL CONTRACT 6. PRINCIPLED CONCIENCE6. PRINCIPLED CONCIENCE

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GILLIGAN’S THEORY OF GILLIGAN’S THEORY OF MORAL DEVELOPMENTMORAL DEVELOPMENT

COMPARISON OF HOW MEN AND COMPARISON OF HOW MEN AND WOMEN VIEW MORAL DILEMMASWOMEN VIEW MORAL DILEMMAS

PG. 323.PG. 323.

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THE TRANSITION TO THE TRANSITION TO ADULTHOODADULTHOOD

ADOLESCENCE – the stage between childhood ADOLESCENCE – the stage between childhood and adulthood. (chart pg.424)and adulthood. (chart pg.424)

Issues: Relationship issues, mental health Issues: Relationship issues, mental health issues, learning problems, drugs and alcohol, issues, learning problems, drugs and alcohol, family problems (parents and siblings) family problems (parents and siblings) bullying, depression, suicide, teen promiscuity bullying, depression, suicide, teen promiscuity and teen pregnancy, social group and teen pregnancy, social group identification.identification.

Finding your identity and place/role/careerFinding your identity and place/role/career

(This can change even throughout the adult (This can change even throughout the adult years.)years.)

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