chapter 9 physical and cognitive development in middle childhood copyright © 2014, 2011, 2008 by...
TRANSCRIPT
Chapter 9Physical and Cognitive
Development in Middle Childhood
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Body Growth in Middle Childhood
Slow, regular pace Girls shorter and lighter until about age
9, when trend reverses Lower portion of body grows fastest Bones lengthen, broaden Muscles very flexible All permanent teeth appear
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Common Health Problems
Malnutrition Obesity
32% of US children and adolescents are overweight 17% are
obese
Illnesses
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Health Risks for Obese Children
More likely to be overweight adults Physical symptoms:
high blood pressure, cholesterol respiratory problems insulin resistance
Development of lifelong problems: heart disease, diabetes, gall bladder
disease, cancer, early death
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Causes of Obesityin Middle Childhood
Overweight parents Low SES Parental feeding practices:
overfeeding overly controlling
Insufficient sleep Low physical activity Television Eating out
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Psychological and SocialConsequences of Obesity
Stereotyping/teasing Social isolation Depression Emotional, academic,
and behavior problems Reduced life chances
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Treating Obesity
Family-based interventions: diet change exercise program positive reinforcement
School environment: screenings improved nutrition standards additional recess/physical education time obesity awareness programs
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Illness in Middle Childhood High rates in first two
years of school 15 percent have
chronic conditions: asthma severe illnesses,
such as sickle cell anemia, cancer, and diabetes
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Asthma Bronchial tubes highly sensitive to
stimuli: cold, infection, allergies, stress wheezing, coughing, breathing problems
Risk factors: heredity pollution stressful home life poor health care obesity
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Motor Development in Middle Childhood
Gross-motor skill gains: flexibility balance agility force
Fine-motor skill gains: writing drawing
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Sex Differences in Motor Development
Girls better at fine-motor skills
Boys better at gross-motor skills, sports
Social environment: parental expectations self-perceptions coaching, media
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Piaget’s Theory: Attainments of the Concrete Operational Stage
Conservation: decentration reversibility
Classification Seriation: transitive
inference Spatial reasoning:
cognitive maps © Jaren Jai Wicklund/Shutterstock
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Classification
Children pass the class inclusion problem between ages 7 and 10
Collecting and classifying items become common
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Seriation
Ability to order items along a quantitative dimension—becomes efficient around 6–7 years
Transitive inference: ability to seriate mentally—appears around 7 years
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Limitations of Concrete Operational Thought
Operations are concrete: applied to information children can
perceive directly work poorly with abstract ideas
Continuum of acquisition: children master concrete operational tasks gradually, step by step
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Information-Processing View of Concrete Operational Thought
Neo-Piagetians: gains in information-processing speed, rather than shift to a new stage automatic schemas free working memory central conceptual structures: networks of
concepts and relations that allow them to think more effectively about a wide range of situations.
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Key Gains in Information Processing
Working memory Flexible strategy
use Cognitive
self-regulation: continually monitoring progress toward a goal, checking outcomes and redirecting unsuccessful efforts.
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Attention in Middle Childhood
Attention becomes more selective adaptable planful
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Memory Strategies
Rehearsal (early grade school) repeating information to oneselfOrganization (early grade school) grouping related items together
Elaboration (end of middle childhood) creating a relationship between pieces
of information not in the same category
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Attention-Deficit Hyperactivity Disorder
Inattention Impulsivity Excessive motor activity Results in
academic problems social problems
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Promoting Cognitive Self-Regulation
Point out important features of tasks.
Suggest effective learning strategies.
Emphasize monitoring of progress.
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Information Processing and Academic Learning
Reading: phonological awareness, information-
processing speed, and visual discrimination contribute to reading skills
blend whole-language and phonics approaches
Mathematics: learn facts and procedures through practice,
reasoning, experimenting with strategies blend drill and “number sense” approaches
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Intelligence Tests
Group Tests Allow testing of large
groups Require little training
to administer Useful for instructional
planning Identify students who
need individual testing
Individual Tests Require training and
experience to administer Provide insights about
accuracy of score Identify highly intelligent
children and children with learning problems
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Sternberg’s Triarchic Theory of Successful Intelligence
Figure 9.4
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Gardner’s Multiple Intelligences
Linguistic Logico-mathematicalMusicalSpatialBodily-kinestheticNaturalistInterpersonalIntrapersonal
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Nature, Nurture, and IQ
Adoption studies confirm the influenceof both heredity and environment.
Ethnic differences are largely environmental.
A dramatic secular trend (generational rise in IQ) supports the role of environment.
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Cultural Bias in Testing
Cultural influences affect test performance:
communication styles test content stereotypes
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Communication Styles
Middle-SESWhite Parents Knowledge-training
questions Hierarchical style
of communication
Low-SESMinority Parents Analogy or story-
starter questions no right answer fosters complex
verbal skills Collaborative style
of communication
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Learning Two Languages
Bilingual development: learn both languages at the same time or
learn first language, then second sensitive period during childhood
Bilingual education: language immersion English-only programs: risk of inadequate
proficiency in both languages
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Features of High-Quality Elementary Education
Class size Physical setting Curriculum Teacher–student
interactions Evaluations of progress Relationships with families
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Educational Philosophies
Traditional vs. constructivist New philosophical directions: social-
constructivist teachers and children as partners many types of symbolic communication teaching adapted to zone of proximal
development cooperative learning
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Teacher–Student Interaction
Teachers: caring, helpful, stimulating, emphasizing
high-level thinking—fosters achievement use of repetitive drill, bias in favor of
well-behaved students—impedes achievement
Self-fulfilling prophecies: have greater impact on low-achieving students homogenous ability groups—a potent
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Teaching Children with Learning Difficulties
Children often placed in regular classrooms: mild mental retardation learning disabilities: 5–10% of
school-age children Law requires “least restrictive”
environment: inclusive classrooms full inclusion resource rooms
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International Comparisons in Academic Achievement
Figure 9.7
(Adapted from Programme for International Student Assessment, 2009.)
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Cultural Variations in Schools United States:
less challenging teaching variable teacher training,
salaries
Finland: nationally mandated
curricula, teachingpractices, assessments
Asia (Japan, Korea, Taiwan): nationally mandated curricula well-prepared, well-paid teachers
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