developmental psychology the middle childhood years (school-aged years) what age range marks this...

DEVELOPMENTAL PSYCHOLOGYTHE MIDDLE CHILDHOOD YEARS

(SCHOOL-AGED YEARS)• WHAT AGE RANGE MARKS TH IS

STAGE?__________• WHAT WAS YOUR FAVORITE BOOK

DURING TH IS PER IOD? ____________________________________

• WHAT WERE YOUR THREE FAVORITE ACT IV IT IES DURING TH IS PER IOD?

1) ____________________

2) ____________________

3) ____________________

DEVELOPMENTAL PSYCHOLOGYTHE MIDDLE CHILDHOOD YEARS

(SCHOOL-AGED YEARS)DURING MIDDLE CH ILDHOOD

CH ILDREN DEVELOP NEW PHYS ICAL , COGNIT IVE , AND SOC IAL SK ILLS . THE IR PERSONAL ITY ALSO TAKES ON NEW CHARACTER IST ICS .

L I S T C H A N G E S T H AT A R E K N O W N T O YO U T H AT O C C U R D U R I N G T H I S S TAG E F O R E AC H O F T H E S E F O U R D O M A I N S .

P H Y S I C A L :

C O G N I T I V E :

S O C I A L :

P E R S O N A L I T Y:

THE MIDDLE CHILDHOOD YEARS: OBJECTIVES

At the completion of this unit you will be able to:

1) Explain changes that relate to cognitive, physical, social, & personality that occur over this period.

2) Identify factors that influence physical, cognitive, social and personality development.

3) Apply theories relating to growth & development (Piaget, Vygotsky, Erickson, & Kohlberg) to the childhood years.

4) Compare & contrast the tasks and benchmarks that occur during this stage to those of previous stages.

I. PHYSICAL DEVELOPMENT

Grow 2 to 3 inches per year

Girls are usually taller than boys

Girls develop more rapidly

Both sexes gain about 5 to 7 pounds per year

Baby fat disappears

Much variation in height and weight

I. PHYSICAL DEVELOPMENT

Variables that affect growth

Nutritional

Illness/disease

Genetics

Stress affects pituitary gland

I. PHYSICAL DEVELOPMENT: NUTRITION

Those that receive more nutrients: • Have increased cognitive performance• Show more positive emotion• Have increased social interactions• Experience less anxiety• Display higher energy levels• Have increased self-confidence• Are more attentive• Display increased motivation to learn

PHYSICAL DEVELOPMENT: CHILDHOOD OBESITY

• Obesity: > 20% of average weight (on growth chart)

• Increasing numbers of obese children• Obese children are more likely to remain obese

throughout adulthood health risks

Verses• U.S. preoccupation with being thin: Media• Increasing obsession about being thin• 40% of 9 to 10 year olds girls worry about

becoming fat; teach that media representations are exaggerated or unobtainable.

• Also on the rise with males

CHILDHOOD OBESITY: CAUSES

• Genetic / inheritance: predisposition• Social factors: need to teach self-

limitations; parents should not set or impose the limits

• Poor diets: Carbs, fats, concentrated sweets; too few fruits and vegetables

• Lack of exercise: from the ages of 6 to 18 boys decrease their physical activity by 24% and girls by 36%; favored activities are sedentary.

CHILDHOOD OBESITY: CAUSES

List five activities that are common with school-aged children today:

1) _________________________

2) _________________________

3) _________________________

4) _________________________

5) _________________________

I. PHYSICAL DEVELOPMENT: MOTOR DEVELOPMENT

Despite disinterest in physical activity, children have improved fitness and athletic potentials

Motor skills: muscle strength and coordination increase

Gross motor tasks: use of large groups of muscles simple & generalized tasks. i.e.: walking, jumping, hopping, running.

Fine motor tasks: use of small muscles complex small tasks i.e.: writing, eating utensils, picking up objects, keyboards (dexterity). Can tie shoes at approximately 7 years old.

Fine motor + gross motor movement coordination

I. PHYSICAL DEVELOPMENT: MOTOR DEVELOPMENT

Reasons for motor advances: changes in the neurons of the nervous system; development of myelin sheaths is the major change of the NS.

1) What is the function of myelin? ________________

_____________________________________________

2) Do girls and boys have differing

motor skill development? ___________

3) Should the sexes be separated in

physical and athletic activities?

_________

I. PHYSICAL DEVELOPMENT: HEALTHFAST FACTS

• Immune system is more mature; most ailments are mild and brief

• Period of robust health• Immunizations have significantly lowered

incidence of life-threatening illnesses that were common to this age.

• 1 in 9 children will have the onset of a chronic or persistent illness

• Injury increases; increased level of physical activity

• Frequent sources of injury: MVAs, hit by cars, bicycles, burn injuries, drowning, poisoning


• The most frequent cause of accidental death is transportation related

• 4 out of 100,000 children between ages 5 and 9 are killed in transportation injuries annually

• Increased activity levels of the 5 to 7 age group makes them the highest risk group for injuries; are not responsible cognitively & make poor jugements.

• Community teaching: seat belts, car seats, protective gear, fire prevention, water safety, poison control


Asthma

• One of the most common chronic conditions of middle childhood

• Is a world wide problem; more prevalent within lower-socioeconomic groups.

• Characterized by periodic attacks of wheezing, coughing, & SOB; attacks are usually triggered by a variety of factors.

I. PHYSICAL DEVELOPMENT: PSYCHOLOGICAL DISORDERS

• 1:5 has a psychological disorder that may result in mild severe impairment

• Most common: depressive and anxiety disorders

• Bipolar disorder: cycles back and fourth between two emotional states; high energy and spirits at one extreme and depression on the other. (Read Ben Cramer on p. 280)

• Symptoms are often overlooked or neglected; they do not manifest the same as with adults

• Use of antidepressants is controversial

CHILDREN WITH SPECIAL NEEDS

• Children with special needs usually have normal intellectual capacities

• Visual impairment: a difficulty involving the sense of sight; ranges from partial sightedness to total blindness

• Auditory impairment: difficulty with the sense of hearing; ranges from loss of an aspect of hearing (frequencies or pitches) to total deafness

• What impacts will these have on academic success?


Speech impairment: speech that deviates from usual speech, calls attention to itself, interferes with communication, or produces a maladjustment of the affected child.

Stuttering: disruption in the rhythm and fluency of speech

Learning disability: difficulty with the acquisition and use of reasoning, listening, reading, speaking, writing or mathematical calculations.


What is a learning disability?It is a significant discrepancy

between a child’s actual academic ______________ and his/her apparent intellectual ____________________.

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Attention deficit hyperactivity disorder (ADHD): manifests with inattention, impulsiveness, a low tolerance for frustration, and inappropriate behaviors.

Common Symptoms:• Difficulty finishing tasks, organizing work, &

following instructions• Inability to wait or remain seated• Jumps to next task without hearing all of

the instructions• Inability to watch a whole program• Fidgeting and squirming


ADHD Continued• Ritalin & Dexadrine: Stimulants that decrease

activity levels in children• Treatment is controversial• Side-effects: depression, decreased appetite,

irritability; does not cause dependency• Behavior therapy has been successful in some

cases• Increased structure in the classroom• Diet therapy: fatty foods, concentrated sweets,

and foods with high levels of preserves linked to mental/cognitive performance in negative ways. Good nutrition improved performance

I. PHYSICAL DEVELOPMENT OF CHILDHOOD

Obesity and Physical Unfitness is on the rise

• Culture is contributing to this• Encourage exercise and balanced nutrition• Be an exercise role model and make

exercise fun.• Start slowly and do not push beyond their

capabilities• Do not make winning a goal; competitive

sports are not for everyone• Never make physical activity a

punishment

II. COGNITIVE/INTELLECTUAL DEVELOPMENT DURING MIDDLE

CHILDHOOD

During this period, children’s cognitive abilities _______________ and they become increasingly able to perform __________________ tasks.

Jean Piaget: Theory of Cognitive Development

1) The name of the stage for preschoolers between the ages of 2 & 7 is: _____________________________

List the classic characteristics of this stage:

2) The name of the stage for the school-aged (middle-childhood) between the ages of 7 and 12 is ______________________________

II. COGNITIVE/INTELLECTUAL DEVELOPMENT DURING MIDDLE

CHILDHOOD

II. COGNITIVE/INTELLECTUAL DEVELOPMENT:

JEAN PIAGET: CONCRETE OPERATIONAL STAGE• Shifts from one stage to the next are

gradual & have back and forth shifts for about 2 years

Characteristics• Appropriate use of logic• Less ego-centricity decentering

(considers multiple aspects of a situation)• Reversibility: 3+4 =7, therefore 4+3 = 7 & 7-3=4. Can remold clay: ball bowl ball• Understand relationship between time and

speed (figure 9-8, p. 287)

II. COGNITIVE/INTELLECTUAL DEVELOPMENT:JEAN PIAGET: CONCRETE OPERATIONAL STAGE• Environment plays a role: some early cultures never progressed beyond the preoperational stage.

• Provide nurturing environments that facilitate growth, opportunity, & discovery; home and educational environments have equal importance.

• Variables, such as culture must be

considered

II. COGNITIVE/INTELLECTUAL DEVELOPMENT:JEAN PIAGET: CONCRETE OPERATIONAL STAGECriticisms of Cognitive Development

TheoryPro: Powerful tool for educational approaches

and materials. Piaget was an expert observer of children and set the standards.

Con: Does not account for the variations between children. Some children may begin the concrete operational stage before the age of 7; progression occurs gradually and back and fourth shifts occur. May have characteristics of different stages.

INFORMATION PROCESSING

Memory: the process by which information is initially encoded, stored, and retrieved.

Children will not encode (record) 2+2=4 until they are taught the fact and they pay attention (exposure)

Retrieval: brought to awareness Metamemory: school aged children become

aware of memory and gradually learn ways to improve it; i.e.: rehearsal & repetition

Strategies to improve memory are learned

II. COGNITIVE DEVELOPMENT: LEV VYGOTSKY’S APPROACH

Cognitive advances occur thought the exposure to information within a child’s zone of ______________________; this is when a child can almost, but not quite understand or perform a __________________.

Learning should involve task-driven interactions with others.

Cooperative learning: Reciprocal teaching:

II. COGNITIVE DEVELOPMENT: LANGUAGE DEVELOPMENT

Average 6 y/o vocabulary = 8,000 to 14,000 words

Average 10 y/o vocabulary = 13,000 to 19,000 words.

Improved ability to pronounce phonemes (i.e.: j,v, & th sounds)

Learn social rules governing conversation (pragmatics); i.e.: taking turns speaking.

Metalinguistic awareness: become aware of miscommunication and seek clarification when information is not understood.

II. COGNITIVE DEVELOPMENT: LANGUAGE DEVELOPMENT

The use of language promotes self-control: able to remind themselves of reward for a desired behavior (“self-talk”)

Bilingualism: the use of one or more language.

Goal of bilingual education = respect for native language, but shift primary language to English.

Bilingual individuals have greater metalinguistic awareness; understand rules of language in greater detail positively impacts cognitive abilities.

II. COGNITIVE DEVELOPMENT & SCHOOLING

In US education is a universal right and a legal requirement

World plague of Illiteracy: 160 million children do not receive any school education; an additional 100 million do not progress beyond what is relative to our elementary school level. A billion individuals (2/3s are women) remain illiterate throughout their lives.

In many countries, education is provided for males and not females; cultural practices differences in how education is valued.


A Classroom in UgandaCompare this classroomto a U.S. classroom; What is different?


READING Reading skill development occurs in stages Stage 0: Birth to first grade learn

prerequisites for reading Stage 1: 1st & 2nd grades, acquire

phonological recoding skills Stage 2: 2nd & 3rd grades, read fluently, but

have difficulty attaching meaning to content.

Stage 3: 4th to 8th grade, interpret meaning and becomes a means for learning.

Stage 4: 8th grade & beyond, can understand multiple points of view


READINGConclusion: Children can use

reading as a source for learning at about the fourth grade. Because they can : ___________

__________________


U.S schools are returning to a fundamental focus on reading, writing, and arithmetic.

Teachers are experiencing increased pressure to improve student performance.

Diversity and multiculturalism impacts (cultural impacts) new models for education

Culture: a set of behaviors, beliefs, expectations, values

COGNITIVE DEVELOPMENT & SCHOOLING:

MULTICULTURAL EDUCATIONPlease define each of the following (use

p. 298 – 299 as reference)1) Multicultural education:

2) Cultural assimilation model

3) Pluralistic society model:

4) Bicultural identity:

II. COGNITIVE DEVELOPMENTCULTURAL INTEGRATION

What are the similarities between concepts relating to multicultural education, cultural assimilation model, pluralistic society model, & bicultural identity?

II. COGNITIVE DEVELOPMENT: INTELLIGENCE

What is your description of intelligence?

________________________________________________________________________________________________________________________________________________________________________________________


ASSESSING INTELLIGENCE

Early 20th century: desired a tool to identify children that would benefit from instruction outside a regular classroom.

Binet: A Paris child psychologist who laid the groundwork (research) for valid intelligence testing.

Correlated mental age, chronological age, and intelligence quotient.


ASSESSING INTELLIGENCE Chronological Age: physical age Mental age: the achieved score on

an intelligence test. If a seven y/o achieved a grade that is, on average, achieved by ten y/o, the mental age is considered 10.

Intelligence = Mental Age X 100quotient (IQ) Chronological Age

II. COGNITIVE DEVELOPMENT: ASSESSING INTELLIGENCE WITH

INTELLIGENCE TESTS1) Stanford-Binet Intelligence Scale:

is administered orally and child is given progressively more difficult problems until they cannot proceed. i.e.: answer questions about everyday activities, copy figures, make analogies, explain proverbs

2) Wechsler Intelligence Scale: divides test into verbal and nonverbal parts; separate and total scores are provided. (review p. 303 fig. 9-14)

II. COGNITIVE DEVELOPMENT: ASSESSING INTELLIGENCE WITH

INTELLIGENCE TESTS3) Kaufman Assessment Battery: the

most flexible structure; allows the administrator to use alternative wording or gestures, can even interpret in a different language. This encourages the child and facilitates better test performance.

Controversy: Do you believe that these are complete and

exclusive measures of intelligence? Do intelligence tests measure or consider all

aspects of intelligent performance?


Some developmentalists suggest that there are two types of intelligence

1) Fluid Intelligence: intelligence that reflects information processing, reasoning, and memory capabilities.

2) Crystallized intelligence: the accumulation of information skills & strategies that individuals have developed through life experiences that will be applied to problem-solving situations.


GARDNERHoward Gardner theorized that there

are eight distinct intelligences1) Musical:2) Bodily kinesthetic:3) Logical mathematical4) Linguistic:5) Spatial:6) Interpersonal:7) Intrapersonal:8) Naturalist:


GARDNERGardner’s Theory of Multiple

Intelligences Gardner suggests that these eight

intelligences may operate independently or interdependently depending on the activity.

Theory suggests that classroom instruction should be modified to incorporate and expose children to the different intelligences.


TRIARCHIC THEORY OF INTELLIGENCEStates that intelligence consists of three

information processing domains: 1) Componential: how efficiently can an

individual process and analyze information.

2) Experiential: ability to assimilate new information with what is already known (insightful comparisons).

3) Contextual: practical intelligence; how to deal with day-to-day issues.


Intelligence is determined by heredity and environment

Controversy: to what degree is intelligence determined by heredity and to what degree by environment?

Cultural practices, living environments, and social-economical conditions impact intellectual development

IQ Test Controversy: Do they discriminate against minority groups who have not had exposures to environments that the more privileged have?


Today intelligence is seen as a product of a nature & nurture interaction.

Intelligence is increased by enriching a child's environment.

Learning starts in the home with parental guidance and where education is valued.

II. COGNITIVE DEVELOPMENT: BELOW INTELLIGENCE NORMS

Education for all Handicapped Children Act of 1975

Ensures that all children with special needs will receive a full education

Receive education in least restrictive environment: the environment that is most similar to that of children without special needs.

Integrated into regular classrooms and activities to the greatest extent possible


Education for all Handicapped Children Act of 1975

Goal: integrate exceptional children with typical children to the fullest extent possible.

Mainstreaming: an educational approach in which exceptional children are integrated to the extent possible into typical classrooms while alternative activities are also provided.


Benefits of Mainstreaming Shows positive impacts on integration

into regular society (social adjustment), educational outcomes, self-concept, & personality development

II. COGNITIVE DEVELOPMENT: MENTAL RETARDATION (INTELLECTUAL

DISABILITY) 1 to 3% of the school aged population is

considered mentally retarded. A disability characterized by limitations in

intellectual functioning and adaptive behavior (includes conceptual, social and practical adaptive skills).

IQ Ranges for functional levels of MR Mild MR: Moderate MR: Severe MR: Profound MR:

II. COGNITIVE DEVELOPMENT: MENTAL RETARDATION (INTELLECTUAL

DISABILITY)Full Inclusion Educational Model

The integration of all students (into regular classrooms), including those with severe disabilities.

No alternative environments or activities are provided

This is controversial model

II. COGNITIVE DEVELOPMENT: THE TALENTED AND GIFTED

Who is talented and gifted? Federal Government definition:

Children who show evidence of high performance capabilities in areas such as intellectual, creative, artistic, leadership capability, or specific academic fields.


Do you remember any “high-performers” or “high-achievers” (intellectuals) that were in your secondary schools?

Explain your memories and views of them……..


Authorities and researchers do not agree on a single definition

Often stereotyped: unsociable, neurotic, poorly adjusted

Characteristics: Outgoing, well-adjusted, popular,

greater satisfaction Greater satisfaction continues

throughout life More successful throughout life


Concerns> Eloquent verbal skills that permit

creativity and critical thinking may also be used in destructive or manipulative ways.

Teachers may misinterpret behaviors and expressions, often seen as disruptive or inappropriate


Two Educational Interventions Acceleration: programs that allow

gifted students to move ahead at their own pace; this may involve moving to a higher grade level

Enrichment: make available special programs and activities to allow for greater depth of study and exploration of certain courses, topics, or fields; this usually does not involve moving to a higher grade level.

III. PSYCHOSOCIAL DEVELOPMENT (SOCIAL & PERSONALITY DEVELOPMENT)

What characteristics did you desire when you chose your friends during this period?

____________________________________ ____________________________________ What were some of the things that

impacted your self-esteem during this period?

____________________________________ ____________________________________

Describe Eric Erickson’s stage of industry-vs.-inferiority:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Children focus their energies on mastering school-tasks and finding their place in the social world.

Feelings of mastery, proficiency, & competence success in industry-vs.-inferiority stage

Feelings of failure & feelings of inadequacy withdrawal from academic pursuits, decreased interest & decreased motivation

May withdraw from social interactions with peers

Seek to understand their self: “Who am I?”

Quest for self-understanding (self-concept) that lasts throughout adolescence.

View themselves less in terms of external and physical attributes and more in terms of psychological traits.

Since they are cognitively more sophisticated, they are able and likely to associate psychological attributes to their self-concept


III. PSYCHOSOCIAL DEVELOPMENT

Self-concept becomes divided into personal, academic, emotional, & physical spheres

Review & discuss figure 10-1 (p. 318)

III. PSYCHOSOCIAL DEVELOPMENT: SOCIAL DEVELOPMENT, VOCABULARY

Social Comparison: the desire to evaluate one’s own behavior, opinions, & abilities by comparing them to those of others.

Social reality: The understanding that our views, feelings, thoughts and opinions of the world are derived from those of others.

Downward social comparison: comparing one’s self to individuals who are less able or of a lesser level improved self-image and self-esteem

III. PSYCHOSOCIAL DEVELOPMENT: SOCIAL DEVELOPMENT, VOCABULARY

Self-esteem: an individual’s emotional positive and/or negative evaluation (view) of their own psychosocial characteristics

Self-concept: an individual’s beliefs relating totheir cognitions and abilities.


Positive Self Esteem Cycles


Low (Negative) Self-Esteem


Self-esteem

III. PSYCHOSOCIAL DEVELOPMENTPARENTING & SELF-ESTEEM

Authoritive Parenting: warm, & emotionally supportive while setting clear limits on the child’s behavior positive esteem affects.

Punitive & controlling parenting sends messages that child is untrustworthy and incapable negative esteem effects

Groups that experience prejudice & discrimination decreased self-esteem

Self-esteem increases as one understands the complexity of prejudice and as they identify with their group or sub-group.

Is prejudice & discrimination imposed by society or is it behaviors or practices (i.e.: crime rates, dependence on welfare, system abuse) of groups that bring about the feelings?

III. PSYCHOSOCIAL DEVELOPMENTSELF-ESTEEM & MINORITY GROUPS


As children grow in complexity, they realize they can make choices.

Increases in self-esteem occur in the later years of childhood (11-12 y/o).


Self-esteem among minority members has risen to that of the majority group because:1) Sensitivity to multiculturalism and diversity is mainstream. 2) Differences in how group members see themselves as compared to those of other groups has narrowed.3) Minority members recognize the power they have over their own status, achievements, and successes.


Immigrant Children in general, fare well

Most immigrants come from societies that emphasize collectivism

Cultural differencesSuccessful academically: they do as

well, many exceedReport feeling less popular and not

well accepted

III. PSYCHOSOCIAL DEVELOPMENT:MORAL DEVELOPMENT

Children think in terms of concrete & unvarying rules

Examples: “It is always wrong to steal”; “I’ll be punished if I steal”; “Good people don’t steal.”

Kohlberg: people pass through a series moral development stages as their sense of justice evolves.


Kohlberg: 6 Stages with 3 Levels of Moral Development & Reasoning

School age child: Level 1 (preconvention morality) Concrete interests of the child are considered in terms of rewards and punishment

Examples: “I will avoid stealing from the store to avoid punishment.” “I will help the elderly so I can get a gift certificate to use at the toy store.” Obedience occurs because of rewards that

are received or punishment that is avoided


Kohlberg: Conventional Morality Preconvention morality (level I):

Prepares the child for this next level

Conventional morality: A moral stage of development where a person bases decisions on the good for all of society ; The person wants to act as a responsible and “good” member of society. Is interested in pleasing others and making society a better place.

III. PSYCHOSOCIAL DEVELOPMENT:MORAL DEVELOPMENT: FOR

WOMEN Psychologist Carol Gilligan suggests that girls follow a different moral development progression than boys

Boys focus on justice and fairness Girls view moral behavior in terms of

social responsibility; females are more willing to make sacrifices.

Compassion is a more prominent characteristic in females.

III. PSYCHOSOCIAL DEVELOPMENT:MORAL DEVELOPMENT: FOR

WOMEN

Gilligan Continued“Morality of nonviolence”; this is the highest level of moral development according to Gilligan’s theory. Hurting anyone is immoral.


ConcussionKohlberg: moral development begins

with concern with rewards & punishment Focus on social

conventions & rules Sense on universal moral principles

Gilligan: Women's progression is different: Orientation toward

individual survival Goodness as self-sacrifice Morality of

nonviolence

III. PSYCHOSOCIAL DEVELOPMENT: RELATIONSHIPS

The importance of friendship becomes increasingly important as childhood progresses.

Friends influence development in several ways.

Provide information about the world Provide emotional support Encourage self-control of emotion


Stages of Friendship: The basis for friendship changes

Stage 1 (ages 4-7): bases friendship on behavior of the other, i.e., who shares toys with them; who will share in activities with them?

Stage 2 (ages 8-10): Trust is the centerpiece of friendship. Friends are counted on when they are needed. Violations of trust are serious violations.


Stage 3 (ages 11-15): Focus shifts to intimacy and loyalty. Share thoughts, mutual disclosure develops feelings of psychological closeness. Opinions about what characteristics are desired of friends become pronounced.

Each stage of friendship becomes more complex

III. PSYCHOSOCIAL DEVELOPMENT: RELATIONSHIPS & INDIVIDUAL

DIFFERENCES

Status: the evaluation (worth) of a person or his/her role by the other members of the same group.

Status is an important determinate of friendship; lower status individuals tend to bond with other lower-status individuals

Higher-status children have more friends than do lower status children

III. PSYCHOSOCIAL DEVELOPMENT: FRIENDS AND POPULARITY

Social Competence: A Collection of individualSocial skills that permitThe individual to perform Successfully in socialSettingsPopularity: Popular Children are high in Social competence

III. PSYCHOSOCIAL DEVELOPMENT: FRIENDS AND POPULARITY

Popular children are generally friendly, open & cooperative.

In some situations, popular boys display an array of negative behaviors: aggression, trouble-maker, bullying, disruptive behaviors

III. PSYCHOSOCIAL DEVELOPMENT: BULLYING

Victims of bullying are often loners, cry easily, lack social competence skills &/or are passive

90% of middle school children report being bullied

10 to 15% of children bully others at one time or another.

Half of all bullied come from an abusive home

Bullies tend to watch more TV programs containing violence.

III. PSYCHOSOCIAL DEVELOPMENT: BULLYING

Show little remorse for the victimization of others

More likely to break the law as adulthoods.

III. PSYCHOSOCIAL DEVELOPMENT: SOCIAL PROBLEM SOLVING

The use of strategies ( information processing) for solving social problems or conflicts in ways that are satisfactory to all involved parties.

1) Find and identify social cues2) Interpret and evaluate social cues3) Determine problem-solving responses4) Evaluate responses and their potential

consequences5) Choose a response and respond

III. PSYCHOSOCIAL DEVELOPMENT: FRIENDSHIPS & SEX SEGREGATION

Sex segregation is pronounced during this period

Occurs in all societies and cultures May result from types of activities and

chores that children are assigned. Children in developed countries, such

as the U.S., where both genders attend the same schools and participate in the same activities, still avoid members of the opposite gender.


Border work: occasions where the opposite sex forays into the other’s territory. These actions often have romantic overtones. This begins in middle school.

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The nature of friendships between the two groups is different

Boys have larger networks of friends Girls tend to play in pairs while boys prefer

to play in groups; girls have 1 or 2 best friends.

Boys realize a relative social position within the group and attempt to maintain or improve upon their social status.

Dominance hierarchy: rankings that represent the relative social power of those in a group


Girls’ relationships Girls prefer to maintain friendships

at equal-status levels Disputes are resolved with

compromise or by ignoring the situation

Less confrontational and directive


Racial Integration Since the turn of the century, In most

parts of the U.S., minority groups and whites show a high degree of mutual acceptance.

Still today, Children’s closest friends tend to be from the same race.

A survey of 10th graders revealed that less than 10% of white and 5% of African-Americans claimed to have a best friend of a different race.


Multiple research has revealed that contact between majority and minority group members reduces prejudice and discrimination between the groups.

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III. PSYCHOSOCIAL DEVELOPMENT: REVIEW ACTIVITY

List things that parents, nurses and teachers can do to increase children’s social competence. (reference p. 331 “Increasing Children's Social Competence” )

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

III. PSYCHOSOCIAL DEVELOPMENT:FAMILY LIFE

1)What are some the changes that have occurred in the “family structure” over the last 25 years?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Increased independence is a major landmark of childhood

Co-regulation: a period during childhood in which children and parents jointly control the child’s behavior.

As age increases less time is spent with parents, but parents remain the major influence throughout childhood

Siblings also have influence, some good, some bad

III. PSYCHOSOCIAL DEVELOPMENT: FAMILY LIFE


Sibling Rivalry: Siblings compete and quarrel

The closer siblings are in age, the more intense is the competing and quarreling

Parents often perceived as favoring one sibling over another sibling rivalry and damage to self-esteem

Only children miss experiences that siblings offer, but are often found to have higher self-esteem and stronger motivation to achieve.

Republic of China: one-child policy


Women who are most satisfied with their lives are more nurturing.

Self-care children (latchkey children): children who let themselves into their homes after school and await for their parents to return home from work. These children fair well when parents implement appropriate individualized interventions. May lead to a greater sense of independence and competence.


How do Children spend their time in the 21st century? Review Figure

10-4 (p. 336)

http://www.google.com/url?sa=i&rct=j&q=how+kids+spend+their+time&source=images&cd=&cad=rja&docid=bCTcPK5Q0rLN-M&tbnid=zC8C1s-avU29LM:&ved=0CAUQjRw&url=http://allhumors.com/2012/how-children-used-to-spend-their-time/&ei=6JgKUb6FHYjX0QHHyoGwBw&bvm=bv.41642243,d.dmQ&psig=AFQjCNEsagnRMmvKGP7zJuxC2SrRFLw8GQ&ust=1359735312372525

III. PSYCHOSOCIAL DEVELOPMENTFAMILY LIFE: DIVORCE

Adjustment to divorce occurs gradually Maladjustment manifests with anxiety,

depression, sleep disturbances, & phobias; may last 6 months to 2 years.

Parent-child relationships often decline because the child feels caught in the middle; often feel pressured to chose a side.

When divorce occurs during the first half of middle childhood, the child often blames themselves for the breakup

III. PSYCHOSOCIAL DEVELOPMENTFAMILY LIFE: DIVORCE

Positive effects: reduces hostility and anger in the home

Negative effects: brings decline to the financial standard of living

III. PSYCHOSOCIAL DEVELOPMENTFAMILY LIFE: DIVORCE & LONG-

TERM EFFECTS For some, there are minimal long-term

consequences Twice as many children of divorced

parents enter psychological counseling Children who have experienced

parental divorce are more at risk for experiencing divorce themselves.

Divorce is beneficial when the household is overwhelmed by parental strife.

III. PSYCHOSOCIAL DEVELOPMENT:FAMILY LIFE: SINGLE PARENT

FAMILIES ¼ of all children in the U.S. under

the age of 18 lives with one parent. Increase in number of single women

having babies over the last two decades.

Impacts are variable, neither positive or negative

Most significant variable is economic status.

No longer seen as a stigma

III. PSYCHOSOCIAL DEVELOPMENT:FAMILY LIFE: MULTIGENERATIONAL

FAMILIES

May include children, parents, grandparents, or other family members

Usually provides a rich living experience Common with African-American population Cultural norm for many cultures African-American and Hispanic cultures value the extended family more than Caucasians do?

III. PSYCHOSOCIAL DEVELOPMENT:FAMILY LIFE: BLENDED FAMILY

A remarried couple that has at least one stepchild living with them

17% of all children in the U.S. live in blended family

Role ambiguity for children is common: i.e.: How do they behave toward stepparents and stepsiblings?

What can be some of the effects of leaving the blended family to spend time with other parent?

III. PSYCHOSOCIAL DEVELOPMENT:FAMILY LIFE: GAY & LESBIAN

PARENTING The incidence is increasing rapidly All studies have revealed that there are

no childhood developmental differences between children raised by homosexual and heterosexual couples.

Sexual orientation and behaviors are unrelated to that of their parents

The biggest difference is the prejudice children experience due to their parents sexuality; this is quickly declining

III. PSYCHOSOCIAL DEVELOPMENT:IMPACTS OF BEING POOR

Have fewer everyday resources and more disruptions parents less available and responsive to child’s needs and provide less emotional support

Increased risk of poor academic performance, aggression, & conduct problems

Economic hardship is linked to physical and mental health problems

Chronic stress is associated with poverty

III. PSYCHOSOCIAL DEVELOPMENT:SCHOOL: THE ACADEMIC

ENVIRONMENT Shape & mold thinking and the ways in

which the world is viewed Attributions: people’s explanations for

the reasons behind their behavior (successes & failures).

Dispositional factors: internal factors i.e.: “I am smart” vs. “I am dumb.”

Situational factors: external factors i.e.: “The teacher is bad, so I failed.” “It was too noisy, so I failed the test”.


ENVIRONMENTMaladaptive Attritional Pattern:

attribute failures and successes to uncontrollable external factors; reduced sense of personal responsibility.

Complete the sentence as would a person that copes by using a maladaptive attritional pattern:

I did not complete the task as well as I wanted to because:


ENVIRONMENT Teacher expectancy effects: a cycle

in which a teacher transmits an expectation to a child expected change

Teacher’s expectations about their students, positive or negative, brings about the positive or negative student behavior.

How does this relate to what we have learned about self-esteem?


ENVIRONMENTSelf-fulfilling prophecy: Teachers expectations

self-fulfilling prophecy achievement of desired outcomes.

Emotional Intelligence (EI): The skills that individuals possess that facilitate accurate assessment, evaluation, (of self and of others) expression, and regulation of their emotions.

Activities that foster development of EI: lessons in empathy, self-awareness, and social skills (i.e.: communication). The importance of caring about others (starts in first grade: stories)

MIDDLE CHILDHOOD CLOSURE

Key terms pp. 312 & 345 ( recommendation: Make flash cards)

Review the “Review & Apply” sections (pp. 285, 294, 311, 326, 333)

http://www.google.com/url?sa=i&rct=j&q=middle+school+kids&source=images&cd=&cad=rja&docid=uXoNYuzvOpBjZM&tbnid=QiZxxDYejj6KwM:&ved=0CAUQjRw&url=http://www.alphapublicschools.org/our-schools/&ei=UgEMUcHzHIjX0QGnoYHoBw&bvm=bv.41867550,d.dmQ&psig=AFQjCNFugfn6VUmvRnzx_Id5fsx0n8I8BA&ust=1359827585795037

developmental psychology the middle childhood years (school-aged years) what age range marks this...

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