middle childhood: ages 6 through 10
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Middle Childhood: Ages 6 through 10 8 Middle Childhood: Ages 6 through 10TRANSCRIPT
Chapter
8Middle Childhood: Ages 6 through 10
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Objectives• Analyze the physical development of
children ages 6 through 10.• Analyze the cognitive development of
children ages 6 through 10.• Analyze the socio-emotional development of
children ages 6 through 10.
continued
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Objectives• Compare and contrast various
developmental theories relating to children in middle childhood.
• Identify developmentally appropriate guidance techniques for children in middle childhood.
• Identify developmental milestones children in middle childhood achieve.
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The School Environment• Most children enter kindergarten between the
ages of 5 and 6• Children of this age need praise, approval,
and encouragement• During middle childhood, children generally
get along with their teachers
continued
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The School Environment• By the latter years of middle childhood,
children are capable of more complex thought• School achievements or struggles can
become major issues in the lives of students• By the end of middle childhood, children are
in the fifth and sixth grades
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1. List three tasks children can usually do by the time they enter kindergarten. (List three:) organize their thoughts, memorize,
use symbols such as the alphabet to represent sounds, count, recognize colors, and take turns
2. What type of directions can children typically follow by the time they complete second grade? multistep directions
continued
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3. Describe how memory abilities increase during middle childhood. Children move past simple memorization such
as learning addition and subtraction, to more complex memorization such as state capitols. Their short-term memory grows and experiences make more lasting impressions.
continued
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4. At what age do teachers often notice a “slump” in children’s attitudes and interest in learning? around age 9 or 10
5. List three tasks children can usually do by the latter years of middle childhood. (Answers will vary, but should reflect an
understanding of text page 174.)
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Physical Characteristics and Growth• During middle childhood, children undergo
several changes• Typical growth in height averages between
2 and 3 inches per year• Children often start gaining weight faster• Their coordination and endurance increase
continued
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Physical Characteristics and Growth• Around 6 or 7 years of age, children often
start to lose their baby teeth• During middle childhood, children’s facial
features mature and elongate• The need for eyeglasses is often discovered
as children spend more time in school reading and viewing information on the board
continued
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Physical Characteristics and Growth• Gross-motor development changes rapidly
during middle childhood• Children have improved flexibility, strength,
and speed• Differences in muscle control and
coordination become very apparent as children play team sports
continued
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Physical Characteristics and Growth• Children make tremendous strides in fine-
motor development as they continue to gain more control over small muscles
• Activities that combine mental abilities and fine-motor skills, such as board games, become more appealing
continued
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Physical Characteristics and Growth• Children should avoid junk foods and make
nutrient-dense food choices• A well-balanced diet is best for children of all
ages
continued©Monkey Business Images/Shutterstock.com
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Physical Characteristics and Growth• The amount of body fat a person carries has
a much greater impact on health than total weight
• Body composition describes the proportion of body fat to lean mass (muscle, bone, and water) in a person’s body
continued
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Physical Characteristics and Growth• Overweight is defined as a high amount of
body fat in relation to lean body mass• Obesity is an excessive amount of body fat• Some weight-induced health concerns include
– high blood pressure– high blood cholesterol– type 2 diabetes
continued
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Physical Characteristics and Growth• When the body does not receive sufficient
amounts of nutrients, malnutrition occurs• Malnutrition puts children at risk for poor
cognitive and physical development and increased incidence of disease
• By including plenty of nutrient-dense foods in the diet, malnutrition is preventable
continued
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Physical Characteristics and Growth• The Physical Activity Guidelines for
Americans recommend that children in middle childhood should be physically active for one hour per day
• Aerobic, muscle-strengthening, and bone strengthening activities can strengthen physical growth and development
continued
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Physical Characteristics and Growth• Children in middle childhood require about
10 hours of sleep per night• During middle childhood, children are
generally healthy and continue to attend annual health checkups and dental exams
• With increasing involvement in physical activities, injuries become more common
continued
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Physical Characteristics and Growth• Minor cuts and scrapes are the most
common injuries in childhood• The main objective in treating a cut or scrape
is to keep the wound clean from infection• Sprains and strains are also common injuries
for children
continued
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Physical Characteristics and Growth• Strains and sprains can be treated with the
R.I.C.E. treatment, or rest, ice, compression, and elevation
• For minor burns, place the affected area under cold water (not ice water)
• Seek immediate medical attention for serious burns
continued
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Physical Characteristics and Growth• Electric shock can occur from outlets, cords,
frayed or exposed wires, and appliances• Turn off the source of electricity• Separate the child from the source of the
current and immediately seek medical attention
continued
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Physical Characteristics and Growth• When a dental injury occurs, the caregiver
should take steps to preserve the tooth and stop bleeding, then seek medical attention
• Children may choke from pieces of food or small inedible objects
• Both the Red Cross and the American Heart Association teach emergency procedures to relieve choking
Checkpoint
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1. What bodily and facial changes can be expected in middle childhood? Children grow in height between 2 and 3 inches
per year and start gaining weight faster. Coordination and endurance increase. Inward changes are more noticeable through increased perspiration or sweating. Children lose their baby teeth, which are gradually replaced by permanent teeth. Facial features mature and elongate, which results in a more grown-up look.
continued
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2. Describe typical gross- and fine-motor skills of children in middle childhood. (Answers will vary, but may include:) gross-
motor skills: running, jumping, climbing, playing catch, playing hopscotch, swimming, riding a bike, playing team sports; fine-motor skills: painting, drawing, playing instruments, eating with a knife and fork, using scissors, building elaborate structures with blocks, buttoning buttons, typing, creating sculptures, playing board games
continued
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3. What are nutrient-dense foods? Give an example. foods rich in vitamins and minerals that contain
relatively few calories (Examples will vary.) 4. What is malnutrition?
a chronic problem caused by a significant lack of nutrients within a person’s diet
continued
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5. List three common accidents or injuries that may occur during middle childhood and describe how to treat them. (Answers will vary, but should reflect an
understanding of text pages 181–183.)
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Cognitive Characteristics and Growth• During middle childhood, the ability to think in
logical, objective terms begins to surface• As a result, learning the fundamentals of
reading, writing, and math are essential• Children may tend to focus on only one part
of a situation• Piaget referred to this way of thinking as
centering
continued
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Cognitive Characteristics and Growth• Children sometimes struggle with the concept
of reversibility• During the concrete operational stage,
children are able to think logically based on their past experiences
• The transition between the preoperational and concrete operational stage is gradual
continued
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Cognitive Characteristics and Growth• Vygotsky believed that children learn best
through social interaction• They learn from experiences, such as riding a
city bus, by watching their parents• Focusing on activities within a child’s ZPD will
help promote the best learning opportunities
continued
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Cognitive Characteristics and Growth• By the time children enter elementary school,
their brains are almost at full adult size• Each hemisphere of the brain controls
different types of thinking• Howard Gardner’s Theory of Multiple
Intelligences proposes that people learn and process information in different ways
continued
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Cognitive Characteristics and Growth• Differences in learning based on abilities or
experiences are termed learning diversity• Learning styles are methods of taking in and
processing information• Three types of learning styles include visual,
auditory, and kinesthetic-tactile learners
continued
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Cognitive Characteristics and Growth• Children in middle childhood begin to use
language to read and write• They can be great storytellers and
understand syntax, grammar, and rules of writing
• Many children in the middle elementary school years are independent readers
continued
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Cognitive Characteristics and Growth• As children learn to read words, they also
learn to write, which requires fine-motor skills• As cognitive skills become more
sophisticated, children are able to mix words and logic and enjoy rhymes and puns
• Children in the latter years of middle childhood use executive strategies
continued
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Cognitive Characteristics and Growth• Children in middle childhood are capable of
making moral decisions• Children in Kohlberg’s second level of moral
development, conventional morality, may make a moral decision based on the desire to be perceived as “good” or “bad”
Checkpoint
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1. Describe Piaget’s concrete operational stage of thinking. children think logically based on past
experiences2. What are three types of learning styles? Give
an example of each. visual—learning by seeing information;
auditory—learning by hearing; kinesthetic-tactile—learning by experiencing (See Figure 8-15 on text page 187 for examples.)
continued
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3. How does language develop in middle childhood? Children begin to use language to read and
write. By the fifth or sixth grade, they are learning about 20 new words a day and know about 40,000 words. They can understand syntax, grammar, and rules of writing.
continued
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4. What are executive strategies? In what ways do they change how children in the latter years of middle childhood approach schoolwork? Executive strategies are skills used to solve
problems. These strategies make it possible for children to make goals, plan, implement, and evaluate solutions in their approach to schoolwork.
continued
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5. Describe how children in Kohlberg’s second level of moral development make moral decisions. When children enter conventional morality,
their moral decisions are motivated by laws and how they might be perceived.
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Socio-emotional Characteristics and Growth• Children in middle childhood are often in the
stage of industry versus inferiority• They are becoming more independent, and
as a result, are learning more skills• Socially, children in this stage want to be part
of a group, have friends, and be around other people
continued
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Socio-emotional Characteristics and Growth• The latter years of middle childhood can be a
period of calm or a period of storm• Children in middle childhood are quite
industrious as they long to become more grown-up
• In middle childhood, boys and girls tend to see themselves as independent
continued
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Socio-emotional Characteristics and Growth• Children in this stage desire positive family
relationships, especially with adults• By the latter years, parents often notice their
children’s desire for increasing independence• Children in middle childhood can be caring
toward siblings, but they can also be mean
continued
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Socio-emotional Characteristics and Growth• Children need caregivers to listen to them,
advise them, and set limits to ensure safety• Using the induction form of discipline with
positive reinforcement and role modeling can provide guidance to children in this stage
• As children start school, peers play a more important role in their lives
continued
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Socio-emotional Characteristics and Growth• Many children in early elementary school
separate by gender• By the latter years of middle childhood,
children highly value friendships with peers• Verbal and physical bullying can be common
during middle childhood
continued
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Socio-emotional Characteristics and Growth• Play is an important part of socio-emotional
development in middle childhood• Group games and team sports become more
appealing and popular
continued©Monkey Business Images/Shutterstock.com
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Socio-emotional Characteristics and Growth• In all stages of life, today’s environment can
promote stress• Children today are living in a stressful world,
and they are feeling the effects• Children may need encouragement to talk
about what is bothering them
continued
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Socio-emotional Characteristics and Growth• Media can be educational and a positive form
of communication between families and peers• Media can also be negative and eat up vast
amounts of time that could be spent on active pursuits
• Parents and caregivers should talk to children about the dangers and limit media exposure
Checkpoint
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1. According to Erikson, which socio-emotional tasks do children in middle childhood need to solve? industry verses inferiority
continued
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2. Describe relationships with family members during middle childhood. Children generally establish positive family
relationships and respond well to established expectations and family rules. Children tend to be affectionate with parents and caring toward siblings. By the latter years of middle childhood, children desire increased independence, but still need parental reassurance and advice. They may become moody and estranged from siblings.
continued
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3. Describe relationships with peers during middle childhood. Peers play a more important role in the lives of
children during middle childhood. New social skills enable them to form close twosomes as well as friendship groups. Many children in early elementary school separate by gender. Peers are a source of friendship, information, and power.
continued
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4. What is bullying? Give an example. Bullying is the act of intimidating, threatening, or
hurting someone else, often over a period of time. (Examples will vary, but may include:) name-calling, teasing, excluding others deliberately, laughing at someone and spreading rumors, pushing, hitting, tripping
5. List three ways children might handle a stressful situation.
(List three:) talking about what is bothering them, getting plenty of sleep, eating nutritious foods, developing a hobby, getting plenty of physical activity
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Special Needs• During middle childhood, special needs
become more visible as milestones are either missed or delayed
• Vision problems that often become more obvious during middle childhood may include hyperopia and myopia
continued
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Special Needs• A learning disorder that may be discovered
while trying to read is dyslexia• This disorder is characterized by difficulty
understanding and recognizing letters, symbols, and sentence meanings
• Dyslexia causes reading to be challenging and may also affect verbal communication
continued
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Special Needs• An intelligence test is often used to detect the
extremes of special needs• Mainstreaming is a term used to describe
the placement of special needs students who show the ability to keep up with the curriculum into regular classrooms
Checkpoint
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1. What is the difference between hyperopia and myopia? Hyperopia, or farsightedness, is an eye
condition that results in difficultly seeing objects that are near. Myopia, or nearsightedness, is an eye condition that results in difficulty seeing objects that are far away.
continued
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2. What are some common characterizations of dyslexia? difficulty understanding and recognizing letters,
symbols, and sentence meanings, and challenges with reading and verbal communication
3. Describe mainstreaming. the placement of special needs students who
show the ability to keep up with the curriculum into a regular classroom
continued
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4. What is inclusion? the placement of special needs students into a
regular classroom so students will benefit from the whole class experience