middle childhood, cognitive and physical development 112

8/3/2019 Middle Childhood, Cognitive and Physical Development 112

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Middle Childhood

Cognitive and Physical Development



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Physical Development

Growth is now slower and steadier.

They grow 2 to 3 inches a year.

9 ± 10-year-olds: beginning of growth spurt for girls

11-year-olds: beginning of growth spurt for boys

Girls are slightly shorter and lighter until 9.

11-year-olds: girls are generally taller and heavier

Growth is influenced by activity level, exercise,nutrition, gender, and genetic factors



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Motor Development

Gross Motor Skills

Around age 5, locomotive skills such as

running , jumping, and hopping are well inplace.

They develop interest in sports

Fine Motor SkillsDevelop rapidly during preschool years and

continue to improve



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Nutrition

Children in North America receive good

nutrition so most height and weight

differences among children are due togenetically determined factors.

Children in poorer areas of cities in

Calcuta, Hong Kong, and Rio de Janeiro

are smaller than their counter parts in

affluent areas of the same cities



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Proper Nutrition

Positive Personality Trait More positive emotion

Less anxiety

More moderate activity level

More eager to explore new environment

Showing more persistence in frustratingsituations

Being more alert

More energy levels

Higher levels of self-confidence.



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Obesity

Is defined as body weight that is more than20% above the average for a person of agiven height and weight.

10% of children are obese.

70% of children who are obese at ages 10 to13 will continue to be seriously overweight

as adults.Obesity can lead to high blood pressure,

diabetes, and other medical problems



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Causes for Obesity

Genetic Factors: a child with one obese parenthas a 40% chance of becoming obese, and theproportion leaps to 80% if both parents are

obese.Environmental Factors:

The proportion of obesity has risen 54% since the1960.

Television viewingLack of exercise

Parental encouragement



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Cognitive Development

Piaget and Edu

cation Children are active learners who construct

their own theories about how the world

operates.

Children learn by doing.

Teaching should be through showing

rather than telling.

Piaget encourages the use of concrete

objects for teaching (blocks, rods, seeds)



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Preoperational Concrete(2 to 5-7 years) (5-7 to 12 years)

Rigid and static

Irreversible

Focused on the here &

nowOne dimension

Egocentric

Focused on perceptualevidence

Intuitive

Flexible

Reversible

Not limited to the here

and nowMultidimensional

Less egocentric

The use of logicalinferences

Cause and effectrelationships



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Information Processing

Memory Encoding Recorded in memory

(Keyboard)

Storage Saved in memory

(on hard drive)

Retrieved Brought into awareness

(on screen)



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MemoryDuring middle childhood, short-term memorycapacity improves significantly

Meta-Memory

An understanding about the processes thatunderlie memory emerge and improve duringmiddle childhood

Elementary schoolchildren learn controlprocesses ± strategies and techniques that

enhance memory.Children develop Metacognition ±the process of

monitoring your own thinking and memory



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Control Processes1- Rehearsal

2- Organization

3- Semantic Elaboration4- Mental Imagery

5- Retrieval

6- Scripts



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Information-Processing

Au

tomatization1- Knowledge acquisition is automatic when

processes require little attention

Children are automatically aware of how often they

have encountered people.

Automatically, children develop an understanding

of concepts, categorizations of objects, events,

or people.2- Knowledge is deliberate and controlled when

processes require large amounts of attention.



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ApproachesCognitive Architecture

Determines the specific steps throughwhich material is processed as it travelsthrough the human mind.

Assume that the basic architecture of information-processing systems is

constant over the course of development,although the speed and capacity of thesystem are thought to grow.



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Vygotsky

Classrooms are seen as places wherechildren should have the opportunity to trynew activities.

Children should focus on activities thatinvolve interaction with others.

± Cooperative learning ± children benefit fromthe insight of others

± Reciprocal teaching ± students are taught toskim a passage, raise questions, summarizeit, and predict what will happen next



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Definitions of Intelligence

1-Psychometric Approach

IQ tests ± focuses on how people perform

on standardized tests which are designedto measure skills and knowledge you have

already learned.

2-Cognitive Approach

Intelligence comes in different ways and one

test can¶t measure it all.



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Psychometric Approach

IQScore

IQ score = Mental Age

(MA)

divided by Chronological

Age (CA)

multiplied by 100



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Variations of IQ Scores

Range of Scores % of Population Description

130 + 2% Very superior

120 - 129 7% Superior

110 -119 16% High average

90 - 109 50% Average

80 - 89 16% Low average

70 - 79 7% Borderline

70 & below 2% Deficient



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IQ Tests

Wechsler Intelligence Scale for Children(WISC-III)

A test for children that provides separate

measures of verbal and performance(nonverbal) skills as well as a total score.

Wechsler Adult Intelligence Scale-Revised(WAIS-III)

A test for adults that provides separate measuresof verbal and performance skills as well as atotal score.



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The Cognitive Approach

Robert Sternberg



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Emotional Intelligence

1-Interpersonal Intelligence

2-Intrapersonal Intelligence



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Emotional Intelligence



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Fluid Intelligence

The ability to deal with new problems andsituations

Examples: categorizing items,remembering a set of numbers

Crystallized IntelligenceThe store of information, skills, and

strategies that people have acquiredthrough education and prior experience,and through their previous use of fluidintelligence.

Examples: solving a puzzle, solution for

mystery



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Learning and Thinking at School

Teaching facts or concepts

Giving directions for a particular lesson

Stating general rules of behavior Correcting, disciplining, and praising

children

Miscellaneous activities



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Results

Children learn more in classes in which

time on task is maximized, in which the

teacher spends at least half the time on

actual teaching and less on such concerns

as maintaining order.



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What Should Do to Be Critical Thinkers

The 6 Rs

1- Remembering

2- Repeating

3- Reasoning4- Reorganizing

5- Relating

6- Reflecting



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The Main Emphasis in Teaching

Now, the emphasis is on

± Teaching learning and thinking skills

± Tailoring instruction to the child¶s individual

learning style and developmental level

± Fostering independent, self-regulated, self-

paced learning

Learning in small groupsCooperative rather than competitive learning



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Learning Styles

Cynthia Ulrich Tobias

The way in which we

view the world is

called our «

Perception

We perceive in 2 ways

Concrete Abstract



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Learning Styles

The way we use the

information we use

is called «

Ordering

We order in 2 ways

Sequential Random



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Four Combinations

Concrete Sequential

hardworking, stable,

conventional, accurate,

dependable, factual,

organized, consistent

Abstract Sequential

analytic, knowledgeable,

objective, structured,

thorough, systematic,

logical, deliberate

Abstract Random

sensitive, perceptive,

flexible, compassionate,

imaginative, idealistic,

sentimental,

spontanious

Concrete Random

Quick, adventurous,

intuitive, instinctive,

realistic, creative,

innovative, curious



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Success in School

Culture: achievement motivation is an acquiredculturally based drive (McClelland)

Gender: accounts for some differences, but this

is often due to environmental factors rather thanbrain physiology

Parents: parents of successful children: ± Have realistic beliefs about their children

± Have high expectations ± Are authoritative parents

± Talk to, listen to, and read to their children



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Developmental Disorders

1- Mental Retardation

2- Depression

3- Attention Deficit Disorder

4- Learning Disabilities



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1- Mental Retardation

(Causes)

Genetic anomalies

Prenatal exposure to diseases and drugs

Anoxia at birth Extreme malnutrition during birth or during

infancy

Family can have a debilitating or afacilitating effect on the child¶s intellectual

development



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The Diagnostic and Statistical

Manuel (DSM-IV)

Criteria that a child should meet to be

diagnosed as mentally retarded:

1- Significantly subaverage functioningbased on IQ test scores

2- Significantly impaired adaptive behaviors

in areas such as self-care, self-direction,

and general functioning

3- Onset before age 18



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Four Levels of Mental

Retardation1- Mild Retardation (IQ of 55 to 70)

Can reach 3rd and 6th grade

Can hold jobs and function independently

Psychological retardation2- Moderate (IQ of 40 to 55)

Slow to develop language and motor skills

Generally cannot progress beyond 2nd grade

Capable of training in social skills but needsupervision

Psychological Retardation



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Four Levels of Mental

Retardation

3- Severe (IQ of 25 to 40)

Generally don¶t profit from training

Are unlikely to support themselves

Need 24-hour care

4- Profound (IQ below 25)

Are not vegetative

Usually suffer from neurological andphysiological disabilities (biological retardation)



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2- Depression

Childhood Depression

exaggerated fear, clinginess, avoidance of everyday activities

Depression in Older Children

Sulking, school problems, acts of delinquency

Adult DepressionProfound sadness and hopelessness,

negative outlook on life, suicidal thoughts



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Depression

Prozac

Prescribing Prozac for children has

become very popular.

No antidepressant has been approved bygovernmental regulators for use with

children.

Because it is approved for adults, it is

perfectly legal for physicians to write

prescriptions for children.



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What¶s Wrong with

Antidepressants for Children?

There is little evidence that antidepressant

drugs have long term effectiveness.

We don¶t know the consequences of theuse of antidepressants on the developing

brains of children.

The drugs in orange or mint-flavored

syrups might lead to overdoses or perhaps

encourage the use of illegal drugs.



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3- Attention Deficit Hyperactivity

Disorder

Patients with ADD/ADHD suffer from anunderactivation of the brain.

Their IQ is usually above average.

A gap between potential and performanceoccurs.

They often show an excess of Theta

brainwaves (focused behavior) or insufficient Beta brainwaves (unfocusedbehavior)



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ADD/ADHD

Medication

ADD/ADHD is the result of low levels of dopamine

Ritalin is a stimulant that increases dopamine

levels. Sensing that the levels of dopamine areabnormally high, the brain may reduce its ownproduction of dopamine. Thus, when Ritalin isdiscontinued, the ADD?ADHD patient may bemore ADD/ADHD than before taking the drug.

The brain compensating mechanism wouldkick in to get rid of the extra dopamine.



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Diagnostic Criteria for Attention-

Deficit Hyperactivity Disorder

Symptoms must persist for at least six

months

Symptoms must have begun before ageseven

Symptoms present in at least two

situations

Disorder impairs functioning



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Diagnostic Criteria for Attention-

Deficit Hyperactivity Disorder

Symptoms not explained by another disorder such as:

Anxiety

Schizophrenia

Mania

Dissociative Disorder

Personality Disorder

Developmental Disorder



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4- Learning Disabilities

1- Reading Disorder (Dyslexia)

2- Disorder of Written Expression(Dysgraphia)

3- Mathematics Disorder (Dyscalculia)

middle childhood, cognitive and physical development 112

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