Physical and Cognitive Development in Middle

Childhood

Body Growth

-- girls are slightly shorter than boys:girls are slightly shorter than boys:

girls have slightly more:girls have slightly more: lowest portion of body growing the fastest lowest portion of body growing the fastest

during this time frameduring this time frame between 6 and 12 years:between 6 and 12 years:

Physical Development

9 – 10-year-olds:9 – 10-year-olds:

11-year-olds:11-year-olds:

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

Health Problems

common vision problem-myopia-nearsightedness common vision problem-myopia-nearsightedness nearly:nearly:

Myopia is affected by heredity and experienceMyopia is affected by heredity and experience less ear infections-Eustachian tube becomes less ear infections-Eustachian tube becomes

longer and narrowerlonger and narrower malnutrition-prolonged affects can cause:malnutrition-prolonged affects can cause:

Bedwetting

Nocturnal enuresis:Nocturnal enuresis:

most cases cause is failure of muscular most cases cause is failure of muscular responses that inhibit urination or hormonal responses that inhibit urination or hormonal imbalance that permits too much urine to imbalance that permits too much urine to accumulate during the nightaccumulate during the night

treatment-urine alarm; special pants treatment-urine alarm; special pants (underwear)(underwear)

Obesity

Is defined as body weight that is more than:Is defined as body weight that is more than:

15% of children:15% of children:

70% of children who are obese at ages 10 to 13 will 70% of children who are obese at ages 10 to 13 will continue to be seriously overweight as adults.continue to be seriously overweight as adults.

Obesity can lead to high blood pressure, diabetes, and Obesity can lead to high blood pressure, diabetes, and other medical problemsother medical problems

Causes of Obesity

Genetic Factors: Genetic Factors: a child with one obese a child with one obese parent has a of becoming obese, parent has a of becoming obese, and the proportion leaps to:and the proportion leaps to:

Causes for Obesity

Environmental Factors: Environmental Factors: The proportion of obesity has risen:The proportion of obesity has risen:

Reasons:Reasons:

Obesity

children that are obese have lower self-children that are obese have lower self-esteem, report feeling more depressed and esteem, report feeling more depressed and display more behavioral problems than their display more behavioral problems than their peerspeers

There is an increase in:There is an increase in:

Treatment for obesity should be a family Treatment for obesity should be a family program and focus on changing behaviorsprogram and focus on changing behaviors

(Nutrition and physical development during

middle childhood, continued) Despite growing rates of obesity, American society Despite growing rates of obesity, American society

places a strong emphasis on thinness.places a strong emphasis on thinness. Concern about weight increasingly borders on Concern about weight increasingly borders on

obsession in the United States (especially for girls)obsession in the United States (especially for girls) Research indicates that a substantial Research indicates that a substantial

number of 6 year old girls:number of 6 year old girls:

Life expectancy affected?

ObesityObesity Hypertension, heart disease, diabetesHypertension, heart disease, diabetes

StressStress Too much pressure on children-school, Too much pressure on children-school,

sports, activities?sports, activities? Lack of sleepLack of sleep

Children should get about:Children should get about:

Illnesses

higher range of illnesses during the first 2 years of higher range of illnesses during the first 2 years of elementary school; exposure to more sick children elementary school; exposure to more sick children and immune system is still developingand immune system is still developing

Asthma:Asthma:

boys, African American children and children boys, African American children and children that were low birth weight, smoking parents, that were low birth weight, smoking parents, parents that have had asthma and children that parents that have had asthma and children that live in poverty have the greatest risklive in poverty have the greatest risk

Injuries

Common in middle childhoodCommon in middle childhood auto and bicycle accidents very commonauto and bicycle accidents very common school-based safety programs are a must at school-based safety programs are a must at

this agethis age be careful of toy related injuries – i.e., be careful of toy related injuries – i.e.,

skateboards, bicyclesskateboards, bicycles

Health during middle childhood: Psychological Disorders

~ It is important that psychological disorders not be ~ It is important that psychological disorders not be ignored in school age children (which often ignored in school age children (which often occurs because symptoms are different than occurs because symptoms are different than those of adults)those of adults)

~ Childhood:~ Childhood:

~ 2-5% of school age children:~ 2-5% of school age children:

~ For 1 % depression is:~ For 1 % depression is:

Health during middle childhood: Psychological Disorders

All kids are sad sometimes. This is different All kids are sad sometimes. This is different than depression (depth of sadness, length than depression (depth of sadness, length distinguish)distinguish)

Childhood depression is also characterized by Childhood depression is also characterized by the expression of exaggerated fears, clinginess, the expression of exaggerated fears, clinginess, or avoidance of everyday activities. or avoidance of everyday activities.

In older children it may produce sulking, school In older children it may produce sulking, school problems, and acts of delinquency. problems, and acts of delinquency.

Children with Special Needs

Auditory impairments are sometimes accompanied Auditory impairments are sometimes accompanied by by SPEECH IMPAIRMENTS,SPEECH IMPAIRMENTS, speech that is speech that is impaired when it deviates so much from the speech impaired when it deviates so much from the speech of others that it calls attention to itself, interferes of others that it calls attention to itself, interferes with communication, or produces maladjustments in with communication, or produces maladjustments in the speaker. the speaker.

3 to 5 %of school-age children:3 to 5 %of school-age children:

STUTTERING, a substantial disruption in the STUTTERING, a substantial disruption in the rhythm and fluency of speech is the most rhythm and fluency of speech is the most common speech impairment.common speech impairment.

(Children with Special Needs, continued)

Some 2.3 million school-age children in the Some 2.3 million school-age children in the U.S. are officially labeled as having:U.S. are officially labeled as having:

Some suffer from dyslexia, a reading Some suffer from dyslexia, a reading

disability that can result in the reversal of disability that can result in the reversal of letters during reading and writing, confusion letters during reading and writing, confusion between left and right, and difficulties in between left and right, and difficulties in spellingspelling

Approaches to treating childhood depression…

DrugsDrugs ControversialControversial

About 200,000 Prozac prescriptionsAbout 200,000 Prozac prescriptions

Criticisms: not approved for use with children and teens; Criticisms: not approved for use with children and teens; lack of long term effectiveness of the drug; consequences lack of long term effectiveness of the drug; consequences to developing brains; lead in for further drug useto developing brains; lead in for further drug use

SSRIs and suicideSSRIs and suicide

ADHD Diagnostic Criteria for inattentive type:Diagnostic Criteria for inattentive type: Often does not give close attention to details or makes careless mistakes in Often does not give close attention to details or makes careless mistakes in

schoolwork, work, or other activities. schoolwork, work, or other activities. Often has trouble keeping attention on tasks or play activities. Often has trouble keeping attention on tasks or play activities. Often does not seem to listen when spoken to directly. Often does not seem to listen when spoken to directly. Often does not follow instructions and fails to finish schoolwork, chores, or Often does not follow instructions and fails to finish schoolwork, chores, or

duties in the workplace (not due to oppositional behavior or failure to duties in the workplace (not due to oppositional behavior or failure to understand instructions). understand instructions).

Often has trouble organizing activities. Often has trouble organizing activities. Often avoids, dislikes, or doesn't want to do things that take a lot of mental Often avoids, dislikes, or doesn't want to do things that take a lot of mental

effort for a long period of time (such as schoolwork or homework). effort for a long period of time (such as schoolwork or homework). Often loses things needed for tasks and activities (e.g. toys, school Often loses things needed for tasks and activities (e.g. toys, school

assignments, pencils, books, or tools). assignments, pencils, books, or tools). Is often easily distracted. Is often easily distracted. Is often forgetful in daily activities. Is often forgetful in daily activities. Six or more of the following symptoms of hyperactivity-impulsivity Six or more of the following symptoms of hyperactivity-impulsivity

have been present for at least 6 months to an extent that is disruptive have been present for at least 6 months to an extent that is disruptive and inappropriate for developmental level: and inappropriate for developmental level:

ADHD Diagnostic Criteria for Hyperactive type:Diagnostic Criteria for Hyperactive type: HyperactivityHyperactivity Often fidgets with hands or feet or squirms in seat. Often fidgets with hands or feet or squirms in seat. Often gets up from seat when remaining in seat is Often gets up from seat when remaining in seat is

expected. expected. Often runs about or climbs when and where it is not Often runs about or climbs when and where it is not

appropriate (adolescents or adults may feel very restless). appropriate (adolescents or adults may feel very restless). Often has trouble playing or enjoying leisure activities Often has trouble playing or enjoying leisure activities

quietly. quietly. Is often "on the go" or often acts as if "driven by a motor". Is often "on the go" or often acts as if "driven by a motor". Often talks excessively. Often talks excessively.

ImpulsivityImpulsivity Often blurts out answers before questions have been Often blurts out answers before questions have been

finished. finished. Often has trouble waiting one's turn. Often has trouble waiting one's turn. Often interrupts or intrudes on others (e.g., butts into Often interrupts or intrudes on others (e.g., butts into

conversations or games). conversations or games). Some symptoms that cause impairment were present Some symptoms that cause impairment were present

before age 7 years. before age 7 years. Some impairment from the symptoms is present in two Some impairment from the symptoms is present in two

or more settings (e.g. at school/work and at home). or more settings (e.g. at school/work and at home). There must be clear evidence of significant impairment There must be clear evidence of significant impairment

in social, school, or work functioning. in social, school, or work functioning. The symptoms do not happen only during the course of The symptoms do not happen only during the course of

a Pervasive Developmental Disorder, Schizophrenia, a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder. The symptoms are not or other Psychotic Disorder. The symptoms are not better accounted for by another mental disorder (e.g. better accounted for by another mental disorder (e.g. Mood Disorder, Anxiety Disorder, Dissociative Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder). Disorder, or a Personality Disorder).

Treatments for ADHD Drug therapy:Drug therapy:

Ritalin, Adderall, Concerta, StratteraRitalin, Adderall, Concerta, Strattera About 1 out of every 8 children may take About 1 out of every 8 children may take

some form of stimulantsome form of stimulant

Behavior therapy:Behavior therapy:

Overprescribing Ritalin?

U.S. doctors prescribe Ritalin for ADHD more frequently. Some experts argue the drug is overprescribed.

Oppositional Defiant Disorder (ODD) Diagnostic CriteriaDiagnostic Criteria A pattern of negativistic, hostile, and defiant behavior A pattern of negativistic, hostile, and defiant behavior

lasting at least 6 months, during which four (or more) of lasting at least 6 months, during which four (or more) of the following are present: the following are present: often loses temper often loses temper often argues with adults often argues with adults often actively defies or refuses to comply with adults' often actively defies or refuses to comply with adults'

requests or rules requests or rules often deliberately annoys people often deliberately annoys people often blames others for his or her mistakes or often blames others for his or her mistakes or

misbehavior misbehavior is often touchy or easily annoyed by others is often touchy or easily annoyed by others is often angry and resentful is often angry and resentful is often spiteful or vindictive is often spiteful or vindictive

Treatments for ODD Drug therapy:Drug therapy:

Ritalin appears to work well with those Ritalin appears to work well with those who have also been diagnosed with who have also been diagnosed with ADHDADHD

Strattera-non-stimulant ADHD medStrattera-non-stimulant ADHD med Divalproex (mood stabilizer for those Divalproex (mood stabilizer for those

who are prone to violence)who are prone to violence) Omega-3 and Vitamin E – combo – Omega-3 and Vitamin E – combo –

research is a bit iffy on thisresearch is a bit iffy on this

Treatment for ODD Behavior therapy:Behavior therapy:

Parent managementParent management Give effective timeouts Give effective timeouts Avoid power struggles Avoid power struggles Remain calm and unemotional in the face of opposition Remain calm and unemotional in the face of opposition Recognize and praise your child's good behaviors and Recognize and praise your child's good behaviors and

positive characteristics positive characteristics Offer acceptable choices to your child, giving him or Offer acceptable choices to your child, giving him or

her a certain amount of control her a certain amount of control Establish a schedule for the family that includes Establish a schedule for the family that includes

specific meals that will be eaten at home together, and specific meals that will be eaten at home together, and specific activities one or both parents will do with the specific activities one or both parents will do with the child child

Limit consequences to those that can be consistently Limit consequences to those that can be consistently reinforced and if possible, last for a limited amount of reinforced and if possible, last for a limited amount of time time

COGNITIVE DEVELOPMENT

Piaget’s Concrete Operational StagePiaget’s Concrete Operational Stage From:From: thought process is more logical, flexible and thought process is more logical, flexible and

organized that in early childhoodorganized that in early childhood Able to see:Able to see: Less:Less: Can see cause and effect relationshipsCan see cause and effect relationships

Conservation

children can conserve at this stage-one of the most children can conserve at this stage-one of the most important developmentsimportant developments

clear evidence of operations-mental actions that clear evidence of operations-mental actions that obey logical rulesobey logical rules

Decentration-focus on several aspects of problem Decentration-focus on several aspects of problem at once and relate to themat once and relate to them

Reversibility-the ability to mentally go through Reversibility-the ability to mentally go through the series of steps in a problem and then reverse the series of steps in a problem and then reverse the direction returning to the starting pointthe direction returning to the starting point

Decentering &Reversibility

Child achieves conservation of:Child achieves conservation of:

Number – Number – Mass – Mass – Length – Length – Area – Area –

At the beginning of the concrete operational stage, kids reason that the 2 cars on these routes are

traveling the same speed even though they arrive at the same time. Later, they realize the correct

relationship between speed & distance.

Hierarchical Classification

now can group objects into hierarchies of now can group objects into hierarchies of classes and subclassesclasses and subclasses

collections are common in middle collections are common in middle childhoodchildhood

Seriation:Seriation:

Transitive inference:Transitive inference:

Spatial Reasoning

7 to 8 years-mental rotations-align self’s 7 to 8 years-mental rotations-align self’s frame to match that of a person in a frame to match that of a person in a different orientation; identity left and right different orientation; identity left and right for positions that they do not occupyfor positions that they do not occupy

8 to 10 years-can give clear, well-organized 8 to 10 years-can give clear, well-organized directions for how to get from one place to directions for how to get from one place to another using “mental walk” strategies. another using “mental walk” strategies.

Limitations of Concrete Operational Thought Children still need concrete information for Children still need concrete information for

the most partthe most part abstract concepts:abstract concepts:

Horizontal decalage:Horizontal decalage:

Information Processing in Middle Childhood

During middle childhood, short-term During middle childhood, short-term memory capacity improves significantly. memory capacity improves significantly.

META-MEMORY,META-MEMORY, an understanding about an understanding about the processes that underlie memory emerge the processes that underlie memory emerge and improve during middle childhood. and improve during middle childhood.

Children use control strategies, conscious, Children use control strategies, conscious, intentionally used tactics to improve intentionally used tactics to improve cognitive functioning.cognitive functioning.

Children can be trained to use control Children can be trained to use control strategies and improve memory.strategies and improve memory.

Language Development During Middle Childhood

Vocabulary continues to increase during the Vocabulary continues to increase during the school years. school years.

School-age children's mastery of grammar School-age children's mastery of grammar improves. improves.

Children's understanding of Children's understanding of syntax,syntax, the rules that the rules that indicate how words and phrases can be combined indicate how words and phrases can be combined to form sentences, grows during childhood. to form sentences, grows during childhood.

Certain Certain phonemes,phonemes, units of sound, remain units of sound, remain troublesome (j, v, h, zh). troublesome (j, v, h, zh).

One of the most significant improvements – One of the most significant improvements – metalinguistic awarenessmetalinguistic awareness

Early on, children may be talking to each Early on, children may be talking to each other, but not about the same subjectother, but not about the same subject

Later, they develop the ability to actually Later, they develop the ability to actually communicate with another child that has communicate with another child that has meaningmeaning

Reading

Stage:Stage: 0 recognize letters/sounds0 recognize letters/sounds 1 sound out words1 sound out words 2 reading becomes easier, but there is not as 2 reading becomes easier, but there is not as

much understanding of the meaningmuch understanding of the meaning 3 reading becomes:3 reading becomes: 4 can understand:4 can understand:

When are kids ready for school?

Recent research suggests that age is Recent research suggests that age is not a critical indicator of when children not a critical indicator of when children should start school.should start school.

Some research suggests that delaying Some research suggests that delaying children’s entrance into school based children’s entrance into school based on age may actually be harmful!on age may actually be harmful!

~Developmental readiness is a better ~Developmental readiness is a better measure (family support, etc.)measure (family support, etc.)