Copyright © Allyn & Bacon 2007 Development Through the Lifespan Chapter 9 Physical and Cognitive...

Copyright © Allyn & Bacon 2007

Development Through the LifespanDevelopment Through the Lifespan

Chapter 9

Physical and Cognitive Development inMiddle Childhood

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Chapter 9

Physical and Cognitive Development inMiddle Childhood

This multimedia product and its contents are protected under copyright law. The following are prohibited by law:

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Body Growth in Middle ChildhoodBody Growth in Middle Childhood

Slow, regular pattern Girls shorter and lighter until

about age 9 Lower portion of body growing

fastest Bones lengthen Muscles very flexible All permanent teeth arrive

Slow, regular pattern Girls shorter and lighter until

about age 9 Lower portion of body growing

fastest Bones lengthen Muscles very flexible All permanent teeth arrive


Common Health Problems in Middle ChildhoodCommon Health Problems in Middle Childhood

Vision - Myopia Hearing - Otitis media (middle ear infection) Malnutrition Obesity Illnesses Injuries

Vision - Myopia Hearing - Otitis media (middle ear infection) Malnutrition Obesity Illnesses Injuries


Health Risks for Obese ChildrenHealth Risks for Obese Children More likely to be overweight adults Lifelong Health risks

High blood pressure, cholesterol Respiratory problems Diabetes Liver, gall bladder disease Sleep, digestive disorders Cancer Early death

More likely to be overweight adults Lifelong Health risks

High blood pressure, cholesterol Respiratory problems Diabetes Liver, gall bladder disease Sleep, digestive disorders Cancer Early death


Causes of Obesityin Middle ChildhoodCauses of Obesityin Middle Childhood Overweight parents Low SES Parents’ feeding practices

Bad eating habits Low physical activity Television Cultural food

environment

Overweight parents Low SES Parents’ feeding practices

Bad eating habits Low physical activity Television Cultural food

environment


TV Viewing and Body Fat GainsTV Viewing and Body Fat Gains


Psychological and SocialConsequences of ObesityPsychological and SocialConsequences of Obesity

Feeling unattractive Stereotyping Teasing, social isolation Depression, emotional problems School problems Problem behaviors Reduced life chances

Feeling unattractive Stereotyping Teasing, social isolation Depression, emotional problems School problems Problem behaviors Reduced life chances


Illness in Middle ChildhoodIllness in Middle Childhood

High rates first two years of school

Chronic conditions Asthma Severe chronic illnesses

High rates first two years of school

Chronic conditions Asthma Severe chronic illnesses


AsthmaAsthma

Bronchial tubes very sensitive to stimuli Cold, infection, pollution, stress Wheezing, coughing, breathing

problems

Increasingly common Heredity, environment increase risk

Bronchial tubes very sensitive to stimuli Cold, infection, pollution, stress Wheezing, coughing, breathing

problems

Increasingly common Heredity, environment increase risk


Fatal Injuries in Middle Childhood and AdolescenceFatal Injuries in Middle Childhood and Adolescence


Motor Development in Early ChildhoodMotor Development in Early Childhood Gross Motor Skills Improvements

Flexibility Balance Agility Force

Fine Motor Skills Gains Writing Drawing

Gross Motor Skills Improvements Flexibility Balance Agility Force

Fine Motor Skills Gains Writing Drawing


Sex Differences in Motor DevelopmentSex Differences in Motor Development

Girls better at fine motor skills Boys better at gross motor skills, sports Social environment

Parental expectations Self-perceptions Coaching,

media messages

Girls better at fine motor skills Boys better at gross motor skills, sports Social environment

Parental expectations Self-perceptions Coaching,

media messages


Physical Play Development in Middle ChildhoodPhysical Play Development in Middle Childhood

Games with rules Sports Invented games

Rough-and-tumble play Video games Adult-organized sports Physical education

Games with rules Sports Invented games

Rough-and-tumble play Video games Adult-organized sports Physical education


Piaget’s Theory: Achievements of the Concrete Operational StagePiaget’s Theory: Achievements of the Concrete Operational Stage

Conservation Decentration, Reversibility

Classification Seriation

Transitive inference

Spatial Reasoning Directions Maps

Conservation Decentration, Reversibility

Classification Seriation

Transitive inference

Spatial Reasoning Directions Maps


Piagetian Class Inclusion ProblemPiagetian Class Inclusion Problem


Development of Mapping SkillsDevelopment of Mapping Skills

Preschool,

early school ageLandmarks

Ages 8 - 10Landmarks along organized route of

travel

End of middle childhood

Overall view of large-scale space


Limitations of Concrete Operational ThoughtLimitations of Concrete Operational Thought Operations work best with concrete

information Problems with

abstract ideas Continuum of acquisition

Master concrete operational tasks gradually, step by step

Operations work best with concrete information Problems with

abstract ideas Continuum of acquisition

Master concrete operational tasks gradually, step by step


Follow-up Research on Concrete Operational ThoughtFollow-up Research on Concrete Operational Thought Culture and schooling affect

performance on tasks

Going to school gives experience on Piagetian tasks

Relevant non-school experiences of some cultures can help too

Going to school gives experience on Piagetian tasks

Relevant non-school experiences of some cultures can help too


Information-Processing View of Concrete Operational ThoughtInformation-Processing View of Concrete Operational Thought

Neo-Piagetians: Gains in information processing speed, rather than shift to a new stage

Neo-Piagetians: Gains in information processing speed, rather than shift to a new stage

Automatic schemas free working memory

Central conceptual structures

Automatic schemas free working memory

Central conceptual structures


Key Information Processing ImprovementsKey Information Processing Improvements

Increase in information-processing speed and capacity

Gains in inhibition

Both may be related to

brain development

Increase in information-processing speed and capacity

Gains in inhibition

Both may be related to

brain development


Attention in Middle ChildhoodAttention in Middle Childhood

Attention becomes more: Selective Adaptable Planful

Attention becomes more: Selective Adaptable Planful


Attention-Deficit Hyperactivity DisorderAttention-Deficit Hyperactivity Disorder

Inattention Impulsivity Excessive motor activity

Results in Social problems Academic problems

Inattention Impulsivity Excessive motor activity

Results in Social problems Academic problems


Development of Memory StrategiesDevelopment of Memory Strategies Rehearsal (early grade school)

Repeating information to oneself

Organization (early grade school) Grouping related items together

Elaboration (end of middle childhood) Creating a relationship between pieces of

information not in same category

Rehearsal (early grade school) Repeating information to oneself

Organization (early grade school) Grouping related items together

Elaboration (end of middle childhood) Creating a relationship between pieces of

information not in same category


Culture, Schooling and Memory StrategiesCulture, Schooling and Memory Strategies

Memory strategies useful for remembering isolated bits of information

Memory strategies useful for remembering isolated bits of information

Western schooling gives little practice in using everyday cues: Spatial location Arrangements of objects

Western schooling gives little practice in using everyday cues: Spatial location Arrangements of objects


Second-Order False-Belief TaskSecond-Order False-Belief Task


Promoting Cognitive Self-RegulationPromoting Cognitive Self-Regulation

Point out important features of tasks

Stress importance of planful learning

Suggest effective learning strategies• Provide for evaluation of effectiveness

Emphasize monitoring of progress


Information Processing and Academic LearningInformation Processing and Academic Learning Reading

Phonological awareness, info-processing speed, practice contribute to reading skills

Mix whole-language & phonics

Reading Phonological awareness, info-processing

speed, practice contribute to reading skills Mix whole-language & phonics

Mathematics Learn facts & skills through

practice, reasoning, strategies Blend drill and “number

sense” approaches

Mathematics Learn facts & skills through

practice, reasoning, strategies Blend drill and “number

sense” approaches


Intelligence TestsIntelligence Tests

Group Tests Allow testing of large

groups Require little training to

administer Useful for instructional

planning Identify students who

need individual testing

Group Tests Allow testing of large

groups Require little training to

administer Useful for instructional

planning Identify students who

need individual testing

Individual Tests Examiners need training

& experience Provide insights about

accuracy of score

Identify highly intelligent children and children with learning problems

Individual Tests Examiners need training

& experience Provide insights about

accuracy of score

Identify highly intelligent children and children with learning problems


Sternberg’s Triarchic Theory of Successful IntelligenceSternberg’s Triarchic Theory of Successful Intelligence


Gardner’s Multiple IntelligencesGardner’s Multiple Intelligences

Linguistic Logico-mathematical Musical Spatial Bodily-kinesthetic Naturalist Interpersonal Intrapersonal

Linguistic Logico-mathematical Musical Spatial Bodily-kinesthetic Naturalist Interpersonal Intrapersonal


Social and Emotional IntelligenceSocial and Emotional Intelligence

Perceiving Understanding Regulating

Emotions

Perceiving Understanding Regulating

Emotions


Genetics and IQGenetics and IQ

Adoption studies show influence of both

Ethnic differences may be more cultural than genetic

Adoption studies show influence of both

Ethnic differences may be more cultural than genetic

May account for about half of differences Disagreement about interaction with

environment

May account for about half of differences Disagreement about interaction with

environment


Cultural Bias in TestingCultural Bias in Testing

Two views:

1. Tests not biased; represent success in the common culture

Two views:

1. Tests not biased; represent success in the common culture

2. Cultural factors can hurt test performance• Communication styles

• Test content

• Stereotypes

2. Cultural factors can hurt test performance• Communication styles

• Test content

• Stereotypes


Communication StylesCommunication Styles

Higher SES, whites

Knowledge-training questions

Hierarchical task style

Higher SES, whites

Knowledge-training questions

Hierarchical task style

Lower SES, minorities

Real questions No right answer Develop complex verbal

skills

Collaborative task style

Lower SES, minorities

Real questions No right answer Develop complex verbal

skills

Collaborative task style


Effects of Stereotype Threat on PerformanceEffects of Stereotype Threat on Performance


Reducing Cultural Bias in TestingReducing Cultural Bias in Testing

Reduce high-stakes testing

Reduce high-stakes testing

Combine tests with assessment of adaptive behavior

Dynamic Assessment

Combine tests with assessment of adaptive behavior

Dynamic Assessment


Language Development in Middle ChildhoodLanguage Development in Middle Childhood

Vocabulary Increases fourfold during school years 20 new words a day

Grammar

Mastery of complex constructions Advanced understanding of infinitive phrases

Pragmatics Adjust to people and situations Phrase requests to get what they want


Learning Two LanguagesLearning Two Languages

Bilingual Development Learn both languages at the same time OR learn

first language, then second Sensitive period - childhood

Bilingual Education Language immersion English-only programs

Risk of semilingualism

Bilingual Development Learn both languages at the same time OR learn

first language, then second Sensitive period - childhood

Bilingual Education Language immersion English-only programs

Risk of semilingualism


Characteristics of High-Quality Elementary EducationCharacteristics of High-Quality Elementary Education

Class size Physical setting Curriculum Daily activities Teacher-student interactions Evaluation of progress Relationships with families

Class size Physical setting Curriculum Daily activities Teacher-student interactions Evaluation of progress Relationships with families


Academic Achievement and Class SizeAcademic Achievement and Class Size


Educational Philosophies Educational Philosophies

Traditional v. Constructivist New Philosophical Directions

Social-constructivist Teachers and children as partners Many types of symbolic communication Meaningful activities Zone of proximal development Reciprocal teaching

Traditional v. Constructivist New Philosophical Directions

Social-constructivist Teachers and children as partners Many types of symbolic communication Meaningful activities Zone of proximal development Reciprocal teaching


Teacher-Student InteractionTeacher-Student Interaction

Good teachers: caring, helpful, stimulating Too many use repetitive drill Better achievement in stimulating classrooms

Individual differences Well-behaved, high achievers

get more attention More impact of attention

on low SES Self-fulfilling prophecy

Good teachers: caring, helpful, stimulating Too many use repetitive drill Better achievement in stimulating classrooms

Individual differences Well-behaved, high achievers

get more attention More impact of attention

on low SES Self-fulfilling prophecy


Grouping Practices in Elementary SchoolsGrouping Practices in Elementary Schools

Homogeneous ability groups Multigrade classrooms Cooperative learning

Homogeneous ability groups Multigrade classrooms Cooperative learning


Children with Learning DifficultiesChildren with Learning Difficulties Difficulties include:

Mild mental retardation Learning disabilities

5–10% of children

Law requires “least restrictive” environment Mainstreaming Full inclusion

Difficulties include: Mild mental retardation Learning disabilities

5–10% of children

Law requires “least restrictive” environment Mainstreaming Full inclusion


CreativityCreativity

The ability to produce original, appropriate work

The ability to produce original, appropriate work


Convergent and Divergent ThinkingConvergent and Divergent ThinkingConvergent Single correct

answer Emphasized on

intelligence tests

Convergent Single correct

answer Emphasized on

intelligence tests

Divergent Generating

multiple, unusual possibilities

Divergent Generating

multiple, unusual possibilities


Educating Gifted and Talented ChildrenEducating Gifted and Talented Children

Enrichment in regular classroom

Pull out for special instruction

Move to higher grade Multiple intelligences models

Enrichment in regular classroom

Pull out for special instruction

Move to higher grade Multiple intelligences models

Gifted - high IQ Talented - outstanding in a specific field Several education methods:

Gifted - high IQ Talented - outstanding in a specific field Several education methods:


Academic Achievement Around the WorldAcademic Achievement Around the World


Asian Schools versus North American SchoolsAsian Schools versus North American Schools

Asian schools show more: Cultural valuing of academic achievement Emphasis on effort High-quality education

for all Time devoted

to instruction

Asian schools show more: Cultural valuing of academic achievement Emphasis on effort High-quality education

for all Time devoted

to instruction

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