Development Through the Lifespan Chapter 9 Physical and

Development Through the Lifespan Chapter 9 Physical and Cognitive Development in Middle Childhood This multimedia product and its contents are protected under copyright law. The following are prohibited by law: n Any public performance or display, including transmission of any image over a network; n Preparation of any derivative work, including the extraction, in whole or in part, of any images; n Any rental, lease, or lending of the program. Copyright © Allyn & Bacon 2004

Body Growth in Middle Childhood n n n Copyright © Allyn & Bacon 2004 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 Childhood n n n Vision - Myopia Hearing - Otitis media (middle ear infection) Malnutrition Obesity Illnesses Injuries Copyright © Allyn & Bacon 2004

Causes of Obesity in Middle Childhood n n n Overweight parents Low SES Parents’ feeding practices Low physical activity Television Cultural food environment Copyright © Allyn & Bacon 2004

Deaths from Injuries, North American Children, Ages 5– 19 Copyright © Allyn & Bacon 2004

Motor Development in Early Childhood n Gross Motor Skills Improvements: n n n Fine Motor Skills Gains: n n Copyright © Allyn & Bacon 2004 Flexibility Balance Agility Force Writing Drawing

Physical Play Development in Middle Childhood n Games with Rules n n n Sports Invented Games Video Games Adult-organized sports Physical Education Copyright © Allyn & Bacon 2004

Piaget’s Theory: Achievements of the Concrete Operational Stage n Conservation n n Classification Seriation n n Decentration Reversibility Transitive inference Spatial Reasoning n n Directions Maps Copyright © Allyn & Bacon 2004

Key Information Processing Improvements n n Increase in informationprocessing capacity Gains in cognitive inhibition Both may be related to brain development Copyright © Allyn & Bacon 2004

Attention in Middle Childhood Attention becomes more: n Selective n Adaptable n Planful n ADHD Copyright © Allyn & Bacon 2004

Development of Memory Strategies n n Rehearsal – early grade school Organization – early grade school n n Elaboration – end of middle childhood n Copyright © Allyn & Bacon 2004 Knowledge base helps organization Meaningful chunks of information

Information Processing and Academic Learning n Reading n n n Mathematics n n Copyright © Allyn & Bacon 2004 Whole-language approach Basic-skills approach Drill “Number sense”

Sternberg’s Triarchic Theory of Intelligence Copyright © Allyn & Bacon 2004

Gardner’s Multiple Intelligences n n n n Linguistic Logico-mathematical Musical Spatial Bodily-kinesthetic Naturalist Interpersonal Intrapersonal Copyright © Allyn & Bacon 2004

Explaining Differences in IQ n Genetics n n Accounts for about half of differences Environment n n SES Culture n n Communication styles Cultural bias in test content Copyright © Allyn & Bacon 2004

Language Development in Middle Childhood n Vocabulary n n n Grammar n n n Increases fourfold during school years 20 new words a day Passive voice Infinitive phrases Pragmatics n n Adjust to people and situations Phrase requests to get what they want Copyright © Allyn & Bacon 2004

Learning Two Languages n Bilingual Development n n Bilingual Education n n Copyright © Allyn & Bacon 2004 Learn both languages at the same time Learn first language, then second Sensitive period - childhood Language immersion Bilingual education

Academic Achievement and Class Size Copyright © Allyn & Bacon 2004

Educational Philosophies and Practices n n Traditional v. Open Classrooms New Directions n Theory n n Teacher-student Interaction n n Reciprocal teaching Self-fulfilling prophesies Grouping for learning Copyright © Allyn & Bacon 2004

Teaching Children with Special Needs n Learning Difficulties n n n Mainstreaming Gifted Talented n Divergent thinking and creativity Copyright © Allyn & Bacon 2004