Lifespan Development Module 6 Middle Childhood Module Learning

  • Slides: 36
Download presentation
Lifespan Development Module # 6: Middle Childhood

Lifespan Development Module # 6: Middle Childhood

Module Learning Outcomes Describe how children change physically and cognitively and develop socially and

Module Learning Outcomes Describe how children change physically and cognitively and develop socially and emotionally during middle childhood 6. 1: Describe physical development during middle childhood 6. 2: Explain changes and advances in cognitive development during middle childhood 6. 3: Examine common learning disabilities and other factors related to education during middle childhood 6. 4: Explain emotional, social, and moral development during middle childhood

Physical Development in Middle Childhood

Physical Development in Middle Childhood

Learning Outcomes: Physical Development in Middle Childhood 6. 1: Describe physical development during middle

Learning Outcomes: Physical Development in Middle Childhood 6. 1: Describe physical development during middle childhood 6. 1. 1: Describe physical growth during middle childhood 6. 1. 2: Examine health risks in school-aged children

Physical Development • • Rates of growth generally slow during middle childhood with the

Physical Development • • Rates of growth generally slow during middle childhood with the typical child gaining 5 -7 pounds and growing 2 inches annually Growth spurts tend to happen earlier for girls (age 9 -10) than boys (11 -12) and there is a tendency to slim down and gain muscle and lung capacity The brain reaches its adult size at 7 but continues developing after Most children lose their first tooth at age six and continue losing teeth until around age 12 Nearly 20% of school-aged American children are obese (at least 20% over ideal weight) partly due to diet and partly due to sedentary activities Obese children run the risk of lower self-esteem, orthopedic issues, and increased risk of heart disease and stroke in adulthood Diet is not effective for weight loss in children because of the impact to metabolic rate, so focus for weight loss should be on increasing activity

Practice Question 1 Kyle just turned 11. Which of the following is true of

Practice Question 1 Kyle just turned 11. Which of the following is true of Kyle’s physical development? A. B. C. D. Kyle’s brain is nearly the size it will be when he is an adult. He has not grown any since age 6. His reaction time is unlikely to improve. Motor skills become more challenging.

Cognitive Development in Middle Childhood

Cognitive Development in Middle Childhood

Learning Outcomes: Cognitive Development in Middle Childhood 6. 2: Explain changes and advances in

Learning Outcomes: Cognitive Development in Middle Childhood 6. 2: Explain changes and advances in cognitive development during middle childhood 6. 2. 1: Describe key characteristics of Piaget’s concrete operational intelligence 6. 2. 2: Explain the information processing theory of memory 6. 2. 3: Describe language development in middle childhood

Cognitive Development • Concrete operational stage (Piaget): from ages 7 to 11, children master

Cognitive Development • Concrete operational stage (Piaget): from ages 7 to 11, children master the • • • use of logic in concrete ways and is able to use inductive reasoning to make conclusions Concrete refers to things that can be seen, touched, or experienced directly Classification can include new ways of arranging, categorizing, or creating classes of information and will grow during middle childhood Concrete operational thought includes the understanding that objects have an identity or qualities that do not change even if the object is altered Children in this stage understand reversibility, that some things that have changed can be returned to their original state The concept of reciprocity, where changing one quality can be compensated by changes in another, is also understood

Cognitive Development, continued • Information processing theory compares the way in which the mind

Cognitive Development, continued • Information processing theory compares the way in which the mind works to computer storing, processing, and retrieving information and has three levels of memory: • 1. Sensory memory: information first enters our sensory memory • 2. Working memory: when meaningful, information moves from sensory memory into working memory, which consists of information we are immediately and consciously aware of but has limited space • 3. Long-term memory: has an unlimited capacity and consists of things that we know or can remember if asked • Children in middle childhood build the ways they attend to and store information and have a better understanding of how well they are performing a task and how difficult it is for them

Language Development • By 5 th grade, a child’s vocabulary has grown to 40,

Language Development • By 5 th grade, a child’s vocabulary has grown to 40, 000 words at the rate of 20 words per day • Children are able to think about objects in less literal ways and develop a more sophisticated vocabulary that allows them to tell jokes • School-aged children are also able to learn new grammar rules with more flexibility • The school years may be the best time to be taught a second language

Practice Question 2 Arjun’s mom is baking a cake. He realizes that once the

Practice Question 2 Arjun’s mom is baking a cake. He realizes that once the batter is mixed, the ingredients cannot be separated out. Which principle of concrete operational thought is Arjun using here? A. B. C. D. Identity Classification Reciprocity Reversibility

Educational Issues during Middle Childhood

Educational Issues during Middle Childhood

Learning Outcomes: Educational Issues during Middle Childhood 6. 3: Examine common learning disabilities and

Learning Outcomes: Educational Issues during Middle Childhood 6. 3: Examine common learning disabilities and other factors related to education during middle childhood 6. 3. 1: Evaluate the impact of labeling on children’s self-concept and social relationships 6. 3. 2: Describe autism spectrum disorders 6. 3. 3: Identify common learning disabilities such as dyslexia and attention deficit hyperactivity disorder 6. 3. 4: Compare Gardner’s theory of multiple intelligences and Sternberg’s triarchic theory of intelligence 6. 3. 5: Apply the ecological systems model to explore children’s experiences in schools

Developmental Disorders and Learning Disabilities • Children are evaluated socially and cognitively as they

Developmental Disorders and Learning Disabilities • Children are evaluated socially and cognitively as they enter and progress through school, which can result in helpful resources but also have social implications due to labeling • Self-fulfilling prophecy results when the person tends to act in such a way as to make what you predict will happen come true and reinforces the power of labeling • Autism Spectrum Disorder (ASD) affects communication and behavior and can result in difficulty with or lack of interest in learning language as well as difficulty reading social cues • Many children with ASD are not identified until they are school-aged, and children can benefit some from medications but more from behavioral and educational interventions that promote language and social skill development

Learning Disabilities • • Children with learning disabilities have problems in a specific area

Learning Disabilities • • Children with learning disabilities have problems in a specific area or with a specific task or activity related to education Dyslexia is neurobiological in origin and is characterized by difficulties with accurate and/or fluent word recognition as well as poor spelling and decoding abilities, presenting reading difficulties Dyslexia is one of the most commonly diagnosed disabilities and appears to be rooted in some neurological problems involving parts of the brain active in recognizing letter, verbally responding, and manipulating sounds Attention Deficit Hyperactivity Disorder (ADHD) is considered neurological and behavioral resulting in difficulty staying on task, screening out distractions, and inhibiting behavioral outbursts Treatment for ADHD includes medication (stimulants), structuring the classroom environment, tutoring, and parents education Research suggest that several brain structure may be implicated in ADHD Controversy continues about medicating children with ADHD with Cognitive Behavioral Therapy used as a non-pharmaceutical intervention

Learning and Intelligence • • • Children usually begin school around age 5 or

Learning and Intelligence • • • Children usually begin school around age 5 or 6 in the US, mostly due to convenience Achievement tests are used to measure what a child has learned as well as often used to measure teaching effectiveness and determine the amount of tax dollars for school (No Child Left Behind Act mandated administration and publication of results) Aptitude tests measure a student’s ability to learn or identify potential in a particular program Common aptitude tests include the PSAT, MCAT, LSAT, GRE Intelligence testing has been heavily criticized for bias towards Anglo-American, middle-class respondents and for inadequate measurement of non-academic types of intelligence or talent

Learning and Intelligence, continued • Theory of Multiple Intelligences (Gardner) suggests nine domains of

Learning and Intelligence, continued • Theory of Multiple Intelligences (Gardner) suggests nine domains of • • • intelligence Logical-Mathematical, linguistic, and spatial are skills that can be measures by IQ tests Musical, bodily-kinesthetic, naturalistic, interpersonal, intrapersonal, and existential skills are not measured by standard IQ testing but can be important for success in a variety of fields Sternberg offers the triarchic theory of intelligence: • Academic (componential) includes the ability to solve problems of logic, verbal comprehension, vocabulary, and spatial abilities • Creative (experiential) includes the ability to apply newly found skills to novel situations • Practical (contextual) is the ability to use common sense and to know what is called for in a situation

The World of School • Ecological systems model (Brofenbrenner) helps us understand an •

The World of School • Ecological systems model (Brofenbrenner) helps us understand an • • individual by examining the context in which a person lives and the direct and indirect influences on that person’s life Parents vary in their level of involves with their children’s schools and teachers often complain about the lack of participation Lareau and Horvat (2004) found that teachers thought they were open and neutral in their responses to parental involvement but were actually more receptive to support, praise, and agreement coming from parents most similar in race and social class with the teachers Parents with higher levels of income, occupational status, and other qualities favored in society have family capital (power) that can be used to improve a child’s education Schools may also need to examine their ability to dialogue with parents about school policies in more open ways

The World of School, continued • Mc. Laren describes the student’s typical day as

The World of School, continued • Mc. Laren describes the student’s typical day as filled with constrictive and • • • unnecessary ritual that has a damaging effect on the desire to learn The majority of the day takes place in the student state, where the student focuses on or tries to stay focused on a task, is passive, compliant, and often frustrated The stress corner state is one in which the child is playful, energetic, excited, and expresses opinions, feelings, and beliefs (only about 66 minutes a day) The home state occurs when parents or siblings visit the school and might include special privileges or behavioral exemptions The sanctity state is a time in which the child is contemplative, quiet, or prayerful and is typically a very brief part of the day Cultural values, concepts, behaviors, and roles that are part of the school experience but not curriculum are the hidden curriculum and occur early in school

Practice Question 3 Adrik is having difficulties in school. He is not reading well,

Practice Question 3 Adrik is having difficulties in school. He is not reading well, but this seems to be because he cannot focus on the readings and has difficulty tuning out distractions. Adrik also has difficulty paying attention when he is completing his math work. Which of the following learning disabilities is likely affecting Adrik? A. B. C. D. Dyslexia Attention Deficit Hyperactivity Disorder Autism Spectrum Disorder Generalized Learning Disorder

Class Activity: Types of Intelligence • Using your textbook as a reference, write down

Class Activity: Types of Intelligence • Using your textbook as a reference, write down some notes about the types of intelligence proposed. • What factors do you believe are the most important in deciding how intelligent a person is? Provide reasons for your choices and examples. • In a group, share your factors and discuss where they are the same and different from each other.

Emotional and Social Development in Middle Childhood

Emotional and Social Development in Middle Childhood

Learning Outcomes: Emotional and Social Development in Middle Childhood 6. 3: Explain emotional, social,

Learning Outcomes: Emotional and Social Development in Middle Childhood 6. 3: Explain emotional, social, and moral development during middle childhood 6. 3. 1: Examine Erikson’s stage of industry vs. inferiority as it relates to middle childhood 6. 3. 2: Describe the importance of peer relationships in middle childhood 6. 3. 3: Understand Kohlberg’s theory on preconventional, and postconventional moral development 6. 3. 4: Examine short term and long term consequences of divorce on children 6. 3. 5: Describe issues regarding sexual abuse and children

Psychodynamic and Psychosocial Theories of Middle Childhood • Freud’s latency stage begins around age

Psychodynamic and Psychosocial Theories of Middle Childhood • Freud’s latency stage begins around age 6 and lasts until puberty with a focus on development and stimulations coming from secondary sources (education, social relationships, hobbies) as the erogenous forces are repressed • Erkison’s Industry vs. Inferiority stage: children in middle childhood are very industrious and busy where they are gaining a sense of how they measure up when compared with friends • If industrious children view themselves as successful, they will get a sense of competence for future challenges while feelings of inferiority and self-doubt arise when they view themselves as less successful • Self-concept in middle childhood is more realistic and can be influences by peers, family, teachers, and other messages

The Society of Children • Friendships during middle childhood take on new importance and

The Society of Children • Friendships during middle childhood take on new importance and provide the opportunity for learning social skills including communication and conflict management • Being accepted by other children is an important source of affirmation and • • self-esteem but peer rejection can foreshadow later behavior problems Popular-prosocial children tend to do well in school and are cooperative and friendly Popular-antisocial children may gain popularity by acting tough or spreading rumors Withdrawn-rejected children are easy targets for bullies because they are unlikely to retaliate Aggressive-rejected children are ostracized and may be acting out due to insecurity

The Society of Children, continued • Children who are not accepted are more likely

The Society of Children, continued • Children who are not accepted are more likely to experience conflict, lack of confidence, and have trouble adjusting • Additional categories commonly used in the sociometric system (Cole & Dodge) include: • Neglected children who tend to go unnoticed but are not especially liked or disliked by peers • Average children who receive an average number of positive and negative nominations from their peers • Controversial children who may be strongly liked or disliked by quite a few peers • Peer relationships become focused on psychological intimacy which significantly affects a child’s outlook on the world • Peer relationships require developing different social and emotional skills than those that emerge in parent-child relationships

Moral Development • Kohlberg built on Piaget’s work with an interest in moral reasoning

Moral Development • Kohlberg built on Piaget’s work with an interest in moral reasoning changes as we age and how we arrive at decisions about whether something is right or wrong • Pre-conventional Moral Development: a superficial understanding of right and wrong with a focus on the direct consequences of actions, avoiding punishment, and self-interest • Conventional Moral Development: A good decision is one that gains the approval of others or one that complies with the law with a focus on maintaining social order • Post-conventional Moral Development: right and wrong are based on social contract established for the good of everyone or an universal principles of right and wrong transcend the self and social convention and includes realizing that not everything is black and white and thinking about morality in a non-personal way

Moral Development, continued • • Kohlberg continued to explore his theory and theorized that

Moral Development, continued • • Kohlberg continued to explore his theory and theorized that there could be other stages and that there could be transitions into each stage Men and women tend to have very different styles of moral decision making, and this was not fully addressed as Kohlberg used nearly all male samples Carol Gilligan was a research assistant and believed theory was inherently biased against women Gilligan suggests that in order to truly measure women’s moral development, it was necessary to measure specifically for women and that understanding both male and female more development was equally important

Stressors in Middle Childhood • During middle childhood, children spend less time with parents

Stressors in Middle Childhood • During middle childhood, children spend less time with parents and • • more with peers Berger identified five family functions: providing food, clothing and shelter; encouraging learning; developing self-esteem; nurturing friendships with peers; and providing harmony and stability A good home environment is one in which the child’s physical, cognitive, emotional, and social needs are adequately met Research suggests 75 -80% of children and adults who experience divorce suffer no long term effects Some negative consequences of divorce are a result of financial hardship rather than divorce and the degree of conflict prior to divorce plays a role

Stressors in Middle Childhood, continued • Short-term consequences: in the first year after a

Stressors in Middle Childhood, continued • Short-term consequences: in the first year after a divorce, children may • experience • grief over losses suffered • reduced standard of living • adjusting to transitions Long-term consequences: after the first year of a divorce, children may experience changes in • Economic/occupational status • Improved relationships with the custodial parent (usually the mother) • Greater emotional independence in sons when raised by their mother • Feeling more anxious in their own love relationships as adults • Adjustment of the custodial parent impacts how the child adjusts • Mental health issues including anxiety and depression

Sexual Abuse in Middle Childhood • Research estimates that 1 out of 4 girls

Sexual Abuse in Middle Childhood • Research estimates that 1 out of 4 girls and 1 out of 10 boys have been sexually abused with the median age for abuse at 8 or 9 years old • Childhood sexual abuse is defined as any sexual contact between a child an adult or much older child • Incest refers to sexual contact between a child and family members • Girls are more likely to be victims of incest while boys are more likely to be abused by someone outside the family • Sexual abuse can create feelings of self-blame, betrayal, shame, and guilt, resulting in depression, anxiety, problems with intimacy, and suicide • False self-training refers to holding a child to adult standards while denying the child’s developmental needs

Practice Question 4 Francisco is not really liked or disliked by his peers. Francisco

Practice Question 4 Francisco is not really liked or disliked by his peers. Francisco would be considered a ______ child. A. B. C. D. neglected aggressive-rejected average withdrawn-rejected

Class Activity: Moral Dilemma • Review the Heinz dilemma (Kohlberg) • Get into groups

Class Activity: Moral Dilemma • Review the Heinz dilemma (Kohlberg) • Get into groups and come up with an original moral dilemma example • Identify how someone would respond in the pre-conventional, and post-conventional stage • Identify whethere any differences based on gender • Share your example

Quick Review • What occurs with physical growth during middle childhood? • What are

Quick Review • What occurs with physical growth during middle childhood? • What are the health risks in school-aged children? • What are the key characteristics of Piaget’s concrete operational • • • intelligence? What are the key areas in the information processing theory of memory? How does language develop in middle childhood? How does labeling impact children’s self-concept and social relationships in middle childhood? What are the symptoms and understanding of autism spectrum disorders? What are the key characteristics of common learning disabilities such as dyslexia and attention deficit hyperactivity disorder?

Quick Review, continued • What are the similarities and differences between Gardner’s theory of

Quick Review, continued • What are the similarities and differences between Gardner’s theory of multiple • • • intelligences and Sternberg’s triarchic theory of intelligence? How does the ecological systems model apply to children’s experiences in schools? How does Erikson’s stage of industry vs. inferiority relate to middle childhood? What is the importance of peer relationships to middle childhood? What are the key characteristics in Kohlberg’s theory on preconventional, and postconventional moral development? What are the short term-and long term consequences of divorce on children? What are the significant issues regarding sexual abuse and children?