middle childhood- Jorja

a slow and regular pace

In Middle Childhood, growth continues at

age 9

Girls are slightly shorter and lighter than boys until ——, when this trend reverses

lower

— portion of the body grows the fastest

8

after age —-, girls accumulate fat at a faster rate

South Africa, Asia, Pacific islands, and parts of Africa

shortest children are found in

Australia, North and central Europe, Canada, USA, and parts of Africa

Tallest children are found in

Secular trend in physical growth

systematic change from one generation to the next in body size and in the timing of attaining growth milestones

in the first two years in industrialized nations

Secular gain in height and weight appears

during childhood and early adolescence

Secular gains in height and weight expands

as a mature body size is reached

Secular gain in height and weight declines

stabilized

Height gains over the past 150 years have

modern children

there is a faster rate of physical development in

not yet firmly attached to bones

In middle childhood, ligaments are

common

In middle childhood, growing pains are

6;12

between ages —- and —-, all primary teeth have been replaced by permeant teeth

1/3

Malocclusion (Misalignment of teeth and jaw), occurs in how many school aged children

10%

in middle childhood, the weight of the brain increases by

White Matter

In middle childhood, —— rises steadily, especially in the prefrontal cortex, parietal lobe, and corpus callosum

Grey matter

—- peaks in middle childhood, and then declines as a result of synaptic pruning

more effective info processing

Synaptic pruning and reorganization, along with selection of brain circuits leads to

brain development and functioning

Neurotransmitters and hormones may affect

• flexibility

• Balance

• Agility

• Force

In middle childhood, children gain basic gross-motor capacities such as

• writing

• drawing

In middle childhood, children advance in fine-motor skills such as

7 - 11 years

Concrete Operational Stage age range

• logical

• flexibile

• organized

In the concrete operational stage, thinking is more

conservation

The concrete operational stage is marked by a Childs demonstration of

conservation

the key ability to understand that a substance's quantity (like liquid, mass, or number) stays the same even if its shape, size, or container changes

• decentration

• reversibility

conservation involves

ability to focus on several aspects of a problem. Ex. being able to focus on both the height and width of a glass, not just the most obvious feature (height).

Decentration

thinking through a series of steps and the returning to the starting point. Ex. understanding that water could be poured back into the original glass when asked about volume

Reversibility

order items along a quantitative dimension, such as length or weight

Children in the concrete operational stage can seriate, which is the ability to

ability to seriate mentally

transitive inference

concrete information rather than abstract ideas

children’s mental operations are most effective when dealing with

Continuum of acquisition

children master concrete operational tasks step by step, not all at once

concrete operational thinking

Gradual mastery of logical concepts indicate the limitations of

6

around age —-, IQ becomes more stable

• school performance

• educational attainment

IQ predicts

general intelligence

Current IQ tests provide an overall score representing

used to identify abilities measured by intelligence tests

Factor analysis

• more generalized

• identify students who need further evaluation

group administered tests are

• show if a test score accurate reflects a Childs abilities

• are used to identify high IQ and leaning problems

Individually administered tests

• used for age 2 to adulthood

• measure 5 intellectual factors

Stanford-Binet Intelligence Scales, 5th Edition:

• general knowledge

• quantitative reasoning

• visual-spatial processing

• working memory

• basic-info processing

5 intellectual factors of Stanford-Binet Intelligence Scales

• used for ages 6 to 16

• Measures four broad intellectual factors

Wechsler Intelligence Scale for Children-V

• verbal reasoning

• Perceptual or visual-spatial reasoning

• Working memory

• Processing speed

Four broad intellectual measures of the WISC-V

Sternberg

Who emphasized the complexity of intelligent behaviour and the limitations of current intelligence tests in assessing that complexity

Triarchic theory of successful intelligence

Sternberg developed which theory

• analytical intelligence

• Creative intelligence

• Practical intelligence

the Triarchic theory of successful intelligence involves

information processing

analytical intelligence

generating useful solutions to new problems

creative intelligence

adapting to, shaping, or selecting environments

practical intelligence

achieve success in life, defined by their personal goals, and requirements of their cultural communities

Sternberg’s theory believes that people with these triarchic intelligence use them to

Gardener

who believed that there are multiple intelligences, each with a unique neurological basis

• linguistic

• mathematical/logical

• musical

• spatial

• bodily-kinesthetic

• naturalist

• interpersonal

• intrapersonal

Gardners theory of multiple intelligences includes which intelligence

stereotype threat

fear of being judged on the basis of a negative stereotype can trigger anxiety that interferes with performance

lower

low ses children score —- on IQ tests due to having further learning opportunities

describes how IQS have increased steadily from one generation to the next

Flynn effect

increase

IQ experiences a dramatic secular —- that applies internationally

societal modernization

amount of secular increase depends on the extent of

societal modernization

—- contributes to greater participation by each successive generation in cognitively stimulating leisure activities

underestimate

IQ scores can —— the intelligence of children from ethnic minority groups

dynamic assessment

a form of testing in which an adult introduces purposeful teaching into the testing situation

Dynamic assessment

—- is consistent with Vygotsky’s zone of proximal development - revealing what a child can attain with social support

the ability to consciously think about and discuss language, analyzing its components, and understanding the rules that govern it.

metalinguistic awareness

• vocabulary increase

• understanding of puns and riddles

• use of the passive voice

• understanding of infinitive phrases

metalinguistics develops

traditional

in —- classrooms the teacher is the sole authority

constructivist

in —- classrooms, children are active agents who reflect on and coordinate their own thoughts rather than absorbing those of others

social constructivist classrooms

children jointly construct understandings with teachers and peers

reciprocal teaching

groups question, summarize, clarify, and predict in cooperative dialogues

educational self fulfilling prophecies

children may adopt teachers’ positive or negative views and start to live up to them

self-fulfilling effects

academic stereotypes about ethnic minority students have —- on their behaviour

anxiety and reduced motivation

a child in the position of confirming a negative stereotype may respond with especially intense

generation of multiple possibilities when faced with a task or problem

divergent thinking

arriving at a single correct answer; emphasized on intelligence tests

convergent thinking

refined and organized into general dispositions

During the school years, children’s self concept is

8;11

between ages — and — children begin to evaluate themselves based on competencies rather than specific behaviours

tendency to evaluate our own abilities, opinions, and worth by comparing them to others

school age children frequently engage in social comparisons, or the

structure of the self

cognitive development influences the

content

changing the —- of self-concept is a product of both cognitive capacities and feedback from others

realistic level

as children enter school, self-esteem differentiates and adjusts to a more

• academic competence

• social competence

• physical/athletic competence

• physical appearance

from their experience in different settings, children form at least four separate self-esteems:

• well adjusted

• sociable

• conscientious

those with a high self esteem tend to be

• anxiety

• depression

• anti-social behaviour

low self esteem is linked to

• culture

• gender

• ethnicity

• media exposure

self esteem is influenced by

mastery-oriented attribution

children credit their success to ability that can be improved with effort; they have a growth mindset about ability

learned helplessness

children attribute failures to ability and credit external factors to successes; they hold a fixed mindset

person praise

ability is fixed and leads them to retreat from challenges

process praise

competence develops through hard work and effective strategies

attribution retraining

an intervention that encourages learned-helpless children to believe they can overcome failure with more effort and effective strategies

personal responsibility

in middle childhood, pride and guilt become governed by

adults are not present

in middle childhood, children experience self conscious emotions even when

take on further challenges

in middle childhood, pride motivates children to

make amends and strive for self-improvement

in middle childhood, guilt prompts children to

explain emotion by referring to internal states rather than to external events

school age children are more likely to

mixed emotions

school age children are more aware of circumstances likely to spark

facial/situational cues

school age children are more appreciative of mixed emotion and

• problem-centered coping

• emotion centered coping

most school age children shift adaptively between two self-regulation strategies

emotional self-efficacy

when emotional self-regulation develops well, school-age children acquire

deception

in middle childhood, kids can recognize different reasons for

noting those with a clear purpose

Children can clarify and link moral imperatives and social
conventions,