Middle Childhood

Kohlberg Stages

Obedience & punishment → individualism vs. exchange of favors

Vygotsky

MKO/Learning from others by social interaction

Maslow

Pyramid of Needs

School provides:

Safety/Health, Love/Belonging, Esteem, and Cognitive

Erikson Stage

Industry vs. Inferiority

Earn competency

Evaluated by a formal system

Piaget Stages

Pre-operational → Concrete Operational

\-Beginning of logical thinking

\-Begin to develop identity

\-Conservation

Growth - Puberty & Nutrition

Girls: As early as 9

Boys: 12-16

2400 calories a day

Growth - Sleep

* 6 years old: 11 hours
* 9 years old: 10 hours
* 13 years old: 9 hours

Sleep Problems: Due to nightmares, insomnia, lack of discipline.

Growth - Motor Development

* Starts to get coordinated/accumulated to changing bodies
* change w/ puberty
* Fine motor skills- writing and drawing skills
* Understanding fairness/cheating

Growth - Problems

* Obesity

-Genetic, lack of info on nutrition, or more sedentary life (sitting inside, video games, less movement.)

* Eating Disorders

-Influenced by media

-Bulimia/Anorexia nervosa

* Accidental Injuries
* ADD/ADHD, Asthma

Cognitive Development - Language & Literacy

* Ability to read, write, understand/express language
* **Critical to communicate**
* Better vocabulary
* Difficult for English language learners

==**SKILLS NEEDED FOR LITERACY - PHONOLOGICAL AWARENESS**==

Language we speak/hear is composed of units of sound called phonemes.

* Phonemic awareness: Understanding syllables/phonemes are made up of smaller sounds. Taught through rhyming, blending, and segmentation.

==**SKILLS NEEDED FOR LITERACY - PHONICS**==

* SOUNDS to PRINTED WORDS

\-Decoding

==**SKILLS NEEDED FOR LITERACY - READING COMPREHENSION**==

* **Understand, remember, and communicate what you read.**

**-Learn to predict, ask questions, and problem solve.**

==**SKILLS NEEDED FOR LITERACY - FLUENCY**==

* **Must read accurately, with reasonable speed, expression, and proper punctuation.**

==**SKILLS NEEDED FOR LITERACY - VOCAB**==

* **Use and understand many words.**

Literacy - Frontal Lobe

Speech, reading fluency, comprehension, and grammar.

Literacy - Parietal Lobe

Translate spoken/written language.

Literacy - Occipital Lobe

Visual recognition of letters.

Literacy - Temporal Lobe

Phonological awareness and decoding sounds.

Memory - Location

* Half of memories stored in Limbic System (hippocampus, amygdala, cerebellum)
* frontal lobe
* **Over half of your limbic system helps with long-term memor**y

Memory - Hippocampus

* Learning and memory (**Short term and spatial memory**) and behavior.
* Transfer memories to other parts of the brain.
* Gives meaning to memories

Memory - Amygdala

* Influences how memories are stored b/c of stress hormones 
* Memory consolidation
* Transfer new information into long term memory
* Things you have to remember
* Emotional arousment (good or bad)

Memory - Frontal Lobe

* Deals with short-term and long term memories that are not tasked base 

Memory - Cerebellum

* Procedural/implicant memory
* Motor learning

Memory - Short Term vs. Long Term

__Short term__

* Allows children to chunk information
* Temporary storage

__Long Term__

* Unlimited
* Can last for years
* Ability for hard memorization

Memory - Sensory

The ability to retain impressions of sensory information. (How something smells, what an animal sounds like, what someone looks like.)

Memory - Metacognition & Forming New Memories

* Metacognition: Awareness of your own thought processes/thoughts. (Basically thinking about your thoughts.)
* Organizing your thought patterns into groups.
* Forming new memories
* Encoding - recorded in memory
* Storage - saved in thinking
* Retrieval - brought into awareness

Psychosocial Development - Spatial Thinking

* Piaget: see relationship between whole and parts, take perspective of others
* Kohlberg: Moral reasoning- reflect on experience and knowledge in order to evaluate and make conclusions.

Psychosocial Development - Competency

* Erikson: Industry vs. Inferiority (Inferiority complex)

Psychosocial Development - Freedoms, Rights, and Responsibilities

* Tension b/t new autonomy and increased expectations


* Less time with family more with teachers, friends
* Learn from influences how to judge behavior of others


* Roles defined by qualities and achievements


* Segregated by age - grade - successes/failures

Games

* Need encouragement to build stamina (grit)
* Parents take part 
* Focus on the age 
* Start early 
* Parents give full attention 

Gender - Big Factors in Identification

* Colors
* Toys
* Role models
* SOCIAL IMPACT
* Seen on TV or heard from those around you

Gender - Female Learning

* Use right and left brain because corpus callosum is thicker
* Verbal 
* Specifics 

Gender - Male Learning

* Right brain
* Cortex is thicker
* Better overall idea
* Big picture

Gender Flexibility

* Parents (esp. dads) are less tolerant when kids cross gender lines
* Knowledge of ability to cross lines ≠ accepting them
* Girls’ identification with feminine traits have declined 
* Boys strengthen identification with masculine personality traits 
* Cognitive and psychosocial forces
* “Masculine” characteristics have a greeted prestige