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 memory

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