CHAPTER 9 - Physical & Cognitive Development in Middle and Late Childhood

Period of slow, consistent growth before adolescence.

Middle & Late Childhood

In physical growth children grow about ___ inches and gain ____ pounds per year.

2–3 inches,5–7 pounds

Head and waist become smaller relative to body height.

Proportional Changes

Bones continue to harden but remain somewhat flexible.

Bone Ossification

Supports improved attention, reasoning, and cognitive control.

Prefrontal Cortex

Unused brain connections are removed while frequently used connections strengthen.

Synaptic Pruning

Connections between brain regions increase as children develop.

Brain Connectivity

Changes in thickness occur during middle and late childhood.

Cerebral Cortex

Movements become smoother, more coordinated, and skilled.

Motor Development

Large-muscle movements such as running, climbing, and cycling.

Gross Motor Skills

Increased development of the CNS improves fine motor skills.

Myelination

Precise hand movements improve, including writing and crafts.

Fine Motor Skills

By 10–12 years, children develop fine hand skills similar to adults.

Manipulative Skills

Physical activity that improves fitness, attention, memory, thinking, and creativity.

Aerobic Exercise

High levels screen time are associated with

low activity, obesity, and poorer sleep.

Leading cause of death in middle and late childhood

motor vehicle accidents

BMI___ percentile is classified as obesity.

≥97th

Causes of Overweight

Influenced by heredity, diet, inactivity, environment, and screen time.

Consequences of Overweight

Can lead to diabetes, hypertension, high cholesterol, and low self-esteem.

Rare in children but childhood behaviors can increase adult risk.

Cardiovascular Disease (CVD)

Specialized services provided to students with disabilities.

Special Education

Difficulty learning, understanding, or using spoken/written language.

Learning Disability (LD)

What are the types of Learning Disabilities and explain

Dyslexia – Severe difficulty with reading and spelling.

● Dysgraphia – Difficulty with handwriting and written expression.

● Dyscalculia – Difficulty with mathematical computation

Disorder characterized by persistent inattention, hyperactivity, and/or impulsivity.

ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)

Difficulty focusing or maintaining attention.

Inattention

Excessive physical activity or constant movement.

Hyperactivity

Acting without thinking or difficulty controlling responses.

Impulsivity

About ___ of children have ADHD.

5%

Intervention for ADHD

Medication, behavior management, neurofeedback, mindfulness, and exercise.

Serious and persistent problems affecting emotional and social functioning.

Emotional and Behavioral Disorders

Problems directed inward, such as depression and anxiety.

Internalized Disorders

Problems expressed outwardly, such as aggression.

Externalized Disorders

Neurodevelopmental disorder involving difficulties with ______

social interaction, communication, and restricted/repetitive behaviors.

Atypical responses to sensory experiences may occur.

Sensory Differences

Varies widely from intellectual disability to average or above-average intelligence.

Intellectual Ability

More severe form characterized by social, communication, and repetitive-behavior difficulties, typically beginning within the first 3 years.

Autistic Disorder

Autistic disorder begins within the ___

first 3 years

Previously described as a milder form of autism with relatively good verbal skills but social, relationship, and restricted-interest difficulties.

Asperger Syndrome

Combines autistic disorder, Asperger syndrome, and related conditions under Autism Spectrum Disorder (ASD).

DSM-5 Classification

Explain educational Interventions for ASD

● Structured classrooms – Clear routines and organization.

● Individualized teaching – Instruction based on the child’s needs.

● Small-group instruction – Provides focused support.

● Behavior modification – Helps develop appropriate behaviors and skills.

Required schools to provide students with disabilities a Free and Appropriate Public Education (FAPE).

Public Law 94-142 (1975)

Federal law establishing educational services and protections for children with disabilities.

IDEA (1990)

Free and appropriate education provided to students with disabilities.

FAPE

Written plan outlining an educational program tailored to a student’s needs

Individualized Education Plan (IEP)

Educational setting that is as similar as possible to that of students without disabilities.

Least Restrictive Environment (LRE)

Educating students with disabilities in the regular classroom when appropriate.

Inclusion

Changes that help a student access learning without changing the essential learning goal.

Accommodations

Educational placement should be based on the child’s individual needs, not the assumption that full inclusion is always best.

Individualized Education

Ages 7–11 children can think logically about concrete or specific objects and situations.

Concrete Operational Stage

Ability to arrange objects according to a quantitative dimension, such as length.

Seriation

Ability to logically combine relationships to reach a conclusion.

Transitivity

How children take in, store, organize, and use information.

Information Processing

Mental “workbench” used to hold and manipulate information during thinking, problem-solving, and comprehension.

Working memory

Temporary storage of information.

Short-Term Memory

Relatively permanent storage that holds large amounts of information.

Long-Term Memory

Prior knowledge influences what people notice, organize, and understand.

Knowledge & Expertise

Memory of significant personal events and experiences.

Autobiographical Memory

Deliberate mental activities used to improve learning and remembering.

Memory Strategies

what are the two fuzzy trace theory representations

Verbatim trace and gist

Precise details of information.

Verbatim Trace

Main idea or overall meaning.

Gist