CHAPTER 7: MIDDLE CHILDHOOD BODY AND MIND

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41 Terms

1

Middle childhood

-Period between ages 6 to 11
– Average child gains about 2 inches and 5 pounds per year.
– Health related to adult instruction and regular medical care.

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2

Benefits of physical activity

• Contribute to physical, emotional, and mental health
• Cooperation, self-control, emotional regulation from team sport participation

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3

Body and mind

– Physical activity cut in some schools; might cause less learning.
– Brains benefit from exercise.

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4

Fine motor skill development

  • Continue to mature
    – Aid in school achievement
    – Promote executive functioning
    • Selective attention
    • Participation in music, art, and drama

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5

Health problems: Childhood obesity

In 2016, 18% of
U.S. 6- to 11- year-olds were obese.
– Psychological and social poor outcomes
– Long-term effects: underlying cause of most serious adult diseases

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6

What affects children’s weight?

– Internal: Genes; microbiome
– External: Social context; cultural patterns
– Child pester power

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7

Prevention; dynamic-systems approach

Individual differences, parenting practices, school lunches, fast-food restaurants, advertising, community norms

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8

Concrete operational thought

Piaget's term for the ability to reason logically about direct experiences and perceptions

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9

Classification


Logical principle that things can be organized into groups (or categories or classes) according to some characteristic they have in common

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10

Seriation

Things can be arranged in a series. Seriation is crucial for understanding the number sequence and logical series

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11

Vygotsky and mentors

Middle childhood time for much learning

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12

Role of instruction

Teachers and other mentors work in the
zone of proximal development.
– Culture affects how
children learn.

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13

Memory

– Memory process, from input to storage to retrieval, is affected by both maturation (Piaget) and experience (Vygotsky).
– Working memory
– Retrieval

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14

Language

– Every aspect of language advances each year from age 6 to 11.

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15

Vocabulary

• By age 6, every part of speech is used
– Metaphors, jokes, and puns are comprehended.
– Pragmatics mastery allows children to change style of
speech (linguistic codes), depending on audience.

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16

Speaking two languages

– 1 in 4 US school children has a home language that is not English.
– Neurological changes

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17

Socioeconomic status (SES)

Language may be crucial factor between academic
achievement and SES

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18

Children from low-SES families

smaller vocabulary, simpler grammar, shorter sentences
• Language heard early on enhances child language
development.
– Educational level of parents
– Family routine and stability

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19

The curriculum

92 percent of the 6- to -11-year-olds are in school
– Variation abound in the United States, not only from state to state but also from school district to school district, and school to school.
• U.S. primary education is controlled and funded by each state or district.

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20

Hidden curriculum

– Unofficial, unstated, or implicit patterns within a school that influence what children learn; not formally prescribed, but instructive to children.
– Relevance of education
– School climate

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21

Children requiring particular educational strategies

– Obvious physical disabilities: 1 percent
– Neurologically atypical: 10 to 20 percent
– Comorbidity

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22

Four general principles

– Abnormality is normal.
– Disability changes year by year.
– Plasticity and compensation are part of human nature.
– Diagnosis and treatment reflect the social context

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23

Multiple intelligences: Gardner

– Seven intelligences: linguistic, logical mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential
– Eighth (naturalistic) and ninth (spiritual/existential) added later
– Each associated with a region of the brain

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24

On education: Gardner

– Schools often are too narrow, teaching only some aspects of intelligence and thus stunting children’s learning.
– Schools, cultures, and families dampen or expand particular intelligences.

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25

linguistic

The ability to use language to understand and express complex ideas 

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26

Logical-mathematical

The ability to think analytically, solve problems, and understand abstract concepts 

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27

musical

Often singing or drumming to themselves. Usually quite aware of sounds others may miss. Often discriminating listeners.

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28

Spatial

Think in images and pictures. May be fascinated with mazes or jigsaw puzzles, or spend free time drawing, building things or daydreaming.

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29

Bodily-kinesthetic

Process knowledge through bodily sensations. Often athletic, dancers or good at crafts such as sewing or woodworking

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30

Interpersonal

Leaders among their peers, who are good at communicating and who seem to understand others' feelings and motives.

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31

Intrapersonal

May be shy, but are very aware of their own feelings and are self motivated.

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32

naturalistic

the ability to differentiate between living things and other natural features 

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33

existential

The ability to ask philosophical questions about the meaning of life 

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34

Three disorders that affect learning

– Attention-deficit/hyperactivity disorder (ADHD)
– Specific learning disorder
– Autism spectrum disorder (ASD

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35

Children with attention-deficit/hyperactivity
disorder (ADHD)

• Inattention, impulsive, and active
• Symptoms start before age 12
• 8% of 4- to 11-year-olds, and 14% of 12- to 17-year-olds
• May be overuse of medication
• Often gender differences in main symptoms
– Boys: hyperactivity (ADHD)
– Girls: inattentiveness (ADD)

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36

Specific learning disorder

– Marked deficit in a particular area of learning that is not caused by an apparent physical disability or by an unusually stressful home environment
– Often comorbid with other
disorder/s
– Multisensory approach
needed
• Dyslexia
• Dyscalculia
• Dysgraphia

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37

Autistic spectrum disorder (ASD)

– Developmental disorder marked by difficulty with social communication and interaction and restricted, repetitive patterns of behavior, interests, or activities
• Impaired social interaction
• Cause and treatment disputed
• Not caused by “refrigerator mothers” or vaccinations

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38

Hypotheses about increases of autism

• Environment
• Prenatal influences
• Diagnosis increased, not ASD
• Expanded DSM-5 categories

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39

1975 Education of All Handicapped Children Act

– Inclusion class; general classroom (least restrictive environment—LRE)
– Appropriate aids and services

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40

Special Education Other Strategies

– Response to intervention (RTI)
– Individual education plans (IEP)

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41

Gifted and talented

High-IQ, unusually talented, and unusually creative
children may require special education.
• Needs of unusually gifted children not covered by U.S. federal laws.
• Each state selects and implements own system.
• Controversy about which system to use

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