9. Physical and Cognitive Development in Middle Childhood

• Children grow about 2 to 3 inches each year between ages 6-11 and approximately double their weight

• Girls retain fat

Summarize typical growth patterns of boys and girls in middle childhood

• Need 2,400 calories daily

• Sleep → 10 or more hours (age 9); 9 hours (age 13)

Summarize the nutritional and sleep needs of school-age children

Para mas efficient yung info processing & ability to ignore distracting info

• loss in the density of gray matter due to pruning

  • grey matter volume sa caudate (part ng basal ganglia; involved in cognitive functions, attention, and emotional states) peaks at 7 yrs sa girls, 10 naman sa boys

  • grey matter volume sa parietal lobes (spatial understanding) and frontal lobes peak at 11 yrs sa girls, 12 sa boys

  • Grey matter volume sa temporal lobe (language) peak at 16 for both

  • Grey matter volume sa frontal cortex is linked w differences sa IQ (largely genetic)

• increase in white matter

• changes in thickness of cortex

  • thickening at age 5-11 sa temporal and frontal lobes

  • thinning sa rear part ng frontal and parietal cortex sa left hemisphere

  • such changes correlate w/ improved performance on the vocab part of intelligence tests

Discuss changes in the brain at this age and their effects

Boys → physically active games

Girls → games w verbal expression or counting aloud

Contrast boys’ and girls’ recess-time activities

• Peaks sa middle childhood

• Hones skeletal and muscle development

• Offers safe practice for hunting and fighting skills

• Channels aggression and competition

• By age 11, it often becomes a way to establish dominance within the peer group

Explain the signifcance of rough-and-tumble play

concrete operations

Third stage of Piagetian cognitive development (approximately ages 7 to 12), during which children develop logical but not abstract thinking

Advances in Selected Cognitive Abilities during Middle Childhood

transitive inferences

Understanding the relationship between two objects by knowing the relationship of each to a third object

Class inclusion

Understanding of the relationship between a whole and its parts

1. principle of identity

2. principle of reversibility

3. decentering

3 principles that help children understand conservation

1. neurological development

2. experience in adapting to the environment

According to Piaget, the switch to logical thinking in older children is dependent on:

F; baliktad

(T/F)

Immature moral judgments → intent

Mature moral judgments → degree of offense

1. Rigid obedience to authority (2-7 yrs)

2. Increasing flexibility (7/8-10/11)

3. Equity (11-12)

   • formal reasoning

Piaget’s 3 stages of moral development

executive function

Conscious control of thoughts, emotions, and actions to accomplish goals or solve problems

1. selective attention

   • hinges on inhibitory control (the voluntary suppression of unwanted responses)

   • due to neurological maturation

2. working memory

3. metamemory

   • the understanding of processes of memory

4. mnemonics

   • external memory aids

     • Mnemonic strategies using something outside the person

   • rehearsal

   • organization

   • elaboration

     • making mental associations

Identify four ways in which information processing improves during middle childhood

1. SA

2. WM

3. MM

4. M

1. WISC-IV

   • ages 6-16

2. Otis-Lennon School Ability Test (OLSAT8)

   • Group intelligence test for kindergarten through 12th grade

Name and describe two traditional intelligence tests for schoolchildren

culture-free tests

Intelligence tests that, if they were possible to design, would have no culturally linked content.

culture-fair tests

Intelligence tests that deal with experiences common to various cultures, in an attempt to avoid cultural bias

1. Sternberg

   • triarchic theory of intelligence

2. Gardner

   • theory of multiple intelligences

   • assessed through observation of products

Compare Sternberg’s and Gardner’s theories of intelligence

Gardner’s 8 intelligences

(BIILLMNS)

1. componential element

   • analytic aspect of intelligence

2. experiential element

   • insightful or creative aspect of intelligence

3. contextual element

   • practical aspect of intelligence

Elements of Sternberg’s triarchic theory of intelligence

tacit knowledge

Sternberg’s term for information that is not formally taught or openly expressed but is necessary to get ahead.

Kaufman Assessment Battery for Children (K-ABC-II)

Nontraditional individual intelligence test designed to provide fair assessments of minority children and children with disabilities.

syntax

the deep underlying structure of language that organizes words into understandable phrases and sentences

pragmatics

The major area of linguistic growth during the school years

decoding

Process of phonetic analysis by which a printed word is converted to spoken form before retrieval from long-term memory

1. phonetic (code-emphasis approach)

   • emphasizes decoding of unfamiliar words

2. whole-language approach

   • emphasizes visual retrieval and use of contextual clues

Children can learn to identify a printed word in two contrasting ways:

visually based retrieval

Process of retrieving the sound of a printed word when seeing the word as a whole.

Convergent thinking

Thinking aimed at finding the one right answer to a problem

Divergent thinking

Thinking that produces a variety of fresh, diverse possibilities

enrichment programs

Programs for educating the gifted that broaden and deepen knowledge and skills through extra activities, projects, field trips, or mentoring

acceleration programs

Programs for educating the gifted that move them through the curriculum at an unusually rapid pace.

130 or higher

IQ ng gifted

learning disability

most common form of special educ