9. Physical and Cognitive Development in Middle Childhood

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

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

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 (analytical)

   • analytic aspect of intelligence

2. experiential element (experiential)

   • insightful or creative aspect of intelligence

3. contextual element (contextual)

   • 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.

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