Middle and Late Childhood

Representational Systems

Broad, inclusive self-concepts that integrate various aspects of the self

School age

5-13 years old

The period of transition from early childhood to adolescence, marked by significant cognitive and social development.

Industry vs Inferiority is the crisis

Competency is the virtue developed

Industry vs Inferiority

Crisis during school age

Competency

Virtue developed during School age that reflects a sense of achievement and the ability to meet challenges.

Narrow Virtuosity

Children that aren’t allowed to “be children” and push into one area of competence

Inertia

Suffer from inferiority complexes

Neighborhood and School

Significant persons during this age

Emotional Self-Regulation

Voluntary control of emotions, attention, and behavior

Gender Stereotypes

Broad categories that reflect general impressions and beliefs about males and females

Coregulation

Children and parents share power

Internalizing behaviors

Anxiety, fear, depression, anger turned inward

Externalizing behaviors

Aggression, fighting, disobedience, and hostility

Prejudice

Unfavorable attitudes towards outsiders or members of different groups.

Positive Nomination

Asking children who they like to play with, they like the most, or who they think other kids like the most

Negative nomination

Opposite of positive nomination

Sociometric nomination

Measures that is composed of positive nominations, negative nominations or no nominations

Average children

Receive an average no of both positive and negative nomination

Neglected children

Infrequently nominated as besties but not really disliked

Rejected children

Disliked by peers

Controversial children

Frequently nominated both bestie and most disliked

Popular children

Frequently nominated as bestie and rarely disliked by peers

Instrumental aggression

Aimed at achieving an objective

Hostile Aggression

Intended to hurt another person

Hostile Attributional Bias

Quickly conclude, in ambiguous that others were acting with ill intent and are likely to strike out in retaliation or self-defense.

Rough and Tumble Play

Wrestling, kicking, tumbling, grappling, and chasing, accompanied bylaughing and screaming

Concrete operations

A stage of cognitive development where children gain the ability to think logically about concrete events, understand the concept of conservation, and perform operations like addition and subtraction.

Spatial concepts

Allows to interpret maps and navigate environment

Causality

Makes judgement about cause and effects

Seriation

Arranging objects in a series according to one or more dimensions

Transitive Inferences/ Transivity

The ability to understand relationships between different objects, allowing one to make logical deductions, such as if A is bigger than B, and B is bigger than C, then A is bigger than C.

Class Inclusion

Ability to see the relationship between a whole and its parts, and to understand categories within a whole

Inductive Reasoning

Involves making observations about particular members of a class of people, animals, objects, or events, and then drawing conclusions about the class as a whole

Deductive reasoning

Starts with general statement about a class and applies it to a particular member of a class

Principle of Identity

Still same object even tho it has different appearance

Principle of Reversibility

Can picture what would happen if he tried to roll back the clay of snake

Decenter

Ability to look at more than one aspect of thetwo objects at once

Self-Efficacy

An individuals belief that they can execute behaviors necessary to attain specific performance

Tooth Decay

One of the most common chronic untreated conditions of Middle and Late Childhood

1,400 to 2,600

Recommended calories per day for schoolchildren 9 to 13 years

10 hours a day

Average sleep of hours for this stage

Acute medical conditions

Occasional, short-term conditions, such as infections and warts

Chronic Medical Conditions

Physical, developmental, behavioral, or emotional conditions that persists 3 months or more such as asthma and diabetes

Asthma

Chronic, allergy-based respiratory disease characterized by sudden attacks of coughing, wheezing, and difficulty breathing

Diabetes

One of the most common diseases in school-aged children

Hypertension

High-blood pressure; children with this are more likely to have learning disabilities and may have problems with executive functioning

Intellectual Disability

Significantly subnormal cognitive functioning

Learning Disabilities

Difficulty in learning that involves understanding or using spoken or written language, and the difficulty can appear in listening, thinking, reading, writing, and spelling

Dyslexia

Most common diagnosed LD; severe impairment in their ability to read and sell

Dysgraphia

Difficulty in handwriting

Dyscalculia

Developmental arithmetic disorder

ADHD

Most common mental disorder in childhood

Autism spectrum disorder

Pervasive developmental disorder

Autistic disorder

Severe developmental ASD that has onset during the first 3 years of life

Asperger syndrome

Mild ASD

Bullying

Aggression that is deliberately, persistently directed against a particular target

Authoritarian

Emphasizes control and unquestioning obedience, high control, low responsiveness

Permissive/Indulgent

Make few demands, warm, noncontrolling, low control, and high responsiveness

Authoritative

Emphasizes child’s individuality but also stress limits, high control, high responsiveness

Neglected or Uninvolved

Parents neglect children; low control and low responsiveness

Altruism

Motivation to help another person with no expectation of reward

Prosocial Behavior

Voluntary, positive actions to help others

Instrumental aggression

Used aggression as a tool to gain access to a wanted object

Over (Direct) Aggression

Boys tend to openly direct aggressive acts at a targetrather than using indirect methods. It involves physical or verbal attacks to achieve dominance.

Relational Aggression

More subtle; indirect social aggression