Dev. Psych, CH9 (Physical and Cog. Dev. in Middle Childhood)

(Age 6-12)

Height and Weight changes

Height growth slow but steady, girls slightly taller than boys, gain around 5-7 pounds a year

Promoting Growth with Hormones

Artificial growth hormones are given to short children, costly, may lead to premature puberty

Nutrition and Obesity

Nutrition is vital to cognitive development, social, and emotional functioning. Obesity is an increasing epidemic due to genetic and enviornmental factors.

Motor Development

Improvement in muscle coordination, Fine motor skills advance because of increases in the amount of myelin

Myelin

the protective insulation surrounding parts of nerve cells, which speeds the electrical impulses between neurons

Asthma

a chronic condition by periodic attacks of wheezing, coughing, and shortness of breath, has increased significantly in the last several decades

Accidents

Boys are more apt to be injured than girls (physical activity is greater)

Childhood depression

characterized by the expression of exaggerated fears, clinginess, or avoidance of

everyday activities

Visual Impairment 

legally defined as difficulties in seeing that may include blindness (less

than or 20/200 after correction)(At 20 feet away you can see the same thing as a normal person could see if the same object were 200 feet away) or partial sightedness (20/70 after correction).

Auditory Impairment

involves the loss of hearing or some aspect of hearing, which affects 1 percent to 2 percent of school-age children and can vary across a number of

dimensions

Speech impairment

often accompanied with auditory impairment, speech

that is impaired when it deviates so much from the speech of others that it calls attention to

itself, interferes with communication, or produces maladjustments in the speake

Childhood-onset fluency disorder

(Stuttering), a substantial disruption in the rhythm and fluency of speech, is the most common speech impairment

Learning Disabilities

difficulties in the acquisition and use of listening, speaking, reading,

writing, reasoning, or mathematical abilities (ex: dyslexia)

dyslexia

a reading disability that can result in the reversal of letters during reading and writing, confusion between left and right, and difficulties in spelling

Attention-deficit/hyperactivity disorder (ADHD)

a learning disability marked by inattention, impulsiveness, a low tolerance for frustration, and generally a great deal of inappropriate activity

Causes: May be a thickening of the brain’s cortex in children with ADHD, which lags three years behind that of children without the disorder.

Ritalin or Dexedrine are stimulants used to reduce hyperactivity levels in children suffering from this disorder

Concrete Operational Stage

Piaget, school age children 7-12, characterized by the active and appropriate use of logic, involves applying logical operations to concrete problems, children can now solve conservation problems, understand reversibility, cannot understand abstract or

hypothetical reasoning

Decentering

they can take multiple aspects of a situation into account

reversibility

realizing that a stimulus can be reversed, returning to its original form

memory

the process by which information is encoded, stored, and retrieved.

Encoding

process by which information is recorded in a form usable to memory

Storage

process by which information is placed and maintained in the memory system

Retrieval

process by which information is located and brought into awareness

Metamemory

an understanding about the processes that underlie memory call this, emerges

and improves during middle childhood

Control Strategies

conscious, intentionally used tactics to improve cognitive functioning (ex: rehearsal: repetition of information, mnemonics, key word strategy (cob eye yo for caballo), organization/categorization, cognitive elaboration:making new information meaningful by connecting it to existing knowledge (ex: making a story))

Vygotsky’s Approach to Cognitive Development

Proposed advances occur through exposure to info. within a child’s zone of proximal development (ZPD), Emphasized Cooperative learning and Reciprocal teaching

Zone of Proximal Development (ZPD)

the level at which a child can almost, but not quite, understand or perform a task

syntax

the rules that indicate how words and phrases can be

combined to form sentences, grows during childhood

phonemes

units of sound, certain ones remain troublesome (j, v, h, zh)

intonation

tone of voice, allows one to determine the meaning behind a speakers words, hard for kids to recognize and decode in this stage

pragmatics

the rules governing the use of language to communicate in a social context (ex: turn taking)

metalinguistic awareness

an understanding of one’s own use of language, being able to “self talk” to help regulate behavior

Bilingualism

use of more than 1 language, can produce improvements in cognitive flexibility and metalinguistic awareness

bilingual education

children are initially taught in their native language, while at the same time learning English

cooperative learning

children work together in groups to achieve a common goal

reciprocal teaching

technique to teach reading comprehension strategies, emphasis on giving students a chance to take on the role of the teacher by having them come skim a passage, come up with their own questions, summarize it, and predict what will happen next

Immersion approach

immerse students in English, teaching solely in English

What are the 3 R’s of Middle Childhood?

Reading, Writing, and Arithmetic

Stages of Reading 0-4

Stage 0, from birth to the start of first grade, where children learn the essential

prerequisites for reading, including identification of the letters in the alphabet, writing

their names, and reading a few words

Stage 1, first and second grades, is the first real reading, but it is largely a phonological decoding skill where children can sound out words by sounding out and blending letters.

c) Stage 2, typically around second and third grades, is when children learn to read aloud with fluency.

d) Stage 3 extends from fourth to eighth grades and is where reading becomes a means to an end and an enjoyable way to learn.

e) Stage 4 is where the child understands reading in terms of reflecting multiple points of view

Code-based approaches to reading

reading should be taught by presenting the basic skills that underlie reading, emphasize phonics and how letters and sounds are combined to make words,

Whole-language approaches

reading viewed as a natural process, process of reading based on the notion that children should learn to read as they learn to talk, by exposure to complete writing and being immersed in literature

multicultural education

a form of education in which the goal is to help minority students develop competence in the culture of the majority group while maintaining positive group identities that build on original cultures

Cultural assimilation model

fosters the view of the American society as the proverbial melting pot, a model in which the goal of education is to assimilate individuals cultural identities into a unique, unified American culture

Pluralistic society model

the concept that American society is made up of diverse, coequal cultural groups that

should preserve their individual cultural features

bicultural identity

maintaining their original cultural identity while integrating into the

dominant culture

Intelligence

the capacity to understand the world, think rationally, and use

resources effectively when faced with challenges

Intelligent Quotient (IQ) Alfred Binet

is a measure of intelligence that takes into account a student’s mental and chronological age ((MA/CA X 100 = IQ). Today we use deviation IQ scores.

mental age

the typical intelligence level found for people at a given chronological age (IQ)

Chronological age

the actual age of the child taking the intelligence test (IQ)

Stanford-Binet Intelligence Scale (SB5)

a test that consists of a series of items that vary according to the age of the person being tested, oral test

Wechsler intelligence scale for children-revised (WISC-V)

a test for children that provides verbal and performance (or nonverbal)

skills as well as a total score

Kaufman Assessment Battery for Children, 2nd edition (KABC-II)

tests children’s ability to integrate different kinds of stimuli

simultaneously and to use step-by-step thinking, allows flexibility in person administrating the test to use alternative wording or gestures

g factor

what intelligence tests measure, underlies performance on every aspect of intelligence, (assumes intelligence is unidimensional)

fluid intelligence

is the ability to deal with new problems and situations

Crystallized intelligence

the store of information, skills, and strategies that people have acquired through education and prior experiences, as

well as through their previous use of fluid intelligence

Gardner’s 8 intelligences

Musical, Naturalist, Intrapersonal (internal), Interpersonal (Interacting w/ others), Spatial, Linguistic, Logical mathematical, Bodily kinesthetic 

triarchic theory of intelligence

states that intelligence consists of three aspects of information processing: componential, experiential, and contextual

Componential (1 part of triarchic theory)

how efficiently people can analyze and process information (MOST influential on IQ tests)

Experiential (1 part of triarchic theory)

ability to compare new material w/ what someone already knows and combine + relate the facts they already know in creative ways

Contextual (1 part of triarchic theory)

practical intelligence or ways of dealing with demands of everyday life

Bell Curve

This theory was disproven, written by Herstein and Murray, believed IQ differences were due completely to genetics

Least restrictive environment

setting that is msot similar to that of children w/o special needs

Mainstreaming

an educational approach in which exceptional children (special needs) are integrated to the extent possible in the traditional educational system and are provided with a broad range of educational alternatives

full inclusion

the integration of all students, even those

with the most severe disabilities, into regular classrooms

intellectual disability

defined as a significantly subaverage level of intellectual

functioning that occurs with related limitations in two or more skill areas, is found in

approximately 1 percent to 3 percent of the school-age population (most common causes: fetal alcohol syndrome and down syndrome)

Mild intellectual disability

where IQ is in the range of 50 or 55 to 70, can still work, 6th grade intelligence

moderate intellectual disability

IQ is from 35 or 40 to 50 or 55

severe intellectual disability

IQs ranging from 20 or 25 to 35 or 40

Profound intellectual disability

IQ is below 20 or 25, no speech, no motor control, 24-hr care

Gifted and talented

showing evidence of high performance capability in areas such as intellectual, creative, artistic, or leadership capacity or in specific academic fields

acceleration

special programs allow gifted students to move ahead at

their own pace, even if this means skipping to higher grade levels

enrichment

approach through which students are kept at grade level but

are enrolled in special programs and given individual activities to allow greater

depth of study in a given topic