Notes on Middle Childhood Development

Middle Childhood Overview

Setting the Context

• Ages 7-12: This is the phase of development recognized as middle childhood.
• Piaget's Theory:
  • Logical thinking begins appearing around ages 7-8.
  • Children can reason conceptually about concrete objects but struggle with abstract scientific thinking.
• Erikson's Stages:
  • Industry vs. Inferiority: Children strive to follow adult roles and work towards their desires.

Physical Development

• Brain Development:

  • Slow growth in frontal lobes contributes to achievements observed in middle childhood.
  • Key components:
  • Cerebral Cortex: Responsible for higher brain functions.
  • Myelin Sheath: Increases speed of neural impulses.
  • Synaptogenesis: Formation of new synapses particularly in visual & motor areas.

• Motor Skills & Health:

  • Expansion of motor skills, but today's elementary school children demonstrate less physical proficiency than previous generations.
  • Dramatic individual differences in physical coordination exist; coordination correlates less with fitness as teens.
  • Childhood activity levels are influenced by caregiver involvement.

• Obesity Concerns:

  • Obesity statistically linked to preschool body mass index (BMI).
  • Identified as BMI at or above the 95th percentile.
  • Negative emotional consequences often accompany obesity.

• Misconceptions About Child Obesity:

  • Myths include that obesity is solely the result of overeating and lack of exercise or that parents are the only cause.
  • Effective anti-obesity initiatives include school programs that monitor BMI and educate families.
  • Psychological issues often present in obese children due to bullying.

Cognitive Development

• Memory and Intellectual Growth:

  • Information is processed via working memory and an evolving executive processor.
  • Development of concrete operations and theory of mind capabilities are notable.
  • School-related executive functions improve; rehearsal and selective attention skills enhance over time.
  • Increased ability to inhibit impulses as socialization goals evolve.

• Information-Processing Theory:

  • To assist younger children: Use prompts, encourage physical activity & cooperative play.
  • For children in middle childhood:
  • Implement study skills and selective attention strategies.
  • Teach organizational strategies for school and life.
  • Note an expected difficulty with multitasking along with gradually reduced distractions.

ADHD Insights:

• Most commonly diagnosed childhood disorder, more prevalent in boys.
• Linked with executive function deficits, often recognized during elementary school.
• Genetic bases involve delayed frontal lobe maturation, lower dopamine output, and poor fit with their environment.
• Treatment approaches include psycho-stimulant medications, parent training, and promoting exercise.

Emotional Development

• Emotion Regulation:

  • Development of skills to control feelings; understanding self-esteem.
  • Distinct internalizing (learned helplessness) and externalizing (denial of reality) tendencies.
  • During middle childhood, self-esteem becomes a significant developmental issue.
  • Harter identifies five domains linked to self-esteem: Scholastic competence, Behavioral conduct, Athletic skills, Peer likability, and Physical appearance.

• Self-Esteem Distortion & Consequences:

  • Externalizing children: May show aggressive behavior, fail to recognize need for improvement, and possess unrealistic self-esteem.
  • Internalizing children: Often fearful, exhibit low self-esteem, read failure into experiences, and become discouraged.

• Promoting Realistic Self-Esteem:

  • Focus on enhancing self-efficacy and emphasizing effort can help build positive self-esteem.
  • Informing about skills necessary for success while ensuring an efficacy-enhancing environment is crucial.

• Morality in Development:

  • Discussions around the natural propensity for being ethical and sensitive to others' emotions.
  • Understanding of prosocial behavior involves sharing, helping, and caring, guided by empathy and sympathy.

• Aggression:

  • Types include proactive and reactive; rooted in frustration-aggression hypotheses.
  • Strategies to mitigate aggressive behavior involve promoting prosocial skills and understanding emotional regulation.

Social Development

• Friendships:

  • Critical role during middle childhood; friendships contribute to emotional management and conflict resolution.
  • Friendships support well-being during this developmental stage.

• Popularity vs. Friendship:

  • Popularity often involves competition within peer groups and can be influenced by relational aggression.
  • Types of children include popular, average, and rejected kids, influencing their social experiences.

• Rejection & Bullying:

  • Rejection occurs due to social mismatch, externalizing or internalizing issues.
  • Bullying manifests as systematic mistreatment and can have profound impacts on emotional health.
  • Counteracting bullying calls for understanding moral implications and promoting positive behaviors in peers.