A

In-Depth Notes on Middle Childhood Development from Belsky's Chapter

Setting the Context

  • Middle Childhood

  • Ages 7 to 12

  • Significant cognitive and social development.

  • Piaget

  • Logical thinking typically begins around age 7 or 8.

  • Ability to reason conceptually about concrete objects, but not yet capable of scientific abstract thinking.

  • Erikson

  • Conflict of Industry versus Inferiority.

  • Children learn to follow adult reality and work towards desires.

Physical Development (Part 1)

  • Brain Development

  • Frontal lobes undergo slow growth and are critical for achievements.

  • Development in the cerebral cortex and myelin sheath leads to enhanced cognitive functioning.

  • Increased synaptogenesis promotes better connectivity among neurons, particularly in visual and motor areas.

Physical Development (Part 2)

  • Motor Skills and Health

  • Motor skills expand strongly, yet elementary school-aged children are less physically proficient than past generations.

  • Individual physical differences are considerable.

  • The correlation between physical coordination and fitness decreases into the teenage years.

  • Childhood physical activity is influenced significantly by caregiver activity and involvement.

Physical Development (Part 3)

  • Obesity and Health

  • A prevalent lifelong struggle linked to high preschool body mass index (BMI).

  • Obesity defined as a BMI at or above the 95th percentile.

  • Negative emotional repercussions are tied to obesity, including low self-esteem and social ostracism.

Cognitive Development (Part 1)

  • Memory

  • An information-processing perspective highlights growth in memory functionality.

  • Working memory evolves into a more sophisticated structure with improved capacity and executive function.

  • Development of concrete operational thought and increased memory rehearsal strategies.

  • Enhanced ability to understand and prioritize information leads to better cognitive performance.

Cognitive Development (Part 2)

  • Using Information-Processing Theory

  • For younger children, provide prompts to assist in memory retention and control over impulsivity.

  • Encourage physical activities and group play to enhance cognitive skills.

  • In middle childhood, explicit teaching of study skills and organizational strategies is vital.

  • Anticipate difficulty in multitasking, while selective attention should improve.

Cognitive Development (Part 3)

  • ADHD

  • Attention-deficit/hyperactivity disorder is the most common diagnosed childhood disorder in the U.S., with more diagnoses in boys.

  • Characterized by deficits in executive function (working memory, inhibition, impulsivity).

  • Largely indicates delayed frontal lobe maturation and a potential genetic basis.

Emotional Development (Part 1)

  • Emotion Regulation

  • Involves skills for managing and controlling emotions.

  • Children may exhibit externalizing tendencies (e.g., denial) or internalizing tendencies (e.g., learned helplessness).

Emotional Development (Part 2)

  • Self-Awareness Development

  • Self-esteem becomes an important aspect around elementary school years.

  • Harter’s Five Domains of Self-Esteem:

    • Scholastic competence

    • Behavioral conduct

    • Athletic skills

    • Peer likability

    • Physical appearance

Emotional Development (Part 3)

  • Consequences of Self-Esteem Distortions

  • Externalizing Problems:

    • Behaviors include impulsitivity and aggression, often linked to unrealistically high self-esteem leading to failure and lack of self-improvement.

  • Internalizing Problems:

    • Fearful and anxious children tend to have low self-esteem, often resulting in a cycle of failure and withdrawing from challenges.

Emotional Development (Part 4)

  • Promoting Healthy Self-Esteem

  • Enhance self-efficacy and effort recognition.

  • Provide children with concrete skills and realistic expectations to foster success in various domains.

Emotional Development (Part 5)

  • Prosocial Behavior and Morality

  • Emergence of empathy, sympathy, and emotion-regulation skills during early years.

  • Morality involves complex interactions among individual behaviors, societal norms, and emotional understanding.

Social Development (Part 1)

  • Importance of Friendships

  • Friendships serve protective and educational functions.

  • Emotional and conflict management skills are developed through these relationships.

Social Development (Part 2)

  • Popularity vs. Friendships

  • Popularity incorporates competition and relational aggression, while genuine friendships focus on emotional support.

  • Outcomes in peer relationships significantly affect social skills and emotional well-being.

Social Development (Part 3)

  • Rejection and Its Impact

  • Rejection arises from being disliked, often influenced by behavior or differences.

  • Children who are problematic may endure emotional consequences later in life, while some develop resilience.

Bullying and Interventions**

  • Bullying features systemic abuse often upheld by moral disengagement.

  • Includes categories of aggressors and victimization patterns, alongside modern challenges such as cyberbullying.

  • Strategies to combat bullying focus on empowering bystanders and promoting inclusive environments.