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.