1. Life Span and the Environment College of Public and Community Service University of Massachusetts at Boston ©2011 William Holmes 1

2.  Growth rate slows  Body proportions become more adult like  Facial structure becomes less babyish  Bone growth exceeds muscle growth  Coordination gradually improves  Skills emerge 2

3.  Brain connections continue increasing  Memory improves  Attention sharpens  Decision making more sophisticated  Problem solving more complex  Perceptions increase 3

4.  Caloric needs decrease  Less need for fats, sugars, and salt  More need for complex carbohydrates  Children make more choices  Obesity risk factors may develop 4

5.  School entrance screening  Comparisons with classmates  Teacher observations and assessment  Need for least restrictive inclusion  Need for least restrictve opportunities 5

6.  Knowledge  Comprehension  Application  Analysis  Synthesis  Evaluation 6

7.  Determining problems  Understanding problems  Planning solutions  Evaluating plans  Carrying out plans  Responding to Results 7

8.  Facts observed better  Systematic procedures adopted  Perception of key relationships improves  Sloppiness in knowledge acquisition declines 8

9.  Rule learning  Imitation  Authority influences  Observation of consequences  Role modeling of firm reasonableness  Differentiation of caring versus justice 9

10.  Components versus process  Richness of linguistic environment  Role modeling  Peer interaction  Developmentally appropriate literature use 10

11.  Actions  Feelings  Reflected images of self  Imagined images of self  Variable competencies 11

12.  Choices seen as moral  Choices seen as effective  Greater use of strategies for regulation  Impulsivity replaced by reflection  Less egocentrism  Weighing of delayed gratification 12

13.  Play more in groups  Reference standard more in groups  Other perspectives perceived  Relationships more reciprocal  Friendships develop  Schools foster interaction and group formation 13

14.  Academic emphasis  Teacher expectations  Skillful use of rewards and punishments  Comfortable classroom environment  Insistence on student responsibility for their behavior 14

15.  Inversely associated with mental ability  Auditory retention occurs  Implicit learning occurs  Positively associated with violence and aggression  Difficulty of parental regulation 15

16.  Family isolation  Family history  Denial  Belief in harsh punishment  Unreasonable expectations  Impulsivity  Substance abuse 16

17.  Easy temperament  Special interest or talent  Good problem solving skills  Nurturing figure present  Bonding with adults  Experience with solving problems 17