Chapter 7 Middle Childhood

Chapter 7 Middle Childhood
Child Development A Cultural Approach Chapter 7 Middle Childhood Copyright © 2017, 2013 Pearson Education, Inc. All Rights Reserved

Learning Objectives (1 of 5)
7.1 Identify the changes in physical and sensory development that take place during middle childhood. 7.2 Explain how motor development advances in middle childhood and how these advancements are related to new skills and participation in games and sports. 7.3 Describe the negative effects of both malnutrition and obesity on development, and identify the causes of obesity. 7.4 Explain why rates of illness and injury are relatively low in middle childhood, and why rates of asthma have risen.

7.5 Explain the major cognitive advances that occur during Piaget’s concrete operations stage. 7.6 Describe how attention and memory change from early childhood to middle childhood 7.7 Describe the methods of conceptualizing and measuring intelligence , and identify genetic and environmental influences on intelligence. 7.8 Identify the advances in vocabulary, grammar, and pragmatics during middle childhood.

7.9 Explain the consequences for cognitive development of growing up bilingual Summarize the variations worldwide in school enrollment, socialization practices, and academic achievement during middle childhood Compare and contrast approaches to teaching reading and math skills in middle childhood, and describe the use of peer learning in the classroom 7.12 Identify common disabilities in middle childhood, and explain the education issues surrounding them

7.13 Describe the main features of emotional self- regulation and understanding in middle childhood 7.14 Summarize how self-concept and self-esteem change in middle childhood, and identify cultural influences on conceptions of the self 7.15 Describe how beliefs and behavior regarding gender change in middle childhood, 7.16 Explain the distinctive features of family relations in middle childhood, and describe the consequences of parental divorce and remarriage.

7.17 Explain the main basis of friendships in middle childhood, and describe the four categories of peer social status and the dynamics between bullies and victims Describe the kinds of work children do in middle childhood, and explain why work patterns differ between developed and developing countries Summarize the rates of daily TV-watching among children worldwide, and describe the positive and negative effects of television, especially the hazards related to TV violence.

Physical Development

Physical Growth and Sensory Development
Growth slow and steady Boys slightly taller and more muscular Lowest body mass index during this time Nearsightedness (myopia) rises during middle childhood L.O. 7.1 Slow and steady refers to 2-3 inches and 5-7 pounds a year

Gross Motor Development (1 of 2)
Advancement occurs in balance, strength, coordination, agility, and reaction time Involvement in organized sports increases Boys more likely than girls to participate in sports but there are increases occurring worldwide L.O. 7.4

Gross Motor Development (2 of 2)
Increased competition with television and computer games Socioeconomic status (SES) affects engagement of physical activities It is recommended children get 60 minutes a day of activity L.O. 7.4

Fine Motor Development
Increased ability in fine motor skills Writing improves and becomes smaller and neater Fine motor skills will reach adult maturity by end of middle childhood Gross motor skills will continue to develop L.O. 7.5 Possibly mention examples in drawing and writing Also mention text book examples

Figure 7.1 Change in Drawing Abilities from Early to Middle Childhood
Drawings become more realistic as fine motor development advances during middle childhood.

Malnutrition and Obesity (1 of 4)
Malnutrition a problem even for resilient children Guatemalan study found differences in children based on early nutrition Sensitive period tends to be second trimester through age 3

Developed countries tend to have over nutrition problems Overweight: BMI over 18 Obesity: BMI over 21 Overweight and obesity highest in most affluent regions Increase in obesity due to diet, television viewing, and genetics Make note of the increased obesity in developing countries Discuss the television research as well

Obesity can lead to social and physical consequences for children Socially can lead to exclusion and ridicule Can lead to later emotional and behavioral problems L.O. 7.2

Physically can result in diabetes and diabetic complications Can grow into obese adults with complications as adults Public polices are starting to address the problem L.O. 7.2

Figure 7.2 Childhood Obesity Rates in the United States, by Ethnicity

Illness and Injuries (1 of 2)
Death rates are lower than any other time period Developed countries have seen decreases in illness Asthma tends to have higher rates in middle childhood with boys at higher risk than girls Risk factors include a parent smoking, living in poverty and obesity L.O. 7.3

Illness and Injuries (2 of 2)
Possible increases in asthma could be the hygiene hypothesis and increased pollution Increase in developing countries could be linked to air pollution Most common cause of injury are automobile accidents and bicycle accidents L.O. 7.3

Cognitive Development

Concrete Operations During Piaget’s concrete operations stage child is able to use mental operations to organize and manipulate information mentally New abilities in conservation, classification, and seriation Use chart to highlight the importance of each new ability

Evaluating Piaget’s Theory
Piaget may have underestimated ages Piaget focused on mastery and not basic ability Exposure to tasks and materials impacts concrete operational thought Discuss the Maya culture to support last point L.O. 7.6

Information Processing/Memory
More capable of selective attention Increased use of mnemonics such as rehearsal, organization, and elaboration Rehearsal Organization Elaboration Understanding of how memory works increases (metamemory) L.O. 7.7

Intelligence Testing (1 of 4)
Intelligence testing examines individual differences in cognitive development Most widely used test is the Wechsler Intelligence Test for Children and Wechsler Adult Intelligence Scale Highlight correlation between test and achievement Use table for critical thinking from text regarding criticism and cultural bias

The Wechsler scales consist of 11 subtests 6 verbal and 5 performance Results provide an intelligence quotient (IQ) score Critique includes assessing only a narrow range of abilities Possible cultural bias in test creation Highlight correlation between test and achievement Use table for critical thinking from text regarding criticism and cultural bias

Intelligence is impacted by a combination of genes and environment Adoption and twin studies help to unravel the relationship Research indicates each child has a reaction range for intelligence Figure used to explain adoption studies

Environmental influences stronger for poor children than affluent families Median IQ scores rose in the twentieth century – Flynn effect Environmental improvements include better prenatal care, smaller families, television, and decline of infectious diseases Use figure to explain possible causes of Flynn-effect

Table 7.1 The WISC-IV: Sample Items (1 of 2)
Verbal Subtests Description Information General knowledge questions, for example, “Who wrote Huckleberry Finn?” Vocabulary Give definitions, for example, “What does formulate mean?” Similarities Describe relationship between two things, for example, “In what ways are an apple and an orange alike?” and “In what ways are a book and a movie alike?” Arithmetic Verbal arithmetic problems, for example, “How many hours does it take to drive 140 miles at a rate of 30 miles per hour?” Comprehension Practical knowledge, for example, “Why is it important to use zip codes when you mail letters?” Digit Span Short-term memory test. Sequences of numbers of increasing length are recited, and the person is required to repeat them. Highlight correlation between test and achievement Use table for critical thinking from text regarding criticism and cultural bias

Table 7.1 The WISC-IV: Sample Items (2 of 2)
Verbal Subtests Description Performance Subtests For these, scores are based on speed and accuracy. Picture arrangement Cards depicting various activities are provided, and the person is required to place them in an order that tells a coherent story. Picture completion Cards are provided depicting an object or scene with something missing, and the person is required to point out what is missing (for example, a dog is shown with only three legs). Matrix reasoning Patterns are shown with one piece missing. The person chooses from five options the one that will fill in the missing piece accurately. Block design Blocks are provided with two sides all white, two sides all red, and two sides half red and half white. A card is shown with a geometrical pattern, and the person must arrange the blocks so that they match the pattern on the card. Digit symbol At top of sheet, numbers are shown with matching symbols. Below, sequences of symbols are given with an empty box below each symbol. The person must place the matching number in the box below each symbol. Highlight correlation between test and achievement Use table for critical thinking from text regarding criticism and cultural bias

Figure 7.5 IQ and Genetics Figure used to explain adoption studies The closer the genetic relationship, the higher the correlation in IQ.

Figure 7.6 Flynn Effect Use figure to explain possible causes of Flynn-effect IQ scores rose across developed countries in the late 20th century.

Other Conceptions of Intelligence (1 of 2)
Gardner’s theory of multiple intelligences Standard intelligence tests only evaluate linguistic and logical-mathematical intelligence Schools should give attention to all eight intelligences Highlight validity

Other Conceptions of Intelligence (2 of 2)
Sternberg’s theory focused on three distinct but related forms of intelligence Analytical intelligence – what most IQ tests measure Creative intelligence – combine information in new ways Practical intelligence – apply information to everyday problems L.O. 7.8 Mention limits of both Gardner and Sternberg

Table 7.2 Gardner’s Theory of Multiple Intelligences
Types of Intelligence Description Linguistic Ability to use language Musical Ability to compose or perform music Logical-Mathematical Ability to think logically and to solve mathematical problems Spatial Ability to understand how objects are oriented in space Bodily Kinesthetic Speed, agility and gross motor control Interpersonal Sensitivyt to others and understanding motivation of others Intrapersonal Understanding of one’s emotions and how they guide actions Naturalist Ability to recognize the patterns found in nature

Vocabulary, Grammar, and Pragmatics
Language development in middle childhood involves : Vocabulary – after formal schooling vocabulary expands greatly Grammar – becomes more complex and can be seen with use of conditional sentences Pragmatics – improves to a degree and can be seen in the understanding of humor

Bilingualism Increased migration between countries and increased global economy have elevated the number of children who are bilingual Learning a second language does not interfere with mastering the primary language It is easier to learn language in early childhood than later in life Benefits of being bilingual Better metalinguistic skills – awareness of underlying structure of language Higher scores on general cognitive abilities

Map 7.1 Bilingualism in the United States
Which states have the highest percentage of bilingual families? How might this relate to the ethnic diversity that exists within these states (refer back to Map 1.1)?

School Experiences and Achievement (1 of 4)
Middle childhood sometimes referred to as school age School attendance has become a national norm In developing countries, the focus of the children has changed from work to school

School Experiences and Achievement (2 of 4)
Research has compared United States with Asian countries regarding education U.S. more likely to believe education success is due to innate ability U.S. more likely to see academic achievement as individual success

School Experience and Achievement (3 of 4)
Asian schools tend to reflect the collectivistic cultural beliefs Children help to maintain order and wear uniforms Asian children spend more time learning academic subjects The school day and school year are longer in Asian countries

School Experience and Achievement (4 of 4)
Cross national studies indicated that high academic performances have widely varied educational approaches Economic background can make a difference in academic performance In America, low income families generally score worse than children from high income families

Cognitive Skills of School: Reading
Two major approaches Phonics approach – from simple phonics to longer sentences and structures Whole-language approach – focus on meaning of written language Define dyslexia to end this slide

Cognitive Skills of School: Math Skills
Math skills develop comparably to language skills Numeracy – understanding of numbers develops in first couple of weeks Counting begins by age two Simple addition and subtraction by five Cultures vary in timing and approach to teaching math skills L.O. 7.9

Globalization and Cognitive change
Globalization impacts cognitive changes of small and larger communities Variables that change will impact development the most Global change is a rule

Educating Children with Special needs (1 of 4)
ADHD includes problems of inattention, hyperactivity, and impulsiveness Boys are over twice as likely as girls Medications can help control systems but there are concerns about side effects Can exist into adolescence and later

Causes include genes, prenatal environment, and brain differences Cross-cultural research (Europe) identified some similarities and differences with American children with ADHD Treatment options are more diverse

Learning disabilities can lead to unusually difficulty in readings Dyslexia-difficulty sounding out letters and spelling words Most common type of learning disability Dyscalculia-difficult in math

Approximately 13 percent of children receive services Individual education plans required by IDEA Educate in least restrictive environment Many children are mainstreamed Can also have inclusion and resource rooms

Emotional and Social Development

Advances in Emotional Self-Regulation
High emotional well-being Emotional self-regulation grows Research with ESM indicates a time period of contentment and emotional stability New contexts demand more self-control and cooperation Understanding of ambivalence Increased ability to understand others’ emotions L.O. 7.12 Middle childhood is a time of high emotional well being. Contexts and environment impact regulation.

Self-Understanding (1 of 2)
Self-concept is how we view and evaluate ourselves Children begin to describe themselves in more psychological or personality-related terms Social comparisons also become more accurate Self-concept influenced by age and social context

Self-Understanding (2 of 2)
Self-esteem is a person’s overall sense of worth and well being Self-esteem declines slightly from early childhood to middle childhood Self-concept also develops as children identify areas of life important for them Combine different areas of self concept into an overall level of self-esteem Use text to talk about Asian and American differences. Good for in-class discussion

Culture and the Self Independent self Interdependent self
Encourage reflection about self Be an independent person Interdependent self Encourage importance of group Focus on interests of others Most cultures are not purely one or the other L.O. 7.13

Gender Development (1 of 3)
Traditional cultures – gender roles are defined by difference in daily activities of men and women Gender-specific personality traits are also socialized Men – independent and tough Women – nurturing and compliant

Modern cultures – gender roles are less rigid and more flexible during middle childhood While flexibility increases, attitudes and behaviors become more stereotyped Personality traits are gender-specific as in developing countries

Play groups become more gender segregated Interactions seen in opposite gender play tend to be antagonistic or quasi-romantic Gender self-perceptions drive boys to avoid feminine activities Girls may add masculine traits to their self- perception and consider occupations associated with men L.O. 7.14

Family Relations Parenting moves from direct control toward coregulation More freedom and more responsibility during this time period Sibling rivalry also peaks in middle childhood

Diverse Family Forms Family comes in many forms
20% of gay and 33% of lesbian couples were living with children Single motherhood has increased over the years Increases likelihood of growing up in poverty Single parent families are diverse

Figure 7.9 Family patterns in the United States through Middle Childhood
In the United States, there is great variation in family living patterns

Divorce (1 of 2) Numerous effects of divorce include
Externalizing behaviors – impulsive and conflicts with family Internalizing problems – depression, anxiety, phobias, and sleep disturbances Low point occurs about one year Buffer for negative effects includes minimal parental conflict Boys tend to be effected longer than a year

Divorce (2 of 2) Family processes affected by divorce:
Mother’s parenting becomes more punitive Mother and son’s relationships turn into a coercive cycle Fathers who remain involved have children with fewer post-divorce problems Divorce mediation can minimize damage to children

Remarriage Most stepfamilies involve entrance of stepfather
Mother’s lives improve but children’s outcomes worsen Causes for negative outcomes include Disruption of family systems Perception of stepfathers interfering Children may resent stepfathers L.O. 7.15 Be specific with how children’s outcomes worsen (academic achievement, self esteem, behavioral problems)

Friends and Peers (1 of 5) Main basis for friendship is similarity
Selective association – prefer being around others like ourselves Friendship can change from early childhood to middle childhood Trust becomes important and not just shared activity Shared activity becomes more complex and rule-based

Friends and Peers (2 of 5) Social and cooperative play continue in middle childhood Increase in complexity of play Cognitive challenging games increase from younger childhood Play reflects greater gross motor skill development

Friends and Peers (3 of 5) Social status becomes important
Popular – most often liked Rejected – disliked by other children Aggressive-rejected – lack impulse control Aggressive-withdrawn – internalize problems Neglected – neither liked nor disliked Controversial – liked by some, disliked by others, can be aggressive Close section by discussing strategies to help the rejected child and long term effects

Friends and Peers (4 of 5) Strongest influence on popularity is social skills Rejected children tend to be more aggressive Lack social skill Fail at social information processing Rejected-withdrawn children more likely to internalize than neglected children Close section by discussing strategies to help the rejected child and long term effects

Friends and Peers (5 of 5) Neglected children may not engage but have good social skills Controversial children have good social skills but tend to be high in aggression Social status can have long-term and predictive effects beyond middle childhood Being rejected can lead to later conduct problems in adolescence and emerging adulthood Close section by discussing strategies to help the rejected child and long term effects

Bullies and Victims Three components: aggression, repetition, and power imbalance Two general types of bullies Rejected children who are bully victims Controversial children Victims most often rejected-withdrawn children Prevention should involve the school, the community, the classroom and the individual L.O. 7.16

Work (1 of 2) Erikson’s stage of industry versus inferiority
Work effectively with cultural materials if adults aren’t too critical Developed countries focus on play type work In developing countries work contributes to family income About 73 million children are employed worldwide Use map to stress work in developing countries Agricultural and factory work to supply money Can discuss child exploitation L.O. 7.18

Work (2 of 2) Children in developing countries tend to be employed in agricultural work In most developed countries it is illegal to employ children in middle childhood Economy tends to drive children working in developing countries Use map to stress work in developing countries Agricultural and factory work to supply money Can discuss child exploitation L.O. 7.18

Media Use By middle childhood media use involves media multitasking
Television effects Prosocial effects include self-control and altruism Effects of television impact by use or exposure Heavy use associated with poor school performance, higher anxiety, and social isolation Research supports link between television watching and aggressive behavior L.O. 7.19 US children watch about 3 hours of television per day

Figure 7.9 Media Use in Early and Middle Childhood

Chapter 7 Middle Childhood

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