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Chapter 9
Middle Childhood
Copyright © 2013, 2004 by Saunders, an imprint of Elsevier Inc.

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Key Terms
cognitive style
corporal punishment
discipline
latchkey children
middle childhood
mnemonic technique
moral behaviors
moral reasoning
plaque
social cognition
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Definition
Between the ages of 6 and 12 years
Focus more on fact rather than fantasy.
Major developmental tasks is forming positive self-esteem from internal sources
Ability to develop close peer relationships
Change from concrete thinking to abstract thinking
Develop secondary sex characteristics
Accept more responsibility
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4. Physiological Changes
Myelinization of the brain is complete
Bones continue to ossify and grow
Physical growth is slow during school-age
Growth spurt just before puberty
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5. Physiological Changes (Cont.)
Loss of primary teeth begins about age 6
GI tract more mature
Sensory organs mature
See Figure 9-1.
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Exercise and Play
Engage in rough-and-tumble play
Competition is often a welcome challenge
Organized sports can develop teamwork and physical fitness
Excessive pressure to win is not helpful and should be avoided
See Figure 9-2.
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7. Exercise and Play (cont.)
School-age children need daily physical activity
Promotes a healthy body composition and bone mass
Academic achievement has been linked to vigorous physical activity in children
Exercised induced asthma
Collecting things or playing board games are often enjoyed by the school-age child
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8. Growth and Development
Physiological growth
Intellectual competency
Emotional-social competency
Nutrition
Play
Safety
See Table 9-1.
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9. Cognitive Development
Concrete thinkers
Understand rules
Hands-on learning is the most effective educational method for school-age children
Stage of industry
Social cognition
See Table 9-2.
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Cognitive Deficits
Cognitive deficits must be assessed early so that the child can be successful in school
See Table 9-3.
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11. Three Phases of Moral Behavior
Knowledge (logic) – Knowing what is right
Emotion – Feeling good or bad about what is right
Action (behavior) – Behaving according to the rule of what is right
See Box 9-1.
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Cognitive Styles
A pattern of thought and reasoning
Mnemonic techniques
Feelings of success encourage the child to continue making efforts
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Communication Skills
Usually able to express themselves verbally
Often use language as an effective communication tool
Language or other communication problemscause a risk for social isolation and underachievement in school
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Intelligence Tests
Stanford-Binet intelligence quotient (IQ) test
Wechsler Intelligence Scale
Wechsler Preschool and Primary Scale of Intelligence
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15. Psychosocial Development
Psychosocial development considerations of the school-age child include Task of Industry, Peer Relationships, Latchkey Children, and Sexuality
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Task of Industry
Gain satisfaction from achieving even small goals
Praise is essential in this stage of development to build motivation to learn and achieve
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Peer Relationships
Begin to compare family values with the values of others
Friendships with same-sex peers are very important
Divorces, family violence, and other home problems can interfere with a child's achievement of developmental tasks
Can develop close relationships with friends
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Latchkey Children
Left unsupervised after school, because both parents work
Some enjoy the independence and develop maturity and problem-solving skills
Others feel isolated and may be at an increased risk for accidents or getting into trouble
After-school programs
See Box 9-2.
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Sexuality
Freud’s period of sexual latency
Identify with same-sex parents
Often ask questions related to sexuality and should be given honest and accurate answers
Sex education is a lifelong process
See Table 9-4.
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Teaching Techniques
Attention span is limited to a maximum of 45 minutes
Present information in a truthful, factual, and age-appropriate manner
Periods of praise and occasional rewards reinforce learning accomplishments
Peer attitudes can influence learning and can enhance the application of values taught
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Discipline
Should be thought of as providing age-appropriate positive reinforcement of good behavior
Motivation for misbehavior should be investigated
Children with attention deficit hyperactivity disorders (ADHD) are likely to misbehave unintentionally
Should combine reward and punishment and should be based on age-appropriate behavior expectations
Corporal punishment
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