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Development Through the Lifespan
Chapter 9 Physical and Cognitive Development in Middle Childhood This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.
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Body Growth in Middle Childhood
Slow, regular pattern Girls shorter and lighter until about age 9 Lower portion of body growing fastest Bones lengthen Muscles very flexible All permanent teeth arrive
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Common Health Problems in Middle Childhood
Vision - Myopia Hearing - Otitis media (middle ear infection) Malnutrition Obesity Illnesses Injuries
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Health Risks for Obese Children
More likely to be overweight adults Lifelong Health risks High blood pressure, cholesterol Respiratory problems Diabetes Liver, gall bladder disease Sleep, digestive disorders Cancer Early death
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Causes of Obesity in Middle Childhood
Overweight parents Low SES Parents’ feeding practices Bad eating habits Low physical activity Television Cultural food environment
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TV Viewing and Body Fat Gains
Please insert Figure Relationship of television viewing to gains in body fat from ages 4 to 11.
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Psychological and Social Consequences of Obesity
Feeling unattractive Stereotyping Teasing, social isolation Depression, emotional problems School problems Problem behaviors Reduced life chances
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Illness in Middle Childhood
High rates first two years of school Chronic conditions Asthma Severe chronic illnesses
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Asthma Bronchial tubes very sensitive to stimuli Increasingly common
Cold, infection, pollution, stress Wheezing, coughing, breathing problems Increasingly common Heredity, environment increase risk
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Fatal Injuries in Middle Childhood and Adolescence
Please insert Figure Rate of injury mortality in North America from middle childhood to adolescence.
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Motor Development in Early Childhood
Gross Motor Skills Improvements Flexibility Balance Agility Force Fine Motor Skills Gains Writing Drawing
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Sex Differences in Motor Development
Girls better at fine motor skills Boys better at gross motor skills, sports Social environment Parental expectations Self-perceptions Coaching, media messages
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Physical Play Development in Middle Childhood
Games with rules Sports Invented games Rough-and-tumble play Video games Adult-organized sports Physical education
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Piaget’s Theory: Achievements of the Concrete Operational Stage
Conservation Decentration, Reversibility Classification Seriation Transitive inference Spatial Reasoning Directions Maps
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Piagetian Class Inclusion Problem
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Development of Mapping Skills
Preschool, early school age Landmarks Ages Landmarks along organized route of travel End of middle childhood Overall view of large-scale space
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Limitations of Concrete Operational Thought
Operations work best with concrete information Problems with abstract ideas Continuum of acquisition Master concrete operational tasks gradually, step by step
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Follow-up Research on Concrete Operational Thought
Culture and schooling affect performance on tasks Going to school gives experience on Piagetian tasks Relevant non-school experiences of some cultures can help too
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Information-Processing View of Concrete Operational Thought
Neo-Piagetians: Gains in information processing speed, rather than shift to a new stage Automatic schemas free working memory Central conceptual structures
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Key Information Processing Improvements
Increase in information-processing speed and capacity Gains in inhibition Both may be related to brain development
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Attention in Middle Childhood
Attention becomes more: Selective Adaptable Planful
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Attention-Deficit Hyperactivity Disorder
Inattention Impulsivity Excessive motor activity Results in Social problems Academic problems
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Development of Memory Strategies
Rehearsal (early grade school) Repeating information to oneself Organization (early grade school) Grouping related items together Elaboration (end of middle childhood) Creating a relationship between pieces of information not in same category
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Culture, Schooling and Memory Strategies
Memory strategies useful for remembering isolated bits of information Western schooling gives little practice in using everyday cues: Spatial location Arrangements of objects
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Second-Order False-Belief Task
Figure A second-order false-belief task
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Promoting Cognitive Self-Regulation
Point out important features of tasks Stress importance of planful learning Suggest effective learning strategies Provide for evaluation of effectiveness Emphasize monitoring of progress
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Information Processing and Academic Learning
Reading Phonological awareness, info-processing speed, practice contribute to reading skills Mix whole-language & phonics Mathematics Learn facts & skills through practice, reasoning, strategies Blend drill and “number sense” approaches
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Intelligence Tests Group Tests Individual Tests
Allow testing of large groups Require little training to administer Useful for instructional planning Identify students who need individual testing Individual Tests Examiners need training & experience Provide insights about accuracy of score Identify highly intelligent children and children with learning problems
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Sternberg’s Triarchic Theory of Successful Intelligence
Please insert Figure Sternberg’s Triarchic Theory of Intelligence
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Gardner’s Multiple Intelligences
Linguistic Logico-mathematical Musical Spatial Bodily-kinesthetic Naturalist Interpersonal Intrapersonal
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Social and Emotional Intelligence
Perceiving Understanding Regulating Emotions
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Genetics and IQ May account for about half of differences
Disagreement about interaction with environment Adoption studies show influence of both Ethnic differences may be more cultural than genetic
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Cultural Bias in Testing
Two views: Tests not biased; represent success in the common culture Cultural factors can hurt test performance Communication styles Test content Stereotypes
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Communication Styles Higher SES, whites Lower SES, minorities
Knowledge-training questions Hierarchical task style Lower SES, minorities Real questions No right answer Develop complex verbal skills Collaborative task style
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Effects of Stereotype Threat on Performance
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Reducing Cultural Bias in Testing
Combine tests with assessment of adaptive behavior Dynamic Assessment Reduce high-stakes testing
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Language Development in Middle Childhood
Vocabulary Increases fourfold during school years 20 new words a day Grammar Mastery of complex constructions Advanced understanding of infinitive phrases Pragmatics Adjust to people and situations Phrase requests to get what they want
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Learning Two Languages
Bilingual Development Learn both languages at the same time OR learn first language, then second Sensitive period - childhood Bilingual Education Language immersion English-only programs Risk of semilingualism
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Characteristics of High-Quality Elementary Education
Class size Physical setting Curriculum Daily activities Teacher-student interactions Evaluation of progress Relationships with families
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Academic Achievement and Class Size
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Educational Philosophies
Traditional v. Constructivist New Philosophical Directions Social-constructivist Teachers and children as partners Many types of symbolic communication Meaningful activities Zone of proximal development Reciprocal teaching
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Teacher-Student Interaction
Good teachers: caring, helpful, stimulating Too many use repetitive drill Better achievement in stimulating classrooms Individual differences Well-behaved, high achievers get more attention More impact of attention on low SES Self-fulfilling prophecy
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Grouping Practices in Elementary Schools
Homogeneous ability groups Multigrade classrooms Cooperative learning
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Children with Learning Difficulties
Difficulties include: Mild mental retardation Learning disabilities 5–10% of children Law requires “least restrictive” environment Mainstreaming Full inclusion
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Creativity The ability to produce original, appropriate work
Figure Responses of an 8-year-old who scored high on a figural measure of divergent thinking.
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Convergent and Divergent Thinking
Single correct answer Emphasized on intelligence tests Divergent Generating multiple, unusual possibilities
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Educating Gifted and Talented Children
Gifted - high IQ Talented - outstanding in a specific field Several education methods: Enrichment in regular classroom Pull out for special instruction Move to higher grade Multiple intelligences models
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Academic Achievement Around the World
Please insert Figure average mathematics scores of 15-year-olds by country
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Asian Schools versus North American Schools
Asian schools show more: Cultural valuing of academic achievement Emphasis on effort High-quality education for all Time devoted to instruction
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