GE 1000 Human Growth and Social Environment

1. GE 1000 Human Growth and Social Environment Lecture 5 Developmental Stage (Middle Childhood) 31/10/2013 1 1

3. 1. Physical Development in Middle Childhood Most noticeable physical changes are in head and waist circumference, and leg length in relation to body. By age 10-12, manipulative (操作的) writing skills show (like adults) and ability to master complex skills. Girls usually outperform boys in fine motor skills. 3 3

4. Today, too much time is spent watching TV, on computers, and playing video games. Children need more exercise Obesity (肥胖症): Prevalent (普遍的) in children, mostly ages 6 to 11 6-year-old has 25% risk of being obese adult 12-year-old has 75% risk of being obese adult Linked to lack of exercise A risk factor for other medical and psychological problems Context in which child eats can influence eating habits and weight Low self-esteem, depression, and teasing (取笑)by peers are common 4 4

5. Poor diet Poor diet: • too few fruits and vegetables • Too much fats and sweets School lunch program: • lack of exercise • recess • gym classes time

6. Gross motor skills Muscle coordination: • learn to ride a bike • ice skate • swim • skip rope Gender expectation: • Boys outperform girls • Suggested that boys and girls should engage in the same sports • Games can be mixed-gender groups

7. Fine motor skills Fine motor skills By 6-7 years olds: • able to tie their shoes and fasten button By age 8: • can use each hand independently By 11: • can manipulate objects shown in adulthood

8. Motor development and physical play

9. 2. Cognitive Development • Piaget: concrete operational stage (具體運思期) • active, and appropriate, use of logic Decentering: • less egocentric, can take multiple aspects of a situation into account Reversibility: • the notion that processes transforming a stimulus can be reversed, returning it to its original form • e.g. a ball of clay

10. Understanding of conservation (that changes in shape do not necessarily affect quantity) • Understanding of transformation (that objects can go through many states without changing) emerge Language development: • Vocabulary continues to increase rapidly • Age 6: 8,000 to 14,000 words • the ages of 9 and 11, between 19,000

11. Metalinguistic awareness(語言變化) • Children’s increasing understanding of their own use of language • Helps children achieve comprehension when information is fuzzy or incomplete

12. Memory

13. Jean Piaget The Concrete Operational Stage between the ages of 7 and 11 years can think logically about objects and events  achieves conservation of number (age 6), mass (age 7), and weight (age 9)  classifies objects according to several features and can order them in series along a single dimension such as size.  elimination of egocentrism—the ability to view things from another's perspective 13 13

14. During middle childhood Information processing changes include memory, metacognition, and critical and creative thinking Short-term memory increases quickly before age 7 Long-term memory increases; expertise on long term memory depends on learning activities and strategies used 14 14

15. Cognitive Development in Middle Childhood Strategies for fostering creativity: Brainstorming Provide environments that stimulate creativity Don’t overcontrol Encourage internal motivation Foster flexible and playful thinking Introduce children to creative people 15 15

16. Intelligence: problem-solving skills, ability to learn: Gardner: 8 types of intelligence verbal, mathematical, spatial, bodily-kinesthetic (動覺的), musical, interpersonal, intrapersonal, and naturalist Extremes of Intelligence Mental retardation – limited mental ability, low IQ, usually below 70, difficulty in everyday life. May be organic (genetics, brain disorder) or cultural/familial (below-average environment). Giftedness IQ of 130 or higher and/or a superior talent for something. 16 16

17. Gardner’s theory of multiple intelligence

18. 3. Learning disabilities /Special Education Needs Games and video Difficulties in the acquisition and use of: • Listening and speaking • Reading and writing • Reasoning and mathematical abilities Speech impairment: • speech that deviates so much from the speech of others • it calls attention to itself • interferes with communication • produces maladjustment in the speaker

19. Stuttering Stuttering:(結結巴巴地說話) • Substantial disruption in the rhythm and fluency of speech • The most common speech impairment • No specific cause • Hinder communication • Can produce embarrassment and stress • Become inhibited from conversing with others • Speaking aloud in class • Should provide sufficient time to finish no matter how protracted the statement becomes • Do not help them to finish their sentences or correct their speech

20. Dyslexia Dyslexia:(讀寫困難) • Reading disability that can result in the misperception of letters during reading and writing • Unusual difficulty in sounding out letters • Confusion between left and right • Difficulties in spelling • http://tw.videos.search.yahoo.com/search/video;_ylt=A3eg.wtNW8ROnnUAhCqW1gt.;_ylu=X3oDMTBncGdyMzQ0BHNlYwNzZWFyY2gEdnRpZAM-?p=%E8%AE%80%E5%AF%AB%E9%9A%9C%E7%A4%99&ei=utf-8&n=21&tnr=20

21. ADHD Attention Deficit Hyperactivity Disorder (ADHD)(過度活躍症) A learning disability marked by: • Inattention and impulsiveness • low tolerance for frustration • Generally a great deal of inappropriate activity, interferes with home and school functioning • http://tw.videos.search.yahoo.com/search/video;_ylt=A3eg.wqYW8ROXmIA7CyW1gt.;_ylu=X3oDMTBncGdyMzQ0BHNlYwNzZWFyY2gEdnRpZAM-?p=%E9%81%8E%E5%BA%A6%E6%B4%BB%E8%BA%8D%E7%97%87&ei=utf-8&n=21&tnr=20

22. ADHD Symptoms: • Persistent difficulty in finishing tasks • Following instructions and organizing work • Inability to watch an entire television program • Frequent interruption of others or excessive talking • A tendency to jump into a task before hearing all the instructions • Difficulty in waiting or remaining seated • Fidgeting, squirming

23. Autism • a psychological disorder that produces significant language and emotional difficulties • children with autism find it difficult to relate to others • to understand what others are thinking • occurring in about 4 in 10,000 people, males, • avoidance of personal situations

24. 4. Moral Development “Heinz dilemma” • Lawrence Kohlberg’s Sequence of Moral Reasoning: • People responses to moral dilemmas reveal the stage of cognitive development • People pass through a series of stages as their sense of justice evolves • in the kind of reasoning they use to make moral judgments

25. Three-level sequence, further subdivided into six stages Level I: Preconventional morality (ages 4-10) • act under external controls. • They obey rules to avoid punishment or reap rewards, • or act out of self-interest

26. Stage 1: obedience and punishment orientation • Ignore the motives of an act and focus on its physical form • e.g. the size of a lie, or its consequences Stage 2: Instrumental purpose and exchange • Children conform to rules out of self-interest and consideration • for what others can do for them

27. Level II: Conventional morality (ages 10 to 13 or beyond) • people have internalized thestandards of authority figures • They are concerned about being “good”, pleasing others, and maintaining the social order • Many people never move beyond it, even in adulthood

28. Stage 3: maintaining mutual relations, approval of others • They evaluate an act according to the motive behind it or the person performing it, and they take circumstances into account Stage 4: social concern and conscience • Concerned with doing their duty, showing respect for higher authority, and maintaining the social order • Consider an act always wrong, regardless of motive or circumstances, if it violates a rule and harms others

29. Level III: Postconventional morality • (early adolescence, or not until young adulthood, or never) • people recognize conflicts between moral standards and make their own judgments • on the basis of principles of right, fairness, and justice

30. Stage 5: morality of contract, of individual rights, and of democratically accepted law • Think in rational terms, valuing the will of the majority and the welfare of society. • They believe it is better for society in the long run if they obey the law Stage 6: morality of universal ethicalprinciples • People do what they as individuals think is right • regardless of legal restrictions or the opinions of others • Act in accordance with internalized standards

31. 5. Psychological Development in Middle Childhood Sigmund Freud Psychoanalytic Child Development Theories Latency (潛伏) stages between 6 years to puberty The libido interests are suppressed. The development of the ego and superego contribute to this period. important in the development of social and communication skills and self-confidence 31 31

32. Defining one’s “self” shifts to using internal characteristics or personality traits. Social comparison of the self increases. High self-esteem and positive self-concept are very important to child’s well-being. Self-efficacy (Bandura), the belief that one can master a situation and produce favorable outcomes, is an important aspect of the self. Four ways to improve child’s self-esteem: Identify causes of low self-esteem. Provide emotional support and social approval. Help child achieve (teach skills). Help child cope (teach to address not avoid). 32 32

33. 6. Emotional Development in Middle Childhood Increased ability to understand emotions. Understanding that situations can result in more than one emotion. Tendency to attend to events leading to emotional reactions. Greater increases in ability to suppress or hide emotional reactions. 33 33

34. Emotional Development in Middle Childhood Goleman (1995), emotional intelligence has 4 areas: Developing emotional self-awareness. Managing emotions. Reading emotions. Handling relationships. 34 34

35. 7. Psycho-social development – The devloping self • Accrding to Erikson, the chief source of self-esteem is children’s view of their productive competence. This virtue develops through resolution of the fourth psycho-social conflict, industry versus inferiority • School-age children have internalized shame and pride and can better understand and regulate negative emotions

36. Empathy and prosocial behaior increase • Emotional growth is affected by parents’ reactions to displays of negative emotions • Emotional regulation involves effortful control

37. Stage 4:Industry (生產) vs inferiority(自卑感) Age Range: 6 to 11 years Children’s social world extends beyond their families—school becomes very important. Through social interactions, children begin to develop a sense of pride (自豪)in their accomplishments and abilities. Children who are encouraged and commended by parents and teachers develop a feeling of competence and belief in their skills. Those who receive little or no encouragement from parents, teachers, or peers will doubt their ability to be successful. 37 37

38. Psychosocial Development Erikson: Industry-versus-inferiority stage • focus on efforts to attain competence in meeting the challenges • presented by parents, peers, school, and the other complexities of the modern world Virtue/strength: competence

39. 8. Controversies and Issues in Middle ChildhoodChild Rearing Practices DIANA BAUMRIND three main parenting stylesin early child development: authoritative, authoritarian, and permissive(縱容的) MACCOBY AND MARTIN Four parenting stylesin early child development: authoritative, authoritarian, uninvolved and indulgent(縱容的; 放縱的; 溺愛) 39 39

40. MACCOBY AND MARTIN Authoritarian (獨裁)Parents believe their children's behavior should be controlled as much as possible set firm rules and make sure their children understand the consequences of breaking the rules children of authoritarian parents have a higher than normal likelihood of getting into trouble 40 40

41. Authoritative (權威)Parents balance setting clear boundaries for their children and encouraging their children to think for themselves warm and understanding of their children's needsbut do not let their children get away with breaking the rules children of authoritative parents have a higher chance of being independent, well-behaved and successful later in life 41 41

42. Uninvolved Parents do not create many rules for their children show little responsiveness to their children's needs children of uninvolved parents tend to experience more problems in life, ranging from a lack of emotional control to poorer than average academic performance 42 42

43. Indulgent (放縱的)Parents make few attempts to direct their children's behavior avoid confrontation with their children allow their children to make most decisions for themselves tend to be particularly responsive to their children's needs children brought up by indulgent parents have more behavior problems and lower grades, but tend to have higher self-esteem 43 43

44. acceptance --------------------------------------------- demand responsiveness control Indulgent Authoritative most conventional and modern models of parenting fall somewhere in between the spectrum 44 44

45. 8. Controversies and Issues in Middle ChildhoodParenting Practices Good Parenting Practices Rewards and Punishments Skinner’s operant conditioning good behavior the child receives a reward bad or unwanted behavior the child receives a punishment consistent and fair with the discipline Concerted (一致的) cultivation(培養) fostering children's talents through organized leisure activities challenge their children to think critically to speak properly and frequently, especially with other adults 45 45

46. Nurturing Modeling Parents play and join with the children in activities and household duties Learning communicate with the children effectively Parents are also teaching their children health, hygiene, and eating habits through instruction and by example Parents are expected to make decisions about their child's education Children begin to learn responsibility, and consequences of their actions, with parental assistance, e.g. the value of money and how to be responsible with it 46 46

47. 8. Controversies and Issues in Middle ChildhoodFamily Parent–child interaction time: Much less with children age 5-12 than before age 5. Even less with parents with little education. Centers on scheduling, discipline and temper control, regulating behaviors. Discipline often easier in middle and late childhood as children mature. Co-regulation approach is best. 47 47

48. Society and families are changing: Almost half of all children from a divorced family will have a step-parent within 4 years. Most difficult adjustments for child are in blended family. Adjustment problems include academic problems and low self-esteem—especially for adolescents. Dual-earner families create latchkey (掛鑰匙的兒童)children: Coming home to unsupervised self-care. 5-6 full days a week in summer without parent. At higher risk for delinquency involvement. 48 48

49. Latchkey experiences vary by: Parenting styles. Child-care arrangements. Effects of peer pressure. After-school programs are associated with better academic achievement and social adjustment. Four types of out-of-school care: Before- and after-school programs. Extracurricular school activities. Father care. Nonadult care (older sibling or other). 49 49

50. 8. Controversies and Issues in Middle ChildhoodThe child in the family • School-age children spend less time with parents and are less close to them than before; but relationships with parents continue to be important. Culture influences family relationships and roles. • The family environment has two major components: family structure and family atmosphere