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Middle Childhood Cognitive and Physical Development

Middle Childhood Cognitive and Physical Development. Physical Development. Growth is now slower and steadier. They grow 2 to 3 inches a year. 9 – 10-year-olds: beginning of growth spurt for girls 11-year-olds: beginning of growth spurt for boys

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Middle Childhood Cognitive and Physical Development

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  1. Middle ChildhoodCognitive and Physical Development

  2. Physical Development Growth is now slower and steadier. They grow 2 to 3 inches a year. 9 – 10-year-olds: beginning of growth spurt for girls 11-year-olds: beginning of growth spurt for boys Girls are slightly shorter and lighter until 9. 11-year-olds: girls are generally taller and heavier Growth is influenced by activity level, exercise, nutrition, gender, and genetic factors

  3. Motor Development • Gross Motor Skills Around age 5, locomotive skills such as running , jumping, and hopping are well in place. They develop interest in sports • Fine Motor Skills Develop rapidly during preschool years and continue to improve

  4. Nutrition • Children in North America receive good nutrition so most height and weight differences among children are due to genetically determined factors. • Children in poorer areas of cities in Calcuta, Hong Kong, and Rio de Janeiro are smaller than their counter parts in affluent areas of the same cities

  5. Proper NutritionPositive Personality Trait • More positive emotion • Less anxiety • More moderate activity level • More eager to explore new environment • Showing more persistence in frustrating situations • Being more alert • More energy levels • Higher levels of self-confidence.

  6. Obesity Is defined as body weight that is more than 20% above the average for a person of a given height and weight. 10% of children are obese. 70% of children who are obese at ages 10 to 13 will continue to be seriously overweight as adults. Obesity can lead to high blood pressure, diabetes, and other medical problems

  7. Causes for Obesity Genetic Factors: a child with one obese parent has a 40% chance of becoming obese, and the proportion leaps to 80% if both parents are obese. Environmental Factors: The proportion of obesity has risen 54% since the 1960. Television viewing Lack of exercise Parental encouragement

  8. Cognitive DevelopmentPiaget and Education • Children are active learners who construct their own theories about how the world operates. • Children learn by doing. • Teaching should be through showing rather than telling. • Piaget encourages the use of concrete objects for teaching (blocks, rods, seeds)

  9. Rigid and static Irreversible Focused on the here & now One dimension Egocentric Focused on perceptual evidence Intuitive Flexible Reversible Not limited to the here and now Multidimensional Less egocentric The use of logical inferences Cause and effect relationships Preoperational Concrete(2 to 5-7 years) (5-7 to 12 years)

  10. Information Processing Memory • Encoding Recorded in memory (Keyboard) • Storage Saved in memory (on hard drive) • Retrieved Brought into awareness (on screen)

  11. Information ProcessingMemory During middle childhood, short-term memory capacity improves significantly Meta-Memory An understanding about the processes that underlie memory emerge and improve during middle childhood Elementary schoolchildren learn control processes – strategies and techniques that enhance memory. Children develop Metacognition –the process of monitoring your own thinking and memory

  12. Information ProcessingControl Processes 1- Rehearsal 2- Organization 3- Semantic Elaboration 4- Mental Imagery 5- Retrieval 6- Scripts

  13. Information-Processing Automatization 1- Knowledge acquisition is automatic when processes require little attention Children are automatically aware of how often they have encountered people. Automatically, children develop an understanding of concepts, categorizations of objects, events, or people. 2- Knowledge is deliberate and controlled when processes require large amounts of attention.

  14. Information Processing Approaches Cognitive Architecture Determines the specific steps through which material is processed as it travels through the human mind. Assume that the basic architecture of information-processing systems is constant over the course of development, although the speed and capacity of the system are thought to grow.

  15. Vygotsky • Classrooms are seen as places where children should have the opportunity to try new activities. • Children should focus on activities that involve interaction with others. • Cooperative learning – children benefit from the insight of others • Reciprocal teaching – students are taught to skim a passage, raise questions, summarize it, and predict what will happen next

  16. Definitions of Intelligence 1-Psychometric Approach IQ tests – focuses on how people perform on standardized tests which are designed to measure skills and knowledge you have already learned. 2-Cognitive Approach Intelligence comes in different ways and one test can’t measure it all.

  17. Psychometric ApproachIQ Score • IQ score = Mental Age (MA) divided by Chronological Age (CA) multiplied by 100

  18. Variations of IQ Scores Range of Scores % of Population Description 130 + 2% Very superior 120 - 129 7% Superior 110 -119 16% High average 90 - 109 50% Average 80 - 89 16% Low average 70 - 79 7% Borderline 70 & below 2% Deficient

  19. IQ Tests • Wechsler Intelligence Scale for Children (WISC-III) A test for children that provides separate measures of verbal and performance (nonverbal) skills as well as a total score. • Wechsler Adult Intelligence Scale-Revised (WAIS-III) A test for adults that provides separate measures of verbal and performance skills as well as a total score.

  20. The Cognitive ApproachRobert Sternberg

  21. The Theory of Multiple Intelligences • Language 7intelligences • Logical-mathematical + 2 • Spatial relations Naturalistic • Bodily-kinesthetic Existential • Musical • Interpersonal • Intrapersonal

  22. Emotional Intelligence • 1-Interpersonal Intelligence • 2-Intrapersonal Intelligence

  23. Emotional Intelligence

  24. Fluid Intelligence The ability to deal with new problems and situations Examples: categorizing items, remembering a set of numbers • Crystallized Intelligence The store of information, skills, and strategies that people have acquired through education and prior experience, and through their previous use of fluid intelligence. Examples: solving a puzzle, solution for mystery

  25. Learning and Thinking at School • Teaching facts or concepts • Giving directions for a particular lesson • Stating general rules of behavior • Correcting, disciplining, and praising children • Miscellaneous activities

  26. Results • Children learn more in classes in which time on task is maximized, in which the teacher spends at least half the time on actual teaching and less on such concerns as maintaining order.

  27. What Should Do to Be Critical ThinkersThe 6 Rs 1- Remembering 2- Repeating 3- Reasoning 4- Reorganizing 5- Relating 6- Reflecting

  28. The Main Emphasis in Teaching Now, the emphasis is on • Teaching learning and thinking skills • Tailoring instruction to the child’s individual learning style and developmental level • Fostering independent, self-regulated, self-paced learning Learning in small groups Cooperative rather than competitive learning

  29. Learning StylesCynthia Ulrich Tobias The way in which we view the world is called our … Perception

  30. Learning Styles The way we use the information we use is called … Ordering

  31. Four Combinations

  32. Success in School • Culture: achievement motivation is an acquired culturally based drive (McClelland) • Gender: accounts for some differences, but this is often due to environmental factors rather than brain physiology • Parents: parents of successful children: • Have realistic beliefs about their children • Have high expectations • Are authoritative parents • Talk to, listen to, and read to their children

  33. Developmental Disorders 1- Mental Retardation 2- Depression 3- Attention Deficit Disorder 4- Learning Disabilities

  34. 1- Mental Retardation(Causes) • Genetic anomalies • Prenatal exposure to diseases and drugs • Anoxia at birth • Extreme malnutrition during birth or during infancy • Family can have a debilitating or a facilitating effect on the child’s intellectual development

  35. The Diagnostic and Statistical Manuel (DSM-IV) • Criteria that a child should meet to be diagnosed as mentally retarded: 1- Significantly subaverage functioning based on IQ test scores 2- Significantly impaired adaptive behaviors in areas such as self-care, self-direction, and general functioning 3- Onset before age 18

  36. Four Levels of Mental Retardation 1- Mild Retardation (IQ of 55 to 70) Can reach 3rd and 6th grade Can hold jobs and function independently Psychological retardation 2- Moderate (IQ of 40 to 55) Slow to develop language and motor skills Generally cannot progress beyond 2nd grade Capable of training in social skills but need supervision Psychological Retardation

  37. Four Levels of Mental Retardation 3- Severe (IQ of 25 to 40) Generally don’t profit from training Are unlikely to support themselves Need 24-hour care 4- Profound (IQ below 25) Are not vegetative Usually suffer from neurological and physiological disabilities (biological retardation)

  38. 2- Depression Childhood Depression exaggerated fear, clinginess, avoidance of everyday activities Depression in Older Children Sulking, school problems, acts of delinquency Adult Depression Profound sadness and hopelessness, negative outlook on life, suicidal thoughts

  39. DepressionProzac • Prescribing Prozac for children has become very popular. • No antidepressant has been approved by governmental regulators for use with children. • Because it is approved for adults, it is perfectly legal for physicians to write prescriptions for children.

  40. What’s Wrong with Antidepressants for Children? • There is little evidence that antidepressant drugs have long term effectiveness. • We don’t know the consequences of the use of antidepressants on the developing brains of children. • The drugs in orange or mint-flavored syrups might lead to overdoses or perhaps encourage the use of illegal drugs.

  41. 3- Attention Deficit Hyperactivity Disorder • Patients with ADD/ADHD suffer from an underactivation of the brain. • Their IQ is usually above average. • A gap between potential and performance occurs. • They often show an excess of Theta brainwaves (focused behavior) or insufficient Beta brainwaves (unfocused behavior)

  42. ADD/ADHDMedication • ADD/ADHD is the result of low levels of dopamine • Ritalin is a stimulant that increases dopamine levels. Sensing that the levels of dopamine are abnormally high, the brain may reduce its own production of dopamine. Thus, when Ritalin is discontinued, the ADD?ADHD patient may be more ADD/ADHD than before taking the drug. • The brain compensating mechanism would kick in to get rid of the extra dopamine.

  43. Diagnostic Criteria for Attention-Deficit Hyperactivity Disorder • Symptoms must persist for at least six months • Symptoms must have begun before age seven • Symptoms present in at least two situations • Disorder impairs functioning

  44. Diagnostic Criteria for Attention-Deficit Hyperactivity Disorder • Symptoms not explained by another disorder such as: • Anxiety • Schizophrenia • Mania • Dissociative Disorder • Personality Disorder • Developmental Disorder

  45. 4- Learning Disabilities • 1- Reading Disorder (Dyslexia) • 2- Disorder of Written Expression (Dysgraphia) • 3- Mathematics Disorder (Dyscalculia)

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