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43 Cards in this Set
- Front
- Back
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Physical and Motor Development in Middle Childhood: 6-11 years
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Slower growth - 2-3 in/yr and 5 lbs
Age 10: 70 lbs 54 in Individual differences apparent Age 3: 8-10 lbs, 4 inches Age 10: 30-35 lbs, 6 in Body leaner, limbs lengthen, high flexibility, adult-like proportions Girls grow faster, have more fat, accumulate fat faster after age 8 |
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Common health problems in Middle childhood: ASTHMA
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Most frequent cause of school abscence/hospitalization
40% increase in last 1 years Boys, Af Am kids, low birth weight more at risk Cigarette smoke, poverty, carpet, pets |
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Common health problems in Middle childhood: CHILDHOOD OBESITY
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22-30% of kids
Increases orthopedic/respriatory problems Causes: heredity,activity level, TV, food, culture, trauma, stress Consequences: overweight in adulthood, negative self image, discrimination, less education, lower SES Treatment: crash diets (ineffective); family-based treatment, change in child's behavior (effective) |
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Gross Motor Development
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GM skills more refined: flexibility, balance, agility
Reaction time - improves steadily, peaks at 18 Organized Sports: perspective taking skills alow participation, mature concepts of fairness and justice, self worth Self Esteem: Increase by: emphasizing task mastery, de-emphasize peer comparison, encourage choice, reduce performance pressure |
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Fine Motor Development
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Age 6: print alphabet, names, numbers 1-10 in large writing, uppercase letters 1st
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Cognitive Development: GENERAL OBSERVATIONS
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More focused, have memory strategies, increased processing speed/capacity, increase in info/knowledge, increase in metacognition
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Cognitive Development: PIAGET'S CONCRETE OP STAGE (Age 7-11)
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Sensoriomotor, Preop, Concrete, Formal
Concrete Operational: reasoning become slogical, involves tangible/concrete objects, more flexible and organized Decentration: focus on multiple dimensions Reversibility: thought can be undone/reversed Conservation: remains same despite outward appearance Seration: placing objects in order Transitive inference |
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Cognitive Development: What has yet to develop?
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Abstract reasoning about propositions
Abstract concepts that don't refer to objects in the real world Treating your thinking as something to think about Formal Op Thinking - 11 years |
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Intelligence: Predictions
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Heredity - twin studies
Cultural influences Early home environments - responsive parents |
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Intelligence: Tests
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Measure: knowledge, reasoning, math, memory
Achievement - what child has already learned Aptitude: potential for learning. Identify learning problems Standfor-Binet: originally to identify who needed special assistance. Not an estimate of the child's capacity to learn |
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Intelligence: IQ Scores
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Average in US = 100
Below 70 = mental retardation Above 130 = gifted 95% fall between 70-130 Group Differences: Ethnicity: 15 pt gap between b/w Social class: 9 point between low/high Correlations: school achievement, test performance, schooling Not correlated: occupational and social success, mental health |
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Sternberg's Trarchic Theory of Intelligence
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Componential level - academic
Information processing theory, ability to store/acquire knowledge Contextual level - practical ability to adapt to a changing environment. Culture/context specific Experiential level - creative. Adapt to novel or new situations in an efficient and insightful manner. Aren't born with this intelligence, Experience helps |
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Gardner's Theory of Multiple Intelligence
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Verbal-linguistic: oral/written; ability to persuede/inform. Storytellers, politicians, lawyers, journalists
Logical-mathematical: reason and manipulate members. Scientists, mathemteicians Musical: percieve, create, express music. Performance/composing. One of earliest intelligences to emerge Spatial/visual: percieve the world with accuracy. Painters, sculptors, architects, sailors. Increases with age/life experience Bodily-kinesthetic: control body movements. Actors, athletes, surgeons Interpersonal: understand/empathize with other people. Therapists, teachers Intrapersonal: understand own abilities. Poets, visionaries Naturalistic: recognize and classify elements in the living world. Botanists, farmers. |
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Mental Retardation
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IQ below 70
Mild: 80% of MR kids. Regular classrooms Moderate: Downs, difficulty with reading/math. Exceptional social skills Profound/severe: may never speak, dependent on others for basic needs. CAUSES: Biological: chromosomal, brain damage, prenatal drugs/alcohol, malnutrition Environmental: weren't given stimulation necessary. Parents, home environment |
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Giftedness
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High IQ, keen memories, rapid problem solving skills
Parents who spend time reading/playing, are sensitive and responsive, supportive, provide learning opportunities |
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Creativity
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Original ideas, new and novel solutions. Requires divergent thinking
Convergent: single correct answer Divergent: more freely with all aspects of a problem Tests of creativity: measure how flexible thinking and reasoning skills are |
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FAT City Video
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Learning differences become more apparent in classroom settings
Children with learning disabilities: Frustration: see peers rewarded Anxiety and tension |
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Learning Disabilities and Diagnosis
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Great difficulty learning basic academic skills.
Diagnosis: disparity between expected and actual performance Other explanations: physical problem (vision, hearing), cognitively slow, chronic stress, poor teaching |
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Dyslexia
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Can't name letters, NOT copying them.
Myths: backwards writing, more common in boys, can be outgrown, intelligent people can't have it |
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ADHD
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Unusually impulsive (raise hand w/o knowing answer), distractible, aggressive, lack attention, talk excessively, fidgety
Diagnosis: by age 7. Must have behavior for 6 months. More frequent in boys (3-9 times) Neurological deficit - makes learning difficult Biological factors: genetic inheritance, teratogens, lead poisoning, repeated blows to head Societal factors: family dynamics (stress, unhappiness), classroom environments (rigid, unstructured), parenting styles (authoritarian) Treatment: Ritalin, therapy, changes in home/school environment Consequences: rejection, underachievement, negative feedback |
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Emotional and Social Development
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Increasing competence, act independently, ability to read individuals
Improvements of theory of mind: Younger kids focus on observable behavior (brown hair, girl, 7 yrs) Older kids focus on motives, personality traits, emotions |
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Erik Erikson - Industry vs inferiority
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Trust/Mistrust
Autonomy/Shame and doubt Initiative/guilt Industry/Inferiority - 6-11 years sense of competence Industry: competence at useful skills Inferiority: sense of inadequacy, pessimism |
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Changes in self-concept
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Accurate self-competence
Social comparisons Improved perspective taking - more logical reasoning 8-11: think in terms of own personality |
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Self Esteem
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Cognitive - academic
Physical - athletics, appearance Social - friendship Fairly stable between 7 and 11 Influences: parenting (authoritative), others and self Mastery-oriented: apply different strategies in order to succeed |
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Friendships
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Preschool: friends = playmates
Middle childhood: friends have shared interest, compatible personalities, loyalty and commitment Boys: larger groups, more boisterous and competitive Girls: smaller, more intimate. Share feelings and confidences |
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Peer Groups
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Peer group: influences self esteem. Opportunity for self-understanding in relation to others
Concerned about rejection, gossip Popular: physical attractiveness, helpful, rules, aggressive Rejected: agressive, more talkative, inappropriate Aggressive-Rejected: impulsive, immature Withdrawn-rejected: lonely, low self esteem, vulnerable to bullying |
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Bullying
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Repeated, systematic attempts to harm a child. Universal. Harms victim and aggressor.
Bullied children: anxious, depressed, underachieving, painful memories Bullies: good social cognition but use it inappropriately. Permissive/neglective parents who use physical punishment Prevention: change social climate, teach how to stop attacks |
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Family
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Houseknecht and Sastry
Italy: low family decline scores (good); high child well-being scores Sweden: high family decline scores (bad) |
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Changes in parent-child relationship
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Focus on new concerns, reasonable for household chores = good outcomes
Puberty: opposite sex parent is closed out |
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Family influence on child development
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Economic, emotional support. Assign societal roles, socialization (internalize values, form relationships, raise children), meet basic needs, encourage learning, self esteem, nurture relationships
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Family Structure vs Family Function
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Structure: Who
Nuclear families: 37% of kids born in 90s live with both bio parents birth-18 Are 2-parent families better? More complete, financial advantage. Exceptions: not fit parents, not nurturing environment Function: How Poorly functioning: low or high cohesion, erratic rules, vague communication |
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Developmental Outcomes of Divorce
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Behavioral: aggressive, sadness, anger, depression
School performance: declines for short time Relationships: transition period Low self-esteem |
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Ability to Adapt to Divorce Changes
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Age and Gender: Pre-op kids think all events are result of something they did, suffer the most. Boys do worse
Conflict between parents: sometimes appreciate that divorce has decreased conflict Quality of parenting declines in initial 2 years Household income declines |
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Remarriage and Stepfamilies
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1/7 children growing up in step family
Success rate of remarriage no better than first Benefits: economic, emotional Negative: anger, poor school performance, low social competence Strengthening stepfamilies: less cohesion can help, good communication, strong marital relationships |
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TV Influences
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Age 18: 15,000 hours of TV, as much time TV as in school
Age 11: 20,000 murders, 100,00 violence --> goes unpunished. Leads to aggression School days=3 hr/day Weekend/holidays=6-8 hrs/day Who watches TV the most? Younger children, boys, poor children (inexpensive) If >30 hr/week: negatively impact school High quality Programs: Sesame Street (school readiness, literacy, numeracy); Mr Rogers Neighborhood (prosocial behavior/cognitive skills) |
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Computers
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Access is related to income
1996: 48% had home computers 2002: 72% 1.5 hrs/day on computer Good computer programs: use constructive approach, emphasize higher-order thinking. Open-ended, building a story. GLOBE. Visualize abstract concepts (velocity, acceleration, geometry) |
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Family Income and Computers
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65% low income have one
97% high income have one More affluent homes more likely to have CD rom, printer, Internet School: low income more likely to attend school w/ fewer resources |
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Environmental Pollutants
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Children under 5: faster respiration, greater body surface area to body weight ratio, hand-to-mouth behavior
Poverty: 58% of AA children live in low income homes |
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Environmental Pollutants: Lead
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Adults: blood pressure, abortion, heard disease, death
Children: lower IQ, lower adult productivity, death Phase out in the 70s: gas, paint Regulation of food containers, plumbing, water, emissions in 80s Sources: dust, soil, paint, water 5 yr olds: lose 1.4 IQ points per 1 blood lead Poverty = inadequate housing = lead absorption = lowered IQ = school drop out/early pregnancy = repeat cycle |
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Pesticides
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Rodent studies
Ag workers children: parents bring home pesticides in vehicles, clothes, skin What to do: EPA pamphlets - general audience Worker Protection Standards - workers Prevention program - children |
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Children at Risk for poor development
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Prenatal development - low birth rate, prematurity, teratogens
Medical: muscle weakness, language delays Poverty, young parents, depressed parents, unemployed parents, substance abusing parents |
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Children Programs
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Head Start: 1960s War On poverty, children 3-6
Project follow-through: extends head start thru 3rd grade Home start - extension of head start to training for parents |
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James Anthony
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700 Children in poverty, with birth trauma, and parents with alcoholism.
Findings: 1 in 10 children survived and thrived because they had resiliency - the ability to bounce back/recover from obstacle (capabilities than can be learned) |
