Development In Middle Childhood PSY 2114 PDF

DEVELOPMENT IN MIDDLE CHILDHOOD PSY 2114 DEVELOPMENTAL PSYCHOLOGY ELAINE YONG FHEA Our Vision: To be a World Class University IN THIS LECTURE 01 PHYSICAL 02 COGNITIVE 03 SOCIAL & EMOTIONAL 04 PARENTS & SIBLING What is the age 05 FR...

DEVELOPMENT IN MIDDLE CHILDHOOD PSY 2114 DEVELOPMENTAL PSYCHOLOGY ELAINE YONG FHEA Our Vision: To be a World Class University IN THIS LECTURE 01 PHYSICAL 02 COGNITIVE 03 SOCIAL & EMOTIONAL 04 PARENTS & SIBLING What is the age 05 FRIENDSHIP range of middle childhood? Our Vision: To be a World Class University ANN BANCROFT: POLAR EXPLORER “I never wanted to be perceived as a handicapped or limited in any way” First woman in history to reach both North & South Poles by nonmotorized means Born: 29 September 1955 A family of risk takers, her parents said “Go ahead and try, you might just get what you want” A natural athlete, her favourite class was gym 7th grade she learned that she had dyslexia, a reading disability Our Vision: To be a World Class University PHYSICAL DEVELOPMENT Our Vision: To be a World Class University GENDER DIFFERENCES GROWTH MOTOR SKILLS Girls Boys Boys = Girls same size better in fine motor skills better in gross motor Girls > Boys (e.g., handwriting) and skills (strength, certain gross motor skills throwing, catching, Girls enter puberty by end of the (flexibility, balance) primary school jumping, running) < time on sports and Girls are half an inch taller than better strength, bodies fitness-related activities average boys (11–12 yo) having relatively less fat & more muscle Our Vision: To be a World Class University Brain 2 growth spurts Improved Cognitive Skills 6 to 8 years Selective Attention New synapses & thickness in cerebral cortex Information Processing Speed Sensory & motor areas Spatial Perception Right-Left Orientation 10 to 12 years Frontal lobes Logic and planning Our Vision: To be a World Class University COGNITIVE DEVELOPMENT Our Vision: To be a World Class University PIAGET’S: CONCRETE-OPERATIONAL PERIOD (7–11 years) ✓ Conservation Matter can change appearance without changing quantity ✓ Decentration Thinking in multiple variables ✓ Reversibility Mentally undo some kind of mental or physical transformation Child understands it Conservation of Tasks ✓ Inductive Logic remains as 1 cookie even Experiments Own experience to a general if it’s broken & just as principle (e.g. adding always makes more) enjoyable! Our Vision: To be a World Class University Information Processing MEMORY STRATEGIES METACOGNITION 7- to 8-year-olds ✓ metamemory Rehearsal - repetitions intuitive understanding of memory & useful for diagnosing memory problems accurately and monitoring their effectiveness > 9 years ✓ metacognitive knowledge Organization - structuring new information knowledge and awareness of cognitive into related categories processes. E.g. directing attention Elaboration - making new information awareness of perception, attention, memorable by embellishing it intentions, knowledge, and thinking External aids to memory (e.g., note taking or increases using a calendar) ✓ cognitive self-regulation identifying goals, selecting effective strategies, and monitoring accurately Our Vision: To be a World Class University EMOTIONAL DEVELOPMENT Our Vision: To be a World Class University Psychological Self: Personality Traits Freud Erikson Latency Stage (6 to 12 years) Industry vs Inferiority Stage (6 to 12 years) Develop defense mechanisms; Develop cultural skills and norms identify same-sex peers Milestone: Competence No fixation on any body parts Our Vision: To be a World Class University Psychological Self: Self-Efficacy & Self-Esteem Bandura – Self-Efficacy Susan Harter– Self-Esteem Peer models are a source of self-efficacy Self-esteem is strongly influenced by mental beliefs comparisons of ideal self and actual experiences Social comparisons Family support: Begins with being liked and Child must perceive similarities to be accepted by parents and siblings influenced by models External: cultures Encouragement from sources of information that the child values (e.g. teachers & parents) also contribute to self-efficacy ideal actual Albert Bandura Susan Harter Our Vision: To be a World Class University PARENTING STYLES: DIMENSIONS Diana Baumrind (1927 – 2018) Our Vision: To be a World Class University PARENTING: CULTURAL VARIATIONS Parenting styles vary across cultures European Americans: warm, exert moderate control, and value individualism Asians and Latin Americans: value cooperation and collaboration Our Vision: To be a World Class University  RESEARCH EVIDENCE: PARENTING STYLES Systematic review evidence No evidence for cross-cultural differences between Western & India PS on child development (Sahithya et al., 2019) Authoritative result in better child outcomes test anxiety, worry, social withdrawal, social anxiety or delinquency higher EQ, generalised self efficacy, internal locus of control, fewer interpersonal and academic problems, and good academic achievement Authoritative parenting style is the most effective parenting style in enhancing the academic performance of young Pakistani children (Masud et al., 2014) Lomanowska et al. (2015) Adverse childhood behaviours (e.g. poor parenting experience) affect maternal parenting styles/behaviours in adulthood suggesting an intergenerational transmission of PS Our Vision: To be a World Class University PARENTAL: CONFLICT Harmful effects of chronic parental conflict ↓ feelings of a stable family ↑ child to feel anxious, frightened, and sad Diverts parents’ attention away from high-quality parenting Parents need to work as a team, with each supporting the child in their unique ways Our Vision: To be a World Class University PARENTAL: DIVORCE Divorce’s effect on children Less harmful if parents: Depends on parents cooperating Explain the divorce’s reasons with each other to children Problems in childhood: Reassure them of School achievement love/involvement Conduct Don’t compete for the child, Self-concept and don’t criticize ex Parent-child relations Don’t ask children to mediate disputes Problems in adulthood Likelier to experience negative marriage attitudes, marital problems, divorce Less life satisfaction; more depression Our Vision: To be a World Class University SIBLINGS Birth of a sibling can result in the older child withdrawing or regressing to childish behavior Sibling relationships are more harmonious In adolescence If same-sex When parents have a good relationship When parents are affectionate, caring, and responsive to each other and all of their children Our Vision: To be a World Class University SIBLINGS: BIRTH ORDER Parents of firstborn children have high expectations, are more affectionate, and are more strict Firstborns have higher IQ, and are more willing to conform Only children Succeed more in school Aren’t “spoiled brats” Our Vision: To be a World Class University RESEARCH EVIDENCE: BIRTH ORDER STUDIES Eckstein et al. (2010) Reviewed lifestyle characteristics using 200 studies Birth Oder Characteristics Only Child Achievements/intelligence (n = 7) Most likely to go to college (n = 4) Most behavior problems (n = 4) Lowest need for affiliation (n = 4) First Born Highest academic (n = 23) High achievers (n = 12) Highly motivated (n = 9) Most likely a leader (n = 9) Middle Born Feelings of not belonging (n = 7) Sociable (n = 5) Fewest "acting out" problems (n = 4) Last Born Highest social interest/ agreeableness (n = 11) Most rebellious (n = 8) Most empathic (n = 7) Our Vision: To be a World Class University FRIENDSHIPS Our Vision: To be a World Class University FRIENDSHIPS Friendship: voluntary relationship of two Children benefit from good friendships people involving mutual liking Higher self-esteem Preschoolers: choose based on common Less likely to be lonely or depressed interests and getting along well Act more prosocially 8- to 11-year-olds: Cope better with stresses Friends have similar interests, Co-rumination: discussing personal attitudes toward school, recreational problems pursuits, future plans, above, plus psychological characteristics (e.g., trust, helpfulness) Risks of friendships Similar: Age, Sex & Race Reinforce each other’s aggressiveness and risky behaviors Our Vision: To be a World Class University FRIENDSHIP: POPULARITY AND REJECTION POPULAR: most classmates like child Positive or negative REJECTED: most classmates dislike child Aggressive or withdrawn AVERAGE: are liked and disliked by some classmates, but with lower intensity than above categories CONTROVERSIAL: classmates are divided; some like and others dislike child NEGLECTED: many classmates ignore the child Our Vision: To be a World Class University BULLYING: IN SCHOOLS AGGRESSORS Physical and relational aggression Early childhood aggressiveness predicts adolescent and adult aggression VICTIMS Chronic bullying victims have low self- esteem, dislike school, and are often lonely, anxious, and depressed Involve parents and schools to stop bullying Our Vision: To be a World Class University LECTURE SUMMARY 01 PHYSICAL 02 COGNITIVE 03 SOCIAL & EMOTIONAL 04 PARENTS & SIBLING 05 FRIENDSHIP Our Vision: To be a World Class University THE END Our Vision: To be a World Class University