Middle and Late Childhood PDF

Developmental Psychology Middle and Late Childhood Source: Papalia (2021), Santrock (2018) Physical Development verbal...

Developmental Psychology Middle and Late Childhood Source: Papalia (2021), Santrock (2018) Physical Development verbal expression or counting out loud (jump rope, hopscotch) o Girls retain somewhat more fatty tissue than  Rough-And-Tumble Play – wrestling, boys kicking, tumbling, grappling, and chasing, o Tooth decay remains one of the most common accompanied by laughing and screaming chronic untreated conditions  6-9 year olds need more flexible rules, o Access to proper dental care is important for shorter instruction time, and more free time young children to practice than older children o Recommended calories per day for  Older children are able to process instruction schoolchildren 9 to 13 years of range from 1,400 and learn team strategies to 2,600 depending on gender and activity level o Body Image (how one believes one looks) o Sleep: average of 10 hrs a day becomes important early in middle childhood,  Factors that affect children’s sleep: especially for girls, which could lead to eating  Exposure to media screens disorders during adolescence (may be  Physical inactivity influenced by playing unrealistic dolls such as  Secondhand smoke barbie)  Poor housing o Causes of obesity:  Vandalism  Overweight parents or other relatives  Lack of parks and playgrounds  Poor nutrition  Persistent snoring, at least 3x a week, may  Eating fast food indicate a child has sleep-disordered  Sugar breathing, which is linked to behavioral and  Inactivity learning difficulties o Acute Medical Conditions – occasional, short- o Faster and more efficient information term conditions, such as infections and warts processing and an increased ability to ignore o Chronic Medical Conditions – physical, distractions developmental, behavioral, or emotional o The overall volume of gray matter (linked with conditions that persists 3 months or more such IQ) increases pre-puberty and declines post- as asthma and diabetes puberty o Asthma – chronic, allergy-based respiratory  Decline is due to loss in the density of gray disease characterized by sudden attacks of matter coughing, wheezing, and difficulty breathing  Gray matter volume peaks 1 to 2 years earlier  Caused by genetics, smoke exposure, low in girls than boys levels of vitamin D  The loss in density of gray matter with age is o Diabetes – one of the most common diseases in balanced by another change – a steady school-aged children increase in white matter  Characterized by high levels of glucose in the o Motor Skills continue to improve in middle blood as a result of defective insulin childhood production, ineffective insulin action, or both  Children play games during recess which  Type 1: result of an insulin deficiency that usually involves socialization occurs when insulin-producing-cells in the  Boys typically play physically (running), pancreas are destroyed whereas girls loves games that involves  Developmental Psychology Middle and Late Childhood Source: Papalia (2021), Santrock (2018)  Type 2: characterized by insulin resistance Piaget believed that children in the concrete  and used to be found mainly in overweight operations stage only used inductive and older adults reasoning o Hypertension – high blood pressure; children  Conservation with hypertension are more likely to have  Principle of Identity: still same object even learning disabilities and may have problems tho it has different appearance with executive functioning  Principle of Reversibility: can picture what o Accidental Injuries are the leading cause of would happen if he tried to roll back the clay accidental death among school-age US Children of snake  Decenter: ability to look at more than one Cognitive Development aspect of the two objects at once Concrete Operational Stage by Jean Piaget  Numbers o At about 7 years of age, children enter the stage Information-Processing Approach: Planning, of Concrete Operations according to Jean Attention, Memory Piaget o Executive Function – the conscious control of o Children can now think logically because they thoughts, emotions, and actions to accomplish can take multiple aspects of situations into goals or solve problems account o As children develop the ability to mentally o However, their thinking is still limited to real juggle more concepts at the same time, they are situations in the here and now also able to develop more complex thinking and o Better understanding of: goal-directed planning  Spatial concepts – allows to interpret maps and o Development of the ability to regulate attention, navigate environment inhibit responses, and monitor errors  Causality – makes judgement about cause and o School-age children can concentrate longer effects than younger children and can focus on the  Categorization information they need and want while screening  Seriation – arranging objects in a series out irrelevant information according to one or more dimensions  Selective Attention – the ability to  Transitive Inferences/Transivity – e.g. A < deliberately direct one’s attention and shut B