Module 3 Middle Childhood Development PDF

DEVELOPMENTAL PSYCHOLOGY Module 3: Middle and Late Childhood Prepared by: Camille Faye Elcano-de la Paz, RPm, MA(Cand.)  TOPICS Module 3: Middle and Late Childhood Chapter 10: Physical Development in Middle and La...

DEVELOPMENTAL PSYCHOLOGY Module 3: Middle and Late Childhood Prepared by: Camille Faye Elcano-de la Paz, RPm, MA(Cand.)  TOPICS Module 3: Middle and Late Childhood Chapter 10: Physical Development in Middle and Late Childhood Chapter 11: Cognitive Development in Middle and Late Childhood Chapter 12: Psychosocial Development in Middle and Late Childhood MA DE BY Cfelcano Quiz - 15 items CHAPTER 10: PHYSICAL DEVELOPMENT IN MIDDLE AND LATE CHILDHOOD  PHYSICAL DEVELOPMENT Growth during middle childhood slows considerably Height: Girls retain Weight: somewhat more Children grow Approximately fatty tissues about 2 to 3 doubles per than boys inches each year (persists through year adulthood)  TOOTH NUTRITION DEVELOPMENT Recommended calories AND DENTAL per day for a 9 to 13 years CARE old range from 1,400 to 2,600, depending on Tooth decay remains one of gender and activity level the most common chronic Media strongly untreated conditions in influences children’s chilhood food choices, and not for the better  Sleep needs for ages 6 to 13 is SLEEP 10hours a day Possible factors for sleeping problems Exposure to media screens Physical inactivity Secondhand smoke TV in the bedroom Poor housing Lack of parks Persistent snoring, at least three times a week, may indicate Sleep-Disordered Breathing (SDB), a condition that has been linked to behavioral and learning difficulties. BRAIN DEVELOPMENT The changes in the brain result in faster, more efficient information-processing and an increased ability to ignore distracting information. MOTOR DEVELOPMENT AND PHYSICAL ACTIVITY Developing countries: Most of them go to work, and they have little freedom and time for physical play In other countries: They spend less time on sports and outdoor activities and more hours on schooling, homework and media activities At their age, many children participate in organized sports. MOTOR DEVELOPMENT AND PHYSICAL ACTIVITY Recess Most of recess activity involves socializing with peers, their play tend to be informal Boys: more physically active games Rough-and-Tumble-Play Girls: games that include verbal expression or counting aloud Chinese Garter, Jumping Rope MOTOR DEVELOPMENT AND PHYSICAL ACTIVITY Organized Sports Needs more flexible rules, shorter instruction time, and more free time for practice than older children. Laro ng Lahi games Older children are better able to process instruction and learn team strategies basketball HEALTH, FITNESS AND SAFETY The death rate in these years is the lowest in bteh lifespan due to vaccines  OBESITY AND BODY IMAGE Obesity and Body Image Boys are slightly more likely to be Causes of Obesity overweight than girls Genetics Concern with body image Poor Nutrition becomes important early in Eating fast food middle childhood, especially for Sedentary Lifestyle girls, and may develop into Eating Disorder in adolescence.  Acute Medical Conditions Occasional, short-term conditions such as infections, colds, flu, fever. These are the common cases. Chronic Medical Conditions OTHER Physical, developmental, behavioral, or emotional MEDICAL conditions that persist for 3 months or longer. CONDITIONS Diabetes Type 1 - Inherited Common under 10 years old Insulin deficiency Type 2 - Acquired Insulin resistance found in overweight and older adults CHAPTER 11: COGNITIVE DEVELOPMENT IN MIDDLE AND LATE CHILDHOOD PIAGETIAN APPROACH Concrete Operational Child Ages 7 to 12 At about age 7, the child enters Concrete Operations when they can use mental operations, such as reasoning, solving concrete problems. Children can think logically because they can take multiple aspects of a situation into account. However, the thinking is still limited to real situations in the here and now.  1.SPATIAL RELATIONSHIPS School age children are better able to understand spatial relationships and this allows them to interpret a map, estimate the time to get from one place to another, and remember routes and landmarks. Children are more easily able to navigate a physical environment with which they have experiene.  2. CAUSALITY The ability to make judgments about cause- and-effect As children learn more about the world, their growing knowledge infroms the quality of their reasong. The quality of their reasoning was better when they were able to use their understanding of the world to inform their thinking.  3. CATEGORIZATION Seriation The ability to arrange objects in a series according to one or more dimensions (color or height) Children’s later mathematical achievement is dependent on early numeracy, including seriation, and difficulties with seriation predict later learning difficulties in math.  3. CATEGORIZATION Transitive Inferences Understanding the relationship between 2 objects by knowing the relationship of each to a 3rd object (if a < b and b < c, then a < c) Class Inclusion The ability to use the relationship between a whole and its parts, and to understand the categories within a whole  4. INDUCTIVE AND DEDUCTIVE REASONING Inductive - (used more in concrete operations stage) Logical reasoning that moves from particular observations about members of a class to a general conclusion about that class Deductive (develops in adolescence) Logical reasoning that moves from a general premise about a class to a conclusion about a particular members of the class.  5. CONSERVATION Children in the conccrete operational stage understands the law of conservation because they understand the principle of identity, reversibility, and because they can now decenter.  6. NUMBERS AND MATHEMATICS The ability to estimate - progress with age Can do mental math (5+8) start on 5 They also improve in number line estimation, computational estimation, and measurement estimation. INFORMATION- PROCESSING APPROACH Executive Function The conscious control of Planning, Attention, Memory thoughts, emotions, and actions to accomplish goals or solve problems  The prefrontal cortex show significant development during this period Faster, more efficient DEVELOPMENT OF processing increases the amount of information children EXECUTIVE can keep in their working memory FUNCTIONING They also developed self- regulatory capacity, including the ability to regulate attention, inhibit responses and monitor errors.  Environmental influences also matters: DEVELOPMENT OF Parenting Quality Cognitive Stimulation EXECUTIVE Parental Scaffolding FUNCTIONING Maternal sensitivity and attachment Low parental control Language development if robust language skills = However, environmental well executive functioning circumstances also interact if with language delays = with individual characteristics have difficulty SELECTIVE School age children can concentrate longer than young children and can focus on the ATTENTION information they need and want while screening out irrelevant information. May hinge on the executive skills of inhibitory control - the voluntary suppression of unwanted responses It is believed to be due to neurological maturation and is one of the reasons memory during middle childhood is better  WORKING Involves the short-term storage of info that is being actively processed, like a mental workspace. MEMORY As it is necessary for storing info while other material is being manipulated, the capacity of a child’s working memory can directly affect academic success.  Mnemonic Device - A strategy to avoid memory DEVELOPMENT External Memory Aids - Strategy using OF MEMORY something outside the person (ex. writing, STRATEGIES making list) Rehearsal - A strategy to keep an item in the working memory through conscious repetition Organization - Strategy of categorizing material to be remembered in order to make it easier to Note: recall. Metamemory thinking about memory Elaboration - Strategy of associating the items and because you know to be remembered with something else. about it, you can utilize it Metamemory - The knowledge of and reflection better about memory process  PSYCHOMETRIC APPROACH Otis-Lennon School ability Wechsler Intelligence test (OLSAT 8) Scale for Children A popular group test Most widely used individual Kindergarten to Grade 12 level intelligence test Verbal and numerical concepts, Ages 6 to 16 years old general information and following Measures verbal and performance of directions abilities Verbal comprehension, verbal Assesses child’s strengths.and reasoning, pictorial reasoning, help diagnose specific problems. figural reasoning and quantitative reasoning can identify specific strengths and weaknesses. INFLUENCES ON Brain imaging research shows a moderate correlation between INTELLIGENCE brain size or amount of gray matter and general intelligence The amount of gray matter in the frontal cortex in largely inherited as is linked with differences in IQ Connectivity between frontal and parietal regions, esp. in girls, has also been associated with non-verbal intelligence  THEORY OF Howard Gardner MULTIPLE Theory that each person has several distinct forms of intelligence INTELLIGENCE He argued that these intelligences are distinct from each other and Critics: Argues that his multiple intelligences are actually more that high intelligence in one area accurately labeled as talents and does not necessarily accompany abilities and assert that intelligence high intelligence in any of the is more closely associated with skills that elad to academic achievement others. TRIARCHIC THEORY OF INTELLIGENCE Robert Sternberg Everyone has these 3 abilities to a greater or lesser extent. A person may be strong in one, or, two or all three Experiential Element Contextual Element Componential Element -Insightful or creative -Practical aspect -Analytic aspect aspect Helps people deal with -How a person -How a person their environment efficiently process approach novel or Ability to size up a information familiar tasks situation and decide Solving problems, Compare new what to do. monitor solutions and information with what Knowing appropriate evaluate the results. they already know. action for a given Thinking originally situation. Tacit Knowledge STERNBERG TRIARCHIC Street Smart ABILITIES TEST Sternberg’s term for information that is not (STAT) formally taught or Measure intelligence through openly expressed but multiple choice and essay questions is necessary to get Domains ahead. Verbal Practical Skills in order Quantitative to succeed or survive Figural (spatial)  Children use increasingly precise LANGUAGE verbs They learn that a word can have AND more than one meaning, and they can tell from the context which LITERACY meaning is intended Simile and metaphor become Major area of linguistic growth: increasingly common Pragmatics - the social context of language Sentence structure continues to become more elaborate. Oldre children uses more subordinate clauses. THE CHILD IN SCHOOL: INFLUENCES ON SCHOOL ACHIEVEMENT 1.) Self-Efficacy Beliefs Those students high in self-efficacy believe they can master school work and regulate their own learning. They are more likely to succeed, in part because of high self-efficacy has a positive ffect on motivation. Self-regulated learners try hard, persists despite dificulties, and seek help when necessary Doing well in school results in self-efficacy - a cycle The reverse is also true THE CHILD IN SCHOOL: INFLUENCES ON SCHOOL ACHIEVEMENT 2.) Gender Girls tend to do better in school than boys (but research is inconsistent Boys outperform girls in mental rotations Early experience, biological differences, and cultural expectations may help explain the differences THE CHILD IN SCHOOL: INFLUENCES ON SCHOOL ACHIEVEMENT 3.) Parenting Practices Parental Involvement has a positive effect on academic achievement More on parental expectations Parents who expect that their children will do well in school have children who live up to those beliefs. perhaps, because children also adopt the same attitude about their abilities THE CHILD IN SCHOOL: INFLUENCES ON SCHOOL ACHIEVEMENT 4.) Socioeconomic Status Can be a powerful factor in educational achievement through its influence on family atmospherem choice of neigyhborhood, parenting practices, and parental expectations for children, and even in brain development THE CHILD IN SCHOOL: INFLUENCES ON SCHOOL ACHIEVEMENT 5.) Peer Acceptance Childrens who are disliked by their peers tend to do poorly in school. There is also some evidence that this effect is bidirectional: those who do poorly in school also seemm to show later difficulties. THE CHILD IN SCHOOL: INFLUENCES ON SCHOOL ACHIEVEMENT 6.) Class Size Many educators argue that smaller classes do benefit students 7.) Alternative Education Models Some parents choose charter schools and home schooling 8. Media Use Improper use = harm Proper use = help  EDUCATING CHILDREN WITH SPECIAL NEEDS Children with Learning Problems Learning Intellectual Disabilities -Dyslexia ADHD Disability -Dyscalculia ASD -Dysgraphia GIFTED CHILDREN Multiple criteria are used for admissions to programs for the gifted. achievement test scores grades classroom performance creative production parent and teacher nominations Student interviews CHAPTER 12: PSYCHOSOCIAL DEVELOPMENT IN MIDDLE AND LATE CHILDHOOD AT THIS TIME, JUDGEMENT ABOUT THE SELF BECOMES MORE CONSCIOUS, REALISTIC, BALANCED, AND COMPREHENSIVE AS CHILDREN FORM Representational Systems: REPRESENTATIONAL broad, inclusive self-concepts SYSTEMS that integrate various aspects of the self; social self concept  According to Erikson, in the event that children are unable to obtain the praise of adults or peers in their lives, or lack motivation and self-esteem, they may develop a feeling of low self-worth, thus develop a sense of inferiority Developing a sense of industry involves learning how to work hard to achieve goals  Maladaptive Tendency: Narrow Virtuosity Malignant Tendency: This concept refers to the Inertia situation where children are Inertia, in the context of this not allowed to experience a psychological concept, broad range of activities refers to a state where and are pushed into individuals, often due to an specializing in a narrow area inferiority complex, become of competence, limiting their stagnant and resistant to overall development. change or growth. not allowed to be “children”  Coregulation – children and parents CHILD IN share power Coregulation refers to a collaborative and shared THE FAMILY approach to regulation and control, where children and parents work together in a balanced way, sharing power and responsibilities. CAN BUILD SENSE OF AUTONOMY The amount of autonomy parents provide affects how their children feel about them Children are more apt to follow their parents’ wishes when they believe the parents are fair and concerned about the child’s welfare CHILD IN Parents of school-age children tends to use inductive techniques as a form THE FAMILY of discipline Inductive discipline involves explaining the consequences of behavior, emphasizing empathy, and encouraging the child to understand the impact of their actions on others. Children exposed to high levels of family conflict are more likely to show a variety of responses that can include internalizing or externalizing behaviors Children Exposed to High Levels of Family Conflict INTERNALIZING BEHAVIORS EXTERNALIZING BEHAVIORS Directed inward, such as Directed outward, such anxiety, fear, and as aggression, fighting, depression) disobedience, and hostility). CONSTRUCTIVE FAMILY CONFLICT Can help children see the need for rules and standards and learn what issues are worth arguing about and what strategies can be effective THOUGH POVERTY CAN HARM CHILDREN’S DEVELOPMENT, HIGH- QUALITY PARENTING CAN BUFFER CHILDREN FROM CHILDREN TEND TO DO POTENTIAL BETTER IN FAMILIES WITH CONSEQUENCES OF TWO CONTINUOUSLY POVERTY MARRIED PARENTS THAN IN COHABITING, DIVORCED, SINGLE-PARENT, OR STEP-FAMILIES CHILDREN DO BETTER WITH JOINT CUSTODY CO-PARENTING HAS BEEN CONSISTENTLY LINKED TO POSITIVE CHILD OUTCOMES CHILD IN THE PEER GROUP how to adjust their needs and Peer groups helps children learn desires to those of others, when to yield, and when to stand firm  Prejudice – unfavorable attitudes towards outsiders Holding of unfavorable attitudes or opinions towards individuals or groups perceived as CHILD IN outsiders, often based on stereotypes and preconceived notions. THE Children can be negatively affected PEER GROUP by discrimination Experiencing adverse impacts on their emotional well-being, self-esteem, and overall development when they are subjected to unfair treatment based on factors such as race, ethnicity, or other characteristics. SOCIOMETRIC POPULARITY Sociometric popularity is a measure used in psychology to assess a person's social standing within a group. It is composed of positive nominations (indicating liked or popular individuals), negative nominations (indicating disliked or unpopular individuals), or no nominations. This measure helps researchers and educators understand the social dynamics and popularity status of individuals within a social group.  Positive Nomination Negative Nomination Asking children who they like to play Opposite of positive nomination with, they like the most, or who they It involves asking children about their think other kids like the most. perceptions of others in a negative Positive nomination involves asking light. This can include questions about children about their preferences in who they prefer not to play with, who terms of playmates. This can include they like the least, or who they believe questions such as who they like to is disliked by other children. Negative play with, who they like the most, or nomination explores social dynamics who they think other kids like the most. and potential conflicts within a peer It focuses on identifying positive social group. connections and friendships within a peer group. Popular Average Neglected Rejected Controversial Unpopular Children Children Children Children Children Children Can make Receive an friends but average infrequently Frequently they tend Frequently number of nominated nominated to have nominated both as bestie both fewer as bestie positive Disliked but not bestie and friends and rarely and by peers really most and they disliked by negative disliked disliked prefer peers nominatio younger ns ones BULLYING Bullying is a repeated, intentional, and aggressive behavior where an individual or a group of individuals with more power deliberately cause harm, discomfort, or distress to someone perceived as vulnerable. MENTAL Oppositional Defiant Disorder Conduct Disorder HEALTH School Phobia Middle Childhood Separation Anxiety Disorder Social Phobia or Social Anxiety Generalized Anxiety Disorder Obsessive-Compulsive Disorder Childhood Depression PROTECTIVE FACTORS two most important protective factors Good Good family Cognitive relationship Functioning  KOHLBERG’S MORAL DEVELOPMENT LEVELS 1. PRE-CONVENTIONAL REASONING Children interpret good and bad in terms of rewards and punishments Or they are nice to others so that others will be nice to them  CONVENTIONAL 2. REASONING Individuals abide by certain standards, but they are the standards of the others, either by parents or the society 3. POST-CONVENTIONAL REASONING Highest level Morality is more internal Individuals engage deliberate checks on their reasoning to ensure that it meets high ethical standards  Moral Identity: when moral MORAL notions and moral commitments are central to PERSONALITY their lives Pattern of moral characteristics Moral Character – has willpower, that is distinctively their own desire, and integrity to stand up to pressure, overcome distractions and disappointments, and behave morally Moral Exemplars – people who have lived exemplary moral lives DEVELOPMENTAL PSYCHOLOGY End of Module 3: Middle and Late Childhood Prepared by: Camille Faye Elcano-de la Paz, RPm, MA(Cand.)