Development Through The Lifespan Chapter 9 PDF

Development Through the Lifespan Chapter 9 Cognitive Development in Middle Childhood (6‐12)  Objectives We will learn Piaget’s Theory: Achievements of the Concrete Operational Stage Information Processing Improvements (research) Attention‐Deficit Hypera...

Development Through the Lifespan Chapter 9 Cognitive Development in Middle Childhood (6‐12)  Objectives We will learn Piaget’s Theory: Achievements of the Concrete Operational Stage Information Processing Improvements (research) Attention‐Deficit Hyperactivity Disorder (ADHD) Intelligence tests, creativity & talents, gifted children Language Development in Middle Childhood  Development of Mapping Skills Preschool, early school age Landmarks Ages 8 - 10 Landmarks along organized route of travel End of middle childhood Overall view of large-scale space  Limitations of Concrete Operational Thought They work best with concrete information Problems with abstract ideas Gradually master concrete operational tasks, step by step  Follow‐up Research on Concrete Operational Thought  Culture and schooling affect performance on tasks  Key Information Processing Improvements Increase in information‐ processing speed and capacity Gains in inhibition Both may be related to brain development Attention in Middle Childhood Attention becomes more: Selective Adaptable Planful  Attention‐Deficit Hyperactivity Disorder (ADHD) Inattention Impulsivity Excessive motor activity Results in Social problems Academic problems Development of Memory Strategies:  Rehearsal (early grade school)  Repeating information to oneself  Organization (early grade school)  Grouping related items together  Elaboration (end of middle childhood)  Creating a relationship between pieces of information not in same category All are good for remembering isolated bits of information.  Culture, Schooling and Memory Strategies  Western schooling gives little practice in using everyday cues:  Spatial location  Arrangements of objects  Jason saw Lisa reading the letter and leaving it on the desk. We ask second order belief questions: where does Lisa thinks that Jason will look for the letter. 7 years say: he will look under the pillow because Lisa does not know that Jason saw her put the letter on the desk. (Correct answer).  Promoting Cognitive Self‐Regulation 1. Point out important features of tasks 2. Stress on planful learning 3. Suggest effective learning strategies 4. Self-evaluation of effectiveness 4. Emphasize monitoring of progress Information Processing and Academic Learning  Mathematics  Learn facts & skills through practice, reasoning, strategies  Blend drill and “number sense” approaches  Intelligence Tests Group Tests Individual Tests Allow testing of large – Provide insights about groups accuracy of score Identify students who Identify highly intelligent need individual testing children and children with learning problems  Genetics and IQ  May account for about half of differences  Disagreement about interaction with environment – Adoption studies show influence of both – Ethnic differences may be more cultural than genetic  Communication Styles Higher SES, whites Lower SES, minorities Knowledge‐training Real questions questions – No right answer Hierarchical task – Develop complex verbal style skills Collaborative task style  Language Development in Middle Childhood (6‐12) Vocabulary: Increases fourfold during school years 20 new words a day Grammar: Mastery of complex constructions Advanced understanding of infinitive phrases Pragmatics: Adjust to people and situations Phrase requests to get what they want  Learning Two Languages Bilingual Development  Learn both languages at the same time  OR learn first language, then second  Sensitive period - childhood  Learn both languages at the same time  OR learn first language, then second  Sensitive period - childhood  Characteristics of High‐Quality Elementary Education Class size Physical setting Curriculum Daily activities Teacher‐student interactions Evaluation of progress Relationships with families  Educational Philosophies Traditional v. Constructivist New Philosophical Directions – Social‐constructivist Teachers and children as partners Many types of symbolic communication Meaningful activities Zone of proximal development Reciprocal teaching  Teacher‐Student Interaction Good teachers: caring, helpful, stimulating, use repetitive drill – Better achievement in stimulating classrooms Individual differences – Well‐behaved, high achievers get more attention – More impact of attention on low SES – Self‐fulfilling prophecy  Children with Learning Difficulties Difficulties include: – Mild mental retardation – Learning disabilities 5–10% of children Law requires “least restrictive” environment – Mainstreaming – Full inclusion  Creativity The ability to produce original, appropriate work  Educating Gifted and Talented Children  Gifted - high IQ  Talented - outstanding in a specific field  Several education methods: – Enrichment in regular classroom – Pull out for special instruction – Move to higher grade  Cont. Attention‐Deficit Hyperactivity Disorder (ADHD) Intelligence tests, creativity & talents, gifted children Language Development in Middle Childhood