Middle Childhood Development PDF

Middle Childhood Credit to Erin Stafford & Ray Pomfrett Learning Objectives To understand: Physical development and health in school aged children Cognitive and language development Major psychosocial challenges Environmental influences on school-aged children Physical Development Height a...

Middle Childhood Credit to Erin Stafford & Ray Pomfrett Learning Objectives To understand: Physical development and health in school aged children Cognitive and language development Major psychosocial challenges Environmental influences on school-aged children Physical Development Height and weight accelerates as puberty approaches Physical skills easier to learn Significant differences in height and weight across the population Physical inactivity and obesity rates rising https://www.aihw.gov.au/reports/physical-activity/physical-activity-across-the-life-stages/contents/table-ofcontents Physical Development Cont. Myelination continues Fine motor skills rapidly increasing By age 11 or 12, should have dexterity skills equal to adult level Physical and psychological effects of sports Table 8.1 page 414 of text: Physical Effects Psychological Effects Positive Better fitness Improved coordination Achievement motivation Team environment Negative Sports-related injuries Focus on ‘winning’ Pressure from adults to perform well Cognitive Development in Middle Childhood Cognitive Development Pre-operational https://www.youtube.com/watch?v=m0w59DGVknQ Concrete Operational Cognitive Development As concrete thinking develops, conservation difficulties are being resolved:  Identity –properties are the same even if their appearance has changed  Reversibility –Can reverse a scenario mentally  Decentration –considering several concepts simultaneously Classification also improves e.g. Child now understands that a picture of a dog can be classified under ‘dogs’ but also classified under ‘animals’ –now understand that the same items can be classified in different ways Cognitive Development Implications for ‘Concrete’ thinkers Teach by actively engaging them –allow children to manipulate and observe objects and scenarios around them Vygotsky’s Theory -We can enhance a child’s opportunity to perform by providing a supportive environment -We can assist children in advancing their skills further by giving them tasks they can almost perform and assist them in practicing this task Language Development More precise phonology Lexicon expands dramatically -40,000 words by the end of middle childhood Syntax and pragmatics improve Bilingualism Also need to consider cultural implications of language Intelligence  Defining intelligence: “The ability to reason abstractly and integrate old and new knowledge” (Hoffnung et al., 2019).  Measuring intelligence: e.g. WISC-V –measuring IQ in children Quick Intelligence Quiz Which number logically follows this sequence: 4, 6, 9, 6, 14, 6, _? A) 21 B) 20 C) 19 D) Questionnaires like this do not determine your intelligence!! Biases in intelligence testing What are we really testing? Environmental factors Personal factors Testing factors What about creative thinkers? What about culture? Gardner’s Multiple Intelligences Gardner (1983) discussed that: -Traditional psychometric views on intelligence are too limited -People possess ‘multiple intelligences’ -Each individual expresses each type of intelligence in different ways and the depth that you demonstrate these may be influenced by your biology and environment https://www.multipleintelligencesoasis.org/a-beginners-guide-to-mi (Gardner, 2013) Influence of formal education -One of the most important middle childhood experiences Both cognitive and psychosocial benefits May also increase access to physical activity School access = better life and health outcomes Negatives of schooling environment -Pressure of performance and assessment -School bullying http://www.schoolsandhealth.org/Pages/EducationonHealth.aspx Psychosocial Development in Middle Childhood Psychosocial challenges Knowing and developing self Achievement Family relationships Peer relationships Impact of culture Knowing and developing self Self Knowledge increases Own identity and preferences Recognising similarities and differences compared to others Achievement –Extrinsic VS intrinsic Culture Relationships Parental monitoring changes Family structure differences Peer relationships References Australian Institute of Health and Welfare. (2018). Physical activity across the life stages. Retrieved from AIHW: https://www.aihw.gov.au/reports/physical-activity/physicalactivity-across-the-life-stages/contents/table-of-contents Gardner, H. (2013). A beginner's guide to the theory of multiple intelligences (MI). Retrieved from MI Oasis: https://www.multipleintelligencesoasis.org/a-beginners-guide-to-mi Hoffnung, M., Hoffnung, R. J., Seifert, K. L., Hine, A., Ward, L., Signal, T., Swabey, K., Yates, K., & Burton Smith, R. (2019). Lifespan development (4th ed.). Milton, Qld: John Wiley & Sons Australia Ltd.