1 / 16

Middle Childhood

Middle Childhood. Psychosocial Crisis: Industry vs. Inferiority. Developmental Tasks. Friendship Concrete operations Skill learning Self-evaluation Team play. Intelligence – what is it?. Variety of definitions: Crystallized vs. fluid Intelligence Quotient

salena
Télécharger la présentation

Middle Childhood

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Middle Childhood Psychosocial Crisis: Industry vs. Inferiority

  2. Developmental Tasks • Friendship • Concrete operations • Skill learning • Self-evaluation • Team play

  3. Intelligence – what is it? Variety of definitions: • Crystallized vs. fluid • Intelligence Quotient • Gardner’s 8.5 Multiple Intelligences • Sternberg’s Successful Intelligence

  4. Gardner’s 8.5 Multiple Intelligences • Linguistic’ • Musical, • Logical-mathematical • Spatial • Kinesthetic • Interpersonal • Intrapersonal • Naturalistic • Maybe existential

  5. Sternberg’s Successful Intelligence Four types of intelligence • Analytical/componential • Creative/experiential • Practical • Wisdom - Intrapersonal, interpersonal and extrapersonal awareness ***Consider what we have done in this class. Which activities fit into which type of intelligence?

  6. Middle childhood=increased cognitive activity • Cognitive functioning – what is it? • Capacity for knowing, organizing perceptions and problem solving. • Education is the central process. • Piaget or Vygotsky? • Both examined how cognition develops • Discovery or facilitation? Brain-ready? • Qualitative change or context driven?

  7. 3. Information processing: what are the cognitive processes? • Memory: short term, working, and long term • http://faculty.washington.edu/chudler/stm0.html • http://cognitivefun.net/test/4 • Memory increases because • Better use of memory strategies • Increased knowledge • Improved cognitive inhibition • Faster info processing

  8. Speed of processing is about 50% of adult speed – • Speed of processing info increases because- • Myelination increases • Neuronal pruning occurs – frontal lobe is most dense at 7

  9. Application of Developmental Assets, Cognitive Development and Intelligence Jimmy is in 5th grade and has already started skipping school. His home life is chaotic and unstable and he often wears clothes that fit poorly or are unclean. He hates school because “nothing I do turns out right and I don’t have any friends.” As you get to know Jimmy, you discover that he loves comic books and he loves to draw. After lots of encouragement, he shows you some of his drawings and you are impressed. You also discover that Jimmy likes to tell a good story. Unfortunately, the typical school day doesn’t leave time for drawing or story telling because he has special tutoring sessions to help him catch up to grade level on reading, writing and math.

  10. You are starting a new elementary school using as its foundation the Developmental Assets Model and Gardner’s Theory of Multiple Intelligences. Plan a learning activity (it can last for days or even weeks) that will foster the children’s sense of industry and which incorporates as many assets as possible.

  11. Self Evaluation Two pathways to self evaluation: • Self-Efficacy • Enactive attainments • Vicarious experience • Verbal persuasion • Physical state • Social Expectations • Teacher expectations • Parental expectations • Illusions of competence and incompetence

  12. Piaget’s Stages of Cognitive Development 0-18 months Sensorimotor Around 18 months - 5 or 6 years Preoperational thought 6 or 7 – 11 or 12 Concrete operational thought Adolescence – adulthood Formal operational thought

  13. Small groups • Consider the book’s brief discussion of intelligence on pg. 292 as well as the description of industry vs. inferiority. • As a group, come up with your own definition of intelligence. • Operationalize the definition relevant to: • School • A social situation • Explain how your definition relates to the psychosocial crisis of industry vs. inferiority.

  14. Apply It! • In small groups, design an activity or a school that promotes industry and competence in 6-12 year olds. Be creative. • Next, analyze your idea. Come up with the top 3 critical questions you need answers to in order to decide if this is a sound idea. • Consider implementation of your idea: how will you make this happen? what barriers might you encounter? how can you get around the barriers? what do you need to be successful?

  15. Report Back • Did you incorporate Gardner’s or Sternberg’s theories into your idea? • In what ways did your strategizing session reflect Sternberg’s 3 components of intelligence? • What else can you say about intelligence, based on your strategizing?

  16. Developmental Assets – The Psychosocial Aspect • Begun in 1990, 350,000 6-12th graders surveyed. • Focused originally on youth of color and youth from distressed communities. • Majority experienced 16-23 assets. • Negative correlation between assets and age. • Females tended to have more than males. • 31 is identified as a good number, although it’s not magical. • There are two categories-internal and external

More Related