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Chapter 9:

Chapter 9:. Middle Childhood: Physical & Cognitive Development. Growth Patterns in Middle Childhood: . Body weight doubles Spend much energy on physical activity and play School children eat much more than preschoolers

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Chapter 9:

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  1. Chapter 9: Middle Childhood: Physical & Cognitive Development

  2. Growth Patterns in Middle Childhood: • Body weight doubles • Spend much energy on physical activity and play • School children eat much more than preschoolers • Boys slightly heavier & taller until 9-10, then girls enter adolescence. Boys enter adolescence 3-4 years after girls • Boys ↑ muscle, girls ↑ fat

  3. Motor Skills: • Gross Motor: by 6: Hopping, jumping 6-7: climbing, pedaling/balancing on a bike 8-10: Better balance, coordination and strength • Fine Motor: By 6-7: Tie shoes, hold pencil as adults, fasten buttons, zippers, brush teeth, wash themselves, coordinate a knife and fork, skill at using chopstick greatly improves

  4. Question: • What is reaction time?

  5. Cognitive Development: • Remember, Piaget believed that school age children (age 7-12 yrs) are in the concrete operational stage of development. • What is meant by Concrete Operations? The development of mental operations: Cognitive actions that can be performed on objects or ideas and that consistently yield results.

  6. Concrete Operational Thinking: • Children show the beginnings of adult logic; but they generally focus on tangible objects rather than abstract ideas; this is why they are “concrete.” • Children begin to understand that events can be interpreted in different ways, thus looks can be deceiving. • They have developed reversibility and flexibility in thinking.

  7. Concrete Operational Thinking is Characterized by: • Less egocentrism (can view the world from another persons perspective & realize that others may see things differently then them) • Engaging in decentration (they can focus on more than one dimension or aspect of a problem at the same time) • Understanding conservation(objects can have several properties or dimensions)

  8. Concrete Operational Thinking is Characterized by, cont. • Understanding transitivity: If A exceeds B in some property (like age or height) and if B exceeds C, then A must also exceed C • Understanding class inclusion: Can focus on two subclasses (dog/cats) and larger subclasses (animals) at the same time. Example with the “are there more dogs or animals?” from last week

  9. Example of Transitivity: Seriation

  10. Kohlberg's Theory of Moral Development: • Focused on the kinds of information children use to determine whether a situation is right or wrong. • Emphasized the importance of being able to view the moral world from the perspective of another person. • Children and adults arrive at moral judgments based on different reasoning skills, which can be classified according to certain stages of moral development. (according to Kholberg)

  11. Kohlberg's Theory of Moral Development, cont. • Developmental stages of moral reasoning follow the same sequence in all children. • Children progress at different rates, and not everyone reaches the highest stage.

  12. Intellectual Development vs. Achievement: Intelligence: A measure of a child’s underlying competence or learning ability. Associated with academic success, advancement on the job, and appropriate social behavior. Achievement: Involves a child’s acquired competencies or performance.

  13. Theories of Intelligence: 1. Sternberg’s Triarchic Theory of Intelligence: Believed there are three parts to our intelligence. • Intelligence is defined as using our abilities skillfully to achieve our personal goals. • Instruction is most effective when it is geared to a child’s strength.

  14. Theories of Intelligence, cont. 2. Garner’s Theory of Multiple Intelligences: Believed each intelligence reflects more than academic ability. • Believed each has its neurological basis in different parts of the brain. • Believed each is an inborn talent that must be developed through educational experiences if it is to be expressed. • Each “intelligence” differs in quality.

  15. Measuring Intellectual Development: • Use of the Weschler tests • Widely used and most respected • Yield an Intelligence Quotient (IQ) • Carefully developed & revised over the years • Used to make educational decisions for children/adults • May be culturally biased

  16. Know: • No single test should ever be used to determine a child’s intelligence!

  17. The Weschler Scales: • Yields a verbal and performance IQ based on person’s performance on subscales, and an overall full IQ score • Helps reveal a child’s strengths and weaknesses and provides a measure of their overall intellectual functioning • Specific test given based on the age of the person being tested

  18. Fig. 9-10, p. 183

  19. What Determines our Intellectual Development? 1. Heredity: • Heritability of intelligence is approximately 40-60% 2. Environment: • Early enrichment • Varied experiences • Preschool (Headstart, etc.) • Responsive parents

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