Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (9)
Similar to Bee & Boyd, Lifespan Development, Chapter 9
Similar to Bee & Boyd, Lifespan Development, Chapter 9 (20)
Recently uploaded
Recently uploaded (20)
Bee & Boyd, Lifespan Development, Chapter 9
- 1. Chapter 9: Physical and Cognitive Development in Middle Childhood
- 3. Physical Changes Growth and Motor Development From 6 to 12 General growth Large muscle coordination Fine motor control Eye-hand coordination improvement How did you grow during middle childhood?
- 4. Physical Changes Growth and Motor Development From 6 to 12 Gender Differences Girls: Faster in overall growth rate Slightly more fat and less muscle Better coordination Boys: Boys faster and stronger
- 5. The Brain and Nervous System Major Middle Childhood Growth Spurts From 6 to 8 years: Increases in the sensory and motor cortex From 10 to 12 years: Frontal lobes and cerebral cortex add synapses
- 6. The Brain and Nervous System
- 7. Cognitive Changes The Brain and Nervous System Spatial perception lateralization Improves learning math concepts and problem-solving Spatial cognition Ability to infer rules from and make predictions about movements of objects in space
- 8. Cognitive Changes Health and Wellness Rate and Type of Injury Changes with Age Head injuries Motor vehicles and bicycles Traumatic brain injuries (TBI) Reduced by helmet usage
- 9. Cognitive Changes Health and Wellness Asthma: Chronic disease that causes airways to become sore and swollen Causes Allergens, irritants, weather, exercise, infections Consequences Most frequent cause of school absence
- 10. Health and Wellness Obesity Obesity: Excess body fat that has adverse effect on health Most serious long-term health risk of middle childhood Affecting nearly 1 in 5 children Associated with adult obesity Let’s look at the prevalence of overweight children over time.
- 11. Figure 9.1 Prevalence of Overweight among U.S. 6 – 11 Year Olds Figure to come
- 12. Cognitive Changes Language During the school-aged years, children: Demonstrate improved grammar skills and pronunciation Engage in conversation with many ages Increase in vocabulary, especially derived words
- 13. Figure 9.2 Vocabulary Growth in Middle Childhood
- 14. Cognitive Changes Piaget’s Concrete Operational Stage Concrete Operational Stage: Thinking logically about concrete concepts but have difficulty understanding abstract or hypothetical concepts School-aged children: Understand rules that govern physical reality Distinguish between appearance and reality Utilize a set of powerful schemas
- 15. Cognitive Changes Piaget’s Concrete Operational Stage Do you know what powerful schema school- aged children use?
- 16. Figure 9.3 An Example of Concrete Operational Thinking
- 17. Piaget’s Concrete Operational Stage Direct Tests of Piaget’s View Horizontal decalage: Applying new thinking to all kinds of problems Conservation: Ability to logically determine certain quantity remains same despite adjustment of container, shape, or apparent size Let’s see how children perform on tests of conservation.
- 18. Figure 9.4 Within-Stage Development in Concrete Operations
- 19. Direct Tests of Piaget’s View Siegler Concrete Operations as Rules for Problem Solving Siegler Cognitive development consists of acquiring a set of basic rules applied to broader ranges of problems. Movement from one rule to next requires experience. This approach is a cross between Piaget’s and information processing theories.
- 20. Figure 9.5 Piaget’s Balance Task
- 21. Advances in Information Processing Skills Processing Efficiency Processing efficiency: Ability to make efficient use of short-term memory capacity Major component of cognitive growth Increases speed of cognitive processing Change validated with cross-cultural research
- 22. Advances in Information Processing Skills Automaticity Automaticity: Ability to recall information from long term memory without using short term memory capacity Frees up short-term memory space for more complex processing Achieved primarily through practice
- 23. Advances in Information Processing Skills Executive and Strategic Processes Executive processes: Information processing skills allowing a person to devise and carry out alternative strategies for remembering and problem solving Metacognition: “thinking about thinking” Memory strategies
- 24. Advances in Information Processing Skills Expertise Expertise: Amount of information possessed improves information processing Categorize information in complex and hierarchical ways Stirs capacity for creativity Chi research
- 25. Schooling Overview Every society seeks ways of teaching children skills needed in adulthood. In U.S., formal education is one of most important influence on cognitive development in middle childhood.
- 26. Schooling Literacy: Ability to read and write Phonological awareness Balanced approach utilizes systematic and explicit phonics instruction Sound-symbol connections and explicit language mechanics instruction Curriculum flexibility
- 27. Second-Language Learners Limited English Proficient (LEP): Limited ability to read, write, speak, or understand English English Language Learners (ELL): Limited English proficiency prevents full participation in regular education classes By 2008, one-half of all U.S. classrooms had one or more ELL or LEP students
- 28. Second-Language Learners Programs and services provided Bilingual education ESL Home-school programs No single approach is most successful Any structured program better than submersion Transition to English-only program is necessary
- 29. Achievement and Intelligence Tests Standardized tests: Individual performance determined by comparing score to average score obtained from large sample of similar individuals Kinds of tests Achievement tests Paper and pencil intelligence tests
- 30. Yes or No? IQ tests should be used as the primary or only criteria for placing children in educational programs.
- 31. Schooling Achievement and Intelligence Tests
- 32. Which theory describes intelligence better – multiple intelligences or the triarchic theory? Why? Obesity is becoming a major problem in the U.S. What can a parent do to help an obese child or to help a child avoid becoming obese? Questions To PonderQuestions To PonderQuestions To PonderQuestions To Ponder
- 33. Schooling Group Differences in Achievement Sex differences No consistent differences between boys and girls on total IQ or achievement test scores Differences shaped by interaction between biology and environmental factors
- 34. Schooling Group Differences in Achievement Ethnic differences Problems associated with economic status; access to prenatal care; family stability Style differences Analytic Relational
- 35. Schooling Cross Cultural Differences in Achievement U.S. children significantly behind industrialized nation peers in math and science North American parents emphasize innate ability; Asians emphasize hard work Teaching methods vary Studies may be measuring surface rather than subtle variations
- 36. Children with Special Needs Overview 13% of all U.S. children receive some kind of special education See Table 9.4 for a list of disabilities for which U.S. children receive special education services One of the growing categories of disabilities include learning disabilities
- 37. Children with Special Needs Learning Disabilities Learning disabilities: Disorder in which child has difficulty in mastering specific academic skill, even though she or he possesses normal intelligence and no physical or sensory handicap.
- 38. Children with Special Needs Attention-Deficit Hyperactivity Disorder (ADHD) ADHD: Neurobiological disorder characterized by developmentally inappropriate impulsivity, inattention, and, in some cases, hyperactivity Causes Cultural factors Treatment
Editor's Notes
- Grow 2 – 3 inches and add 6 pounds a year Increased large-muscle coordination Better hand-eye coordination Significant gains in fine motor control Girls – by age 12: 94% of adult height attained Boys –by age 12: 84% of adult height attained
- Grow 2 – 3 inches and add 6 pounds a year Increased large-muscle coordination Better hand-eye coordination Significant gains in fine motor control Girls – by age 12: 94% of adult height attained Boys –by age 12: 84% of adult height attained
- From 6 to 8 years Increases in the sensory and motor cortex Linked to improvements in hand-eye coordination Fine motor skills From 10 to 12 years Frontal lobes and cerebral cortex add synapses Associated with gains in logic and planning Better myelinization of frontal lobes and reticular formation are important. The ability to pay attention is essential for the child to take advantage of improvements in frontal lobe functions. Selective attention – the ability to focus cognitive activity on the important elements of a problem or situation.
- Frontal lobes and reticular formation links improve 12 year olds develop selective attention--focused Associational area neurons Sensory, motor, and intellectual functions are linked. Contributes to increases in information-processing speed
- Spatial perception lateralization Helps with activities such as map reading Improves learning math concepts and problem-solving Spatial cognition Ability to infer rules from and make predictions about movements of objects in space Includes left-right orientation Affected by visual experiences
- Rate and type of injury changes with age Head Injuries Motor vehicles and bicycles Majority of children recover fully Education is the first defense followed by daily medication. As children grow and their lung capacity increases, asthma attacks lessen. ½ of children continue with problems throughout life.
- Asthma appears around 5 – 7; responsible for more than 11 million school absences each year in U.S. Education is the first defense followed by daily medication. As children grow and their lung capacity increases, asthma attacks lessen. Hald of children continue with problems throughout life.
- Most serious long-term health risk of middle childhood Nearly 1 in 5 children is obese Use of BMI (Body Mass Index) for Age Associated with adult obesity Requires special diets and increased exercise to lose weight
- Prevalence of obesity in U.S. has grown at alarming rate over last five decades
- During the school-aged years, children: Become skilled at managing finer points of grammar Able to engage in conversation with many ages Increase in vocabulary, especially derived words Increase of 5000-10,000 words per year! Use different tenses to describe past experiences. Add new vocabulary at 5,000 to 10,000 words a year. Derived words – words that have a basic root to which some prefix or suffix is added, such as happily or unwanted.
- Anglin’s estimates illustrate the largest gain between third and fifth grade occurs in knowledge of derived words
- Can easily solve conservation tasks Construction of schemes that enable children to think logically Decentration: taking multiple variables into account Reversibility: mentally undoing a physical or mental transformation Inductive logic Moving from personal experience to a general principles Good at manipulating things that can be seen and touched
- Can easily solve conservation tasks Construction of schemes that enable children to think logically Decentration: taking multiple variables into account Reversibility: mentally undoing a physical or mental transformation Inductive logic Moving from personal experience to a general principles Good at manipulating things that can be seen and touched Decentration – thinking that takes multiple variations into accounts. Reversibility – the ability to mentally undo some kind of physical or mental transformation.
- Ask: What aspects of concrete operational thought do you find in this fifth graders response to a hypothetical premise?
- Conservation of mass (7 years) Conservation of weight (8 years) Conservation of volume (9 years) Example of Siegler’s concepts of rules. Balance scale – Figure 9.4 Rule 1 – preoperational rule – taking into account only one dimension. Rule 2 – transitional rule – child still judges on the basis of number, except when the same number of weights appears on each side;in that case, the child takes a distance from the fulcrum into account. Rule 3 – concrete operational rule – the child tries to take both distance and weight into account simultaneously, except that when the information is conflicting, the child simply guesses. Rule 4 – understanding the actual formula for calculating the combined effect of weight and distance for each side of the balance. – foraml operations thinking.
- Children got better in all five tasks over 3 year period. What else do you see?
- Balance scale – Figure 9.5 Rule 1 – preoperational rule – taking into account only one dimension. Rule 2 – transitional rule – child still judges on the basis of number, except when the same number of weights appears on each side; in that case, the child takes a distance from the fulcrum into account. Rule 3 – concrete operational rule – the child tries to take both distance and weight into account simultaneously, except that when the information is conflicting, the child simply guesses. Rule 4 – understanding the actual formula for calculating the combined effect of weight and distance for each side of the balance – formal operations thinking.
- Elementary school children who have automatized basic math facts learn complex computational skills more rapidly.
- See Table 9.2 for more information related to common IP strategies used in remembering
- Michelene Chi – expert chess players can remember the placement of chess pieces on a board more quickly and accurately than novice chess players – even when the experts were children and the novices were adults.
- Phonological awareness increases Readers benefit from specific instruction Automaticity of identifying sound–symbol combinations helps Balanced approach includes Guided Reading Poor readers Have problems with sound-letter combinations Benefit from highly specific phonics approaches May need multiple teaching approaches to help catch up
- Some participate in bilingual education Instruction given in two languages English-as-a-second-language programs (ESL) Children spend part of the day in classes to learn English Using a home-component helps Helps support children’s home language and culture Providing a transition to English-only classrooms helps LEP students
- Some participate in bilingual education Instruction given in two languages English-as-a-second-language programs (ESL) Children spend part of the day in classes to learn English Using a home-component helps Helps support children’s home language and culture Providing a transition to English-only classrooms helps LEP students
- Achievement tests Designed to assess specific information learned in school Some critics suggest portfolios of children’s school work is better indicator of actual school learning Paper and pencil intelligence tests Required by most U.S. school districts Often result in misclassification of minority students Strongly correlated with achievement test scores
- Discuss opinions.
- Multiple Intelligences – Howard Gardner Intuitively appealing but little empirical support Triarchic Theory – Robert Sternberg Contextual intelligence Experiential intelligence Componential intelligence Emotional Intelligence – Daniel Goleman Children’s control over emotions in early childhood strongly related to academic achievement Howard Gardner (page 244) Linguistics – using language effectively Logical-mathematical – numbers and logical problem solving Musical – appreciation and production of music Spatial – works of art and paintings Bodily kinesthetic – ability to move in a coordinated way Naturalist – fine discriminations among plants and animals Interpersonal – sensitivity to moods, behaviors, and needs of others Intrapersonal – ability to understand oneself Robert Sternberg Contextual intelligence – knowing the right behavior for a particular situation Experiential intelligence – measured by IQ tests – how familiar a child is with the school culture Componential intelligence – a person’s ability to come up with specific strategies Emotional Intelligence awareness of one’s own emotions the ability to express one’s emotions appropriately capacity to channel emotions into the pursuit of worthwhile goals
- No consistent differences between boys and girls on total IQ or achievement test scores Girls slightly better on verbal tasks Boys slightly better on numerical reasoning Differences shaped by environmental factors Parent and teacher assumptions about skills Children internalize beliefs of others By high school, differences in standardized math tests are apparent
- Ethnic differences Problems associated with economic status; access to prenatal care; family stability Style differences Analytic Define learning goals and follow orderly steps to reach them Relational Focus attention on the “big picture” instead of individual bits of information Higher percentage Asian American and European American children are analytic More African American, Hispanic, and Native American children are relational Lack of good cultural fit may cause school problems
- U.S. children significantly behind industrialized nation peers in math and science Underlying cognitive processes are similar North American parents emphasize innate ability; Asians emphasize hard work Teaching methods vary Asian teachers emphasize “master lessons” around a single theme Asians emphasize computational fluency Americans may undermine intrinsic motivation by poor use of reward systems Asian teachers have devised particularly effective modes of teaching math and sciences according to research done by Stigler and Stevenson. Japanese and Chinese craft master lessons organized around a single theme and involving specific forms of student participation. Americans spend less time on one topic, often shifting from one concept to the next within the same lesson. Computational fluency – the degree to which an individual can automatically produce solutions to simple calculation problems. So..may be related to variations in cultural beliefs and teaching methods
- Learning disabilities – difficulty in mastering a specific academic skill – most often reading despite possessing normal intelligence and no physical or sensory handicaps.
- Learning disabilities – difficulty in mastering a specific academic skill – most often reading despite possessing normal intelligence and no physical or sensory handicaps. Dyslexia- skill deficit specific to reading May have trouble understanding sound and structure of language Reciprocal teaching – working in pairs or groups Inclusion: at least part of school day in regular classroom
- If more than 2 years behind other children in grade, classified as learning disabled. Causes Neurological Differences Functional differences in the right hemisphere. Serotonin function is impaired. Children born 24 – 31 weeks of gestation are 4 to 6 times as likely to suffer symptoms of ADHD. Require more sensory stimulation than peers. Cultural factors Rare outside the U.S. Parents lose confidence in their abilities Become permissive or overly harsh May be helped by parental training programsHelp regain a sense of controlReceive daily feedback from schoolReinforce specific rules Stimulant medications Ritalin Use may have self-fulfilling prophesy effect May not improve grades