During middle childhood from ages 6 to 12, children experience steady physical growth and cognitive development. Physically, children gain height and weight each year, leading boys and girls to different activities. Cognitively, children develop concrete operational thinking and can reason logically about real events. Key developmental milestones include inductive and deductive logic. Children also develop learning disabilities or conditions like ADHD. Socially and personality-wise, children form peer relationships and a sense of industry, along with developing a psychological self-concept and self-esteem through social comparisons.

1. MIDDLE CHILDHOOD
6 to 12 years old

2. PHYSICAL CHANGES
Physical development
from age 6 to 12 is steady
and slow.

3. Children gain to 2 to 3 inches in height and
about 6 pounds of weight each year.
Sex differences in skeletal and muscular
maturation may lead boys and girls to pursue
different activities.

4. 3 most important health hazards
1. Head injuries
2. Asthma
3. Excessive weight gain

5. COGNITIVE CHANGES
Piaget proposed that a
major change in the child's
thinking occurs at about
age 6.

6. Concrete Operational Stage - Piaget's third stage
of Cognitive development which children
construct schemes that enable them to think
logically about objects and events in the real
world.
Decentration - thinking that takes multiple
variables into account
Reversibility - the understanding that both
physical actions and mental operations can be
reversed.

7. Inductive Logic - type of reasoning in which
general principles are inferred from specific
experiences
Deductive Logic - type of reasoning, based on
hypothetical premises, that requires predicting a
specific outcome from a general principle.

8. CHILDREN WITH SPECIAL NEEDS
LEARNING DISABILITY - difficulty in mastering
a specific academic skill, most often reading,
despite possessing normal intelligence and no
physical or sensory handicaps.
ADHD (attention-deficit hyperactivity disorder) -
a mental disorder that causes children to have
difficulty attending to and completing tasks.

9. SOCIAL AND PERSONALITY DEVELOPMENT
Theories of Social and
Personality Development

10. PSYCHOANALYTIC PERSPECTIVES
Freud claimed that the libido is dormant
between ages 6 to 12, a period of the
LATENCY stage.
He thought that the challenge of the middle
childhood years was to form emotional bonds
with peers and to move beyond those that were
developed with parents in earlier years.

11. Erikson theorized that 6 to 12 years old acquire
a sense of industry by achieving educational
goals determined by their cultures.
It is the period during which the children
experience the crisis of INDUSTRY vs
INFERIORITY

12. THE TRAIT AND SOCIAL-COGNITIVE
PERSPECTIVES
Trait - a stable pattern of responding to
situations
Trait theories propose that people possess
stable characteristics that emerge during middle
childhood as experiences modify the
dimensions of temperament.

13. THE BIG FIVE PERSONALITY TRAITS
1. Extraversion
Qualities: active, assertive, enthusiastic,
outgoing
Possible Temperament: high activity level,
sociability, positive emotionality, talkativeness

14. 2. Agreeableness
Qualities: affectionate, forgiving,
generous, kind, sympathetic, trusting
Possible Temperament: perhaps high
approach/positive emotionality, perhaps effortful
control

15. 3. Conscientiousness
Qualities: efficient, organized, prudent,
reliable, responsible
Possible Temperament: effortful
control/task persistence

16. 4. Neuroticism / emotional instability
Qualities: Anxious, self-pitying, tense,
touchy, unstable, worrying
Possible Temperament: negative
emotionality, irritability

17. 5. Openness / intellect
Qualities: artistic, curious, imaginative,
insightful, original, wide interest
Possible Temperament: approach, low
inhibition

18. SOCIAL-COGNITIVE THEORIES
Bandura's reciprocal determinism - personal,
behavioral and environmental factors interact to
influence personality development.

19. SELF-CONCEPT
By the end of the middle childhood, children's self-
concepts include two new components, a
PSYCHOLOGICAL SELF AND VALUED SELF.
- Psychological self - an understanding of one's stable,
internal traits and characteristics. It includes both basic
information about the child's unique characteristics and
self-judgments of competency.
- Self-efficacy - belief in one's capacity to cause an
intended event to occur or to perform a task.
- Social comparisons - the process of drawing
conclusions about self based on comparisons to others.

20. Valued Self
Self-esteem - a global evaluation of one's
own worth. It appears to be shaped by two
factors: degree of discrepancy a child
experiences between goals and achievements
and the degree of perceived social support from
peers and parents.