CHAPTER 7
CHAPTER 7
Middle Childhood: Physical
Middle Childhood: Physical
Cognitiveand Social Development
Cognitiveand Social Development
PHYSICAL DEVELOPMENT
• .HEIGHT & WEIGHT
•  less rapid than in earlier years
•  each year grows about 2 to 3 inches
•  lower portion of body growing fastest
•  bones lengthen
•  muscles become flexible
NUTRITION & SLEEP
• essential for normal growth and health
•  2, 400 calories each day
•  5 years old – 11 hours
•  9 years old – 10 hours
•  13 years old – 9 hours
PIAGET’S CONCRETE OPERATIONAL STAGE
• • During this stage thought is logical, flexible, and
organized in it’s application of concrete information.
• • The capacity for abstract thinking is not yet present.
• • The ability to execute conservation tasks is a clear
indicator of this stage:
• Decentration and Reversibility.
• • Decentration-The ability to focus on several aspects
of a problem at once and relate them
• Reversibility-The ability to mentally go through a series
of steps in a problem and then reverse the direction,
returning to the starting point
CHARACTERISTICS OF THE CONCRETE
OPERATIONAL STAGE
• • Seriation—the ability to order items along a
quantitative dimension, such as length or width.
• • Transitive Inference—the ability to seriate or
order items along a quantitative dimension—
mentally.
• • Spatial Reasoning—By age 8 to 10, children
can give well organized directions to important
places.
Horizontal Decalage
• • Piaget’s attempt at explaining the variations at which
the concrete operations occur during Middle Childhood.
• INFORMATION PROCESSING THEORY •
• Alternative view of cognitive theory
• • Proposes that practice creates well organized cognitive
schemes. Consequently, they demand less attention,
become more automatic, and working memory is freed
up (Berk, 1999; Case, 1998).
• • This theory focuses on the dimensions of memory,
attention, and thinking
INFORMATION PROCESSING THEORY
DIVIDES THE MIND INTO:
• • Sensory Register: The area of the mental system in
which sights and sounds are held briefly before they
decay or are transformed into working or short-term
memory.
• • Short-Term Memory: The conscious part of a mental
system where we active work on a limited amount of
information to ensure it is retained.
• • Long-Term Memory: The part that contains our
permanent knowledge base. Knowledge base is
limitless.
Mental Strategies
• • In information processing, procedures that operate on
and transform information, thereby increasing the
efficiency and flexibility of thinking and the chances that
information will be retained
• Organization. Memory strategy of grouping together
related items. Taking notes
• • Elaboration. Mental strategy of creating a relation
between two or more items that are not members of the
same category
• • Rehearsal. Memory strategy for repeating information
Mental Strategies Cont.
• • By continuing these mental strategies,
you develop greater organization of
information and significantly increase
knowledge retention.
• • Failure to apply appropriate mental
strategies reduces the amount of
knowledge retained
Middle Childhood and Information Processing
• • An increase in information-processing
capacity. Most likely due to synaptic pruning
and mylenization.
• • Gains in inhibition. Due in part to brain
maturation, middle schoolers develop increased
ability to control external influences that may
inhibit concentration.
• • Attention improves sharply between ages 6
and 9.
ADHD
• 5% of school age children are diagnosed with ADHD.
• Boys tend to be diagnosed with ADHD than girls.
• Children who are ADHD tend to be cognitively delayed
on measures. Their ease of distractibility results in
• Forgetfulness
• Poor Planning, reasoning, and problem-solving
• Poor impulse control
Cognitive Self-Regulation
• • The process of continuously monitoring progress toward a goal,
checking outcomes, and redirecting unsuccessful efforts.
• • Metacognition
Intelligence
• • Nature or Nurture?
• • In the past, general assumptions were in support of genetic
predisposition and stability over time.
• • Today, there is increasing evidence to suggest that intelligence is
equally impacted by genetics and the environment.
• • Stability of Intelligence?
• • In general, studies of DQs in infants do not correlate to later
expectations of IQ. However, there is some evidence of
predictability from age 4 throughout adolescence.
• • Other studies purport extreme fluctuations
Multidimensional Views of Intelligence
• • Sternberg’s Triarchic Theory of Intelligence
• • Componential: Highly intelligent individuals apply
appropriate strategy application, knowledge acquisition,
metacognition, and self-regulation.
• • Experiential: Highly intelligent individuals process
information more skillfully in novel situations. •
Contextual: Highly intelligent people skillfully adapt their
information-processing skills to fit to a situation, they try
to shape, or change it to meet their needs
Gardner’s Multiple Intelligences
• Linguistic.
Sensitivity to the sounds, rhythms, and meanings of words
and the different functions of language. (Poet,
journalist).
• Logico-mathematical. Sensitivity to and capacity to
detect logical or numerical patterns; ability to handle
long chains of logical reasoning. (Mathematician
• Musicial. Ability to produce and appreciate pitch,
rhythm (or melody), and aesthetic sounding tones;
understanding of the forms of musical expressiveness.
(Violinist, composer). • Spatial. Ability to perceive the
visual-spatial world accurately, to perform
transformations on those perceptions, and to re-create
aspects of visual experience in the absence of relevant
stimuli
Interpersonal.
• Ability to detect and respond appropriately to the moods,
temperaments, motivations, and intentions of others.
(Therapist, salesperson).
• • Intrapersonal. Ability to discriminate complex inner
feelings and to use them to guide one’s own behavior;
knowledge of one’s own strenghts, weaknesses,
desires, and intellingence.
Social development
• Physical development has an immense impact on a child’s social
life and cognitive capabilities, especially at school.
• In particular, when individuals have the right physical development,
they can actively interact with their peers. On the contrary, the
presence of any deviations or defects, including overweight, acne,
or disability, can be a cause for mocking, bullying, and other forms
of abuse from peers.
• Moreover, people with bodily disorders or peculiarities experience
difficulties in communication with the representatives of another sex
since they can be avoided because of the absence of appealing
traits.
• In this regard, as it has been evidenced by many scholars,
including Sami et al. (2015) and Harvey et al. (2018), physical
activity, especially sports, can considerably help to improve self-
esteem and promote establishing social links with peers

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Middle Childhood: Physical Cognitiveand Social Development.ppt

  • 1. CHAPTER 7 CHAPTER 7 Middle Childhood: Physical Middle Childhood: Physical Cognitiveand Social Development Cognitiveand Social Development
  • 2. PHYSICAL DEVELOPMENT • .HEIGHT & WEIGHT •  less rapid than in earlier years •  each year grows about 2 to 3 inches •  lower portion of body growing fastest •  bones lengthen •  muscles become flexible
  • 3. NUTRITION & SLEEP • essential for normal growth and health •  2, 400 calories each day •  5 years old – 11 hours •  9 years old – 10 hours •  13 years old – 9 hours
  • 4. PIAGET’S CONCRETE OPERATIONAL STAGE • • During this stage thought is logical, flexible, and organized in it’s application of concrete information. • • The capacity for abstract thinking is not yet present. • • The ability to execute conservation tasks is a clear indicator of this stage: • Decentration and Reversibility. • • Decentration-The ability to focus on several aspects of a problem at once and relate them • Reversibility-The ability to mentally go through a series of steps in a problem and then reverse the direction, returning to the starting point
  • 5. CHARACTERISTICS OF THE CONCRETE OPERATIONAL STAGE • • Seriation—the ability to order items along a quantitative dimension, such as length or width. • • Transitive Inference—the ability to seriate or order items along a quantitative dimension— mentally. • • Spatial Reasoning—By age 8 to 10, children can give well organized directions to important places.
  • 6. Horizontal Decalage • • Piaget’s attempt at explaining the variations at which the concrete operations occur during Middle Childhood. • INFORMATION PROCESSING THEORY • • Alternative view of cognitive theory • • Proposes that practice creates well organized cognitive schemes. Consequently, they demand less attention, become more automatic, and working memory is freed up (Berk, 1999; Case, 1998). • • This theory focuses on the dimensions of memory, attention, and thinking
  • 7. INFORMATION PROCESSING THEORY DIVIDES THE MIND INTO: • • Sensory Register: The area of the mental system in which sights and sounds are held briefly before they decay or are transformed into working or short-term memory. • • Short-Term Memory: The conscious part of a mental system where we active work on a limited amount of information to ensure it is retained. • • Long-Term Memory: The part that contains our permanent knowledge base. Knowledge base is limitless.
  • 8. Mental Strategies • • In information processing, procedures that operate on and transform information, thereby increasing the efficiency and flexibility of thinking and the chances that information will be retained • Organization. Memory strategy of grouping together related items. Taking notes • • Elaboration. Mental strategy of creating a relation between two or more items that are not members of the same category • • Rehearsal. Memory strategy for repeating information
  • 9. Mental Strategies Cont. • • By continuing these mental strategies, you develop greater organization of information and significantly increase knowledge retention. • • Failure to apply appropriate mental strategies reduces the amount of knowledge retained
  • 10. Middle Childhood and Information Processing • • An increase in information-processing capacity. Most likely due to synaptic pruning and mylenization. • • Gains in inhibition. Due in part to brain maturation, middle schoolers develop increased ability to control external influences that may inhibit concentration. • • Attention improves sharply between ages 6 and 9.
  • 11. ADHD • 5% of school age children are diagnosed with ADHD. • Boys tend to be diagnosed with ADHD than girls. • Children who are ADHD tend to be cognitively delayed on measures. Their ease of distractibility results in • Forgetfulness • Poor Planning, reasoning, and problem-solving • Poor impulse control
  • 12. Cognitive Self-Regulation • • The process of continuously monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts. • • Metacognition
  • 13. Intelligence • • Nature or Nurture? • • In the past, general assumptions were in support of genetic predisposition and stability over time. • • Today, there is increasing evidence to suggest that intelligence is equally impacted by genetics and the environment. • • Stability of Intelligence? • • In general, studies of DQs in infants do not correlate to later expectations of IQ. However, there is some evidence of predictability from age 4 throughout adolescence. • • Other studies purport extreme fluctuations
  • 14. Multidimensional Views of Intelligence • • Sternberg’s Triarchic Theory of Intelligence • • Componential: Highly intelligent individuals apply appropriate strategy application, knowledge acquisition, metacognition, and self-regulation. • • Experiential: Highly intelligent individuals process information more skillfully in novel situations. • Contextual: Highly intelligent people skillfully adapt their information-processing skills to fit to a situation, they try to shape, or change it to meet their needs
  • 15. Gardner’s Multiple Intelligences • Linguistic. Sensitivity to the sounds, rhythms, and meanings of words and the different functions of language. (Poet, journalist). • Logico-mathematical. Sensitivity to and capacity to detect logical or numerical patterns; ability to handle long chains of logical reasoning. (Mathematician
  • 16. • Musicial. Ability to produce and appreciate pitch, rhythm (or melody), and aesthetic sounding tones; understanding of the forms of musical expressiveness. (Violinist, composer). • Spatial. Ability to perceive the visual-spatial world accurately, to perform transformations on those perceptions, and to re-create aspects of visual experience in the absence of relevant stimuli
  • 17. Interpersonal. • Ability to detect and respond appropriately to the moods, temperaments, motivations, and intentions of others. (Therapist, salesperson). • • Intrapersonal. Ability to discriminate complex inner feelings and to use them to guide one’s own behavior; knowledge of one’s own strenghts, weaknesses, desires, and intellingence.
  • 18. Social development • Physical development has an immense impact on a child’s social life and cognitive capabilities, especially at school. • In particular, when individuals have the right physical development, they can actively interact with their peers. On the contrary, the presence of any deviations or defects, including overweight, acne, or disability, can be a cause for mocking, bullying, and other forms of abuse from peers. • Moreover, people with bodily disorders or peculiarities experience difficulties in communication with the representatives of another sex since they can be avoided because of the absence of appealing traits. • In this regard, as it has been evidenced by many scholars, including Sami et al. (2015) and Harvey et al. (2018), physical activity, especially sports, can considerably help to improve self- esteem and promote establishing social links with peers

Editor's Notes

  • #6: The parts of the brain that enable the child to sustain attention and screen out distractions become increasingly myelinated between the ages of about 4 and 7, enables most children to focus on schoolwork. Research does suggest that in right- handed individuals, the left hemisphere is relatively more involved in intellectual undertakings The right hemisphere is usually superior in visual–spatial functions, aesthetic and emotional responses, and understanding metaphors.
  • #7: Neurological factors that enable plasticity include the growth of new dendrites (“sprouting”) and the redundancy of neural connections
  • #9: Fine motor skills develop gradually, a bit slower than gross motor skills. Control over the wrists and fingers enables children to hold a pencil properly, dress themselves, and stack blocks
  • #10: stage develops from random placement of scribble on paper at age 2 to drawing basic shapes at age three to drawing a recognizable object at age 4 or 5