Middle Childhood Cognitive and Physical Development

1
Middle ChildhoodCognitive and Physical
Development
2
Physical Development

• Growth is now slower and steadier.
• They grow 2 to 3 inches a year.
• 9 10-year-olds beginning of growth spurt for
  girls
• 11-year-olds beginning of growth spurt for boys
• Girls are slightly shorter and lighter until 9.
• 11-year-olds girls are generally taller and
  heavier
• Growth is influenced by activity level, exercise,
  nutrition, gender, and genetic factors

3
Motor Development

• Gross Motor Skills
• Around age 5, locomotive skills such as running ,
  jumping, and hopping are well in place.
• They develop interest in sports
• Fine Motor Skills
• Develop rapidly during preschool years and
  continue to improve

4
Nutrition

• Children in North America receive good nutrition
  so most height and weight differences among
  children are due to genetically determined
  factors.
• Children in poorer areas of cities in Calcuta,
  Hong Kong, and Rio de Janeiro are smaller than
  their counter parts in affluent areas of the same
  cities

5
Proper NutritionPositive Personality Trait

• More positive emotion
• Less anxiety
• More moderate activity level
• More eager to explore new environment
• Showing more persistence in frustrating
  situations
• Being more alert
• More energy levels
• Higher levels of self-confidence.

6
Obesity

• Is defined as body weight that is more than 20
  above the average for a person of a given height
  and weight.
• 10 of children are obese.
• 70 of children who are obese at ages 10 to 13
  will continue to be seriously overweight as
  adults.
• Obesity can lead to high blood pressure,
  diabetes, and other medical problems

7
Causes for Obesity

• Genetic Factors a child with one obese parent
  has a 40 chance of becoming obese, and the
  proportion leaps to 80 if both parents are
  obese.
• Environmental Factors
• The proportion of obesity has risen 54 since the
  1960.
• Television viewing
• Lack of exercise
• Parental encouragement

8
Cognitive DevelopmentPiaget and Education

• Children are active learners who construct their
  own theories about how the world operates.
• Children learn by doing.
• Teaching should be through showing rather than
  telling.
• Piaget encourages the use of concrete objects for
  teaching (blocks, rods, seeds)

9
Preoperational Concrete(2 to 5-7 years)
(5-7 to 12 years)

• Rigid and static
• Irreversible
• Focused on the here now
• One dimension
• Egocentric
• Focused on perceptual evidence
• Intuitive

• Flexible
• Reversible
• Not limited to the here and now
• Multidimensional
• Less egocentric
• The use of logical inferences
• Cause and effect relationships

10
Information Processing Memory

• Encoding Recorded in memory
• (Keyboard)
• Storage Saved in memory
• (on hard drive)
• Retrieved Brought into awareness
• (on screen)

11
Information ProcessingMemory

• During middle childhood, short-term memory
  capacity improves significantly
• Meta-Memory
• An understanding about the processes that
  underlie memory emerge and improve during middle
  childhood
• Elementary schoolchildren learn control processes
  strategies and techniques that enhance memory.
• Children develop Metacognition the process of
  monitoring your own thinking and memory

12
Information ProcessingControl Processes

• 1- Rehearsal
• 2- Organization
• 3- Semantic Elaboration
• 4- Mental Imagery
• 5- Retrieval
• 6- Scripts

13
Information-Processing Automatization

• 1- Knowledge acquisition is automatic when
  processes require little attention
• Children are automatically aware of how often
  they have encountered people.
• Automatically, children develop an understanding
  of concepts, categorizations of objects, events,
  or people.
• 2- Knowledge is deliberate and controlled when
  processes require large amounts of attention.

14
Information Processing Approaches

• Cognitive Architecture
• Determines the specific steps through which
  material is processed as it travels through the
  human mind.
• Assume that the basic architecture of
  information-processing systems is constant over
  the course of development, although the speed and
  capacity of the system are thought to grow.

15
Vygotsky

• Classrooms are seen as places where children
  should have the opportunity to try new
  activities.
• Children should focus on activities that involve
  interaction with others.
• Cooperative learning children benefit from the
  insight of others
• Reciprocal teaching students are taught to skim
  a passage, raise questions, summarize it, and
  predict what will happen next

16
Definitions of Intelligence

• 1-Psychometric Approach
• IQ tests focuses on how people perform on
  standardized tests which are designed to measure
  skills and knowledge you have already learned.
• 2-Cognitive Approach
• Intelligence comes in different ways and one test
  cant measure it all.

17
Psychometric ApproachIQ Score

• IQ score Mental Age
• (MA)
• divided by Chronological
• Age (CA)
• multiplied by 100

18
Variations of IQ Scores

• Range of Scores of Population Description
• 130 2
  Very superior
• 120 - 129 7
  Superior
• 110 -119 16 High
  average
• 90 - 109 50
  Average
• 80 - 89 16 Low
  average
• 70 - 79 7
  Borderline
• 70 below 2
  Deficient

19
(No Transcript)
20
IQ Tests

• Wechsler Intelligence Scale for Children
  (WISC-III)
• A test for children that provides separate
  measures of verbal and performance (nonverbal)
  skills as well as a total score.
• Wechsler Adult Intelligence Scale-Revised
  (WAIS-III)
• A test for adults that provides separate measures
  of verbal and performance skills as well as a
  total score.

21
(No Transcript)
22
The Cognitive ApproachRobert Sternberg
23
The Theory of Multiple Intelligences

• Language 7 intelligences
• Logical-mathematical 2
• Spatial relations Naturalistic
• Bodily-kinesthetic Existential
• Musical
• Interpersonal
• Intrapersonal

24
(No Transcript)
25
Emotional Intelligence

• 1-Interpersonal Intelligence
• 2-Intrapersonal Intelligence

26
Emotional Intelligence
27

• Fluid Intelligence
• The ability to deal with new problems and
  situations
• Examples categorizing items, remembering a set
  of numbers
• Crystallized Intelligence
• The store of information, skills, and strategies
  that people have acquired through education and
  prior experience, and through their previous use
  of fluid intelligence.
• Examples solving a puzzle, solution for mystery

28
(No Transcript)
29
Learning and Thinking at School

• Teaching facts or concepts
• Giving directions for a particular lesson
• Stating general rules of behavior
• Correcting, disciplining, and praising children
• Miscellaneous activities

30
Results

• Children learn more in classes in which time on
  task is maximized, in which the teacher spends at
  least half the time on actual teaching and less
  on such concerns as maintaining order.

31
What Should Do to Be Critical ThinkersThe 6 Rs

• 1- Remembering
• 2- Repeating
• 3- Reasoning
• 4- Reorganizing
• 5- Relating
• 6- Reflecting

32
The Main Emphasis in Teaching

• Now, the emphasis is on
• Teaching learning and thinking skills
• Tailoring instruction to the childs individual
  learning style and developmental level
• Fostering independent, self-regulated, self-paced
  learning
• Learning in small groups
• Cooperative rather than competitive learning

33
(No Transcript)
34
Learning StylesCynthia Ulrich Tobias

• The way in which we view the world is called our
  
• Perception

35
Learning Styles

• The way we use the information we use is called
• Ordering

36
Four Combinations
37
Success in School

• Culture achievement motivation is an acquired
  culturally based drive (McClelland)
• Gender accounts for some differences, but this
  is often due to environmental factors rather than
  brain physiology
• Parents parents of successful children
• Have realistic beliefs about their children
• Have high expectations
• Are authoritative parents
• Talk to, listen to, and read to their children

38
Developmental Disorders

• 1- Mental Retardation
• 2- Depression
• 3- Attention Deficit Disorder
• 4- Learning Disabilities

39
1- Mental Retardation(Causes)

• Genetic anomalies
• Prenatal exposure to diseases and drugs
• Anoxia at birth
• Extreme malnutrition during birth or during
  infancy
• Family can have a debilitating or a facilitating
  effect on the childs intellectual development

40
The Diagnostic and Statistical Manuel (DSM-IV)

• Criteria that a child should meet to be diagnosed
  as mentally retarded
• 1- Significantly subaverage functioning based on
  IQ test scores
• 2- Significantly impaired adaptive behaviors in
  areas such as self-care, self-direction, and
  general functioning
• 3- Onset before age 18

41
Four Levels of Mental Retardation

• 1- Mild Retardation (IQ of 55 to 70)
• Can reach 3rd and 6th grade
• Can hold jobs and function independently
• Psychological retardation
• 2- Moderate (IQ of 40 to 55)
• Slow to develop language and motor skills
• Generally cannot progress beyond 2nd grade
• Capable of training in social skills but need
  supervision
• Psychological Retardation

42
Four Levels of Mental Retardation

• 3- Severe (IQ of 25 to 40)
• Generally dont profit from training
• Are unlikely to support themselves
• Need 24-hour care
• 4- Profound (IQ below 25)
• Are not vegetative
• Usually suffer from neurological and
  physiological disabilities (biological
  retardation)

43
2- Depression

• Childhood Depression
• exaggerated fear, clinginess, avoidance of
  everyday activities
• Depression in Older Children
• Sulking, school problems, acts of delinquency
• Adult Depression
• Profound sadness and hopelessness, negative
  outlook on life, suicidal thoughts

44
DepressionProzac

• Prescribing Prozac for children has become very
  popular.
• No antidepressant has been approved by
  governmental regulators for use with children.
• Because it is approved for adults, it is
  perfectly legal for physicians to write
  prescriptions for children.

45
Whats Wrong with Antidepressants for Children?

• There is little evidence that antidepressant
  drugs have long term effectiveness.
• We dont know the consequences of the use of
  antidepressants on the developing brains of
  children.
• The drugs in orange or mint-flavored syrups might
  lead to overdoses or perhaps encourage the use of
  illegal drugs.

46
3- Attention Deficit Hyperactivity Disorder

• Patients with ADD/ADHD suffer from an
  underactivation of the brain.
• Their IQ is usually above average.
• A gap between potential and performance occurs.
• They often show an excess of Theta brainwaves
  (focused behavior) or insufficient Beta
  brainwaves (unfocused behavior)

47
ADD/ADHDMedication

• ADD/ADHD is the result of low levels of dopamine
• Ritalin is a stimulant that increases dopamine
  levels. Sensing that the levels of dopamine are
  abnormally high, the brain may reduce its own
  production of dopamine. Thus, when Ritalin is
  discontinued, the ADD?ADHD patient may be more
  ADD/ADHD than before taking the drug.
• The brain compensating mechanism would kick in to
  get rid of the extra dopamine.

48
Diagnostic Criteria for Attention-Deficit
Hyperactivity Disorder

• Symptoms must persist for at least six months
• Symptoms must have begun before age seven
• Symptoms present in at least two situations
• Disorder impairs functioning

49
Diagnostic Criteria for Attention-Deficit
Hyperactivity Disorder

• Symptoms not explained by another disorder such
  as
• Anxiety
• Schizophrenia
• Mania
• Dissociative Disorder
• Personality Disorder
• Developmental Disorder

50
4- Learning Disabilities

• 1- Reading Disorder (Dyslexia)
• 2- Disorder of Written Expression (Dysgraphia)
• 3- Mathematics Disorder (Dyscalculia)