Human Growth and Development

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• Human Growth and Development
• Chapter 12 The School Years
• (7-11 years old)
• Cognitive Development

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• Concrete Operational Thought
• Piagets 3rd stage
• children reason logically about the things and
  events that they perceive

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• Classifying Objects, Ideas, and People
• Classificationprocess of organizing things into
  groups according to some shared property (color,
  shape, etc.)
• Children have an understanding categories can be
  any of the following
• hierarchical
• overlapping
• separate
• Children that can categorize can analyze
  problems, derive correct solutions, and ask
  follow-up questions

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• Identity, Reversibility, and Reciprocity
• identitythe idea that certain characteristics of
  an object remain the same even if other
  characteristics change
• reversibilitythe idea that sometimes an object
  that has been changed can be returned to its
  original state by reversing the process by which
  it was changed
• reciprocity occurs when 2 things change in
  opposite ways in order to balance each other out
• All 3 are relevant to mathematical processes and
  can be (but are not always) applied to everyday
  social encounters

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Kohlbergs Stages of Moral Development

• Kohlberg studied responses of subjects presented
  with ethical dilemmas to see how a person reasons
  determines stage of moral development
• Kohlberg found 3 levels of moral reasoning
• I. Preconventional Middle Childhood
• these first 2 stages of moral thinking relate to
  preoperational thought, in being egocentric
• emphasis on getting rewards and avoiding
  punishment

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• Stage 1 obey to avoid punishment
• Stage2 take care of own needs be nice to others
  so theyll be nice to you

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• II. Conventional End of Middle Childhood,
  Beginning of Adolescence
• these 2 stages relate to concrete operational
  thought, in referencing observable practices in
  community
• emphasis on social rules

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• Stage 3 behave to get social approval
• Stage 4 obey the laws set by society to be a
  good citizen

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• III. Postconventional Adolescence and Adulthood
• these 2 stages similar to formal or postformal
  thought, which includes ideas and ideals
• emphasis on moral principles

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• Stage 5 Obey rules because they benefit
  everyone, but not obey if rules become
  destructive
• Stage 6 universal ethical principles determine
  right and wrong (e.g., life is sacred)

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Memory

• Sensory memorystores incoming stimulus for split
  second then sends it on
• Some sensations become perceptions
• Working (short-term) memorywhere your current,
  conscious mental activity occurs
• Long-term memorystores information for minutes,
  hours, days, months, years

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Metacognition

• Thinking about ones thoughts
• Emerges around age 8 or 9
• Older children approach cognitive tasks more
  strategically and analytically

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The Socioeconomic Divide

• Language development, reading attainment
  correlate with socioeconomic status
• the lower the family income, the less developed a
  childs vocabulary and grammar
• Crucial factor seems to be actual exposure to
  language (children exposed to language at home
  will have larger vocabularies)
• vocabulary size the best predictor of school
  achievement and overall intelligence

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Which Curriculum?

• Intended curriculumcontent political and
  educational leaders decide to endorse
• Implemented curriculumwhat teachers and school
  administrators actually offer
• Attained curriculumwhat students actually learn
• Hidden curriculumunspoken and often unrecognized
  lessons children learn in school
• Specials included special education fire
  drills demographics of students and teachers
  class behavior and discipline building
  technology