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Middle and Late Childhood
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Development
Middle to Late Childhood
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During Middle to Late Childhood children undergo many developments such as motor, physical, and brain development.
Fine:
Movements small and finely tuned
-Fasten buttons on clothes
-Hand motions
-Tie shoes
-Use tools/utensils
By age 6 children fine movements are improved from infancy and should manage the tasks above.
Gross:
Movements involving large muscles
-Jumping
-Climbing
-Running
By age 6 children fully capable to balance. Coordination and strength continue to increase.
Motor
Physical
- Each year children gain 5-7 pounds
-Child diagnosed with dwarfism: gains 7.5 pounds by age 12.
- Each year children gain 2 inches in height
-Child with dwarfism: Adult height 4"10 or under.
- Also, an increase in skeletal muscles, body organs, and muscle mass.
- Gender plays a role in the speed of growth.
-Males more heavier & taller until 9-10 years.
-Females surpass males in height and weight till age 13 or 14.
Brain
Frontal Lobes
-Attention
-Reasoning
-Cognitive control
-Emotional regulation
-Planning
-Inhibition
Cerebral Cortex
-Determining intelligence
-Determining personality
-Motor function
-Planning and organization
-Touch sensation
-Processing sensory information
-Language processing
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Three
Learning Disabilities
Dyslexia
Dysgraphia
Dyscalculia
Learning Disabilities
Understanding
Dyscalculia
Dysgraphia
Dyslexia
Difficulty with mathematics
3-7% Diagnosed
Intraparietal Sulcus
Reading disorder/rhyming
70-80% Diagnosed
Angular Gyrus "Translations"
Wernicke's area
Writing disability
4-10% Diagnosed
Cause unknown (Parietal Lobe)
Broca's Area
Dyslexia
Dysgraphia
Dyscalculia
Autism
ADHD
3
3-7% children in school diagnosed
Males diagnosed more than females
Symptoms:
-Inattention
-Hyperactivity
_Impulsivity
1 in 59 children have autism disorders
More common in males
Struggles:
-Social Interactions: 2 or more struggles
-Verbal & Nonverbal Behavior: 1 or more struggles
-Repetitive Behaviors: 1 or more struggles
Causes: Brain dysfunction, genetics, and abnormalities in neurotransmitters.
Disabilities/Disorders
Brain
Education
Needs
Inclusion: Provides special requirements in a regular classroom with other children not diagnosed with autism.
Least Restrictive Environment: Placing child in classroom setting similar to a classroom setting with children who don't have a disability.
Individualized Education Plan: Parents are specifically told to place their child in a program that can provide the required accommodations to help child be successful in school.
Memory
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During middle to late childhood short-term and long-term memory develop
Children's memories start to crystallize
Explicit Memory: Recalling time and place.
Implicit Memory: Not remembering specific events. Yet, an emotional recollection.
Memory
Brain
- Levels off after age 7
- Memories are forgotten after 30 seconds or 7 days.
- Can train brain to maintain memories
-Create word pictures
-Play musical instrument
-Refine your hand-eye abilities
Short-Term
Development happens during middle to late childhood.
The amount of information that can be stored is unknown.
-Increase in knowledge: Long-term memory becomes more organized due to the knowledge bank increasing.
-Use of memory strategies: As children get older shift from "Rote Rehearsal" to "Elaborative Rehearsal"
-Fuzzy Trace Theory: Try to remember things "verbatim." As they grow they rely on remembering "gist" of things.
Long-Term
Types of Thinking
Convergent
- produces only one correct answer
Divergent
- produces many answers to the same question
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Information Processing
Forms of Thinking
Other Forms of Thinking
- Critical thinking
- analysis of facts to form a judgement
- Mindfulness
- being conscious or aware of something
- Creative thinking
- thinking in unusual ways and creating unique solutions
- Meta-cognition
- "thinking about thinking"
- Brainstorming
- working in a group to generate ideas
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Intelligence
Intelligence
Scores greater than 130 categorize as gifted individuals, characterized by:
- precocious behavior
- learning on their own
- passion to master tasks
Scores less than 70 categorize as intellectual disability, characterized by:
- symptoms before 18 years
- difficulty adapting to everyday life
The Self
Children tend to describe themselves in terms of psychological descriptions
Self Concept
Self Esteem
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"I'm a good person"
"I'm not that great at cooking"
Self Regulation
Self Efficacy
"I'm certain I will ace this exam"
"If I eat healthy, I can treat myself to desert later"
The self and social world
The Social World
- Using social comparisons to better understand ourselves
- Social cognitive process used : Perspective taking
- cognitive inhibition
- cognitive flexibility
Social World
Piaget's Stages of Moral Development
Autonomous Morality:
- idea that rules are created by people, subject to change, & that punishment doesn't always occur when a rule is broken
Heteronomous Morality:
- idea that rules & justice are unchangeable properties of the world
- Ex: only right and wrong, no in between
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Moral Development
4 Different Types of Parenting
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- Authoritarian
- Clear rules, strict punishments, and child not given opportunity to offer.
- Indulgent/Permissive
- Few demands of child, see themselves as a friend, and expectations for maturity low.
- Authoritative
-Failure seen as learning opportunity, listen to children, offer support, and seen as guides
- Neglectful
- Uninvolved in child's life, cares more about their life, and oblivious about child.