Documente Academic
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Katy Bajoras
MIDDLE CHILDHOOD
Ages 6-12
The rate of developmental change decreases
during Middle Childhood.
Motor development becomes refined and many
children become involved in sports.
Significant changes in cognitive abilities and
socioemotional growth
PHYSICAL GROWTH
Girls
PHYSICAL DEVELOPMENT
MOTOR DEVELOPMENT
Flexibility
Impulsion
Speed
(acceleration)
Precision
Coordination
Blance
Rhythm
HEALTH ISSUES
external objects
Internalization- ingesting or breathing in
bacterias/viruses
children
Anxiety (13% of children and adolescents)
Severe Depression (2% of children)
ADD/Hyperactivity (5% of children)
Schizophrenia (.05% of children)
Conduct Disorder (1-4% of children and adolescents)
COGNITIVE DEVELOPMENT
PIAGETS COGNITIVE
DEVELOPMENT THEORY
CHARACTERISTICS OF CONCRETE
OPERATIONAL THOUGHT
Classification (Decentering-processing more
than one detail of an object or event at a time)
Class Inclusion (Considering the whole as
well as the parts)
Reversibility (Understanding of a two-way
solution to a problem- working backward)
Conservation (Understanding of an amount
remaining constant through external changes)
Seriation (scaling objects through dimensionsheight, weight, <, >)
Understanding of Time (interpreting calendars
and schedules; concept of future)
INFORMATION-PROCESSING
Developments in Middle Childhood include:
better strategies for problem-solving or academic
skills, increase in memory capacity, faster
information processing, more automatic
processing, and greater control over thinking.
Attention
Brain
INFORMATION-PROCESSING (CONT.)
Memory
Begin
Scripts
Forming
Intelligence
Gardners
Mathematical Skills
Codified-
INFORMATION-PROCESSING (CONT.)
LANGUAGE DEVELOPMENT
Using language to
understand, analyze, and study language itself
Growth of Vocabulary (not as high rate as Ealry
Childhood)
Figurative Language- Similes, proverbs, idioms,
metaphors
Syntax and Morpholgy are developed
Mastery of special rules (plurals)
Conversational skills- perspective-taking
Indirect Requests- hinting
LANGUAGE DEVELOPMENT
SOCIAL DEVELOPMENT
EMOTIONAL DEVELOPMENT
EMOTIONAL DEVELOPMENT
(CONT.)
Temperament
Janson
921 children
Ages 18 months-9 years old
Four categories studied for temperament:
sociability
activity level
emotionality
shyness
EMOTIONAL DEVELOPMENT
(CONT.)
Temperament (Cont.)
Five
Temperament Profiles
EMOTIONAL DEVELOPMENT
(CONT.)
Temperament (cont.)
Analyzing
the results
EMOTIONAL DEVELOPMENT
(CONT.)
Attachment
Direct
Social Cognition
As
Self-Understanding
Largest
These
Understanding of Others
Ongoing
Begin
creativity
developmental skills and social
the richness of peer relationships
personality and self-perception
Provides
Analysis in change:
Family Influences
Parenting
childhood.
Parenting becomes more psychologically driven as
apposed to being the predominant providers of
physical assistance.
expectations change.
Co-regulation
Developing
Divorce Impacts
50%
Middle
aged children:
Feel hurt
Lonely
Helpless to positively address the situation
Rejected by the parent who leaves
Anger
Divorce Impacts
Adverse
effects:
Children
Sibling Relationships
Sibling Relationships
Can
group
Group
politics
Peers
Social
hierarchy
Average
Popular
many friends
viewed as liked by almost everyone
Peers (Cont.)
Neglected
Rejected
Controversial
Friendship
One-way
assistance
Fair-weather
cooperation
stage two
ages 8-10
friendship give and take
delicate dealings; one fight could end it all
Intimate
Stage three
ages 10-12
longer lasting; valued support
possessiveness and exclusivity can doom it all
PSYCHOSOCIAL DEVELOPMENT
vs. Inferiority
Sense of Industry
an overall positive work ethic and optimistic attitude in
regards toward basic skill mastery
self pride in accomplishments expected by others
Home: learned by performing more in-depth household
chores; parents hold higher standards
School: completion of academic goals
Learn performance vs. reward with assessment from
adults
PSYCHOSOCIAL DEVELOPMENT
vs. Inferiority
Sense of Inferiority
an inescapable feeling of insignificance
feel inferior as they compare themselves to peers
feel unable to positively and successfully complete tasks
negatively affects interactions with peers; fail to acquire
social skills
Self worth in compromised as this is when one looks for
approval and acceptance from peers.
REFERENCES
Kid President
Robby
age
TED TALKS
Novak
9
To make grown-ups less boring, to make the world awesome, and to
make people dance.
Kid President: I think we all need a pep talk
http://www.ted.com/talks/kid_president_i_think_we_all_need_a_pep_t
alk
Adora Svitak
age
12
Short story writer and blogger since age 11!
the world needs "childish" thinking: bold ideas, wild creativity and
especially optimism
What adults can learn from kids
http://www.ted.com/talks/adora_svitak#t-4019