Documente Academic
Documente Profesional
Documente Cultură
DEVELOPMENT
IN MIDDLE AND LATE
CHILDHOOD
Chapter
12
LEARNING OBJECTIVE
Discuss Piagets stage of concrete operational thought
and apply Piagets theory to education
Describe changes in information processing in middle
and late childhood
Characterize childrens intelligence
Summarize language development in middle and late
childhood
Explain the development of achievement in children
2013 The McGraw-Hill Companies, Inc. All rights reserved.
APPLICATIONS TO EDUCATION
Teach children:
APPLICATIONS TO EDUCATION
Applying Vygotskys ideas
Encourage child to internalize and regulate self-talk
Provide opportunities to learn in real-world settings
Kamehameha Elementary Education Program (KEEP)
Small group activities, ZPD emphasis, question-and-answer format
Outcomes are impressive
MEMORY
Dramatic improvement in middle/late childhood
Knowledge and expertise
Expert: extensive knowledge in specific area
Strategies (aka: control processes)
Deliberate mental actions to learn and retain information
MEMORY
Strategies
Mental imagery used by young children
Elaboration used by older children
Fuzzy trace theory:
Two types of memory representations:
THINKING
Critical thinking
Thinking reflectively and productively
Evaluate evidence, develop deep understanding
Successful grades is not indicator of critical thinker
Creative thinking
Think in novel and unusual ways
Produce unique solutions
Intelligence and creativity not the same
THINKING
Creative thinking and intelligence
Convergent thinking: Intelligence reflected on conventional
tests; produce one correct answer
Divergent thinking: Creativity; produce many answers for
one question
Encourage brainstorming
Provide stimulating environments
Dont overcontrol, build childs confidence
Encourage internal motivation
Guide child to be persistent, delay gratification
Encourage taking intellectual risks
Introduce children to creative people
THINKING
Scientific thinking
Reasoning to identify causal relations
Need understanding of how things occur
Analyze before and after the effect
METACOGNITION
Cognition about cognition
Most focus on metamemory
Children ages 5 to 6
Intelligence tests
Binet tests (later Stanford-Binet Tests)
TYPES OF INTELLIGENCE
Sternbergs Triarchic theory
3 main forms; individual patterns vary
Analytic intelligence
Creative intelligence
Practical intelligence
TYPES OF INTELLIGENCE
Gardners eight types of intelligence (a.k.a. frames of
mind)
Verbal
Mathematical
Spatial
Bodily-Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
EVALUATING MULTIPLE
INTELLIGENCES
Controversial views
Stimulated educators to think more about childrens
competencies
Motivated new educational program development and
assessment
Some critics say views go too far
Controversy exists: multiple vs. general
Culture
Conceptual differences exist; cultural values influence what
is learned, rewarded
2013 The McGraw-Hill Companies, Inc. All rights reserved.
INTERPRETING DIFFERENCES IN IQ
SCORES
Influence of genetics
Comparison of identical and fraternal twins
Identical twins: reared together and apart
Effects of environmental change
INTERPRETING DIFFERENCES IN IQ
SCORES
Environmental influences
Flynn Effect: IQ scores increasing rapidly
Emphasis on prevention, not remedial
Early interventions
High-quality child care
More focus on poor children
Continue programs into adolescence
INTERPRETING DIFFERENCES IN IQ
SCORES
Creating Culture-Fair Tests
Tests free of cultural bias
Two types devised
Items known in all SES/ethnic backgrounds
No verbal questions
Difficulty in creating
Time limits may create bias
Language differences/picture unfamiliarity
Individual differences of experiences
INTERPRETING DIFFERENCES IN IQ
SCORES
Using intelligence tests
Extremes of intelligence
Mental retardation (organic, cultural-familial)
Giftedness (IQ of 130 or more)
INTERPRETING DIFFERENCES IN IQ
SCORES
Characteristics of giftedness
Three criteria
Precocity
Marching to their own drummer
A passion to master
READING
Whole-language
approach
Phonetics
approach
Growth mindset
Belief that qualities can change; efforts can improve performance
similar to mastery orientation
SELF- EFFICACY
Belief that one can master situation and produce
favorable outcomes
Common with mastery motivation and intrinsic motivation
Linked to effort and persistency
Critical factor in achievement