Upload
intan-nor-farinie
View
219
Download
0
Embed Size (px)
Citation preview
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 1/50
1
Middle Childhood
Cognitive and Physical Development
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 2/50
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
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 3/50
3
Motor Development
Gross Motor Skills
Around age 5, locomotive skills such as
running , jumping, and hopping are well inplace.
They develop interest in sports
Fine Motor SkillsDevelop rapidly during preschool years and
continue to improve
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 4/50
4
Nutrition
Children in North America receive good
nutrition so most height and weight
differences among children are due togenetically 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
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 5/50
5
Proper Nutrition
Positive Personality Trait More positive emotion
Less anxiety
More moderate activity level
More eager to explore new environment
Showing more persistence in frustratingsituations
Being more alert
More energy levels
Higher levels of self-confidence.
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 6/50
6
Obesity
Is defined as body weight that is more than20% above the average for a person of agiven height and weight.
10% of children are obese.
70% of children who are obese at ages 10 to13 will continue to be seriously overweight
as adults.Obesity can lead to high blood pressure,
diabetes, and other medical problems
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 7/50
7
Causes for Obesity
Genetic Factors: a child with one obese parenthas a 40% chance of becoming obese, and theproportion leaps to 80% if both parents are
obese.Environmental Factors:
The proportion of obesity has risen 54% since the1960.
Television viewingLack of exercise
Parental encouragement
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 8/50
8
Cognitive Development
Piaget and Edu
cation 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)
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 9/50
9
Preoperational Concrete(2 to 5-7 years) (5-7 to 12 years)
Rigid and static
Irreversible
Focused on the here &
nowOne dimension
Egocentric
Focused on perceptualevidence
Intuitive
Flexible
Reversible
Not limited to the here
and nowMultidimensional
Less egocentric
The use of logicalinferences
Cause and effectrelationships
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 10/50
10
Information Processing
Memory Encoding Recorded in memory
(Keyboard)
Storage Saved in memory
(on hard drive)
Retrieved Brought into awareness
(on screen)
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 11/50
11
Information Processing
MemoryDuring middle childhood, short-term memorycapacity improves significantly
Meta-Memory
An understanding about the processes thatunderlie memory emerge and improve duringmiddle childhood
Elementary schoolchildren learn controlprocesses ± strategies and techniques that
enhance memory.Children develop Metacognition ±the process of
monitoring your own thinking and memory
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 12/50
12
Information Processing
Control Processes1- Rehearsal
2- Organization
3- Semantic Elaboration4- Mental Imagery
5- Retrieval
6- Scripts
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 13/50
13
Information-Processing
Au
tomatization1- 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.
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 14/50
14
Information Processing
ApproachesCognitive Architecture
Determines the specific steps throughwhich material is processed as it travelsthrough 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 thesystem are thought to grow.
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 15/50
15
Vygotsky
Classrooms are seen as places wherechildren should have the opportunity to trynew activities.
Children should focus on activities thatinvolve interaction with others.
± Cooperative learning ± children benefit fromthe insight of others
± Reciprocal teaching ± students are taught toskim a passage, raise questions, summarizeit, and predict what will happen next
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 16/50
16
Definitions of Intelligence
1-Psychometric Approach
IQ tests ± focuses on how people perform
on standardized tests which are designedto measure skills and knowledge you have
already learned.
2-Cognitive Approach
Intelligence comes in different ways and one
test can¶t measure it all.
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 17/50
17
Psychometric Approach
IQScore
IQ score = Mental Age
(MA)
divided by Chronological
Age (CA)
multiplied by 100
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 18/50
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
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 19/50
19
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 20/50
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 measuresof verbal and performance skills as well as atotal score.
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 21/50
21
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 22/50
22
The Cognitive Approach
Robert Sternberg
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 23/50
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 24/50
24
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 25/50
25
Emotional Intelligence
1-Interpersonal Intelligence
2-Intrapersonal Intelligence
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 26/50
26
Emotional Intelligence
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 27/50
27
Fluid Intelligence
The ability to deal with new problems andsituations
Examples: categorizing items,remembering a set of numbers
Crystallized IntelligenceThe store of information, skills, and
strategies that people have acquiredthrough education and prior experience,and through their previous use of fluidintelligence.
Examples: solving a puzzle, solution for
mystery
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 28/50
28
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 29/50
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
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 30/50
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.
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 31/50
31
What Should Do to Be Critical Thinkers
The 6 Rs
1- Remembering
2- Repeating
3- Reasoning4- Reorganizing
5- Relating
6- Reflecting
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 32/50
32
The Main Emphasis in Teaching
Now, the emphasis is on
± Teaching learning and thinking skills
± Tailoring instruction to the child¶s individual
learning style and developmental level
± Fostering independent, self-regulated, self-
paced learning
Learning in small groupsCooperative rather than competitive learning
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 33/50
33
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 34/50
34
Learning Styles
Cynthia Ulrich Tobias
The way in which we
view the world is
called our «
Perception
We perceive in 2 ways
Concrete Abstract
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 35/50
35
Learning Styles
The way we use the
information we use
is called «
Ordering
We order in 2 ways
Sequential Random
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 36/50
36
Four Combinations
Concrete Sequential
hardworking, stable,
conventional, accurate,
dependable, factual,
organized, consistent
Abstract Sequential
analytic, knowledgeable,
objective, structured,
thorough, systematic,
logical, deliberate
Abstract Random
sensitive, perceptive,
flexible, compassionate,
imaginative, idealistic,
sentimental,
spontanious
Concrete Random
Quick, adventurous,
intuitive, instinctive,
realistic, creative,
innovative, curious
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 37/50
37
Success in School
Culture: achievement motivation is an acquiredculturally based drive (McClelland)
Gender: accounts for some differences, but this
is often due to environmental factors rather thanbrain 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
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 38/50
38
Developmental Disorders
1- Mental Retardation
2- Depression
3- Attention Deficit Disorder
4- Learning Disabilities
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 39/50
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 afacilitating effect on the child¶s intellectual
development
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 40/50
40
The Diagnostic and Statistical
Manuel (DSM-IV)
Criteria that a child should meet to be
diagnosed as mentally retarded:
1- Significantly subaverage functioningbased 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
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 41/50
41
Four Levels of Mental
Retardation1- Mild Retardation (IQ of 55 to 70)
Can reach 3rd and 6th grade
Can hold jobs and function independently
Psychological retardation2- 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 needsupervision
Psychological Retardation
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 42/50
42
Four Levels of Mental
Retardation
3- Severe (IQ of 25 to 40)
Generally don¶t profit from training
Are unlikely to support themselves
Need 24-hour care
4- Profound (IQ below 25)
Are not vegetative
Usually suffer from neurological andphysiological disabilities (biological retardation)
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 43/50
43
2- Depression
Childhood Depression
exaggerated fear, clinginess, avoidance of everyday activities
Depression in Older Children
Sulking, school problems, acts of delinquency
Adult DepressionProfound sadness and hopelessness,
negative outlook on life, suicidal thoughts
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 44/50
44
Depression
Prozac
Prescribing Prozac for children has
become very popular.
No antidepressant has been approved bygovernmental regulators for use with
children.
Because it is approved for adults, it is
perfectly legal for physicians to write
prescriptions for children.
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 45/50
45
What¶s Wrong with
Antidepressants for Children?
There is little evidence that antidepressant
drugs have long term effectiveness.
We don¶t know the consequences of theuse 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.
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 46/50
46
3- Attention Deficit Hyperactivity
Disorder
Patients with ADD/ADHD suffer from anunderactivation of the brain.
Their IQ is usually above average.
A gap between potential and performanceoccurs.
They often show an excess of Theta
brainwaves (focused behavior) or insufficient Beta brainwaves (unfocusedbehavior)
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 47/50
47
ADD/ADHD
Medication
ADD/ADHD is the result of low levels of dopamine
Ritalin is a stimulant that increases dopamine
levels. Sensing that the levels of dopamine areabnormally high, the brain may reduce its ownproduction of dopamine. Thus, when Ritalin isdiscontinued, the ADD?ADHD patient may bemore ADD/ADHD than before taking the drug.
The brain compensating mechanism wouldkick in to get rid of the extra dopamine.
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 48/50
48
Diagnostic Criteria for Attention-
Deficit Hyperactivity Disorder
Symptoms must persist for at least six
months
Symptoms must have begun before ageseven
Symptoms present in at least two
situations
Disorder impairs functioning
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 49/50
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
8/3/2019 Middle Childhood, Cognitive and Physical Development 112
http://slidepdf.com/reader/full/middle-childhood-cognitive-and-physical-development-112 50/50
50
4- Learning Disabilities
1- Reading Disorder (Dyslexia)
2- Disorder of Written Expression(Dysgraphia)
3- Mathematics Disorder (Dyscalculia)