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LifespanDevOnlineMiddleChildhoodPhysicalandCognitiveFall2022.ppt
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Middle Childhood: Cognitive and Physical Development
Chapter 6

Reminders: This lesson includes two quizzes and a fostering development assignment. Be sure to follow all of your lesson document instructions. 

© 2022. Angela G. Bagne. ALL RIGHTS RESERVED.

© 2022. Angela G. Bagne. ALL RIGHTS RESERVED.

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More Sophisticated Thinking

  • Piaget (stage 3!)
  • The Concrete-Operational Period 7-11 years old
  • Conservation
  • Egocentrism?
  • Thinking and understanding is more advanced (e.g., understand 2 concepts can have the same meaning)
  • Reality is not necessarily face value
  • Thinking is still concrete, here and now. Not good at abstract or hypothetical

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More Sophisticated Thinking (Cont)

  • The Formal Operational Period (stage 4… your text clumps a bit of adolescent cognitive development into your middle childhood learning here)

  • Abstract reasoning
  • More analytical, methodical, advanced problem solving

Cognitive Development

  • Piaget
  • Adolescents in the formal operational stage may not always reason at that level!
  • Adolescents’ thinking is often egocentric and irrational
  • Cognitive development continues after reaching stage 4, contrary to Piaget (Post-formal thought)

Metacognition

  • Monitoring
  • Gradually learn about own memory processes and begin to evaluate them
  • Short-term/long term memory
  • Elementary children can often identify information which they have not learned, but do not focus their attention on learning it

Metacognition (Cont)

  • Metacognition: Awareness of one’s own cognitive processes
  • Cognitive Self-regulation: Selecting strategies and monitoring adequately

Theories of Intelligence (Cont)

  • Agree on “intelligence” definition?
  • IQ = MA/CA x 100

  • Spearman claimed intelligence is a general factor (g-factor) that affects all aspects of ability

  • Others explain intelligence as multi-faceted

Gardner’s Multiple Intelligences

  • Recognizes 9 types
  • Emphasizes that development is not simultaneous in all areas
  • Typically, 3 types fit for one individual
  • The brain has different regions that have specific abilities

Emotional Intelligence

  • Daniel Goleman
  • The ability to use one’s own and others’ emotions effectively for solving problems
  • Perceiving emotions accurately
  • Regulating one’s emotions

Social applications

Sternberg’s Theory of Successful Intelligence

  • How do people achieve personal goals?
  • Analytic ability: One analyzes problems and comes up with solutions
  • Creative ability: Involves dealing adaptively with new situations and problems
  • Practical ability: Understanding what will work

IQ = nature + nurture

  • IQ scores are affected by BOTH
  • Heredity influences
  • IQ scores AND changes that occur during development
  • Adopted more similar to biological parents
  • Environmental influence
  • Yes– as Lesson 1 drilled in!!
  • IQ scores have risen over the past century

The Impact of (good) Interventions

  • Head Start increases scores

  • Other intervention programs: often increases IQ scores, reading/math

  • Intervention is expensive BUT
  • economic consequences of poverty and unemployment ($1  $7)
  • social

Stereotype Threat

  • Belief that a group lacks ability or skill in a domain
  • E.g., women in math

  • Membership in the group
  • Self-fulfilling prophecy

Gifted and Creative Children

  • Traditionally, IQ score of 130 or higher
  • Today: also likely include talents in art, music, writing, and dance
  • Exceptional talent seems to stem from:
  • a love of the subject, inspiring instruction from early age, parents who support and nurture a child’s talent; also biology

**Great predictor of emotional health, maturity in relationships, school and career success

Learning Disabilities

  • Must have
  • Difficulty in one + academic subject(s)
  • Normal intelligence
  • The disability is not caused by some other condition (e.g., poor instruction, sensory deficits)

  • = 5% of school-aged kids
  • Reading most common

Attention-Deficit Hyperactivity Disorder

  • Over-activity, inattention, impulsivity
  • 3-5% of school-age children diagnosed
  • Boys outnumber girls by 3:1… ACCURATE?

  • Caused by food allergies, sugar, or poor home life?? TV watching?
  • Strong genetic and biological

Comparing U.S. Students With Students in Other Countries

  • U.S. kids- math?
  • Japan/Taiwan kids spend 50% more time in school than U.S.
  • U.S. kids- less time on homework
  • U.S. parents more satisfied with kid’s performance in school
  • U.S parents believe ability is more key than effort than Asian parents

Effective Schools, Effective Teachers

  • U.S. schools are locally run. Great disparity exists between their success
  • Research has identified characteristics of successful schools:
  • Staff & students understand excellence is the primary goal of the school
  • The school is safe and nurturing
  • Parents are involved
  • Progress of students, teachers, and programs is monitored

Development of Motor Skills

  • A difference between boys and girls? More and more so!

  • Age 11: can throw a ball 3 times farther than at 3, and jump twice as far; males!!

  • Fine motor skill improvement (*females)
  • E.g., handwriting

Participating in Sports

  • Teach skills in all 3 domains:
  • working as a part of a group
  • new cognitive skills for playing strategies
  • physical skills and health
  • Adults may overemphasize competition instead of skill development and fun… 