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Middle Childhood: Physical

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Chapter 9: Middle Childhood: Physical & Cognitive Development Focus on homework #4 * Competencies underlying intelligence manifest themselves during middle childhood ... – PowerPoint PPT presentation

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Title: Middle Childhood: Physical


1
Chapter 9
  • Middle Childhood Physical Cognitive Development

2
Growth Patterns in Middle Childhood
  • Body weight doubles
  • Spend much energy on physical activity and play
  • School children eat much more than preschoolers
  • Boys slightly heavier taller until 9-10, then
    girls enter adolescence. Boys enter adolescence
    3-4 years after girls
  • Boys ? muscle, girls ? fat

3
Motor Skills
  • Gross Motor
  • by 6 Hopping, jumping
  • 6-7 climbing, pedaling/balancing on a bike
  • 8-10 Better balance, coordination and strength
  • Fine Motor
  • By 6-7 Tie shoes, hold pencil as adults, fasten
    buttons, zippers, brush teeth, wash themselves,
    coordinate a knife and fork, skill at using
    chopstick greatly improves

4
Question
  • What is reaction time?

5
Cognitive Development
  • Remember, Piaget believed that school age
    children (age 7-12 yrs) are in the concrete
    operational stage of development.
  • What is meant by Concrete Operations? The
    development of mental operations Cognitive
    actions that can be performed on objects or ideas
    and that consistently yield results.

6
Concrete Operational Thinking
  • Children show the beginnings of adult logic but
    they generally focus on tangible objects rather
    than abstract ideas this is why they are
    concrete.
  • Children begin to understand that events can be
    interpreted in different ways, thus looks can be
    deceiving.
  • They have developed reversibility and flexibility
    in thinking.

7
Concrete Operational Thinking is Characterized
by
  • Less egocentrism (can view the world from another
    persons perspective realize that others may see
    things differently then them)
  • Engaging in decentration (they can focus on more
    than one dimension or aspect of a problem at the
    same time)
  • Understanding conservation (objects can have
    several properties or dimensions)

8
Concrete Operational Thinking is Characterized
by, cont.
  • Understanding transitivity If A exceeds B in
    some property (like age or height) and if B
    exceeds C, then A must also exceed C
  • Understanding class inclusion Can focus on two
    subclasses (dog/cats) and larger subclasses
    (animals) at the same time. Example with the are
    there more dogs or animals? from last week

9
Example of Transitivity
Seriation
10
Kohlberg's Theory of Moral Development
  • Focused on the kinds of information children use
    to determine whether a situation is right or
    wrong.
  • Emphasized the importance of being able to view
    the moral world from the perspective of another
    person.
  • Children and adults arrive at moral judgments
    based on different reasoning skills, which can be
    classified according to certain stages of moral
    development. (according to Kholberg)

11
Kohlberg's Theory of Moral Development, cont.
  • Developmental stages of moral reasoning follow
    the same sequence in all children.
  • Children progress at different rates, and not
    everyone reaches the highest stage.

12
Intellectual Development vs. Achievement
  • Intelligence A measure of a childs underlying
    competence or learning ability. Associated with
    academic success, advancement on the job, and
    appropriate social behavior.
  • Achievement Involves a childs acquired
    competencies or performance.

13
Theories of Intelligence
  • 1. Sternbergs Triarchic Theory of Intelligence
    Believed there are three parts to our
    intelligence.
  • Intelligence is defined as using our abilities
    skillfully to achieve our personal goals.
  • Instruction is most effective when it is geared
    to a childs strength.

14
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15
Theories of Intelligence, cont.
  • 2. Garners Theory of Multiple Intelligences
    Believed each intelligence reflects more than
    academic ability.
  • Believed each has its neurological basis in
    different parts of the brain.
  • Believed each is an inborn talent that must be
    developed through educational experiences if it
    is to be expressed.
  • Each intelligence differs in quality.

16
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17
Measuring Intellectual Development
  • Use of the Weschler tests
  • Widely used and most respected
  • Yield an Intelligence Quotient (IQ)
  • Carefully developed revised over the years
  • Used to make educational decisions for
    children/adults
  • May be culturally biased

18
Know
  • No single test should ever be used to determine a
    childs intelligence!

19
The Weschler Scales
  • Yields a verbal and performance IQ based on
    persons performance on subscales, and an overall
    full IQ score
  • Helps reveal a childs strengths and weaknesses
    and provides a measure of their overall
    intellectual functioning
  • Specific test given based on the age of the
    person being tested

20
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21
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22
Fig. 9-10, p. 183
23
What Determines our Intellectual Development?
  • 1. Heredity
  • Heritability of intelligence is approximately
    40-60
  • 2. Environment
  • Early enrichment
  • Varied experiences
  • Preschool (Headstart, etc.)
  • Responsive parents
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