Human Growth and Development: Chapter 9

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Human Growth and Development Chapter 9

• Physical and Cognitive Development in Middle
  Childhood

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Physical Development

• In contrast to the rapid increase in height and
  weight during the first years of life physical
  development proceeds at a slowed pace during
  middle childhood.

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Nutrition

• Less food is needed during middle childhood
  because of the slower growth rate. (high quality
  over high quantity)
• Avoid junk food, excessive sugars and fats.
• Vegetarian diets are acceptable if iron and zinc
  supplements are obtained.
• At least 20 fat content is needed to keep growth
  rate going.
• Excessive fat, however, can lead to obesity.

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Obesity

• Some children accumulate empty calories from
  high-sugar and high-fat foods.
• Children who are overweight between the ages of
  10 and 17 years will probably have a lifetime
  problem.
• Those who are overweight in their pre-teen and
  teen years have a 64 chance of becoming obese
  adults.

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Obesity

• Parents should
• Monitor childrens time spent watching
  television.
• Encourage physical activity all year round.
• Serve plenty of fruits and vegetables.
• Monitor fat intake.
• Make children aware of what theyre eating.
• Dont become obsessed with your childs obesity
  (it could be genetic)

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Obesity Continued

• Physical growth is relatively slow until the
  period when girls development may spurt.
• American girl are reaching puberty faster than
  recently thought.
• ½ of African-American girls and 15 of White
  girls begin to develop sexually by 8 years of age.

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More On Obesity

• Variables that cause fluctuations in the growth
  of these children
• Genetic influence
• Health
• Nutrition
• Development may well differ among cultures,
  subcultures, and ethnic groups

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Physical Changes in Middle Childhood

• Kurt Fischer believes that he has found evidence
  of at least 12 brain growth spurts. Two of which
  occur during middle childhood.
• Adults who are around children during this times
  should provide appropriate stimulation that will
  make them want to participate in the world to add
  new connections and strengthen existing ones.

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Physical Changes in Middle Childhood

• Nature manufactured billions of brain cells more
  than will be needed to ensure that the brain will
  be ready to from enough connections for all the
  needed abilities and skills.
• The neurons that dont make the connections
  simply die
• The fittest of the neurons survive, so
• Keep busy, seek challenges, and stay alert!!

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Physical Changes in Middle Childhood

• Body proportion changes in middle childhood also
• Head size comes more in line with body
• Loss of the baby teeth and the emergence of
  permanent teeth change the shape of the lower jaw
• Trunk become thinner and longer
• Chest becomes broader and flatter
• Arms and legs begin to stretch, but show little
  muscle development
• Some children are tremendously active physically
  and gradually display a steady improvement in
  motor coordination.

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Children Who Are Exceptional

• The notion of exceptionality has changed
  dramatically in recent years.
• They used to be refused admission to public
  schools
• Today federal law mandates that children with
  special needs should be educated in the
  least-restrictive environment as possible to
  achieve success.
• Inclusion or Mainstreaming is the procedure of
  taking a special needs student out of the regular
  classroom, home, and family as infrequently as
  possible.

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Children Who Are Exceptional

• Children who are exceptional received powerful
  support from federal legislation with the passage
  of the Education for All Handicapped Children in
  1975, and is now known as the Individuals with
  Disabilities Act.

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Cognitive Development
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Piaget and Concrete Operations

• Children in Piagets concrete operational period
  operate mentally on their environment.
• They employ logical thought processes through
  concrete materials
• They also concentrate on more than one aspect of
  a situation which is decentering.

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Accomplishments of the concrete Operational Period

• Conservation appears children can conserve the
  main idea
• Seriation children can arrange objects by
  increasing or decreasing size
• Classification enables children to group objects
  with some similarities within a larger category
• Reversibility enables children to retrace their
  thoughts
• Numeration children understand the concept of
  numbers

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New Ways of Looking at Intelligence
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Gardner and Multiple Intelligence

• Howard Gardner forged a link between thinking and
  intelligence with his theory of multiple
  intelligence.
• Gardner defines intelligence as the ability to
  solve problems or fashion products that are of
  consequence in a particular culture setting or
  community

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Gardners Eight Equal Intelligences

• 1. Linguistic Intelligence language is a
  preeminent example of human intelligence
• Children change their use of language to a more
  flexible, figurative form.
• 2. Musical Intelligence the early appearance of
  musical ability suggests some kind of biological
  preparedness
• Most children cease musical development after
  school begins. Around nine years of age serious
  skill building commences
• 3.Logical-mathematical Intelligence evolves from
  our contact with the world of objects
• Children begin to think abstractly instead of
  concretely
• 4. Spatial Intelligence important changes in
  childrens thinking occurs during these years,
  especially with the appearance of conservation
  and reversibility
• Middle childhood youngsters can now visualize how
  objects seem to someone else and can manipulate
  objects using their spatial intelligence

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Gardners Eight Equal Intelligences

• 5.Bodily-kinesthetic Intelligence our control of
  bodily motions and the ability to handle objects
  skillfully are defining features of an
  intelligence
• 6 7. Interpersonal and Intrapersonal
  Intelligences Interpersonal intelligence builds
  on an ability to recognize what is distinctive in
  others, while intrapersonal intelligence enables
  us to understand our own feelings
• Autism is a deficit in this intelligence
• 8.Naturalist Intelligence the human ability to
  discriminate among living things as well as a
  sensitivity to our natural world.

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Sternbergs Triarchic Model of Intelligence

• 1.Components of Intelligence
• Metacomponents-help us to plan, monitor, and
  evaluate our problem solving strategies
• Performance components -help us to execute the
  instructions of the metacomponents
• Knowledge-acquisition components -help us to
  learn how to solve problems
• 2.Experience and Intelligence experience
  improves our ability to deal with novel tasks and
  to use pertinent information to solve problems
• 3.The Context of Intelligence we learn how to do
  those practical things that help us to survive in
  our society. Skills are not acedemic

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Thinking and Problems Solving
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Children and Thinking Skills

• Children shouldnt just obtain knowledge but
• Apply what they have learned
• Integrate it with other facts
• Ask themselves if they could have done it any
  better
• Parents should
• Not focus merely on facts, but should stretch
  childs thinking by asking questions that require
  application, analysis, synthesis, and evaluation.

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A Thinking Skills Taxonomy

• The main purpose of the taxonomy is to provide a
  classification of the goals of our educational
  system
• It consists of three major sections cognitive,
  affective, and psychomotor domains
• Cognitive is divided into 6 major classes

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Cognitive Taxonomy

• 1.00 Knowledge recall of specific facts
• 2.00 Comprehension understanding what is
  communicated
• 3.00 Application generalization and use of
  abstract info in concrete situations
• 4.00 Analysis breakdown of a problem into
  subparts and detection of relationships among the
  parts
• 5.00 Synthesis putting together parts to form a
  whole
• 6.00 Evaluation using criteria to make judgments

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Using Questions to Improve Thinking Skills

• Good questions cause children to pay attention,
  process information, organize their ideas, and
  compose an answer
• Questions should be clearly and concisely phrased
• Give children enough time to answer
• When children respond parents should clarify,
  expand, and synthesize, and never let an
  incorrect answer stand

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Problem Solving Strategies
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Characteristics of a Good Problem-Solver

• Four components needed for problem-solving
  goals, obstacles, strategies for overcoming
  obstacles, and evaluation of results
• Children (7-12 years) show marked improvement in
  memory
• They become more capable of transferring
  ever-increasing amounts of info to long-term
  memory by strengthening synaptic connections
• Childrens speed in processing info increases as
  cognitive skills grow

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Improving Childrens Problem-Solving Strategies

• The adaptive strategy choice model of Robert
  Seigler says that most children devise a wide
  variety of strategies to solve their problems,
  and depending on the nature of the problem
  theyll select what they think is the most
  appropriate strategy

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What Kind of Mistakes do Children Make?

• Failure to observe and use all the relevant facts
  of a problem
• Failure to adopt systematic, step-by-step
  procedures
• Failure to perceive vital relationships in the
  problem
• Frequent use of sloppy techniques in acquiring
  and applying vital information

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The DUPE Model
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Dont Let Yourself be Deceived

• D- determine what the nature of the problem is
• U- understand the nature of the problem
• P- plan your solution
• E- evaluate your plan

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Moral Development
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The Path of Moral Development

• 2-3 years begin to learn about right and wrong
  from their parents enormously impressed by what
  their parents do
• 2-6 years developing ability to decide whats
  right and wrong telling the truth remains a
  tough task
• 7-11 years learn about making and following
  regulations as well as deriving insights into
  those children who break the rules

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Parents and Moral Development

• Children whose mothers treated them reasonably,
  but firmly, after transgressions seemed more
  sensitive to matters of right and wrong.
• Children with older siblings who were friendly
  and supportive seemed more morally mature.

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Piagets Explanation

• Up to 4 years children arent concerned with
  morality rules are meaningless
• At 4 years begin to believe rules are fixed and
  unchangeable, they come from authority and are to
  be obeyed without question-heteronomous morality
  believe in immanent justice anyone who breaks a
  rule will be punished immediately
• From 7-11 years- realize that individuals
  formulate social rules, which can be
  changed-autonomous morality think that
  punishment should be linked to intent

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Kohlbergs Theory

• Kohlberg employed a modified clinical technique
  called the moral dilemma in which a conflict
  leads subjects to justify the morality of their
  choices
• Middle childhood youngsters are typically at
  Kohlbergs Preconventional level of morality
• As they approach 10 and 12 they begin to edge
  into the conventional level of morality where
  acts are right because thats the way its
  supposed to be
• 13 and over are the postconventional level of
  maturity and only a small level of adults reach
  this level

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Gilligans View on Womens Morality

• Initially, any moral decisions a girl has to make
  center on the self
• Gradually, a sense of responsibility for others
  appears and goodness is equated with
  self-sacrifice and concern for others
• Finally, women resolve the conflict between
  concern for self and concern for others have a
  guiding principle of non-violence
• Must women exclude themselves and be thought of
  as a good women or exclude others and be
  thought of as selfish

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Language Development
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Changes in Usage

• An increase in pragmatic sophistication
  interaction between language and socialization
  devising new ways to use these words

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Issue of Literacy

• 1. Basic Literacy reading, writing, listening,
  and speaking
• 2. Scientific Literacy knowledge of science,
  scientific thinking, math
• 3. Visual Literacy ability to decipher,
  interpret, express ideas using images, charts,
  graphs, and video
• 4. Information Literacy ability to find,
  evaluate, and use info effectively
• 6.Cultural Literacy knowledge and appreciation
  of the diversity of peoples and cultures
• 7. Global awareness understanding and
  recognition of the interrelations of nations,
  corporations, and politics around the world

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END OF SLIDE SHOW

• Editing was done by
• Katie Jo Robinson
• Mrs. Mary Lu Andreu