during a child's middle and late childhood,€¦ · during a child's middle and late...
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During a child's middle and late childhood,
they grow taller, heavier, and stronger. They
have continuous physical changes with
their bodies, fine tune their motor skills, and
learn to gain greater control over their
bodies.
This period involves slow and consistent growth
Children grow an average of 2-3 inches a year during elementary
school years
Children gain an average of 5-7 pounds a year (mainly because of
their skeletal and muscular systems growing)
Head and waist circumference decrease as height increases
Bones continue to ossify (yielding to pressure & pull more than
mature bones)
Muscle mass/strength increase gradually as "baby fat" decrease,
usually doubling their strength capabilities
Brain volume stabilizes by the end of this period, but significant changes in various structures and regions of the brain continue to occur.
Pathways and circuitry in the prefrontal cortex continue to increase and as a result, a child has increased attention, reasoning, and cognitive control.
Thickness of the cerebral cortex (cortical thickness) changes.
Cortical thickness was observed in the temporal and frontal lobe areas which caused children show improvements in language abilities ,such as reading.
Running, climbing, skipping rope, swimming, bicycle riding, skating
etc. are just some that can be mastered
Improvements occur because of the myelination of the central
nervous system
Children can use their hands as tools more easily
Playing musical instruments and writing in cursive are a reflection in
the improvement of motor skills
In gross motor skills (involving muscle activity) boys usually
outperform girls
In fine motor skills (involving complex, intricate, and rapid
movements) girls usually outperform boys
Children's’ motor skills become much more
coordinated and smoother than they were
in early childhood
Children at this age are far from physical maturity, so they need to
be active
Increased fatigue more in long periods of sitting than
running or jumping
Exercise plays an important role in children's
development because it helps refine their developing
skills
•offer more physical
fitness programs run by
volunteers at school
facilities
•Improve physical fitness
activities in school
•Have children plan
community and school
activities that really
interest them
•Encourage families to
focus more on physical
activity, and encourage
parents to exercise more
Middle to late childhood for the most part is a
time of excellent health. Disease and death
are less prevalent than in other periods of
childhood and adolescence. However, there are some health problems that children have
during this time that harm their development.
Leading cause of death and
the most common cause of
severe injury are:
•Car accidents either as
passenger or pedestrian
other injuries include
bicycles, skateboards,
roller skates and other
sports equipment
This is an increasing child health
problem. Overweight children have an
increased risk for developing:
•Pulmonary problems, such as
sleep apnea and hip problems
•Diabetes, high blood pressure,
and high cholesterol levels are
very common
•Some children also develop low
self esteem issues
Uncommon in children, but things that children do now can
lead to this later in adulthood!!!!!
•Second leading cause of death in U.S.
•Child cancers (ages 5 to 14) mainly attack
the white blood cells (leukemia), brain,
bone, lymph system, muscles, kidneys, and
nervous system.
•Most common is leukemia, a cancer where
bone marrow manufactures an
abundance of abnormal white blood cells
that "crowd out" normal cells, making the
child susceptible to bruising and infection.
•Advancements in cancer treatment has
increased the survival rate in child cancer
patients.
Based on research from the National Center for Education Statistics , the four
largest groups of students with a disability being served by federal
programs and receiving special education services in the U.S. public
school systems are those with:
Learning disabilities - 5.6 % of all children in public schools
Speech and language impairments - 3.0 % of all children in
public schools
Mental retardation - 1.1 % of all children in public schools
Emotional disturbance - 0.9 % of all children in public schools
According to the definition created by the U.S. Government, a child with a learning disability suffers from difficulty in learning that
involves understanding or using spoken or written language.
This difficulty will appear in :
•Listening
•Thinking
•Reading
•Writing
•Spelling
•Mathematics
•visual
•hearing
•motor disabilities
•mental retardation
•emotional disorders
•environmental disadvantages
•cultural disadvantages
•economic disadvantages
Three times as many boys than
girls are classified as having a
learning disability. This is due to: a greater biological vulnerability
Precise cause of learning disabilities have not yet been
determined by scientists and researchers. scientists do know based on evidence from Brain Imagery
Techniques (such as Magnetic Resonance Imagery - M.R.I.)
that it is unlikely that learning disabilities reside in one specific
brain location.
Evidence Suggest that learning disabilities
are due to:
Problems in integrating information from
multiple brain regions and/or difficulties
in brain structures & functions
•Dyslexia
•Dysgraphia
•Dyscalculia
•Attention Deficit
Hyperactivity Disorder (ADHD)
a category of learning disabilities involving a severe
impairment in the ability to read and spell
a learning disability that involves difficulty in handwriting
(also known as developmental arithmetic disorder) a disability that involves math computation
a disability that consistently showcases one ore more of the following
characteristics over time : inattention, hyperactivity, impulsivity
1. inattention - difficulty focusing on any
one thing , and/or becoming bored with
a task after a few seconds or minutes
2. hyperactivity - being in constant motion,
showing high levels of consistent physical
activity
3. impulsivity - not thinking before acting,
and being impulsive while having
difficulty curbing their reactions
1. ADHD with predominately
inattention
2. ADHD with predominantly
hyperactivity/impulsivity
3. ADHD with both inattention and
hyperactivity/impulsivity
There is some controversy surrounding ADHD due in part to the fact that no definitive causes of ADHD have yet been found. The number of children diagnosed and treated for ADHD has increased substantially in recent decades, and this disorder is 4 - 9 times more prevalent in boys than girls. Some experts are concerned that due to the heightened awareness of this disorder, many children are being incorrectly diagnosed.
While there are no known definitive causes of ADHD, some theories of what causes this disorder are :
inheritance from parents
low birth weight
damage to the brain during prenatal or postnatal development
cigarette and alcohol exposure during prenatal development
While most children
have minor emotional
difficulties, a small
percentage of 0.9 of
all children in the
public school system
have emotional
problems serious and
persistent enough to
be classified as
emotional and/or
behavioral disorders.
It consist of serious,
persistent problems
involving relationships,
aggression,
depression, fears
associated with
personal and school
matters, and
inappropriate socio-
emotional
characteristics.
Autism Spectrum Disorders are pervasive developmental disorders that are characterized by : •problems in social interaction
•problems in verbal and nonverbal communication •repetitive behaviors •atypical responses to sensory experiences •mental retardation in some ( others show average or above average intelligence)
The Autistic disorder is a severe
developmental disorder with an onset in the first three years of life that includes :
deficiencies in social relationships
abnormalities in communication
restricted, repetitive , and stereotyped patterns of behavior.
Aspergers syndrome is a mild disorder on the Autism spectrum in which the individual :
displays obsessive,
repetitive routines
preoccupations with a particular subject
restricted range of interests and relationships
relatively good verbal language
displays milder nonverbal language problems
Up until the 1970's children with disabilities were often refused enrollment to public schools. In 1975 the Education for All Handicapped Children Act ( Public Law 94- 142) was passed. This public law required that all students with disabilities be given free, appropriate public education. In 2004 this law was reauthorized and renamed the Individuals with Disabilities Education Improvement Act (IDEA)
IDEA has given a legal basis to
the efforts in educating children
with disabilities in the regular
classroom.
The law mandates services to
children with all kinds of
disabilities. Services include:
1. evaluation
2. eligibility determination
3. appropriate education
4. individualized education plan
(IEP)
5. education in the least restrictive
environment (LRE)
With emphasis on the IEP (individualized education plan) and the LRE (education in the least restrictive environment) , the individual with special needs is educated full time in the regular classroom.
For many children inclusion in the regular classroom with modifications or supplemental services is appropriate.
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Some leading experts argue that the effort to educate children with disabilities in the regular classroom has become too extreme. Many believe that children with disabilities may benefit more from an individualized approach that does not involve inclusion , but instead allows special education outside of the regulate classroom.
James Kauffman, a leading expert on special education argues that children need the services of specially trained professionals , altered curricula , and adaptations to make learning possible. He states, " We sell students with disabilities short when we pretend that they are not different from typical students. We make the same err when we pretend that they must not be expected to put forth extra effort if they are to learn to do some things in a different way… Like general education, special education should challenge students with disabilities to become all they can be."
The famous Swiss developmental psychologist, changed the
way we think about the development of children's mind.
A schema is a concept or framework that already exists at
given moment in a person's mind and the organizes
information and provides a structure for interpreting it.
For example, sucking is an early, simple schema. Later on, more complex schemas include licking, blowing, crawling,
hiding, and so forth.
Piaget's interest in schemas had to do with how they help in
organizing and making senses out of current experience.
Assimilation: occurs when
individuals incorporate new information into existing
knowledge
For example - the first time a child
realizes that she might pick up a set of keys, she is assimilating the category "keys" into the schema of "picking up".
Accommodation: occurs when
individuals adjust their schemas to new information
For example- the schema "picking up" becomes modified into different schemas the accommodate the realities of different types of objects.
Stage 3 & 4 are a part of middle and late childhood.
Stage 3- Concrete
Operational Stage
The child can now reason
logically about
concrete events and
classify objects into
different sets.
Stage 4- Formal
Operational Stage
The adolescent reasons in
more abstract,
idealistic, and logical
ways.
•Piaget opened a new way of looking at how children's minds develop.
•We owe him for a long list of masterful concepts that have enduring power and fascination.
•We also owe Piaget for the currently accepted vision of children as active, constructive thinkers who manufacture their own development.
Intelligence: refers to
individual differences in
problem solving-skills and in
important abilities.
Intelligence is understood
as something that is
relatively stable and on
which people can be
compared.
Intelligence is mainly measured through tests. Certainly, a person's intelligence quotient (IQ) can be a powerful measure. The criteria for a good intelligence test: validity, reliability, and standardization.
•Validity, refers to the sourness of conclusions to be drawn from an experiment.
•Reliability is the extent to which a test yields a consistent, reproducible measure of performance. Reliability and validity are related.
•Standardization involves developing uniform procedures for administering and scoring a test, as well as creating norms.
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