middle childhood cognitive and physical development 112.ppt...

Middle ChildhoodCognitive and Physical Development

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Physical DevelopmentPhysical Development Growth is now slower and steadier. They grow 2 to 3 inches a year.9 – 10-year-olds: beginning of growth spurt for girls9 10 year olds: beginning of growth spurt for girls11-year-olds: beginning of growth spurt for boysGirls are slightly shorter and lighter until 9Girls are slightly shorter and lighter until 9.11-year-olds: girls are generally taller and heavierGrowth is influenced by activity level exerciseGrowth is influenced by activity level, exercise,

nutrition, gender, and genetic factors

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Motor DevelopmentMotor Development

• Gross Motor SkillsGross Motor SkillsAround age 5, locomotive skills such as

running jumping and hopping are well inrunning , jumping, and hopping are well in place.

Th d l i t t i tThey develop interest in sports• Fine Motor SkillsDevelop rapidly during preschool years and

continue to improvep3

NutritionNutrition• Children in North America receive goodChildren in North America receive good

nutrition so most height and weight differences among children are due todifferences among children are due to genetically determined factors.

• Children in poorer areas of cities in• Children in poorer areas of cities in Calcuta, Hong Kong, and Rio de Janeiro are smaller than their counter parts inare smaller than their counter parts in affluent areas of the same cities

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Proper NutritionP i i P li T iPositive Personality Trait

• More positive emotionp• Less anxiety• More moderate activity levely• More eager to explore new environment• Showing more persistence in frustrating

situations• Being more alert

M l l• More energy levels• Higher levels of self-confidence.

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ObesityObesity

Is defined as body weight that is more thanIs defined as body weight that is more than 20% above the average for a person of a given height and weight.g g g

10% of children are obese.70% of children who are obese at ages 10 to70% of children who are obese at ages 10 to

13 will continue to be seriously overweight as adults.

Obesity can lead to high blood pressure, diabetes, and other medical problemsp

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Causes for ObesityCauses for ObesityGenetic Factors: a child with one obese parent p

has a 40% chance of becoming obese, and the proportion leaps to 80% if both parents are obeseobese.

Environmental Factors: The proportion of obesity has risen 54% since theThe proportion of obesity has risen 54% since the

1960.Television viewinge e s o e gLack of exerciseParental encouragementg

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Cognitive DevelopmentPi d Ed iPiaget and Education

• Children are active learners who constructChildren are active learners who construct their own theories about how the world operatesoperates.

• Children learn by doing.T hi h ld b th h h i• Teaching should be through showing rather than telling.

• Piaget encourages the use of concrete objects for teaching (blocks, rods, seeds)

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Preoperational Concrete(2 to 5-7 years) (5-7 to 12 years)Rigid and static FlexiblegIrreversibleFocused on the here &

ReversibleNot limited to the here

nowOne dimension

and nowMultidimensional

EgocentricFocused on perceptual

evidence

Less egocentricThe use of logical

inferencesevidenceIntuitive

inferencesCause and effect

relationshipsrelationships9

PIAGET’S CONCRETE OPERATIONAL STAGE

• During this stage thought is logical, flexible, and organized in it’s application of concrete i f tiinformation.

• The capacity for abstract thinking is not yet presentpresent.

• The ability to execute conservation tasks is a clear indicator of this stage: Decentration and gReversibility.– Decentration-The ability to focus on several aspects

of a problem at once and relate themof a problem at once and relate them– Reversibility-The ability to mentally go through a

series of steps in a problem and then reverse the di ti t i t th t ti i tdirection, returning to the starting point.

CHARACTERISTICS OF THE CONCRETE OPERATIONAL STAGECONCRETE OPERATIONAL STAGE

• Seriation—the ability to order items along a y gquantitative dimension, such as length or width.

• Transitive Inference—the ability to seriate or order items along a quantitative dimension—mentallymentally.

• Spatial Reasoning—By age 8 to 10 children• Spatial Reasoning—By age 8 to 10, children can give well organized directions to important places.

CHARACTERISTICS OF THE CONCRETE OPERATIONAL STAGECONCRETE OPERATIONAL STAGE

• Seriation—the ability to order items along a y gquantitative dimension, such as length or width.

• Transitive Inference—the ability to seriate or order items along a quantitative dimension—mentallymentally.

• Spatial Reasoning—By age 8 to 10 children• Spatial Reasoning—By age 8 to 10, children can give well organized directions to important places.

Information Processing MMemory

• Encoding Recorded in memoryEncoding Recorded in memory(Keyboard)

• Storage Saved in memory( h d d i )(on hard drive)

• Retrieved Brought into awareness(on screen)

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Information ProcessingMMemory

During middle childhood, short-term memory g ycapacity improves significantly

Meta-MemoryAn understanding about the processes thatAn understanding about the processes that

underlie memory emerge and improve during middle childhood

Elementary schoolchildren learn control processes – strategies and techniques that enhance memory.e a ce e o y

Children develop Metacognition –the process of monitoring your own thinking and memory

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Information ProcessingC l PControl Processes

1- Rehearsal1- Rehearsal2- Organization3 S ti El b ti3- Semantic Elaboration4- Mental Imagery5- Retrieval6- Scripts6 Scripts

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Information-Processing A i iAutomatization

1- Knowledge acquisition is automatic when1 Knowledge acquisition is automatic when processes require little attention

Children are automatically aware of how often they y yhave encountered people.

Automatically, children develop an understanding y, p gof concepts, categorizations of objects, events, or people.

2- Knowledge is deliberate and controlled when processes require large amounts of attention.

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Information Processing A hApproaches

Cognitive ArchitectureCognitive ArchitectureDetermines the specific steps through

which material is processed as it travelswhich material is processed as it travels through the human mind.

Assume that the basic architecture ofAssume that the basic architecture of information-processing systems is constant over the course of development, palthough the speed and capacity of the system are thought to grow.

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VygotskyVygotsky• Classrooms are seen as places whereClassrooms are seen as places where

children should have the opportunity to try new activities.

• Children should focus on activities that involve interaction with others.– Cooperative learning – children benefit from

the insight of others– Reciprocal teaching – students are taught to

skim a passage, raise questions, summarize it and predict what will happen nextit, and predict what will happen next

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Definitions of IntelligenceDefinitions of Intelligence

1-Psychometric Approach1-Psychometric ApproachIQ tests – focuses on how people perform

on standardized tests which are designedon standardized tests which are designed to measure skills and knowledge you have already learnedalready learned.

2-Cognitive ApproachIntelligence comes in different ways and one

test can’t measure it all.

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Psychometric ApproachIQ SIQ Score

• IQ score = Mental Age• IQ score = Mental Age(MA)(MA)

divided by Chronological Age (CA)

multiplied by 100

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Variations of IQ ScoresVariations of IQ ScoresRange of Scores % of Population DescriptionRange of Scores % of Population Description130 + 2% Very superior120 - 129 7% Superior120 - 129 7% Superior 110 -119 16% High average90 109 50% Average90 - 109 50% Average 80 - 89 16% Low average70 79 7% Borderline70 - 79 7% Borderline 70 & below 2% Deficient

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IQ TestsIQ Tests• Wechsler Intelligence Scale for Children g

(WISC-III)A test for children that provides separate

f b l d fmeasures of verbal and performance (nonverbal) skills as well as a total score.

• Wechsler Adult Intelligence Scale Revised• Wechsler Adult Intelligence Scale-Revised (WAIS-III)

A test for adults that provides separate measures test o adu ts t at p o des sepa ate easu esof verbal and performance skills as well as a total score.

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The Cognitive ApproachR b S bRobert Sternberg

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Multidimensional Views of Intelligence

• Sternberg’s Triarchic Theory of Intelligence• Sternberg s Triarchic Theory of Intelligence• --Componential: Highly intelligent individuals apply

appropriate strategy application, knowledgeappropriate strategy application, knowledge acquisition, metacognition, and self-regulation.

• --Experiential: Highly intelligent individuals process information more skillfully in novel situations.

• Contextual: Highly intelligent people skillfully• --Contextual: Highly intelligent people skillfully adapt their information-processing skills to fit to a situation, they try to shape, or change it to meet y y p gtheir needs

The Theory of Multiple I lliIntelligences

• Language 7 intelligencesLanguage 7 intelligences• Logical-mathematical + 2

S ti l l ti N t li ti• Spatial relations Naturalistic• Bodily-kinesthetic Existential• Musical• InterpersonalInterpersonal• Intrapersonal

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Gardner’s Multiple IntelligencesGardner s Multiple Intelligences

• Linguistic. Sensitivity to the sounds,Linguistic. Sensitivity to the sounds, rhythms, and meanings of words and the different functions of language. (Poet, g g (journalist).

• Logico-mathematical. Sensitivity to and capacity to detect logical or numerical p y gpatterns; ability to handle long chains of logical reasoning. (Mathematician)

• Musicial Ability to produce and• Musicial. Ability to produce and appreciate pitch, rhythm (or melody), and aesthetic sounding tones;and aesthetic sounding tones; understanding of the forms of musical expressiveness (Violinist composer)expressiveness. (Violinist, composer).

• Spatial. Ability to perceive the visual-p yspatial world accurately, to perform transformations on those perceptions, p pand to re-create aspects of visual experience in the absence of relevant pstimuli.

• Bodily-kinesthetic. Ability to y yuse the body skillfull for expressive as well as goalexpressive as well as goal-directed purposes; ability to handle objects skillfully. (Dancer athlete)(Dancer, athlete)

• Naturalist. Ability to recognize and classify all varieties of animals, minerals, and plants.animals, minerals, and plants. (Biologist).

Emotional IntelligenceEmotional Intelligence

• 1 Interpersonal Intelligence• 1-Interpersonal Intelligence

• 2-Intrapersonal Intelligence

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• Interpersonal Ability to detect and• Interpersonal. Ability to detect and respond appropriately to the moods, temperaments motivations andtemperaments, motivations, and intentions of others. (Therapist, salesperson)salesperson).

• Intrapersonal. Ability to p ydiscriminate complex inner feelings and to use them to guide one’s own gbehavior; knowledge of one’s own strenghts, weaknesses, desires, and gintellingence.

Emotional IntelligenceEmotional Intelligence

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• Fluid IntelligenceThe ability to deal with new problems and

situationsExamples: categorizing items,

remembering a set of numbers• Crystallized IntelligenceThe store of information, skills, and

strategies that people have acquired through education and prior experience,

d th h th i i f fl idand through their previous use of fluid intelligence.

E amples sol ing a p le sol tion forExamples: solving a puzzle, solution for mystery 35

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Learning and Thinking at SchoolLearning and Thinking at School

• Teaching facts or conceptsTeaching facts or concepts• Giving directions for a particular lesson

St ti l l f b h i• Stating general rules of behavior • Correcting, disciplining, and praising

children• Miscellaneous activities

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ResultsResults

• Children learn more in classes in whichChildren learn more in classes in which time on task is maximized, in which the teacher spends at least half the time onteacher spends at least half the time on actual teaching and less on such concerns as maintaining orderas maintaining order.

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What Should Do to Be Critical ThinkersTh 6 RThe 6 Rs

1- Remembering1- Remembering2- Repeating3 R i3- Reasoning4- Reorganizing5- Relating6- Reflecting6 Reflecting

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The Main Emphasis in TeachingThe Main Emphasis in Teaching

Now the emphasis is onNow, the emphasis is on – Teaching learning and thinking skills

Tailoring instruction to the child’s individual– Tailoring instruction to the child s individual learning style and developmental level

– Fostering independent self-regulated self-– Fostering independent, self-regulated, self-paced learning

Learning in small groupsLearning in small groupsCooperative rather than competitive learning

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Learning StylesC hi Ul i h T biCynthia Ulrich Tobias

The way in which we view the world is

called ourWe perceive in 2 ways

called our …

P tiConcrete Abstract

Perception

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Learning StylesLearning StylesThe way we use theThe way we use the

information we use is called … We order in 2 ways

O d iSequential Random

Ordering

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Four CombinationsFour CombinationsConcrete Sequentialh d ki t bl

Abstract Sequentiall ti k l d blhardworking, stable,

conventional, accurate, dependable factual

analytic, knowledgeable, objective, structured, thorough systematicdependable, factual,

organized, consistentthorough, systematic,

logical, deliberate

Abstract Randomsensitive, perceptive,

Concrete RandomQuick, adventurous,

flexible, compassionate, imaginative, idealistic,

intuitive, instinctive, realistic, creative,

innovative curioussentimental, spontanious

innovative, curious44

Success in SchoolSuccess in School• Culture: achievement motivation is an acquired q

culturally based drive (McClelland)• Gender: accounts for some differences, but this

i f d i l f h his often due to environmental factors rather than brain physiology

• Parents: parents of successful children:• Parents: parents of successful children:– Have realistic beliefs about their children– Have high expectationsg p– Are authoritative parents– Talk to, listen to, and read to their children

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Developmental DisordersDevelopmental Disorders

1 Mental Retardation1- Mental Retardation2- Depression2 Depression3- Attention Deficit Disorder4- Learning Disabilities

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1- Mental Retardation(C )(Causes)

• Genetic anomaliesGenetic anomalies• Prenatal exposure to diseases and drugs

A i t bi th• Anoxia at birth• Extreme malnutrition during birth or during

infancy• Family can have a debilitating or a y g

facilitating effect on the child’s intellectual development p

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The Diagnostic and Statistical M l (DSM IV)Manuel (DSM-IV)

• Criteria that a child should meet to beCriteria that a child should meet to be diagnosed as mentally retarded:

1 Significantly subaverage functioning1- Significantly subaverage functioning based on IQ test scores

2 Si ifi tl i i d d ti b h i2- Significantly impaired adaptive behaviors in areas such as self-care, self-direction,

d l f ti iand general functioning 3- Onset before age 18

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Four Levels of Mental R d iRetardation

1- Mild Retardation (IQ of 55 to 70)( )Can reach 3rd and 6th grade Can hold jobs and function independentlyP h l i l d iPsychological retardation

2- Moderate (IQ of 40 to 55)Slow to develop language and motor skillsSlow to develop language and motor skillsGenerally cannot progress beyond 2nd gradeCapable of training in social skills but need Capab e o t a g soc a s s but eedsupervisionPsychological Retardation

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Four Levels of Mental R d iRetardation

3- Severe (IQ of 25 to 40)3 Severe (IQ of 25 to 40)Generally don’t profit from trainingAre unlikely to support themselvesAre unlikely to support themselvesNeed 24-hour care

4 Profound (IQ below 25)4- Profound (IQ below 25)Are not vegetativeUsually suffer from neurological andUsually suffer from neurological and physiological disabilities (biological retardation)

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2- Depression2 DepressionChildhood DepressionChildhood Depressionexaggerated fear, clinginess, avoidance of

everyday activitieseveryday activitiesDepression in Older ChildrenSulking school problems acts ofSulking, school problems, acts of

delinquencyAdult DepressionAdult DepressionProfound sadness and hopelessness,

negative outlook on life suicidal thoughtsnegative outlook on life, suicidal thoughts51

DepressionPProzac

• Prescribing Prozac for children hasPrescribing Prozac for children has become very popular.

• No antidepressant has been approved by• No antidepressant has been approved by governmental regulators for use with childrenchildren.

• Because it is approved for adults, it is f tl l l f h i i t itperfectly legal for physicians to write

prescriptions for children.

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What’s Wrong with A id f Child ?Antidepressants for Children?

• There is little evidence that antidepressantThere is little evidence that antidepressant drugs have long term effectiveness.

• We don’t know the consequences of the• We don t know the consequences of the use of antidepressants on the developing brains of childrenbrains of children.

• The drugs in orange or mint-flavored i ht l d t d hsyrups might lead to overdoses or perhaps

encourage the use of illegal drugs.

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3- Attention Deficit Hyperactivity Di dDisorder

• Patients with ADD/ADHD suffer from anPatients with ADD/ADHD suffer from an underactivation of the brain.

• Their IQ is usually above average.Their IQ is usually above average.• A gap between potential and performance

occurs.occurs.• They often show an excess of Theta

brainwaves (focused behavior) orbrainwaves (focused behavior) or insufficient Beta brainwaves (unfocused behavior))

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ADD/ADHDM di iMedication

• ADD/ADHD is the result of low levels of dopamine

• Ritalin is a stimulant that increases dopamine l l S i h h l l f d ilevels. Sensing that the levels of dopamine are abnormally high, the brain may reduce its own production of dopamine Thus when Ritalin isproduction of dopamine. Thus, when Ritalin is discontinued, the ADD?ADHD patient may be more ADD/ADHD than before taking the drug.

• The brain compensating mechanism would kick in to get rid of the extra dopamine.

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Diagnostic Criteria for Attention-D fi i H i i Di dDeficit Hyperactivity Disorder

• Symptoms must persist for at least sixSymptoms must persist for at least six months

• Symptoms must have begun before age• Symptoms must have begun before age sevenS t t i t l t t• Symptoms present in at least two situations

• Disorder impairs functioning

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Diagnostic Criteria for Attention-D fi i H i i Di dDeficit Hyperactivity Disorder

• Symptoms not explained by anotherSymptoms not explained by another disorder such as:

• AnxietyAnxiety• Schizophrenia• Mania• Mania• Dissociative Disorder

P lit Di d• Personality Disorder• Developmental Disorder

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4- Learning Disabilities4 Learning Disabilities

• 1- Reading Disorder (Dyslexia)1- Reading Disorder (Dyslexia)

2 Di d f W itt E i• 2- Disorder of Written Expression (Dysgraphia)

• 3- Mathematics Disorder (Dyscalculia)( y )

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