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Chapter

8 Middle Childhood:Ages 6 through 10Physical Changes and Appearance

Activity A Name Chapter 8 Date Period

If a statement is true, write a + in the blank. If a statement is false, change the underlined word or words to make the statement true. Write the correct answer in the blank. 1. Typical growth in height during middle childhood is between six to

eight inches a year. 2. Although adequate nutrition affects growth, height is mostly

influenced by the environment . 3. Many boys and girls have inward signs of changes that can

be noticed through increased perspiration and sweating . 4. Around 9 or 10 years of age, children often start to lose their baby teeth. 5. When the permanent teeth replace the smaller baby teeth, they often

look oversized for the child’s facial proportions. 6. During middle childhood, children’s facial features mature and

elongate. 7. Gross-motor development changes rapidly during middle childhood

due to the growth and strengthening of small muscles. 8. During middle childhood, children are very similar in their muscle

control and coordination. 9. During middle childhood, the muscles in children’s hands develop

rapidly and as a result, fine-motor tasks become easier.

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10. The number of overweight and obese children in America has been

decreasing during recent decades. 11. Body composition describes the proportion of body fat to lean mass

(muscle, bone, and water) in a person’s body. 12. The three types of activities that can strengthen physical growth and

development are aerobic, muscle-strengthening, and bone- strengthening activities.

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Middle Childhood NutritionActivity B Name Chapter 8 Date Period

You are babysitting your 8-year-old neighbor, Natalie, for half of the day. You will have to prepare breakfast, lunch, and two snacks for her and yourself. Natalie loves chips, soda, ice cream, and cake. She has suggested meal plans for the two of you today. Review Natalie’s meal plan and then create a meal plan that meets the food requirements of MyPlate and includes nutrient-dense food choices. Then, categorize each food in the meal plan under the appropriate food groups in the table. BreakfastFor breakfast, Natalie suggests sugary cereal.Your meal plan:

SnackFor an early morning snack, Natalie suggests a bag of potato chips.Your snack plan:

LunchFor lunch, Natalie suggests pepperoni pizza and soda from a fast-food restaurant.Your lunch plan:

SnackFor an afternoon snack, Natalie suggests an individually wrapped cake from the convenience store. Your snack plan:

Categorize each food in your meal plan as a fruit, vegetable, grain, protein food, or dairy item.

Grains Fruits Vegetables Dairy Protein foods

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Chapter 8 Middle Childhood: Ages 6 through 10

59

Theorists and Theories of Middle ChildhoodActivity C Name Chapter 8 Date Period

Complete the following statements about developmental theorists and theories as they relate to mid- dle childhood by filling in the blanks.

Piaget’s Theory1. At the beginning of middle childhood, many children tend to focus on only

one part of a situation. Piaget referred to this way of thinking as .

2. Children sometimes struggle with the concept of , which means actions can be reversed.

3. The third stage of Piaget’s theory of cognitive development is called the stage.

4. In this third stage, children are able to think logically based on their .

5. Children in the third stage understand concepts related to , such as today, tomorrow, and yesterday.

Vygotsky’s Ideas6. Vygotsky believes that children learn best through .

7. Focusing on activities within a child’s (abbr.) will help promote the best learning opportunities during middle childhood.

Kohlberg’s Theory of Moral Development8. Kohlberg’s first level of moral development is called morality.

9. In this first stage of moral development, children use the possibility of or as a reason for making a decision.

10. Older children may be in Kohlberg’s second stage of moral development, called morality.

11. In the second stage of morality, children may make decisions based on laws and how they might be .

Erikson’s Psychosocial Theory

12. According to Erikson, children in middle childhood are in the fourth stage of psychosocial development, called versus .

13. Through activities, children develop a sense of by becoming competent in the outside world.

14. If children in middle childhood are compared negatively to others, feelings of can surface.

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Learning StylesActivity D Name Chapter 8 Date Period

Learning styles are preferred methods of taking in and processing information. Some people are visual learners. They learn by seeing information. Other people are auditory learners. They learn by hearing. Some people are kinesthetic-tactile learners. They learn by experiencing and touching or doing.Most people are dominant in one learning style, but many are a combination of the three. Using information from your text, create a questionnaire that could provide a simple analysis of a person’s learning style(s). After you have compiled your questionnaire, administer it to yourself and two other students and document your conclusions.

Personal conclusions:

Student one conclusions:

Student two conclusions:

Lea

rning Styles Questionnaire

Chapter 8 Middle Childhood: Ages 6 through 10

61

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School MemoriesActivity E Name Chapter 8 Date Period

Recall memories of yourself between the ages of 6 through 10. Who was important in your life? What was your lifestyle like? Select one year from the ages of 6 through 10 to analyze and answer the ques- tions that follow.

1. List characteristics of yourself at this age.

2. What was your self-concept at this age?

3. Which family members were most important to you? How did they influence your development?

4. Who were your friends during this time? Why did you choose these people as friends?

5. What types of games and activities did you play as a child?

6. What were major causes of stress for you as a child?

7. What were major cultural influences during your childhood?

8. Compare yourself now to yourself as a child, which socio-emotional factors remained the same since childhood?

9. Compare yourself now to yourself as a child, which socio-emotional factors are different from childhood?

10. Overall, how have you developed socially-emotionally since this time period?

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Meeting Special NeedsActivity F Name Chapter 8 Date Period

Meeting the needs of all children, including those with special needs, is important. Answer the following questions about specific types of special needs and identify ways caregivers might help meet special needs.

1. Define hyperopia.

2. How might a caregiver help meet the special needs of a child with hyperopia?

3. Define myopia.

4. How might a caregiver help meet the special needs of a child with myopia?

5. Define dyslexia.

6. How might a caregiver meet the special needs of a child with dyslexia?

7. What is Intelligence Quotient (IQ) testing?

8. Why is IQ testing sometimes considered to be controversial?

9. How might the results of a child’s IQ test impact his or her education?

10. What is the difference between mainstreaming and inclusion?

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Chapter 8 Middle Childhood: Ages 6 through 10

63

Encouraging Middle Childhood DevelopmentActivity G Name Chapter 8 Date Period

Pretend you are mentoring a group of children between the ages of 6 through 10. Refer to Figure 8-28 Developmental Milestones: Ages 6 through 10 in the text to complete the following tables. For each age range listed, select one physical, cognitive, and socio-emotional developmental milestone. Then, describe the ways in which you would encourage a child to reach these milestones. After completing the tables, answer the questions that follow.

6–7 Years

Type of Development

Developmental Milestone

Encouragement Provided

Physical

Cognitive

Socio-emotional

8–9 Years

Type of Development

Developmental Milestone

Encouragement Provided

Physical

Cognitive

Socio-emotional

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Activity G (Continued) Name

10 Plus Years

Type of Development

Developmental Milestone

Encouragement Provided

Physical

Cognitive

Socio-emotional

1. Choose one of the developmental milestones listed in the 6–7 Years table. Describe the encouragement you would provide to help a child with special needs learn this skill.

2. Choose one of the developmental milestones in the 8–9 Years table. Describe the encouragement you would provide to help a child with special needs learn this skill.

3. Choose one of the developmental milestones in the 10 Plus Years table. Describe the encouragement you would provide to help a child with special needs learn this skill.