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Chapter 9
Human Development
| Question | Answer |
|---|---|
| Chapter 9 | Psychosocial Development in Middle Childhood |
| in neo-Piagetian terminology, the 3rd stage in development of self-definition, characterized by breath, balance and the integration and assessment of various aspects of the self | representational systems |
| broad, inclusive self concepts that integrate various aspects of the self, include conscious, realistic, balanced, comprehensive | representational systems |
| Erikson's 4th stage of psychosocial development, in which children must learn the productive skills their culture requires or else face feelings of inferiority | industry versus inferiority |
| What virtue follows the successful resolution of industry versus inferiority? | Competence |
| a view of the self as able to master skills and complete tasks | competence |
| Discuss how the self concept develops in middle childhood. | representational systems, children become more conscious, realistic, balanced, integration and assessment of various aspects of self |
| Describe Erikson's 4th stage of psychosocial development. | Children learn productive skills for their culture or face feelings of inferiority |
| Identify several aspects of emotional growth in middle childhood. | Better regulate and control emotions, respond to others emotional distress, understand conflicting emotions, know how things make them feel and behave accordingly, emotional self-regulation |
| How do school-aged children develop a healthy, realistic self concept? | Recognizing that can be done in some aspects and smart and others, global self-worth, self-esteem, emotional growth, prosocial behavior |
| How do children in middle childhood show emotional growth? | Regulate and control their emotions, respond to others emotional distress |
| behaviors by which emotional problems are turned inward | internalizing behaviors |
| Give an example of internalizing behaviors. | Anxiety or depression |
| behaviors by which a child acts out emotional difficulties | externalizing behaviors |
| Give an example of externalizing behaviors. | aggression or hostility |
| transitional stage in the control of behavior in which parents exercise general supervision and children exercise moment to moment self-regulation | coregulation |
| How does coregulation work? | Children began to regulate themselves and parents exercise general supervision and only step in when needed |
| How does discipline and handling of family conflict change during middle childhood? | If conflict is constructive, children can see the need for rules and standards, learn what kinds of issues are worth arguing, what strategies can be effective |
| What factors might impact how a mother's work affects her child? | Child's age, sex, temperament, personality, mother works full or part time, why working, supportive or unsupportive partner, SES, type of care child receives |
| Identify ways in which parents work can affect children. | More work can mean less time with the children but if the children are well taken care of without parents then it buffers the negative impact, it is preferable mother's only work part-time |
| Discuss effects of poverty on parenting. | Stresses parents and child out, emotional state, parenting practice, home environment created, psychological distress, anxious, depressed, irritable, become less affectionate/responsive, discipline worse causing child to become depressed/lack confidence |
| how words are organized into phrases and sentences | syntax. |
| set of linguistic rules that govern the use of language for communication | pragmatics. |
| practical use of language to communicate, includes both conversational and narrative skills | pragmatics. |
| Summarize improvements and language skills during middle childhood. | Gain vocabulary, grammar, syntax, learn similes and metaphors, learn pragmatics. |
| approach to teaching English as a 2nd language in which instruction is presented only in English | English immersion approach. |
| system of teaching non-English speaking children in their native language while they learn English, and later switching to all English instruction | bilingual education. |
| fluent in 2 languages | bilingual. |
| approach to 2nd language education in which English speakers and non-English speakers learn together in their own in each other's native languages. | two-way (dual-language) learning. |
| Describe and evaluate 3 types of 2nd language education. | English immersion approach-all English classes, possibly least effective; bilingual education-learning native language then in English, possibly smoothest transition; two-way learning-learn in each other's languages, self-esteem, most effective. |
| How do communicative abilities expand during middle childhood? | Learn vocabulary, grammar, syntax, pragmatics |
| How do children best learn a 2nd language? | At an early age, two-way learning, not English immersion or bilingual education |
| process of phonetic analysis by which a printed word is converted to spoken form before retrieval from long-term memory | decoding. |
| process of retrieving the sound of the printed word when seeing the word as a whole | visually based retrieval. |
| approach to teaching reading that emphasizes decoding of unfamiliar words | phonetic (code-emphasis) approach |
| approach to teaching reading that emphasizes visual retrieval and use of contextual clues | whole language approach |
| Describe the 2 ways children can identify a printed word. | Decoding-sound it out, visually based retrieval-look at word and retrieve it |
| What is the difference between | phonetic (code-emphasis) approach and whole language approach? |
| awareness of a person's own mental processes | metacognition |
| helps children monitor their understanding of what they read and enables them to develop strategies to clear up any problems | metacognition |
| Explain the impact of the 1st grade experience on a child's school career. | Can influence their later achievement test scores, can influence all of elementary school |
| Identify factors that affect success in 1st grade. | Ability to read and write, interest, attention, active participation, positive classroom atmosphere, encouraging responsibility |
| Compare the phonetic and whole language methods of teaching reading. | Phonetic approach-sound it out, whole language approach-visual retrieval |
| Discuss how comprehension improves. | With a blended method of phonetic approach and whole language approach, learning phonics strategies and how to decode unfamiliar words, becoming aware of one's own thinking process (metacognition) |
| Identify factors that affect reading improvement in poor beginning readers. | Strong emergent literacy, good classroom behavior, pay attention, benefit from instruction, symbols to represent words |
| Explain why writing is hard for young children. | Constraints such as spelling, punctuation, grammar, capitalization, physical task of forming letters |
| What can influence school achievement? | Self efficacy beliefs, gender, parenting practices, SES, peer acceptance, educational methods, costs eyes, educational innovations, computer and Internet use |
| children who believe they can master schoolwork and regulate their learning | self efficacy |
| family and community resources on which a person can draw | social capital |
| the practice of promoting children to keep them what their age mates even when they do not meet academic standards | social promotion |
| Discuss the changes and innovations in educational philosophy and practice. | No Child left behind act, standardized testing for many grades, different ways of teaching, class-size, social promotion |
| Evaluate factors in school achievement. | Self-efficacy beliefs, gender, parenting practice, SES status, peer acceptance, educational methods, class-size, educational innovations, computer and Internet use |
| Assess the value of children's computer and Internet use. | Good-learn how to use technology; data-inappropriate or harmful material, need to learn how to separate fact from opinion in advertising, diverting money from curriculum for visual literacy |
| How do children adjust to school? | Interest, attention, active participation, learning to read and write, metacognition |
| What influences school achievement? | Self-efficacy beliefs, gender, parenting practice, SES, peer acceptance, educational methods, class-size, educational innovations, computer and Internet use |
| significantly subnormal cognitive learning | mental retardation |
| developmental disorder in which reading achievement is substantially lower than predicted by IQ or age | dyslexia |
| disorders that interfere with specific aspects of learning in school achievement | learning disabilities |
| disorder that interferes with specific aspects of school achievement such as listening, speaking, reading, writing or mathematics resulting in lower IQ than expected given child's age, intelligence and amount of schooling | dyslexia |
| syndrome characterized by persistent inattention and distractibility, impulsivity, low tolerance for frustration and inappropriate overactivity | attention deficit/hyperactivity disorder (ADHD) |
| What is the most common mental disorder in childhood? | Attention deficit/hyperactivity disorder |
| What are the 3 conditions that interfere with learning? | Mental retardation, learning disabilities, attention deficit/hyperactivity disorder |
| What is the cause for mental retardation? | genetic, accidents, prenatal exposure to infection or alcohol, environmental exposure to lead or mercury |
| What is the prognosis for mental retardation? | lifelong, can benefit from intervention and special schooling |
| What is the treatment for mental retardation? | genetic counseling, prenatal care, amniocentesis, routine screening and health care, nutritional services |
| What is the cause for learning disabilities? | Trouble processing sensory information, normal vision and hearing, genetic, environmental factors-complication of pregnancy or birth, injury after birth, nutritional deprivation, exposure to lead |
| What is the prognosis for learning disabilities? | Lifelong but can learn to be dealt with |
| What is the treatment for learning disabilities? | Learn to deal with it, special schooling |
| What is the cause for ADHD? | Developing of the brain, heredity, birth complications-prematurity, affects of mothers alcohol or tobacco use, oxygen deprivation, low birth weight |
| What is the prognosis for ADHD? | Lifelong, can be managed |
| What is the treatment for ADHD? | can be managed with behavior therapy, counseling, training and social skills, special classroom placement, drugs |
| program in which disabled children are integrated with nondisabled children for all or part of the day | inclusion programs |
| ability to see situations in a new way, to produce innovations or to discern previously unidentified problems and find novel solutions | creativity |
| thinking aimed at finding the one right answer to a problem | convergent thinking |
| thinking that produces a for idea fresh, diverse possibilities | divergent thinking |
| programs for educating the gifted that broaden and deepen knowledge and skills through extra activities, projects, field trips or mentoring | enrichment programs |
| programs for educating the gifted that move them through the curriculum at an unusually rapid pace | acceleration programs |
| ability to see things in a new light, to produce something never seen before or discern problems others may fail to recognize and find unusual solutions | creativity |
| What kind of thinking do IQ tests measure? | Convergent |
| Contrast convergent and divergent thinking. | Convergent-single correct answer, divergent-wide over AF possibilities |
| What are 2 types of gifted education programs? | Enrichment, acceleration |
| How can gifted children be identified? | IQ score of 130 or higher, shows high intellectual, creative, artistic, leadership capacity or ability and specific academic fields, high classroom performance, creative production, high achievement test score |
| Why is creativity hard to measure? | Tests depend partly on speed, may not produce valid results, creativity is hard to measure |
| Compare the 2 approaches to the education of gifted children. | Enrichment-broaden and deepen knowledge and skills through extra activities and projects; acceleration-learning curriculum at rapid pace |
| How do schools meet special needs? | With accelerated programs were special learning classrooms |
| Describe physical development and middle childhood. | Differences in height and weight, less rapid in middle childhood in earlier years |
| What is essential for normal growth and health? | Proper nutrition and sleep |
| What supports cognitive advances? | Change in brain structure and functioning |
| Why do boys and girls in middle childhood engage in a wide range of motor activities? | Improved motor development |
| Why are informal recess time activities beneficial? | Develop physical and social skills |
| What kind of informal recess activities do boys and girls tend play? | Boys-more physical, girls-more verbal |
| What percent of schoolchildren's play is rough-and-tumble play? | About 10% |
| What children engaged in organized, competitive sports? | Many children, mostly boys |
| What should a sound physical education program aimed out? | Skill development and fitness for all children |
| What gains in growth, brain development and motor development occur in school-age children? | Changes in brain structure, functioning support, gain in height and weight, become more physical and easier to move |
| What are their nutritional and sleep needs? | About 2,400 calories per day, sleep age 5 is 11 hours, sleep age 9 is 10 hours, sleep age 13 is 9 hours |
| What makes middle childhood a relatively healthy period? | Children are immunized against major diseases, lowest death rate in life span |
| What is being childhood obesity influenced by? | Genetic and environmental factors |
| Is obesity more easily prevented or treated? | Prevented |
| What causes obesity? | Not enough physical activity, poor nutrition |
| What is becoming more common with the rise in obesity? | Hypertension |
| What a cute medical conditions are common in middle childhood? | Respiratory infections, illness common colds, viruses |
| What chronic condition is prevalent among poor and minority children? | Asthma |
| What is the leading cause of death in middle childhood? | Accidents |
| How can injury in middle childhood be reduced? | Use of helmets and other protective devices, avoidance of trampolines, snowmobiling, dangerous sports |
| What are the principal health and fitness concerns for school-age children? | Injury and illness |
| What can be done to make these years healthier and safer? | Eat right, avoid accidents, illness, wear protective gear, avoid dangerous sports |
| What is the concrete operations stage? | Age 7 to 12, children less egocentric; better logical reasoning, spatial thinking, understanding of causality, categorization, inductive and deductive reasoning, conservation |
| If a child is in concrete operations stage, what is their reasoning limited to? | The here and now |
| What contributes to the rate of development of Piagetian skills? | Neurological development, culture, schooling |
| According to Piaget, what is moral development linked to? | Cognitive maturation |
| What 3 stages does cognitive maturation occurring? | Rigid obedience to authority, increasing flexibility, equity |
| How do you school-age children thinking and moral reasoning differ from those of younger children? | Have concrete reasoning, neurological development, moral development, cognitive maturation |
| What advances in memory and other information processing and skills occur during middle childhood? | Executive skills, reaction time, processing speed, selective attention, metamemory, use of mnemonic strategies |
| Why can be a good predictor of school success? | IQ test |
| True or false: IQ test can be unfair to some children. | True |
| What might be a result of differences in IQ among ethnic groups? | SES, them Irmo factors |
| What can increase measured intelligence? | Schooling |
| What does intelligence testing seemed to be inextricably linked to? | Culture |
| Have culture free or culture fair tests been created? | Unsuccessfully |
| According to Howard Gardner's theory of multiple intelligences, how many intelligences do IQ tests have? | 3 |
| According to Robert Sternberg’s Triarchic theory, which component does IQ tests measure? | Componential |
| According to Robert Sternberg’s Triarchic theory, which components do IQ tests not measure? | experiential, contextual |
| What are 3 other options for intelligence testing? | Sternberg Triarchic Abilities Test, Kaufman Assessment Battery for Children, dynamic test based on Vygotsky’s theory |
| How accurately can schoolchildren's intelligence be measured? | Only measures so many faucets of intelligence, children can be smarter than IQ tests show |
| How do communicative abilities expand during middle childhood? | Use of vocabulary, grammar, syntax become increasingly sophisticated, pragmatics |
| What is the major area of linguistic growth in middle childhood? | Pragmatics |
| How do children best learn a 2nd language? | Controversial, possibly with two-way learning |
| What makes methods of learning a 2nd language controversial? | Speed and facility with English, long-term achievement and academic subjects, pride and cultural identity |
| What makes first-grade important? | Foundation laid, schooling is cumulative |
| Despite the _approach to teaching reading, early phonetics training is the key to _. | Whole language, reading proficiency |
| Which gender tends to do better in school? | Girls |
| How do parents influence a child's learning? | Becoming involved in schooling, motivating them to achieve, transmitting attitudes about learning |
| What can influence parental beliefs and practices of a child's learning? | Socioeconomic status |
| What classroom factors can affect learning? | Peer acceptance, class-size |
| How do children adjust to school? | Learning to read, self efficacy |
| What influences school achievement? | self-efficacy, ability to read, parental influence, socioeconomic status, peer acceptance, class-size |
| What are some current educational and innovation issues? | Social promotion, charter schools, homeschooling, computer literacy |
| What is the most common learning disability? | Dyslexia |
| What are 3 frequent sources of learning problems? | Mental retardation, learning disabilities, attention deficit/hyperactivity disorder |
| In the US, what are children with disabilities entitled to? | Free, appropriate education, least her skirt give environment possible, regular classroom if possible |
| What is a common standard for identifying gifted children? | IQ of 130 |
| True or false: creativity and IQ are closely linked. | False |
| What do test of creativity seek to measure? | Divergent thinking |
| What do special education programs for gifted children stress? | Enrichment or acceleration |
| true or false: the validity of tests of creativity has been questioned. | True |
| How do schools meet special needs? | Special classrooms, accelerated classes, inclusion programs |
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