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dp 1 module 9
middle & late: physical and cognitive development
| Question | Answer |
|---|---|
| The period of middle and late childhood involves slow, consistent growth. This is a period of calm before the rapid growth spurt of adolescence | Body Growth and Change |
| The weight increase is due mainly to increases in the size of the skeletal and muscular systems, as well as the size of some body organs | Body Growth and Change |
| Proportional changes are among the most pronounced physical changes in middle and late childhood. Head circumference and waist circumference decrease in relation to body height | Body Growth and Change |
| A less noticeable physical change is that bones continue to ossify during middle and late childhood but yield to pressure and pull more than mature bones | Body Growth and Change |
| Total brain volume stabilizes by the end of late childhood, but significant changes in various structures and regions of the brain continue to occur | The Brain |
| The brain pathways and circuitry involving the prefrontal cortex, the highest level in the brain, continue to increase during middle and late childhood. | The Brain |
| These advances in the prefrontal cortex are linked to children’s improved attention, reasoning, and cognitive control (de Haan & Johnson, 2016; Wendelken & others | The Brain |
| Changes also occur in the thickness of the cerebral cortex (cortical thickness) of the 5- to 11-year-old | The Brain |
| Cortical thickening across a two- year time period was observed in the temporal and frontal lobe areas that function in language, which may reflect improvements in language abilities such as reading | The Brain |
| Motor skills become much smoother and more coordinated than they were in early childhood | Motor Development |
| Most children can learn to play the sport such as running, climbing, skipping rope, swimming, bicycle riding, and skating are just a few of the many physical skills elementary school children can master | Motor Development |
| In gross motor skills involving large muscle activity, boys usually outperform girls. | Motor Development |
| Increased myelination of the central nervous system is reflected in the improvement of fine motor skills | Motor Development |
| Children can more adroitly use their hands as tools. Six-year-olds can hammer, paste, tie shoes, and fasten clothes | Motor Development |
| By 7 years of age, children’s hands have become steadier. Children prefer a pencil to a crayon for printing, and reversal of letters is less common. Printing becomes smaller | Motor Development |
| At 8 to 10 years of age, the hands can be used independently with more ease and precision. Fine motor coordination develops to the point at which children can write rather than print words | Motor Development |
| At 10 to 12 years of age, children begin to show manipulative skills similar to the abilities of adults. | Motor Development |
| They can master the complex, intricate, and rapid movements needed to produce fine-quality crafts or to play a difficult piece on a musical instrument. Girls usually outperform boys in their use of fine motor skills | Motor Development |
| More than 6,000 elementary school children revealed that 55 minutes or more of moderate-to-vigorous physical activity daily was associated with a lower incidence of obesity | Exercise |
| Aerobic exercise also is linked to children’s cognitive skills (Best, 2010; Lind & others, 2018; Martin & others, 2018), such as children’s processing speed, attention, memory, effortful and goal-directed thinking and behavior, and creativity | Exercise |
| Growing up with parents who exercise regularly provides positive models of exercise for children | Exercise |
| School-based physical activity was successful in improving children’s fitness and lowering their fat levels | Exercise |
| Screen time also is linked with low activity, obesity, and worse sleep patterns in children | Exercise |
| 8-to 12-year-olds found that screen time was associated with lower connectivity between brain regions, as well as lower levels of language skills and cognitive control | Exercise |
| Offer more physical activity programs run by volunteers at school facilities. | Ways to encourage children to exercise more: |
| Improve physical fitness activities in schools | Ways to encourage children to exercise more: |
| Have children plan community and school activities that interest them | Ways to encourage children to exercise more: |
| Encourage families to focus more on physical activity, and encourage parents to exercise more | Ways to encourage children to exercise more: |
| Middle and late childhood is a time of excellent health. Disease and death are less prevalent at this time than during other periods in childhood and in adolescence | Health, Illness, and Disease |
| due to motor vehicle accidents, either as a pedestrian or as a passenger | Accidents and Injuries: |
| heredity and environment | Overweight Children: |
| Many elementary-school-aged children already possess one or more of the risk factors for cardiovascular disease, such as hypertension (high blood pressure) and obesity | Cardiovascular Disease |
| Childhood cancers mainly attack the white blood cells (leukemia), brain, bone, lymph system, muscles, kidneys, and nervous system | Cancer |
| difficulty in understanding or using spoken or written language or in doing mathematics | Learning disability |
| To be classified as a learning disability, the learning problem is not primarily the result of visual, hearing, or motor disabilities; intellectual disability; emotional disorders; or due to environmental, cultural, or economic disadvantage | Learning disability |
| 3 types of learning disabilities | dyslexia, dysgraphia, dyscalculia, |
| disability in which children consistently show one or more of the following characteristics: (1) inattention, (2) hyperactivity, and (3) impulsivity | Attention deficit hyperactivity disorder (ADHD) |
| Psychoactive drugs, including stimulants such as Ritalin and Adderall | Treatment of Adhd |
| internalized disorders such as depression or externalized disorders such as aggression | Behavioral disorders |
| consist of serious, persistent problems that involve relationships, aggression, depression, and fears associated with personal or school matters, as well as other inappropriate socioemotional characteristics | Emotional and behavioral disorders |
| aka pervasive developmental disorders; They range from the severe disorder labeled autistic disorder to the milder disorder called Asperger syndrome. | Autism spectrum disorders (ASD) |
| a severe autism spectrum disorder that has its onset in the first three years of life and includes deficiencies in social relationships, abnormalities in communication, and restricted, repetitive, and stereotyped patterns of behavior | Autistic disorder |
| a relatively mild autism spectrum disorder in which the child has relatively good verbal language skills, milder nonverbal language problems, and a restricted range of interests and relationships | Asperger syndrome |
| brain dysfunction characterized by abnormalities in brain structure and neurotransmitters • lack of connectivity between brain regions as a key factor in autism • genetic factors. | Causes of ASD |
| ion for All Handicapped Children Act, including evaluation and eligibility determination, appropriate education. | Educational issues |
| written statement that spells out a program specifically tailored to a child with a disability | Individualized Education Plan (IEP) |
| setting that is as similar as possible to the one in which children who do not have a disability are educated | Least restrictive environment |
| I. Physical Changes and Health | |
| II. Children with Disabilities | |
| educating a child with special requirements full-time in the regular classroom | inclusion |
| III. Cognitive Changes | |
| Piaget’s Cognitive Developmental Theory | |
| it lasts from approximately 7 to 11 years of age | The Concrete Operational Stage |
| In this stage, children can perform concrete operations, and they can reason logically as long as reasoning can be applied to specific or concrete examples | The Concrete Operational Stage |
| are operations that are applied to real, concrete objects | Concrete operations |
| the concrete operation that involves ordering stimuli along a quantitative dimension (such as length). | seriation |
| the ability to logically combine relations to understand certain conclusions | transivity |
| more emphasis to information processing, strategies, and precise cognitive steps | neo-piagetians |
| information processing | |
| permanent type of memory that holds huge amounts of information for a long period of time | long-term memory |
| mental “workbench” where individuals manipulate and assemble information when making decisions, solving problems, and comprehending written and spoken language | working memory |
| deliberate mental activities that improve the processing of information | strategies |
| Following are some effective strategies for adults to use when attempting to improve children’s memory skills: | |
| 1. Advise children to elaborate on what is to be remembered | |
| an important strategy for remembering that involves engaging in more extensive processing of information | Elaboration |
| 2. Encourage children to engage in mental imagery | |
| 3. Motivate children to remember material by understanding it rather than by memorizing it. | |
| 4. Repeat with variation on the instructional information and link early and often. | |
| 5. Embed memory-relevant language when instructing children. | |
| states that memory is best understood by considering two types of memory representations: (1) verbatim memory trace, and (2) gist. | Fuzzy trace theory |
| Executive Function | |
| executive function that 4- to 11-year-old children’s cognitive development and school success: | |
| Children need to develop self- control that will allow them to concentrate and persist on learning tasks, to inhibit their tendencies to repeat incorrect responses, and to resist the impulse to do something now that they would regret later | 1. Self-control/inhibition1. Self-control/inhibition |
| Children need an effective working memory to mentally work with the masses of information they will encounter as they go through school and beyond. | 2. Working memory |
| Children need to be flexible in their thinking to consider different strategies and perspectives. | 3. Flexibility |
| thinking reflectively and productively, as well as evaluating evidence | Critical thinking |
| Being alert, mentally present, and cognitively flexible while going through life’s everyday activities and tasks | mindfulness |
| The ability to think in novel and unusual ways and to come up with unique solutions to problems. | creative thinking |
| Thinking that produces one correct answer and is characteristic of the kind of thinking tested by standardized intelligence tests | convergent thinking |
| Thinking that produces many answers to the same question and is characteristic of creativity | divergent thinking |
| Problem-solving skills and the ability to learn from and adapt to the experiences of everyday life. | intelligence |
| The stable, consistent ways in which people differ from each other | Individual differences |
| The anxiety that one’s behavior might confirm a negative stereotype about one’s group | stereotype threat |
| A condition of limited mental ability in which the individual (1) has a low IQ, usually below 70 on a traditional intelligence test, (2) has difficulty adapting to the demands of everyday life, and (3) first exhibits these characteristics by age 18 | intellectual disability |
| A genetic disorder or condition involving brain damage that is linked to a low level of intellectual functioning | organic intellectual disability |
| Condition in which there is no evidence of organic brain damage but the individual’s IQ generally is between 50 and 70 | cultural-familial intelectual disability |
| Having above-average intelligence (an IQ of 130 or higher) and/or superior talent for something. | gifted |
| Ellen Winner (1996) described three criteria that characterize gifted children, whether in art, music, or academic domains: | |
| Gifted children are precocious. They begin to master an area earlier than their peers. | precocity |
| Learning in their domain is more effortless for them than for ordinary children. In most instances, these gifted children are precocious because they have an inborn high ability in a particular domain or domains | precocity |
| Gifted children learn in a qualitatively different way from ordinary children. One way that they march to a different drummer is that they need minimal help, or scaffolding, from adults to learn. | marching to their own drummer |
| In many instances, they resist any kind of explicit instruction. They often make discoveries on their own and solve problems in unique ways | marching to their own drummer |
| Gifted children are driven to understand the domain in which they have high ability. They display an intense, obsessive interest and an ability to focus. They motivate themselves, says Winner, and do not need to be “pushed” by their parents | a passion to master |
| IV. Language Development | |
| Knowledge about language, such as understanding what a preposition is or being able to discuss the sounds of a language | Metalinguistic awareness |
| an approach to reading instruction based on the idea that instruction should parallel children’s natural language learning. Reading materials should be whole and meaningful | Whole-language approach |
| The idea that reading instruction should teach the basic rules for translating written symbols into sounds. | phonics approach |
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