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Middle ChildhoodMembers:Rosilyn P. ValenzonaMarianne M. MendozaEvelyn R. MiraplesCherry Mae R. SantosVanessa Marie R. TolingJersey Lyn R. VivasKarishma N. NarangLorena BoneoMiddle Childhood (6-11 years old)- begins at around age six to eleven, approximating primary school age and ends around puberty, which typically marks the beginning of adolescence. In this period, children are attending school, thus developing socially and mentally. They are at a stage where they make new friends and gain new skills, which will enable them to become more independent and enhance their individuality.Physical DevelopmentAspects of physical developmentGrowth- growth during middle childhood slows considerably, children grow about 2 to 3 inches each year between ages 6 to 11 ,and approximately double their weight during this period.- girls retain somewhat more fatty tissues than boys, a characteristic that will persist through adulthood. 4Nutrition and Sleep- to support their steady growth and constant exertion, school children need an average of 2,400 calories everyday (more for older children and less for younger ones).- to avoid overweight and prevent cardiac problems, children (like adults) should get only about 30 percent of their total calories from fat and less than 10 percent of the total from saturated fat.- healthy school age children should be highly alerted in the daytime, sleep needs to decline from about 11 hours a day at age 5 to a little more than 10 hours at age 9 and about 9hours at age 13.5Motor Development- motor skills continue to develop about ages 6 to 11 .By this age, however, children in most nonliterate and transitional societies go to work and plus more household labor, especially for girls, leaves them little time and freedom for physical play.- school age children spend less time on sports and other outdoor activities.6A Development Perspective on Childrens Health There has been great national interest in psychological aspect of adult health, only recently has a developmental perspective on the psychological aspects of childrens health been proposed.

The uniqueness of young childrens health care needs is evident when we consider their motor, cognitive, and social development.

Health education programs for preschool children need to be cognitively. There are three simple but important goals for health educations programs for preschool children. 71. to help children identify feelings of wellness and illness and be able to express them to adults.

2. to help children identify appropriate sources of assistance for health-related problems, and

3. to help children independently initiate the use of sources of assistance for health problems.8Illness, especially those that are not life threatening, provide an excellent opportunity for young children to expand their development.

The illness usually are of short duration and are often handled outside the medical community, through the family, day care, school

Young children may confused such terms as feel bad with bad behavior and feel good with good behavior. 9Exercisesome experts suggest that television is at least partially to blame for the poor physical condition of our nations children.

A wise strategy is for the family to take up activities involving vigorous physical exercise that parents and children enjoy together. 10Sportsmost sports psychologist believe it is important for parents to show an interact in their children sports participation.

Children participation in sports can provide exercise, opportunities to learn how to compete , increased self-esteem, and a setting for developing peer relations and friendship.

Participation in sports can have both positive and negative consequences for children.11COGNITIVE DEVELOPMENTPiagets Theory:Concrete Operational Thought

The concrete operational stage spans the years form 7 to 11

during this period thought is more logical, flexible, and organized than it was during early childhood.13Achievement of the Concrete Operational StageConservationDecentrationReversibility

ClassificationGroups objects together on the basis of common featuresCollections become common in middle childhood.

SeriationOrdering items properlyTransitive inference

Spatial ReasoningDirectionMaps

Pre-School, Early School ageLandmarksAges 8-10Landmarks alongOrganized route of travelEnd of middle childhoodOverall view of large- scale spaceLimitation of Concrete Operational Thought Children think in an organized, logical fashion only when dealing with concrete information that they can perceive directly. Their mental operations work poorly when applied to abstract ideas.Horizontal decalage is gradual development that occurs within a Piagetian stage. Research on Concrete Operational ThoughtThe Impact of Culture and SchoolingAn Information Processing View of Concrete Operational Thought

Evaluation of the Concrete Operational StageDebate about this stage centers on whether development is a continuous improvement in logical skills or a discontinuous restructuring of children's thinking.Information ProcessingBrain development contributes to two basic changes in information processing.

Increase in information-processing capacity. Gains in inhibition.ATTENTIONDuring middle childhood, attention becomes more selective, adaptable, and planful. Selectivity and AdaptabilityThrough the elementary years, children become better at deliberately attending to just those aspects of a situation that are relevant to task goals.Older children can flexibly adjust their attention to the momentary requirements of situations.PlanningSchool-age children scan detailed pictures and written materials for similarities and differences more thoroughly than do preschoolers. On complex tasks, school age children make decisions about what to do first and next in an orderly fashionMemory StrategiesRehearsalRepeating information to oneselfOrganizationGrouping related items togetherElaborationCreating a relationship between pieces of information not in same category.

Attention Deficit Hyperactivity DisorderInattensionImpulsivityExcessive motor activity

Results inSocial problemsAcademic problemsADHD Treatment

Stimulant medicationIndividual counseling/trainingFamily interventionAdults with ADHD need ongoing assistance

The Knowledge Base and Memory Performance

Grows in middle childhoodExpanded by exposure

Better organizedExperienced and understanding concepts

Motivated learners acquire more retrieval skillsLeads to greater academic successCulture and Memory StrategiesPeople in non-Western cultures who have no formal schooling do not use or benefit from instruction in memory strategies.Western children get so much practice using memory strategies that they do not refine other techniques for remembering that rely on spatial location and arrangement of objects.Development of memory strategies is a product of more competent information processing system, task demands, and cultural circumstances.The School-Age Childs Theory of MindChildren's theory of mind or a set of beliefs about mental activities, becomes more elaborate and refined. This awareness of cognitive processes is called metacognition.School-age children have an improved ability to reflect on their own mental life, which accounts for some of the advances in thinking and problem solving that take place at this time.Cognitive Self-RegulationPoint out important features of tasksStress importance of planful learningSuggest effective learning strategiesProvide for evaluation of effectivenessEmphasize monitoring of progressInformation Processing of Academic Learning ReadingPhonological awareness, information processing speed, and practice contribute to reading skills.Mix whole language and phonics

MathematicsLearn facts and skills through practice, reasoning, strategiesBlend drill and number sense approaches.Individual Differences in Mental DevelopmentAround age 6, IQ becomes more stable and it correlates well with academic achievement.

Defining and Measuring IntelligenceVirtually all intelligence tests provide an overall score , which is taken to represent general intelligence or reasoning ability.Today, there is widespread agreement that intelligence is a collection of many mental capacities, not all of which are included on currently available tests.Group administered tests- permit large numbers of pupils to be tested at once and require little training of teachers who give them.Individually administered tests -demand considerable training and experience to give well.Sternbergs Triarchic Theory of Successful IntelligenceAnalytical IntelligenceApply strategiesAcquire task-relevant and metacognitive knowledgeEngage in self-regulationCreative IntelligenceSolve novel problemsMake processing skills automatic to free working memory for complex thinkingPractical IntelligenceAdapt toShape and/orSelect.Environments to meet both personal goals and the demands of ones everyday worldSUCCESSFULINTELLIGENCEGardners Multiple IntelligenceIntelligenceProcessing OperationsLinguistic

Logico -mathematical

Musical

Spatial

Sensitive to the sounds, rhythms, and meaning of words and the functions of languageCapacity to detect, logical or numerical patterns; ability to handle long chain of logical reasoningAbility to produce and appreciate pitch, melody and aesthetic quality of the forms of musical expressivenessAbility to perceive the visual-spatial world accurately, to perform transformations on those perceptions and to re-create aspects of visual experience in the absence of relevant stimuli

Bodily-Kinesthetic

Naturalist

Interpersonal

IntrapersonalAbility to use the body skillfully for expressive as well as goal-directed purposes; ability to handle objects skillfullyAbility to recognize and classify all varieties of animals, minerals and plantsAbility to detect and respond appropriately to the moods, temperaments, motivations and intentions of othersAbility to discriminate complex inner feelings and to use them to guide ones own behavior, knowledge of ones own strengths, weaknesses, desires, and intelligenceBETWEEN THE AGES ABOUT 6-11 YEARS.

DURING THIS PERIOD OF INTELLECTUAL DEVELOPEMENT, KIDS BECOME INCREASINGLY SKILLED AT UNDERSTANDING LOGICAL AND CONCREATE INFORMATION.

KIDS ARE ABLE TO FOCUS ON MULTIPLE ASPECTS OF A PROBLEM OR SITUATION AND BECOME LESS EGOCENTRIC.CONCENTRATION AND MEMORY IMPROVE SIGNIFICANTLY DURING THE MIDDLE CHILDHOOD YEARS.

BETTER ATTENTION SPAN THAN THEY DID IN EARLY CHILDHOOD.

BETTER ABLE TO REMEMBER INFORMATION LONGER SPAN OF TIME. NOT ONLY IS THEIR ABILITY TO PAY ATTENTION FOR LONGER PERIOD, SELECTIVE ATTENTION IS MUCH BETTER.

IMPROVES MEMORY CAPACITY, SPEED, INFORMATION PROCESS BECOME IMMEDIATELY APPARENT IN CLASSROOM.INTELLIGENCE QUOTIENTNATURE vs. NURTUREADOPTION RESEARCH CONFIRMS THAT HEREDITY AND ENVIRONMENT CONTRIBUTE JOINTLY TO IQ.ADOPTION FINDINGS DO NOT COMPLETELY RESOLVE QUESTIONS ABOUT ETHNIC DIFFERENCES IN IQ. NEVERTHELESS, THE IQ GAINS OF THE BLACK CHILDREN REARED IN THE CULTURE OF THE TESTS AND SCHOOLS ARE CONSISTENT WITH WEALTH OF EVIDENCE THAT POVERTY SEVERELY DEPRESSES THE INTELLIGENCE OF ETHNIC MINORITY GROUPS.CULTURAL INFULENCES

A CONTROVERTIAL QUESTION RAISED ABOUT ETHNIC DIFFERENCES IN IQ HAS TO DO WIH WHETHER THEY RESULT FROM TEST BIAS. IF A TEST SAMPLES KNOWLEDGE AND SKILLS THAT NOT ALL GROUPS OF CHILDREN HAVE HAD EQUAL OPPORTUNITY TO LEARN OR IF THE TESTING SITUATION IMPAIRS THE PERFORMANCE OF SOME GROUPS BUT NOT OTHERS THEN THE RESULTING SCOE IS BIASED OR UNFAIR.COMMUNICATION STYLECOMMUNICATION STYLESTEST CONTENTSTEREOTYPES-STEREOTYPE THREATREDUCING CULTURAL BIAS IN TESTINGDYNAMIC ASSESSMENT

LANGUAGE DEVELOPMENTSCHOOL AGE KIDS DEVELOP LANGUAGE AWARENESS.SCHOOLING CONTRIBUTES GREATLY TO LANGUAGE COMPETENCE.FLUENT READING IS A MAJOR SOURCE OF LANGUAGE LEARNING.VOCABULARY AND GRAMMARDURING ELEMENTARY SCHOOL YEARS, VOCABULARY INCREASES.40,000 WORDS MORE REFLECTIVE AND ANALYTICAL APPROACH TO LANGUAGE PERMITS APPRECIATION OF MULTIPLE MEANING OF WORDS.

PRAGMATICSLEARNING TWO LANGUANGE AT A TIME.BILINGUAL DEVELOPMENTBILINGUAL EDUCATION

LEARNING IN SCHOOLTEACHERS AND CHILDREN ARE PARTNERS IN LEARNINGEXPERIENCES WITH MANY TYPES OF SYMBOLIC COMMUNICATION IN MEANINGFUL ACTIVITESTEACHING ADAPTED TO EACH CHILDS ZONE OF PROXIMAL DEVELOPMENTTEACHER- STUDENT INTERACTIONEDUCATIONAL SELF FULFILLING PROPHECIESCHILDREN MAY ADOPT TEACHERS POSITIVE OR NEGATIVE VIEWS AND START TO LIVE UP WITH THEM.

TEACHING CHILDREN WITH SPEACIAL NEEDSCHILDREN WITH LEARNING DIFFICULTIESGIFTED CHILDREN

VYGOTSKY SOCIAL DEVELOPMENT EMPHASISOBSERVED THAT VERY YOUNG CHILDREN TEND TO TALK OUT LOUD AS THEY PROBLEM SOLVE AND TRY TO LEARN MENTAL TASK.BY MIDDLE CHILDHOOD, AS CHILDREN BECOME MORE EFFICIENT AND SKILLED AT VARIOUS MENTAL OPERATIONS ; BUT LOUD COMMENTS TRANSFORM TO BECOME THE INTERNALIZED THOUGHT FAMILIAR TO ADULTS.Psychosocial DevelopmentEriksons Theory : Industry versus InferiorityAccording to Erickson, children who successfully resolve the psychological conflict of industry versus inferiority develop a sense of competence at skills and tasks, a positive but realistic self-concept, pride in accomplishment, moral responsibility and the ability to work cooperatively with agemates.Self-UnderstandingDuring middle childhood, childrens self-concepts include personality traits , competencies and social comparisons with agemates.Self-Esteem differentiates further becomes hierarchically organized and declines over the early schol years to a realistic level. Authoritative parenting linked to favorable self-esteem.Children who make mastery-oriented attributions credit their successes to high ability and failures to insufficient effort. In contrast, children who receive negative feedbacks about their ability are likely to develop learned helplessness, attributing their successes to external factors, such as luck and failures to ability low.Emotional DevelopmentIn middle childhood, the self-conscious emotions of pride and guilt become clearly governed by personal responsibility. Experiencing intense shame can shatter children's overall sense of self-esteem.School-aged children recognized that people can experience more than one emotion at a time. Because of advances in perspective taking, empathy increases.By the end of middle childhood, most children can shift adaptively between problem-centered coping and emotion-centered coping in regulating emotion. Emotionally well-regulated children are optimistic, prosocial and well-liked by peersMoral DevelopmentBy middle childhood, children have internalized a wide variety of moral rules. Their concepts of distributive justice change from equality, to merit, to equity and benevolence. They also clarify and link moral rules and social conventions. In judging the morality of role violations, they take into account the purpose of the rule, peoples intentions and the context of their actions. School aged children also make strides in understanding individual rights.PEER RELATIONSWilliard Hartup (1989), who has extensively studied peer relations among children, asserts that the peer group is rivaled only by the family as the childs major developmental setting.In the beginning peer relationships are the hallmark of the preschool years, friendship networks are the hallmark of the middle childhood years.Developing a Sense of GroupnessLike conceptions of friendships, conceptions of the peer group also change with age. In addition, however, peer groups joint activities tend to foster recognition of shared values and goals, accompanied by a sense of we.Adherence to Peer Group NormsIf you have ever observed a group of elementary school children scrupulously dividing a large piece of candy so that all can receive precisely the same amount, you are aware of how concerned children this age are about enforcing peer group norms, or rules of conduct.Socialization within the Peer GroupSince peer group norms generally agree with those of the family and community, the peer group must be considered a major agent of childhood socialization.Status and Popularity in the Peer GroupNot all children have equal status and popularity within their peer group. Some children seem to emerge naturally as leaders, while others are more inclined to follow. Some are highly popular, while others are less well liked. Among less popular children, some are actively rejected by their peers, while others are merely neglected or ignored.FAMILY INFLUENCES ON DEVELOPMENT-Family influences remain strong throughout middle childhood and into adolescences. The primary family influences is usually exerted by the parents. In addition, however, many school-age children are also influenced by older and younger siblings.-While parents remain authorities for children, parent-child relations move more toward co-regulation in middle childhood (Eleanor Maccoby , 1980)-The hallmark of effective parenting in this period is monitoring the child rather than always directing him or her.PARENTING STYLES AND THEIR INFLUENCES-Love v/s Hostility-Control v/s Autonomy-Anxious Overinvolvement v/s Calm DetachmentPARENTING STYLES AND THEIR INFLUENCESEfforts to tie childrens characteristics to their parents style of child rearing have taught developmental researchers an important lessons: In order for parenting styles to predict developmental outcomes with reasonable accuracy, the conceptual models of parenting that are used must be quite complex.-School-age youngsters raised in authoritative homes tended to score higher than others in what is sometimes called Agency. Interestingly, an added dimension to the parent-child relationship seemed to contribute to the development of agency in daughters, although not in sons.-As children move into middle childhood, they have a greater understanding of the legitimacy of parental authority (Damon, 1983). They come to grasp that parents are far more experienced than they are and that parents decision are meant for their childrens goodMALTREATMENT, PARENTAL CONFLICT, AND DIVORCE-The childs success at negotiating the task of middle childhood- consolidating a sense of self, forming close relationship with peers, and achieving in school- is strongly affected by violence in the family, both when it is directed at them and when it surrounds them.-Children are also affected by an ongoing climate of conflict in the family and by divorce and separation from parents, even when not including physical violence.-Divorce typically follows a history of conflict, and often the conflict continues. This history of conflict is an important part of the impact of divorce on children.-Parental divorce is difficult for children of any age. The impact is greater for the children who are very young at the time of the divorce. It was once thought that the consequence of divorce are greater for boys than girls.LINKAGES BETWEEN FAMILY AND PEER RELATIONSHIPS*Attachment History and Peer Relationship in Middle childhood-Children who had no knowledge of the childrens histories, to be more socially skilled and to form friendships more often, as well as to be more confident and less dependent.-Those with secure histories tended to choose other secure children as their partners, and their partners selection were more often reciprocal; that is the other child also viewed them as friend.LINKAGES BETWEEN FAMILY AND PEER RELATIONSHIPS*Current Family Influences on Peer Relationships-Direct Influences: The encouragement and support parents provide, and may even involve explicit suggestion, training, and advice.-Indirect Influences: Parental depression or other psychopathology, the amount of stress the family experiencing, and the quality of marital relationship.*Past and Current Experience Together-Both family experiences, such as attachment relationship, and current family circumstances influence peer relationship.SIBLING RELATIONSHIP-As part or the childs social network, sibling relationship influence development in middle childhood and are influenced by the childs other relationships.-By the end of the middle childhood youngsters rate alliances with both parents and siblings as more enduring and reliable than those formed with people outside the family.-However, siblings relationship are far more equal in status than those between parents and children.SIBLING RELATIONSHIP*Emotional Qualities of Sibling Relationship-Quite complex, often involving both positive and negative feelings.-Strong rivalry among siblings for their parents attention and approval is a fairly common issue, especially in siblings of the same sex.*What Siblings Learn from Each Other-The emotional ambivalence that often characterized sibling relations has important implications for the learning opportunities that siblings provide each other. -siblings offer a unique opportunity to learn on how to deal with anger and aggression in relationship.Children in school-Schools may encourage cooperation and pro-social behavior.-School is an important developmental arena.-childrens self-esteem can be affected by the structure of the classroom, depending on whether the emphasis is on competition and comparison or on cooperation and diversity.-Provide opportunities for interaction and friendship between children of different ethnic groups, which may not be available in the neighborhood.-teachers encourage social comparison.-School is a very powerful agent of socialization.The Coherence of Development-development is coherent in that the tasks of middle childhood consolidating a sense of self, establishing confidence in ones capacity to do things and to master challenges, forming close relationships with peers, being effective in the peer group, and adjusting successfully to school- are closely interconnected.-development reveals coherence from the earlier years across this period. Despite dramatic change in the way children describe themselves and in their behavior with the peers and relationships with parents, there often is a thread of individual consistency in core self-concept and social relations.