Transcript
Chapter 7Chapter 7
Physical and Cognitive Development Physical and Cognitive Development in Middle and Late Childhoodin Middle and Late Childhood
6-11 Years-of-Age6-11 Years-of-AgePowerPoints developed by Jenni Fauchier, PowerPoints developed by Jenni Fauchier,
Butchered by Professor CarneyButchered by Professor Carney
6-11 Years-of-Age6-11 Years-of-Age
Body Growth & ChangeBody Growth & Change
Slow, consistent growthSlow, consistent growth– About 2 - 3” a yr About 2 - 3” a yr
Gain 5 - 7 lbs. yr Gain 5 - 7 lbs. yr – Increases in size of Increases in size of
Skeletal systemsSkeletal systemsMuscular systemsMuscular systemsSize of body organsSize of body organs
BrainBrain– Brain volume Brain volume
Stabilizes end of late childhoodStabilizes end of late childhood– Significant changes continue Significant changes continue
Ex: Focus due to:Ex: Focus due to:– Activation of prefrontal cortexActivation of prefrontal cortex
6-11 Years-of-Age6-11 Years-of-Age
Body Growth & ChangeBody Growth & Change
6-11 Years-of-Age6-11 Years-of-Age
Focal Activation Prefrontal Focal Activation Prefrontal Cortex Cortex
Synaptic pruning Synaptic pruning – Areas not being used Areas not being used
Lose connections Lose connections – Areas being usedAreas being used
Increase in connectionsIncrease in connections
Cognitive controlCognitive control
6-11 Years-of-Age6-11 Years-of-Age
Motor DevelopmentMotor Development
Middle/late childhood:Middle/late childhood:– Smoother movementSmoother movement– Better coordinationBetter coordination– Mastered skills source of pleasureMastered skills source of pleasure– Boys better gross motor skillsBoys better gross motor skills
FineFine motor skillsmotor skills– Improvement due to increased Improvement due to increased
myelinationmyelination– Able to write script Able to write script
6-11 Years-of-Age6-11 Years-of-Age
ExerciseExercise
Research:Research:– Exercise Exercise
Important in growth & development.Important in growth & development.
Children with DisabilitiesChildren with Disabilities
Gov’t defines learning disabilitiesGov’t defines learning disabilities– Top of pg. 179 complete def.Top of pg. 179 complete def.
3x’s more common in boys3x’s more common in boys Children excluded:Children excluded:
– Severe emotional disordersSevere emotional disorders– 22ndnd language background language background– Sensory disabilitiesSensory disabilities
EX: BlindEX: Blind
– Neurological deficits Neurological deficits
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Ages 6 - 11Ages 6 - 11
Who Are Children With Who Are Children With Disabilities?Disabilities?
Elementary schoolElementary school– More sensitive aboutMore sensitive about
““differentness”differentness”
@ 14% of U.S. children aged 3 - 21@ 14% of U.S. children aged 3 - 21– Receive special education / related Receive special education / related
servicesservices– 5.6% learning disabilities5.6% learning disabilities– 3.0% speech, language impairments3.0% speech, language impairments– 1.1% mentally retarded1.1% mentally retarded– 0.9% emotional disturbance0.9% emotional disturbance
What Are Prevalent Disabilities in Children?
6-11 Years-of-Age6-11 Years-of-Age
Children with DisabilitiesChildren with Disabilities Learning disabilities definition Learning disabilities definition
includes: includes: – Significant difficulty in school-related Significant difficulty in school-related
areaarea ListeningListening ThinkingThinking ReadingReading WritingWriting SpellingSpelling Math Math
– 80% of LD’s also have reading problems 80% of LD’s also have reading problems
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Specific DisabilitiesSpecific Disabilities
DyslexiaDyslexia– Severe impairment in ability Severe impairment in ability to read &
spell Common problem Common problem Writing may be extremely slow & Writing may be extremely slow &
illegible illegible Spelling errors Spelling errors
– Problem matching sounds & letters Problem matching sounds & letters
6-11 Years-of-Age6-11 Years-of-Age
Causes of Learning DisabilityCauses of Learning Disability Nature: GenesNature: Genes
– LDs run in families LDs run in families Nurture: Environmental Nurture: Environmental
influencesinfluences– How can this occur?How can this occur?
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Unlikely Unlikely – Reside in 1, specific brain location Reside in 1, specific brain location
More likelyMore likely– Due to problems such as:Due to problems such as:
Integrating information from multiple Integrating information from multiple brain regionsbrain regions
Causes of Learning DisabilityCauses of Learning Disability
6-11 Years-of-Age6-11 Years-of-Age
Attention Deficit Hyperactivity Attention Deficit Hyperactivity Disorder (ADHD)Disorder (ADHD)
ADHDADHD– Characteristics Characteristics
InattentionInattentionHyperactivityHyperactivityImpulsivityImpulsivityEasily bored Easily bored Impulsive Impulsive
– Do not think before actingDo not think before actingCan’t save a penny Can’t save a penny
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Treatment of ADHDTreatment of ADHD
Combination of Combination of – Stimulant medicationStimulant medication
Ritalin or AdderallRitalin or Adderall
– Behavior managementBehavior management Improves behavior better than either aloneImproves behavior better than either alone
ExerciseExercise Thoughts?Thoughts?
– Physicians too quick to prescribe Physicians too quick to prescribe stimulants for kids with milder forms of stimulants for kids with milder forms of ADHD?ADHD?
– Bipolar Disorder R/OBipolar Disorder R/O
Cognitive Development TheoryCognitive Development TheoryPiagetPiaget
7 - 11 yrs.
Concrete operational
Logic applied, objective/rational interpretations; conservation, numbers, ideas, classifications
Caring for Children
PiagetPiaget
Can reason logicallyCan reason logically– Must have a specific exampleMust have a specific example– Has conservationHas conservation– Can do in head what did on paperCan do in head what did on paper– Understand dad has other functions Understand dad has other functions
in lifein life
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6-11 Years-of-Age6-11 Years-of-Age
Information ProcessingInformation Processing
Information-processing Information-processing – How children process information How children process information
about their worldabout their world Dramatic improvement (6-11)Dramatic improvement (6-11)
– Sustain & control attention Sustain & control attention improvesimproves
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MemoryMemory
After age 7After age 7– Short-term memoryShort-term memory
Not as much of increase as Not as much of increase as preschool periodpreschool period
– Long-term memoryLong-term memoryIncreases with ageIncreases with age
– Improvements reflect increasedImprovements reflect increasedKnowledgeKnowledgeUse of memory strategies Use of memory strategies
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ThinkingThinkingCritical thinkingCritical thinking
– Thinking reflectively & Thinking reflectively & productivelyproductively
– Evaluating evidence Evaluating evidence Creative thinkingCreative thinking
– Think in novel & unusual waysThink in novel & unusual ways– Unique solutionsUnique solutions– May be creative in 1 area, not May be creative in 1 area, not
anotheranother
6-11 Years-of-Age6-11 Years-of-Age
Creative ThinkingCreative Thinking Guilford (1967) distinguished Guilford (1967) distinguished
between:between: – Convergent thinkingConvergent thinking– Divergent thinkingDivergent thinking
Convergent thinkingConvergent thinkingDivergent thinkingDivergent thinking
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6-11 Years-of-Age6-11 Years-of-Age
IntelligenceIntelligence
IntelligenceIntelligence– Ability to solve problems & to adapt Ability to solve problems & to adapt
& learn from experiences& learn from experiences
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Historic Assessments of Historic Assessments of IntelligenceIntelligence
Binet & Simon, France 1904Binet & Simon, France 1904– Developed testDeveloped test
PurposePurpose– Identify children unable to learn in school Identify children unable to learn in school
– Developed concept of mental age Developed concept of mental age (MA)(MA)An individual’s level of mental An individual’s level of mental
development relative to others development relative to others
Wechsler ScalesWechsler Scales
Overall IQOverall IQ– Verbal Comprehension IndexVerbal Comprehension Index– Working Memory IndexWorking Memory Index– Processing Speed IndexProcessing Speed Index
Determines weak & strong areasDetermines weak & strong areas
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Types of Intelligence: Types of Intelligence:
Sternberg’s Triarchic Theory Sternberg’s Triarchic Theory of intelligenceof intelligence– 3 forms of Intelligence: 3 forms of Intelligence:
1. Analytical intelligence 1. Analytical intelligence 2. Creative intelligence 2. Creative intelligence 3. Practical intelligence3. Practical intelligence
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1. Analytical intelligence 1. Analytical intelligence – Ability to:Ability to:
AnalyzeAnalyzeJudgeJudgeEvaluateEvaluateCompareCompareContrastContrast
Triarchic theory of intelligenceTriarchic theory of intelligence Sternberg Cont.Sternberg Cont.
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2. Creative intelligence2. Creative intelligence– Ability to: Ability to:
CreateCreateDesignDesignInventInventOriginateOriginateImagineImagine
Triarchic theory of Triarchic theory of intelligence Sternberg Cont.intelligence Sternberg Cont.
6-11 Years-of-Age6-11 Years-of-Age
Practical intelligencePractical intelligence– Ability to: Ability to:
UseUseApplyApplyImplementImplementPut ideas into practicePut ideas into practice
Triarchic theory of Triarchic theory of intelligence Sternberg Cont.intelligence Sternberg Cont.
Triarchic theory of Triarchic theory of intelligence Sternberg Cont.intelligence Sternberg Cont.
In school:In school:– High analyticHigh analytic
Favored in conventional schoolingFavored in conventional schooling
– High creativeHigh creativeNot at top of class, do not conform to Not at top of class, do not conform to
expectationsexpectations
– High practicalHigh practicalDo not relate well to demands of schoolDo not relate well to demands of schoolOften successful as adultsOften successful as adults
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Types of Intelligence: Types of Intelligence: Howard GardnerGardner
– verbalverbal– mathematicalmathematical– spatialspatial– bodily-bodily-
kinesthetickinesthetic
– musicalmusical– interpersonalinterpersonal– intrapersonalintrapersonal– naturalistnaturalist
8 types of intelligence, or “frames of mind”
Everyone has all of these intelligences to varying degrees. Which are your strengths?
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Interpreting Differences in IQ Interpreting Differences in IQ ScoresScores
Most researchers agree:Most researchers agree:– GeneticsGenetics– Environment Environment
Interact to influence Interact to influence intelligenceintelligence
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Group DifferencesGroup Differences
IQ tests U.S. childrenIQ tests U.S. children– Score lower than whiteScore lower than white
African-American African-American Latinos Latinos
Why?Why?– Biased tests?Biased tests?– Cultural differences?Cultural differences?– What else?What else?
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Creating Culture-Fair TestsCreating Culture-Fair Tests
Culture-fair tests Culture-fair tests – Intended to be free of cultural biasIntended to be free of cultural bias
2 types devised 2 types devised – 1. Items familiar to children from all 1. Items familiar to children from all
socioeconomic & ethnic socioeconomic & ethnic backgroundsbackgroundsOr Or
– Items that are familiar to the Items that are familiar to the children children
– 2. No verbal questions 2. No verbal questions
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Using Intelligence TestsUsing Intelligence Tests Psychological tests are tools Psychological tests are tools Avoid using information in negative waysAvoid using information in negative ways
– Avoid stereotyping & expectations Avoid stereotyping & expectations – IQ NOT sole indicator of competence IQ NOT sole indicator of competence – Use caution in interpreting an overall IQUse caution in interpreting an overall IQ
score score
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