Chapter 12 child psychology

CHILD DEVELOPMENT: AN ACTIVE LEARNING APPROACH

LAURA E. LEVINEJOYCE MUNSCH

Chapter 12Cognitive Development

in Middle Childhood

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Learning Questions

What occurs during Piaget’s stage of concrete operations?

How do attention, memory and executive function develop in middle childhood?

Describe the progression of language development, including literacy, in middle childhood.

How does intelligence affect academic achievement in middle childhood?

How do we define intellectual disability, learning disorders and giftedness?

What aspects of the school environment affect children’s academic achievement?

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

The Stage of Concrete Operations (7-12 yrs)*

Concrete operations – the third stage in Piaget’s theory in which children between 7 and 12 years of age develop logical thinking, but still cannot think abstractly. This includes… Reversibility – The ability to reverse mental

operations* Classification – The ability to organize objects

into hierarchical conceptual categories. Seriation – The ability to put

objects in order by height, weight,or some other quality.

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Cognitive Functions in Middle Childhood

AttentionMemoryExecutive Function

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Attention in Middle Childhood

Processing speed increases as neurons communicate more efficiently.

Automaticity – the process by which skills become so well practiced that you can do them without much conscious thought.

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Memory in Middle Childhood

Short-term memory – Brief, temporary storage of information in memory. Working memory allows for memory encoding

strategies. Grouping Elaboration

Knowledge base False memories

Fuzzy trace theory – Two memory systems:1. One for exact details.2. One for the gist, or meaning.

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Memorize the following list: Horse Rose Hammer Bus Pig Cow Tulip Saw Airplane Cow Lily

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Memory in Middle Childhood

Memory in Middle Childhood

How did you categorize them? Animals

Tools

Flowers

Modes of transportation

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Executive Function in Middle Childhood

Executive function is characterized by three abilities: Cognitive Flexibility – The ability to switch

focus as needed to complete a task. Inhibitory Control – The ability to stop more

automatic cognitive responses to do what is needed to carry out a task correctly. The Stroop test: Say the COLORS of the

following words:

Working MemoryChild Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Language Development in Middle Childhood

Metalinguistic AbilityReadingWritingCommunication DisordersBilingualism and Bilingual Education

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Metalinguistic Ability - The ability to think about and talk about language. “I like the sounds of the word ‘Brussel sprouts,’

even though I don’t like to eat them.” Humor develops through metalinguistic ability. *

Reading – How to learn to read Phonics approach Whole language instruction Balanced reading approach

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Language Development in Middle Childhood

Language Development in Middle Childhood

Writing Skills Developing automaticity in spelling. Developing composition.

Knowledge telling – Sharing information with little or no evidence of planning or organization of ideas, with the goal of sharing as much info as possible.

Knowledge transforming – Goal is to convey a deeper understanding of a subject by taking information and transforming it into ideas that can be shared with a reader.

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Language Development in Middle Childhood

Communication Disorders Language disorder – The child’s understanding

(receptive) and use (expressive) of language is significantly below their nonverbal intelligence.

Speech-sound disorder – Difficulty producing or using sounds at an age-appropriate level.

Childhood-onset fluency disorder or stuttering – Difficulty with fluency and time patterning of speech.

Social or pragmatic communication disorder – Difficulty with appropriate use of both verbal and nonverbal communication.

Important to treat these as early as possible.Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Language Development in Middle Childhood

Bilingualism No evidence that learning two languages slows

down cognitive development. It may actually enhance cognitive abilities.

Executive function – allows for switching between languages.

Problem-solving Mental flexibility Creativity Scientific problem-solving Concept formation

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Bilingual Education Programs *

Immersion programsEnglish as a second language (ESL) pull-

out programsTransitional bilingual education

programsDevelopmental bilingual programsTwo-way immersion program

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Intelligence

Defining IntelligenceIQ Scores and Academic AchievementStandardized Testing and Alternative Testing

MethodsAlternative Views of IntelligenceIntellectual DisabilitiesGiftedness

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Intelligence

Definition – Those qualities that help us adapt successfully so that we achieve our goals in life. This definition is still not fully agreed upon.

Types of intelligence General intelligence (g)

Fluid intelligence – Allows us to quickly and effectively solve novel problems for which we have little training.

Crystallized intelligence – What we already know and can draw on to solve problems.

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

The History of Intelligence Tests

Early 1900s – Alfred Binet develops a test to identify students in need of alternative teaching strategies. Comparing the child’s age to their mental age.

Terman created the Intelligence Quotient, or IQ. (Mental age/chronological age) x 100 = IQ

David Wechsler develops tests for adults and children using the deviation IQ. Wechsler Adult Intelligence Scale (WAIS) Wechsler Intelligence Scale for Children (WISC)

The Bell Curve and a nature/nurture controversy.

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Intelligence

IQ Scores are far from perfectly predicting academic achievement. Self-control may be a better indicator.

Most intelligence tests are standardized.Alternative testing methods:

Dynamic assessment – Measures the child’s potential to change.

Authentic assessment – Focuses on the process used in solving complex, real-life problems rather than the product that results from the process.

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Alternative Views of Intelligence

Gardner’s Theory of Multiple Intelligences – Intelligence is made of different types of intelligence, all independent of each other. * Supported by brain injury evidence, savant

syndrome. *Sternberg’s Triarchic theory of intelligence:

Analytical Intelligence – Closest to ‘g’ – ability to analyze, evaluate, explain, compare and contrast, judge.

Creative Intelligence – Generate ideas and to deal successfully with novelty – uses divergent thinking.

Practical Intelligence – Solve everyday problems by changing yourself or your behavior to fit the environment

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Intellectual Disability *

Includes: A low score on a standardized test (70 to 75 or

lower). Deficits in cognitive functioning. Impaired adaptive functioning, or the ability to

function independently.Causes:

Genetic (Fragile X, Down Syndrome) Environment (Fetal Alcohol Syndrome, extreme

malnutrition, exposure to toxins)Free and appropriate public education

provided through Individuals with Disabilities Education Act.

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Giftedness

Gifted or talented children may; Exhibit high performance capability in

intellectual, creative, and/or artistic areas. Possess an unusual leadership quality. Excel in specific academic fields.

Providing additional educational enrichment: The enrichment approach – The curriculum is

covered but in greater depth, breadth or complexity than is done in a typical classroom.

Accelerated program – Allows gifted students to move through the standard curriculum more quickly.

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Schools and Academic Achievement

Classroom EnvironmentExpectancy EffectsAbility GroupingGrade Retention

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Classroom Environment

Important structural features in the classroom: The teacher - most important. Class size – smaller classes benefit students.

More one-on-one time with the teacher.

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Expectancy Effects

The effect that the expectations of others can have on one’s self-perception and behavior. Rosenthal and Jacobson’s “Bloomers”

A self-fulfilling prophecy underlies teacher expectancy effects. * Teacher expectations are incorporated into the

student’s self-concept.

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Ability Grouping

Placing students of similar ability in learning groups so they can be taught at a level that is most appropriate for their level of understanding. Pro: Lets high-performing students accelerate,

low-performing students get the material at a slower, better-matched pace.

Con: Low-performing students may have their self-esteem damaged, receive poorer-quality teaching.

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Ability Grouping

Collaborative learning – allows students of different ability levels to work together on a common goal. Preferred over ability grouping. More advantageous to low-performing students.

Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.

Grade Retention

Repeating a grade when the student has not mastered the material for that grade level. Social promotion – promoting a child who has

not mastered grade-level material to keep the child in a class with same-age peers.

Results of retention: Studies show few benefits of retention vs.

promoted students. May lead to aggression in retained students,

dropping out of high school. 50% of retained students do no better; 25%,

worse.Child Development: An Active Learning ApproachLevine & Munsch, © 2015, SAGE Publications, Inc.