Copyright © 2010 Pearson Education, Inc. All rights reserved. HD 312 Mid-Childhood thru Adolescent Development Workshop #1 Rachel.

Copyright © 2010 Pearson Education, Inc. All rights reserved.

HD 312Mid-Childhood thru Adolescent

Development

Workshop #1http://wpchd.wordpress.com

Rachel Karlsen


Greetings!

Please make a name tent with a symbol or phrase on it

that describes one of your best memories

between the ages of 6 and 11.


Learning objectives:Students will:

~Understand course requirements, projects and grading criteria

~Discuss and evaluate Reading Response #1

~Determine project focus

~Identify mid-child physical development stages and implications

~Examine mid-child cognitive theory and evaluate implications for current educational and parenting practices

~Evaluate and expand on current understandings of learning disabilities


6:00-7:00 Bible verse, meet n greet, overview of evening, overview of class, syllabus, file folders, website.7:00-8:00 discussion/reading responses (small groups), choose best to share, lecture notes, classroom website8:00-8:20 break8:20-9:00 interview outcomes and project choice discussion 9:00-9:45 handouts, article discussion, final notes9:45-10:00 Share “take aways,” exit papers, Group work


Bible Inspiration:The story of Nehemiah

~a plan~steps out/takes a risk~doesn’t give up

“Our greatest fear should not be of failure, but of succeeding in things in life that don’t really matter.”Francis Chan (Crazy Love: Overwhelmed by a relentless God)

Easter thought~Acts 20:24“However, I consider my life worth nothing to me; my only aim is to finish the race and complete the task that Lord Jesus has given me-the task of testifying to the good news of God’s grace.”


Rachel [email protected]


Please tell us…

Your name………

One of your best memories between the ages of 6 and 11……..


Stand up if you….

• currently work in a classroom

• know someone with learning disability

• plan to teach at an elementary school

• plan to teach in a ms or hs

• plan to go into counseling or social work

• plan to get an endorsement in special education


Stand up if you…

• have been on a motorcycle

• own a hybrid car

• have been out of the US

• bicycled across a bridge to another state

• have went on a hot air balloon

• know how many faces, edges and vertices a cone has


Syllabus and Expectations

• Response to email• Attendance (one absence, be prompt)• Checklist for papers, see syllabus/rubric on website • Due dates/see syllabus

– 20% grade deduction if papers/projects are turned in after class night (Tuesday, 10:00 pm)

– No late papers/projects accepted past Friday night (3 days late)


File Folder, etc….

• Participation “exit” sheet: fill out…score yourself each night

• Grades: online engrade, posted by Saturday night, almost always

• Handouts, etc.

http://wpchd.wordpress.com


Assignments due tonight

• Read Craig, chapter 8• Hersch, Prologue through Chapter 5• Reading Response #1 (place in file)• Four interviews (1 male and 1 female,

ages 6-11; 1 male and 1 female, ages 12-18)


Assignments due WorkshopTwo

• Read Craig, chapter 9• Read Hersch, Chapters 6-8• Reading Response #2• Find a copy of your high school yearbook or a picture of

yourself in hs to bring to workshop two• Learning team

– Initial research and determination of roles of learning team members in project

– Identification of initial product and authentic audience members


Reading Reactions?

• Choose one quote you agree with and one quote you don’t agree with.

• Share your quote and give reasons.• Others’ opinions?

(Later)• Yellow and blue or green sticky notes…

yellow is for questions, blue/green are comments for posters on wall…read other’s comments…


Reading Responses

• Small groups: discuss Reading Responses. Each person shares and others give feedback.

• Choose best answers or conglomeration of answers to share with large group


Learning Teams

Please tell us about:

~your interviews (trends, issues, insights, other)

~potential topics


Middle ChildhoodPhysical and Cognitive Development

• Physical and Motor Development

• Cognitive Development

• Learning and Thinking in School

• Intellectual and Developmental Disabilities


Physical and Motor Development

• Development in Middle Childhood

– Development is continuous

– Physical, cognitive, and psychosocial factors interact

– Development occurs in a broad social context

– Physical growth is gradual until children experience the adolescent growth spurt

– Age 9 for girls

– Age 11 for boys



• Brain changes

– Brain development continues, neural plasticity remains high

– Between ages 6 and 8, forebrain undergoes growth spurt

– By age 6, brain is about 95% of its maximum size

– Lateralization of brain becomes more pronounced

– Brain development is clearly tied to rapidly developing cognitive functions



• Skeletal Maturation– Skeleton matures, producing actual growing pains

sometimes

– Children’s permanent teeth begin to come in

• Motor Skills Development– Gross motor skills are expanded and children grow

stronger

– Fine motor skills are rapidly developing

– Control of their bodies enhances sense of competence and self-esteem

– Poorly coordinated children may be unpopular and feel rejected


Physical Development in Middle Childhood


Health, Fitness, and Accidents

• Problems that emerge include asthma (increasingly widespread) and visual problems

• Physical activity and exercise have been declining

• Obesity is increasing: over 17% of U.S. grade-school-age children are obese

• The leading cause of death is accidents, especially involving motor vehicles


Video Clip

Describes New Jersey’s initiative to combat childhood obesity using health report cardshttp://www.youtube.com/watch?v=BXvDI3Lh9xQ


Video Clip

Tyra Banks meets with young girls who already have a fear of becoming fat:http://www.youtube.com/watch?v=F734qbEXm1s


Video Clip

Video produced by the Dove Corporation to highlight body image and self-esteem issues among girls in middle childhood:http://www.youtube.com/watch?v=IWzbIVwGd1E


Major Causes of Deaths for U.S. Children, Ages 5-14, 2005

SOURCE: From America’s children: Key national indicators of well being, 2004, by the Federal Interagency Forum on Child and Family Statistics, 2008. Washington, DC: U.S. Government Printing Office.


Psychological Disorders

• About 20% children age 9-17 have mental disorders with at least mild functional impairment

• Some disorders, such as autism and attention deficit hyperactivity disorder, are most commonly diagnosed in childhood

• Under-recognition of mental illness as a major problem of childhood is a concern

• Treatment decisions can be difficult


Cognitive Development

• Piaget and Concrete Operational Thinking

– Children move from preoperational to concrete operational thought during the years from ages 5 to 7

– Thought becomes less intuitive and egocentric and more logical

– Thinking becomes more reversible, flexible, and complex

– Cause-effect evaluations are possible


Preoperational Versus Concrete Operational Thought


Piaget’s Matchstick Problem



• Children become more skilled in using words to help them understand, structure, and solve problems

• Concrete operational children can theorize about the world around them

• Acquisition of concrete operational thought is gradual and occurs without formal education or prompting



• Piaget and Education

– Piaget believed children are better off when they learn at their own pace and that learning is best when it is intrinsically motivated rather than extrinsically rewarded

– Use of concrete objects can enhance learning and cognitive development

– Use of concrete learning aides promotes active learning and constructivist knowledge


Concrete Objects to Aid in Learning – Cubes and Spatial Arrays



• Memory and metacognition– Children’s memory strategies and techniques

—control processes—improve with age

– Children are better able to monitor their own thinking, memory, knowledge, goals, and actions—metacognition

– Metacognition begins at about age 6 and emerges more fully between the ages of 7 and 10


Control Processes Used by Children in Middle Childhood


Language and Literacy Development

• Language learning expands, as vocabulary increases and complex grammar is mastered

• Reading and writing skills—literacy—are natural growths of language development

• Development of reading and writing skills during middle childhood is complex & multidimensional

• Teachers and peers aid in enhancing literacy skills


Conditions That Promote Literacy


Conditions That Promote Literacy (continued)


Individual Differences in Intelligence

• Intelligence test scores are used in educational, career, and public policy decisions

• 2 commonly used assessments of intelligence:

– Stanford-Binet Intelligence Scale

– Wechsler (versions for varying ages: WPPSI, WISC, WAIS)

• IQ scores today assessed by comparing individual’s score with scores of other people in same age range—deviation IQ.

– Scores are distributed in bell-shaped curve.

– An IQ score of 100 is average.

– About two thirds of the population scores between 85 and 115; 96% score between 70 and 130.


Distribution of IQ in the General Population


The Nature of Intelligence

• Intelligence is a composite of abilities, not a single attribute

• Howard Gardner promotes a broad-based model of intellectual abilities consisting of eight “types” of intelligence

• Robert Sternberg developed a broad triarchic theory of intelligence– Contextual intelligence: adaptation to environment,

common sense

– Experiential intelligence: ability to cope with new situations

– Componential intelligence: measured by IQ tests


Gardner’s Eight Types of Intelligence


Race and Intelligence

• Some U.S. minority groups typically score lower on average on tests when compared to Whites

• Some disparity may be due to cultural bias in tests.

• Research suggests that race is not a factor in determining intelligence, although culture probably is

• When social and economic circumstances are considered, group difference in intelligence all but disappear

• An IQ is a dynamic interaction of genetics and environment


Learning and Thinking in School

• World customs differ as to when children enter school and how long they remain

• Children face a variety of new expectations and adjustments when they enter school

• Students must meet behavioral expectations when in school, and teachers spend a good amount of time enforcing rules, disciplining and praising, in addition to performing their teaching duties


Youth Literacy Rates Around the World, 2000-2006

Source: From Table 5, “Youth literacy rates.” In The state of the world’s children (p. 133), by UNICEF, 2007. New York: Author. Copyright ©2007 by UNICEF. Reprinted with permission of the publisher.


Developing Competent Learners and Critical Thinkers

• U.S. schools are placing greater emphasis on teaching learning and thinking schools

• Teachers try to develop different teaching strategies to teach different skills and to meet the individual needs and learning styles of students

• Group projects seem to aid in critical thinking. They also foster cooperative, rather than competitive, learning


Success in School

• School success influenced by many factors

– Achievement motivation: the internalized need to persist toward success

– Gender differences

• Girls outperform boys in verbal skills

• Boys outperform girls in quantitative and spatial tasks


Success in School

• Motivation for learning is influenced by the ways that teachers and parents encourage children

– Girls tend to adopt a “performance” focus while boys adopt a “learning” focus (product vs process)

– A critical goal is to encourage children to develop a “learning” orientation

– Praise is critical for children to develop a positive academic self-concept


Evaluating Gender Bias in the Classroom: Questions for Parents


Developmental Disorders

• Federal Individuals with Disabilities Education Act (IDEA) mandates the right of all children to a free and appropriate education

• Key provisions– Inclusion with “regular” students, rather than “special”

classes

– Individualized Education Plan (IEP)

– Education in least restrictive environment

– Diagnosis of special needs is more targeted today, due to need for individualized assistance in the mainstream setting


Intellectual Disability

• Condition characterized by– significantly subaverage intellectual functioning and

self-help skills

– may be genetic or caused by birth or early childhood trauma

– may result from social deprivation

– cause may not always by known

• Characterized by severity and extensiveness of impairment

• Only diagnosed when child can be tested, usually school age


Diagnosis of Intellectual Disability


Levels of Mental Retardation


Learning Disorders

• Learning disorders involve difficulty in acquiring some specific academic skills but not others

– reading disorder: i.e., dyslexia

– disorder of written expression

– mathematics disorder

• Children with learning disorders often have social issues as well

• Treatment for LDs is more effective when begun early in life

• Response to Intervention (RTI) vs discrepancy model


ADHD

• Attention-deficit/hyperactivity disorder (ADHD) is not a learning disorder, but a behavioral disorder

• Characterized by:– extreme inattentiveness

– problems with impulse control

– high levels of activity

• In absence of hyperactivity, the diagnosis should be ADD (attention deficit disorder)


Video Clip

A woman describes the process of her son being diagnosed with ADHD, then being diagnosed with ADD herself:

http://www.youtube.com/watch?v=NTnVYGWWiWU


ADHD

• Causes

– Irregularities in the way dopamine operates

– Brains of children with ADHD have structural differences

– Irregularities may be caused by genetic or environmental factors

• Treatment

– stimulant drugs, like Ritalin

– educational and behavioral management


Characteristics of ADHD


4 Corners Activity(seven items)

For each of the following statements or questions, please move to the corner with the appropriate color. Some of the following statements are opinions, while others are fact-based.


All instruction in US schools should be given in English only.

A. Yes, I agree with this statement (yellow).

B. No, I do not agree with this statement (green).

C. No opinion (blue).


The best way to deal with children with ADD or ADHD is through the

use of medication.



C. I don’t think there is any such thing as ADD or ADHD (blue).

D. Undecided or mixed feelings (red)


Increased use of computers in schools will contribute to

children’s learning during the middle childhood years.



C. Undecided (red).


The text discusses research about Southeast Asian immigrant families. The results of this study suggest that which of the following factors is important in determining children’s IQs?

a. race and skin color (yellow)

b. ethnicity and first language learned (red)

c. how long the family has lived in the U. S. (blue)

d. family emphasis on education and success (green)


According to Carol Dweck, which of the following statements represents the most effective way to praise a

child?

a. “You are a very, very smart little girl.” (red)

b. “You are so cute, who could think you wouldn’t do well in school?” (blue)

c. “You have a natural ability in mathematics; no wonder you do so well.” (green)

d. “You did a nice job in writing that story. I especially like the way you described the clown.” (yellow)


Generalizing from data presented in the text, which of the following children would have the greatest chance of

suffering from asthma?

a. Linnea, a middle-class white girl who lives in northern Minnesota (red)

b. Rollin, a poor African American boy who lives in St. Louis, Missouri (yellow)

c. Jose, a Hispanic middle-class Hispanic boy who lives in rural California (green)

d. Jeff, a poor white boy who lives on a farm in New York state (blue)


Summary

• Three themes run throughout development in middle childhood– Development is continuous

– Physical, cognitive, and social factors interact for each child

– Development occurs in a broad social context

• Physical growth is gradual until children experience a growth spurt—about age 9 for girls and age 11 for boys


Summary

• Gross and fine motor skills continue to development

• Asthma and obesity are becoming major health problems for children in the United States

• The leading cause of death at this age is accidents, especially involving motor vehicles

• Piaget referred to cognitive development at this stage as the age of concrete operations. Their thinking is getting more logical, but they are still bound to concrete examples


Summary

• Children face many challenges when they enter school, including achievement and behaving appropriately

• Children with development disabilities and special needs have rights under federal law

• Mental retardation, learning disorders and ADHD are some of the disorders and challenges that are faced during this stage of childhood


Article reading and discussion

• Growth vs Fixed mindset

• Students don’t Work, they Learn!

Discussion/opinions


Wrap up

• Questions/Comments?

• Please tell something useful or interesting from the discussion/class tonight

• Please remember to fill out golden-rod exit forms (participation sheets)

• Please remember to hand in file folders

Thank you for coming to class! Have a nice Easter and a nice week.

Copyright © 2010 Pearson Education, Inc. All rights reserved. HD 312 Mid-Childhood thru Adolescent Development Workshop #1 Rachel.

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