Middle Childhood (cognitive and physical)

MIDDLE CHILDHO

OD If you carry your childhood with you, you never become older.

Tom Stoppard  

Middle Childhood Stage

child ages 7-11 years old.

Vocabulary Words Mnemonic – A pattern of letter or idea which aids the memory.

Relating to the power of memory.

Metamemory – Memory span of words varies greatly with their familiarity interest and meaning for the child and with the context in which they are used.

Peer – composed of a peer who forms a social unit by generating hared values and standards of behavior and social structure of leaders and followers.

Perspective taking – the capacity to imagine what other people may be thinking of you.

Social self – structure of self-concept.

Vocabulary Words Conservation – the conceptualization that the amount or quantity of a

matter stays the same regardless of any change in an irrelevant dimension.

Language ability – the size and richness of vocabulary, the length and structure of his sentence, the correctness of his speech, and his general effectiveness in expressing idea.

Intelligence Quotient (IQ) – a number representing a person’s reasoning ability, compared o the statistical norms, 100 being the average.

  Peer Culture – a peer group typically consisting of a

specialized vocabulary, dress code, and place to hang out during leisure hours.

  Growth in Vocabulary – A child’s rate of vocabulary

development begins to slow down very high in pre-school level.

DIFFERENT ASPECT OF DEVELOPMENT IN SCHOOL-AGED

CHILD Middle childhood starts from 6-11 years of

age. In this stage, the child is sleeping into a larger world. He wants to do grown-up things. His social distance from his mother is increasing. He now believes that he can

do something on his won; his success depends on his own effort.

Cognitive Developme

nt(Middle

Childhood)

Middle Childhood Stage

o Jean Piaget is the foremost theorist when it comes to cognitive development. According to him, intelligence is the basic mechanism of ensuring balance in the relations between the person and the environment. Everything that a person experiences is a continuous process of

assimilation and accommodations.

Cognitive DevelopmentA child has achieved the cognitive abilities required to master

concrete operations during this stage. Coordination of secondary schemata and tertiary circular reactions is a part of the sensori-motor phase of cognitive development. Formal operational is not yet evident at this stage.

Education of parents is positively related to the mental ability of their children.

Children of higher family socioeconomic status scores significantly superior on both verbal and non-verbal test of intelligence which children from poor socioeconomic background shows relative superiority on the test of counting, handing of money and the sensory discrimination.

Jean Piaget’s Concrete Operational Stage

Concrete Operation is the third stage of Piaget’s theory of cognitive development. It spans from 7 to approximately 11 years, children have better understanding of their thinking skills.

Jean Piaget’s Concrete Operational Stage Logic

Concrete operational thinkers, according to Piaget, can already make use of inductive logic. Inductive logic involves thinking from specific experience to a

general principles. But at this age, children have great difficulties in using deductive logic or using a general principle to determine the outcome of specific event.

Cognitive Development Reversibility

One of the most important developments in this stage is an understanding of reversibility, or awareness that can action can be reversed.

Example:

Teacher: Jacob, do you have a brother?

Jacob: Yes.

Teacher: What is his name?

Jacob: Marjun.

Teacher: Does Marjun have a brother?

Jacob: Yes.

Cognitive MilestoneElementary-aged children encounter

developmental milestone. The skills they learn are in a sequential manner, meaning they need to understand numbers before they can perform a mathematical equation. Up until age 8, a child learn new skills at a rapid pace.

Specifically, young primary school-aged children can tell left from right. They are able to speak and express themselves develops rapidly. By six, most can read words or combinations of words.

Cognitive DevelopmentInformation Processing Skills

Several theorist argue that like a computer, a human mind is a system that can process information through the application of logical rules and strategies. They also believe that the mind receives information,

performs operations to change its form and content, stores and locates it and generate responses from it.

Cognitive Development

SOME STARTEGIES TO FACILITATE

MEMORY ENHANCEMENT

Cognitive Development

Extension of Conservation Concept

It is the concept that the amount or quantity of a matter stays the same regardless of any change in an irrelevant dimension. The child’s development of

conversation depends on the environment of what happens to

the number of single arrays of objects after various transformations.

Cognitive Development

Hierarchal Memory

It is the hierarchal arrangement of storage in one’s brain. It is also designed to take advantage of memory locality in mind. Each level of the hierarchy has the properties of higher speed, smaller size and lower latency that lower levels.

Cognitive Development

Meta-memory

It states that memory span of a child increases as age where memory span for words varied greatly with their familiarity or interest and meaning for the child and with

the context in which they are used. It is also expected that the memory for moves is high.

Cognitive Development

Mnemonic Strategies

It is about the strategy that a child might execute when they demonstrate a utilization deficiency which does facilitate memory performance. It is also found out that utilization deviances are not a developmental phenomenon but rather a product of diminished working memory capacity for any reasons (maturity, knowledge base, context, individual differences, etc.)

Cognitive Development

OTHER FACTORS RELATED TO MENTAL ABILITY AND DEVELOPMENT

Socio and educational factors Personality disturbance

Emotional factor Parental attitude

Physical and Motor

Development(Middle

Childhood)

PHYSICAL/MOTOR DEVELOPMENT- The values of height and weight are usually similar for an individual child.- Girls, on the average, are taller than boys as their growth spurts straits earlier.- Boys and girls gain around 5-7 pounds a year, baby fats begin to disappear and bodies become more muscular.

PHYSICAL/MOTOR DEVELOPMENT- Gross motor skills of boys and girls are similar.- Fine motor skills improve as a result of increase in the development of the brain.- They are increasing rapidly in strength and in the improvement of the motor skills and

have great interest in vigor bodily activities.

PHYSICAL/MOTOR DEVELOPMENT- A child loses his first teeth at the age of 6.- Permanent teeth appear first at the lower jaw on his/her 7th or 8th year.- Molar teeth push away their way to the gums when a child reaches his 6th year.

PHYSICAL/MOTOR DEVELOPMENT- Children in Grade 1 are not ready to use their small utilities in fine writing, saving and drawing.- Children in the primary grade like to mold clay.- 8th year old child prefer to tag toys.