Middle and Late Childhood (6-12 years) Physical Development Growth and Body Changes Children grow...
33
Middle and Late Childhood (6-12 years) Physical Development Growth and Body Changes Children grow more slowly. Weigh (5 or 6 pounds) Height (2 inches per year) Similar growth patterns(boys Vs. girls) Body proportion (thinner & slimmer) Muscles become bigger and stronger Lung capacity gives greater endurance and speed.
Middle and Late Childhood (6-12 years) Physical Development Growth and Body Changes Children grow more slowly. Weigh (5 or 6 pounds) Height (2 inches per
Middle and Late Childhood (6-12 years) Physical Development
Growth and Body Changes Children grow more slowly. Weigh (5 or 6
pounds) Height (2 inches per year) Similar growth patterns(boys Vs.
girls) Body proportion (thinner & slimmer) Muscles become
bigger and stronger Lung capacity gives greater endurance and
speed.
Slide 2
Does variation in height, strength and speed among children
only rely on the result of heredity? Motor Development Age and
experience are much more important determinants than gender.
Children become more skilled in controlling their bodies. Specific
skills are developed depends on somewhat on the childrens
environment.
Slide 3
Can girls gain equal scores in games as boys? Brain
Development. Childrens brains appear to be organized differently
than adult brains. A stroke in a young child of 6 or 7 might have
no subsequent effect on the childs language development, whereas
the same kind of stroke in an adult would normally cause permanent
loss of language abilities. Memory span increases fairly steadily
and one type of improved efficiency is simply faster response time.
Faster response is due in part to the physical development that
occurs in the brain, but also to the fact that children at this age
are becoming adept at using more cognitive strategies to help them
solve more complex tasks.
Slide 4
The plasticity of the brain allows for amelioration of effects
if children are placed in a loving, supportive foster care home.
There are 3 to 15 percent of children experience more difficulty
with processing visual or auditory information.
Slide 5
Dyslexia There are 3 to 15 percent of children experience more
difficulty with processing visual or auditory information. Dyslexia
is a disorder in which an otherwise normally intelligent, healthy
child or adult has extreme difficulty learning to read.
Slide 6
Genius and Giftedness Neuroscientists and psychobiologists have
found that more efficient brains have rich neurol interactions and
a multiplicity of synaptic connections. It has been hypothesized
that child geniuses might have more complex synaptic connections in
the association areas of the cerebral cortex or that their
neurochemical transmissions might be more efficient. Gifted
children aged 7 to 12 typically need additional intellectual
challenges.
Slide 7
Health and Fitness Issues Children are much healthier and the
most common illness is upper respiratory infection. Accidents are
the major cause of death or serious injury in this time period. Do
children still need supervision and care while they are playing
sports? Children in middle childhood still need adult supervision
and care. The greatest number of sport injuries for children in
this group occur when they are playing basketball, football or
baseball, bicycling, and using playground equipment.
Slide 8
Violent Violent and aggressive behavior is often learned early
in life, and steps need to be taken in families and communities to
help children deal with their emotions without using violence. One
of the strongest findings was the children do what they see,:
Television and realistic video or computer games produce violent
images, and depict sex, use of tobacco and alcohol.
Slide 9
Obesity Write down the facts that make obesity to children? BMI
= Weight(Pound)/ Height(feet) BMI categories; Under weight =<
18.5 Normal weight = 18.5 to 24.9 Over weight = 25 to 29.9 Obesity
= BMI of 30 or greater Being overweight as a child greatly
increases the risk of being overweight as an adult such as
depression, a result of negative self-image, low self-esteem,
teasing and rejection, and withdrawal from peer interactions
Slide 10
Eating Disorders In many countries, the growing number of
elementary and middle school children, mainly girls, are diagnosed
with the eating disorders of anorexia and bulimia. Moms dieting
habits, family environment, media, and friends influence childrens
eating behaviors and a childs denying regular nourishment causes
poor health, fatigue, or even death. It is imperative that parents,
teachers, and school nurses learn about the typical signs and
causes of this disorder.
Slide 11
Role of play and Exercise Children are required to participate
in physical education classes during the regular school year,
unless they have an illness or disability that prevents their
participating. Healthy girls and boys of this age have a difficult
time sitting in a classroom all day without being able to expend
their tremendous energy. Physical activity and play contribute to a
positive attitude, reduce the effects of stress, improve overall
mental health and cognitive functioning.
Slide 12
Cognitive Development Children become more adept at processing
information as their reasoning abilities become progressively, more
rational and logical. Piagets Period of concrete operation
Conservation: understanding that the physical characteristics of an
object or substance or quantity remain the same even their physical
appearance may change. Attain decentering, transformation and
reversibility. Horizontal Decalage.
Slide 13
Classification Hierarchies: flexible grouping of objects into
classes and subclasses; allows children to solve class inclusion
problems. Use inductive logic. Transitive inference: given two
statements such as John is bigger than Bob, and Bob is bigger than
Allan, can infer that John is bigger than Allan.
Slide 14
Post-Piagetian Critism The difference in acquisition times does
not necessarily fit with Piagets notion of stages. Research found
that it appears to make a difference how much experience or
expertise a child has with the objects involved, for children can
perform more complex operations on tasks they are familiar with as
opposed to ones that are novel to them. Other research has focused
on whether the development of concrete operations can be
accelerated, not just by general experience with objects, but
through specific training on how to do conservation tasks.
Slide 15
Creativity Is a natural gift sufficient to produce creative
effort? What seems to be required is the fortuitous convergence of
innate talent and a receptive environment. Although creative people
may have innate talent, they must nurture their creativity with
their decipline and hard work.
Slide 16
Respect children s questions and ideas. Respect children s
right to initiate their own learning efforts. Respect children s
right to reject, after serious consideration, the ideas of
caretakers in favor of their own. Encourage children s awareness
and sensitivity regarding environmental stimuli. Create Thorn in
flesh - confront youngsters with problems, contradictions,
ambiguities, and uncertainties.
Slide 17
Give children opportunities to make something and then do
something with it. Give youngsters opportunities to communicate
what they have learned or accomplished. Use provocative and
thought-producing questions. Encourage children s sense of
self-esteem, self-worth, and self-respect.
Slide 18
Information Processing (Another view on cognitive development)
Need to understand whether there is a change in the basic
processing capacity of the system (hardware), and/ or whether there
is a change in the type of the programs (software) use to solve a
problem. Children at this age might be better at dividing tasks
into more manageable segments and with regard to memory, children
at this age might become more efficient at using the mnemonic
strategies of rehearsal and categorization.
Slide 19
Childrens Perception of Others The elementary school years are
a time of rapid growth in children s cognitive understanding of the
social world and of the requirements for social interaction. The
greatest increase in children s ability to distinguish people s
characteristics occurs between 7 and 8 years of age. A description
by a 7-year-old girl about a woman she likes.
Slide 20
She is very nice because she gives my friends and me toffee.
She lives by the main road. She has fair hair and she wears
glasses. She is forty-seven years old. She has an anniversary
today. She has been married since she was twenty-one years old. She
sometimes gives us flowers. She has a very nice garden and house.
We only go in the weekend and have a talk with her.
Slide 21
A description of a boy by a 9-year-old girl. David Calder is a
boy I know. He goes to this school but he is not in our class. His
behavior is very bad, he is always saying cheeky(impudent) things
to people. He fights people of any age and he likes getting into
trouble for it. He is always being told off by his teachers and
other people.
Slide 22
Language Development Learning any language is a lifelong
process. Children from the ages 6 to 12 continue to acquire subtle
phonological distinctions, vocabulary, semantics, syntax, formal
discourse patterns, and complex aspects of pragmatics in their
first language. The complexity and cognitive level of their
language increases as a reflection of their academic studies and
life experiences.
Slide 23
Vocabulary A fifth grade learns as many words as 20 new words a
day and achieves a vocabulary of nearly 40,000 words by age 11.
Children begin to understand that words have multiple meanings, and
they can use this new skill to tell jokes and ask riddles. Syntax
and Pragmatics Begin studying grammar, for they understand applying
rules to language. Recognize errors in syntax and use complex
structure.
Slide 24
Do the children use the formal style of vocabulary and syntax
when talking with anybody? Recognize that they can modify their
voice, volume, and even their vocabulary, depending on the context
of the interaction. Research showed that children of all social
strata engage in code switching, and their pronunciation, grammar,
and slang all change in this process.
Slide 25
Limited English Proficiency(LEP) For children whose first
language is not English, three different approaches has been used
in the United States to open the doors to mainstream education:
ESL, bilingualism, and total immersion. ESL (English as a Second
Language) Focused on teaching children English as quickly and
efficiency as possible. The amount of time a child needs to join
the mainstream class depends on the background formal education.
Children devalue their first language
Slide 26
Bilingualism Provides instruction in both languages by teachers
proficient in both. Bilingual programs have consistently shown the
greatest gains for children in academic skills and in social and
emotional skills. Attack ( costly, recruit teachers, diversity of
language spoken in a school) Total Immersion Children are placed in
regular classroom (with or without support in their first
language), and English is used for all instruction. The theoretical
basis of total immersion is that language is best learned not when
it is an academic subject but rather when it is useful and that
children are motivated to learn the language in order to understand
what is going on around them.
Slide 27
What educational approach is used in Phillippine? Assessment of
Intelligence The abilities can appear to vary due to the time at
which we assess them, the methods we use, and the specific task we
ask them to perform. Differences in school-age children are based
on academic performance in school and intelligence testing using
psychometric tests. This makes sense because in school these
differences play a major role in determining how children learn and
what educational program best meet their cognitive needs.
Slide 28
Individual Cognitive Styles The differences in how individuals
organize and process information have come to be called cognitive
styles. Cognitive styles are powerful heuristics that cut across
traditional boundaries between intelligence and personality and
influence a persons preferred way of perceiving, remembering and
using information.
Slide 29
Learning Disabilities(LD) Learning disabilities is a disorder
that affects peoples ability to either interpret what they see and
hear, or to link the information with different parts of the brain.
Youngsters are diagnosed as having a learning disability when their
achievement levels falls two or more grade levels below their
ability, as predicted by IQ test score. The sources of such
disabilities are varied and include combinations of genetic,
social, cognitive, and neuropsychological factors. LD children have
problems in reading (dyslexia), writing (dysgraphia), or in
mathematics (dyscalcula). LD do not automatically lead to low
achievement.
Slide 30
Describe the possible harmful effects of labeling children as
LD? Attention-Deficit Hyperactivity Disorder (ADHD) ADHD is the
newest name applied to a complex disorder that has long puzzled
professionals. Diagnostic terms brain damaged child syndrome
(1940s) minimal brain damage syndrome (1950s) hyperactive or
hyperkinetic syndrome ( 1960-1970) attention deficit disorder
(early 1980) and the current ADHD
Slide 31
Symptoms Typically youngsters who cannot in their seats, wait
their turn, follow instructions, or stick with a chore are viewed
as having ADHD. Researchers are finding antisocial activity,
conduct disorder, and substance abuse in many adults who were
deemed hyperactive in childhood. Such individuals are easily
distracted and make rapid decisions, act quickly, and bring
boundless energy to bear.
Slide 32
Causes Experts have advanced a variety of theories to explain
the disorder. Example: genetic defects, poor parenting, food
additives, spicy foods, allergics, lead poisoning, fluorescent
lights, insufficient oxygenation, and too much television. Some
youngsters, intrusive and overstimulating care appears to play an
important part. An interactive or transactive model combining
genetic and environment influences might best explain the
development of the disorder.
Slide 33
Cures The use of amphetamine drugs, primarily methylphenidate,
better known as Ritalin, in the management of problem children is
widespread and is increasing. Physicians believe that the
medication somehow allows the hyperactive youngsters to attend to
critical aspects of the learning situation and to filter out
distractions. Side effects with the medications- insomnia,
gastrointestinal distress, dizziness, weight loss, and retardation
growth.