Middle Childhood and the Environment

THINGS TO REMEMBERBiological developmentCognitive developmentIdentity developmentEnvironmentRelationshipsBehaviorDisability issues

BIOLOGICAL DEVELOPMENT

Speech and Motor DevelopmentBoys’ gross motor

development exceeds that of girls (this may partially explain why they are more interested in physical activity)

Stuttering is more common in boys

Girls are better than boys at fine motor skills.

Physical FitnessIn America, older children are gaining weight and

becoming increasingly sedentary.

Why is there such a marked decline in physical activity?

Children are fixated on video games and television.

Children lack knowledge about exercise’s benefits.

Parents and physical education teachers have failed to instill in children a lifelong exercise ethic.

COGNITIVE DEVELOPMENT

Piaget’s Stages of DevelopmentSensorimotor stagePreoperational stageConcrete operational stage (middle childhood)Formal operational stage

The Concrete operational stage is characterized by the appropriate use of logic. Reversibility is one of the important processes associated with this state.

Intelligence Quotient (IQ)Since their inception, intelligence tests have been

controversial. WHY?

Intelligence is a complex concept that is not fixed and cannot be measured easily.

How is intelligence measured? IQ is calculated by comparing the child’s

mental age with his or her chronological age.

The Stanford-Binet is considered to be a test of verbal intelligence because it contains a large number of items that rely on verbal abilities.

Bilingual EducationStudents learning to be bilingual score higher on

measures of: IQPiagetian conservation tasksSelective attention

IDENTITY DEVELOPMENT

The Self (and Others)Harter (1985) developed the Self Perception Profile for

Children to identify a child’s overall evaluation of self worth. The five aspects included in the profile are:scholastic competencebehavioral conductphysical appearancesocial acceptanceathletic competence

Selman (1980,2003) focused on interpersonal awareness:He thought developmental level was related to social

perspective-taking

Gender IdentityThe developmental process by which culturally assigned

values and behaviors are considered appropriate for members of that sex.

During middle childhood, gender roles become importantComponents of Gender (Egan and Perry, 2001)

Membership knowledge (I know I am a woman/man/etc) Gender typicality (I’m a typical female/male/etc) Gender contentedness Felt pressure for gender conformity Intergroup bias (My sex/gender is superior)

Racial IdentityBegins to form by middle childhoodPeer groups play a significant role in a child’s racial

identity Parents and teachers can help children develop a

positive racial identity by providing them with a sense of belonging and reassurance about their differences

Rites-of passage and mentoring programs have grown in the United States to assist young African American men in their fight against stereotypes

ENVIRONMENT

Home EnvironmentThese factors influence how fast and to what degree a child

develops:NutritionAmount of rest and sleepOpportunities to learnAmount of affection and security

This factor does NOT affect speed and degree of development:Educational toys

Other Environmental FactorsThe neighborhood is perhaps most critical to the middle child

in molding experiences and shaping adjustment to the social world.

Development of school phobia most often begins age 11 – 12So far, the types of interventions that address bullying have

been inadequateLife Skills Training is a school based drug-abuse prevention

program developed to determine the extent to which the same intervention will work with many different kids.

RELATIONSHIPS

Peer Relationship ProblemsSexual socialization cannot take place in the

absence of peer interaction. Poor peer relations are associated with

discomfort, anxiety, and a general unwillingness to engage the environment.

Children who are rejected by their peers are at a greater risk for delinquency, school dropout, and mental health problems.

DivorceDivorce is especially hard on children because it dissolves

the family structure they depend on for secure development.

Sigelman & Rider (2003) identified 5 factors that can help smooth the aftermath of a divorce for children:

Emotional support from the noncustodial parentAdequate parenting from the custodial parentAdditional social supportAdequate financial supportA minimum of additional stressors

BEHAVIOR

ADHDAttention Deficit Hyperactivity Disorder (ADHD) is a developmental disorder

characterized by a combination of attention problems and hyperactivity.It is associated with many psychosocial difficulties such as

family problems poor school achievementdifficulties with peersLow self-worth

Discipline vs. Behavior ModificationDiscipline Behavior ModificationExample (Hoffman, 1970):

Power-assertive strategy Physical punishment Physical control Threats

Love withdrawal Verbal discounting Ignoring the child

Induction Explanation and rationality

Example:Behavior specialist develops a

treatment plan to increase positive behaviors.

Each time the child displays the desired action, the parents are instructed to praise the child

DISABILITY

U.S. Public Law 94-142Established the right to a free, appropriate public

education for all “handicapped” children Was amended and renamed the Individuals with

Disabilities Education Act in 1990Has been referred to as the “bill of rights for the

handicapped

The Individuals with Disabilities Education Act (IDEA)Guarantees children the right to special education

and related servicesIncludes social work services and rehabilitative

counselingProvides transition services (services that promote

students’ movement from the school environment to post school activities)

Individualized Education Program (IEP)Mandated by the Individuals with Disabilities Education ActThe IEP team must include:

the student's parent(s) or guardian(s) (who may invite professionals who have worked with the child

a special education teacher and at least one regular teachera representative of the school or district who is

knowledgeable about the availability of school resourcesan individual who can interpret the instructional implications

of the child's evaluation results (such as a social worker or the school psychologist

Other professionals as mandated by state law

ReviewTHINGS TO REMEMBERBiological developmentCognitive developmentIdentity developmentEnvironmentRelationshipsBehaviorDisability issues

(Whew!)

Questions???