CH 6 SG Flashcards
What are the physical changes in middle childhood?
SLOW & STEADY
-IMPROVEMENTS
-MUSCLE MASS
-STRENGTH
-MOTOR SKILLS
What is the leading cause of death in Middle Childhood?
Accidents
What are the issues of being overweight in childhood?
-High blood pressure
-High cholesterol
-Increased risk of type 2 diabetes
-Breathing problems such as asthma
-Joint problems
-Self-esteem issues
-Anxiety & depression
-Bullying
factors of concrete operational thinking
CHARACTERIZED BY CONCEPTS USING
LOGIC
-APPLIED TO VISIBLE REAL THINGS
-NOT ABSTRACTIONS
-NO LONGER CENTER ON ONLY ONE
ASPECT (LESS EGOCENTRIC)
What are the concepts of cognitive flexibility?
THE ABILITY TO SWITCH FOCUS AS
NEEDED TO COMPLETE A TASK
-CAN DO THE SHAPE/COLOR TEST WITHOUT PROBLEM
Dysgraphia
a neurological disorder that makes it difficult to write by hand, or to communicate through written language (affects ability to write clearly and correctly)
Emotional development
DEVELOPMENTAL CHANGES
-INCREASED UNDERSTANDING CAN
EXPERIENCE MULTIPLE EMOTIONS IN A
SITUATION
-INCREASED EMOTIONAL CONTROL
Self-concept
CONTINUING TO DEVELOP
-LESS OPTIMISTIC THAN IN EARLY
CHILDHOOD
-MORE SELF-COMPARISON
-Rise in self-criticism and self-consciousness
The different types of self-esteem
-GLOBAL
-SPECIFIC (PARTICULAR ASPECTS OF SELF)
-BASELINE
-BAROMETRIC
Peers
GROUP OF INDIVIDUALS APPROX. SAME
AGE, GRADE, OR SOCIAL STATUS
Bullying
REPEATED, SYSTEMATIC EFFORTS TO
INFLICT HARM
-PHYSICAL
-RELATIONAL (Social)
-VERBAL
-CYBERBULLYING (ONLINE)
Pre-conventional moral development (first stage)
a person’s moral decisions based on direct consequences of their actions, like avoiding punishment/gaining personal rewards, than internalized societal norms or ethical principles (a child-like approach to right and wrong)
MINDSET (Dweck)
-BELIEFS ABOUT SELF & BASIC
QUALITIES
-TYPES
—FIXED
—GROWTH
Fixed Mindset
BELIEVE BASIC TALENTS AND
INTELLIGENCE ARE FIXED TRAITS—
DETERMINISTIC VIEW
(“WE ARE WHO WE ARE, & I CAN’T DO MUCH TO CHANGE THAT”)
-AVOID CHALLENGES
-GIVES UP EASILY
-EFFORT IS USELESS
-IGNORE FEEDBACK
Growth Mindset
BASIC ABILITIES CAN BE DEVELOPED
THROUGH DEDICATION & HARD WORK
-GREATER SENSE OF FREE WILL
(“I CAN CHANGE THROUGH HARD WORK!”)
-EMBRACE CHALLENGES
-PERSIST
-SEE EFFORT AS PATH TO MASTERY
-LEARN FROM FEEDBACK
-FIND INSPIRATION FROM SUCCESS OF
OTHERS
Body Mass Index (BMI)
a measure of weight relative to height
Classification
LOGICAL PRINCIPLE THAT THINGS CAN BE ORGANIZED INTO GROUPS ACCORDING TO SOME CHARACTERISTIC
●DEVELOPS AROUND AGE 6
●E.G., FAMILY, ANIMALS
Reversibility
THINGS CAN BE REVERSED (NOTICE WITH THIS THERE IS NOW CONSERVATION)
Conservation
the ability to understand that an object’s quantity, mass, or volume remains the same even if its appearance changes
(a logical thinking ability)
Decentration
a cognitive process that helps children move away from egocentrism and toward a more objective understanding of the world (TAKING MULTIPLE
ASPECTS INTO ACCOUNT)
Seriation
arranging objects in order by size, location or position (sorting things or ideas by size, color, shape, or type)
Memory strategy deficiencies
a lack of ability to effectively use cognitive strategies to encode and retrieve information
Metacognition
the point at which children, around the age of 11, become capable of reflecting on their thinking and working with more abstract ideas
Stuttering
a condition that happens when muscles you use for speaking twitch or move uncontrollably while you talk
Learning disability (or LD)
is a specific impairment of academic learning that interferes with
a specific aspect of schoolwork and that reduces a student’s academic performance significantly
Hidden curriculum
a set of influences that function at the level of the organizational structure and culture to impact learning
Dyslexia
a specific learning disability that makes it difficult to read and write accurately and fluently
ADHD
a developmental disorder that affects a person’s brain development and activity, and can impact their ability to focus, sit still, and control themselves
Self-efficacy
a person’s belief in their ability to perform a specific task or challenge
Cyberbullying
bullying with the use of digital technologies
Family tasks
the essential functions and responsibilities that a family unit needs to fulfill to support the healthy development of its members
Blended families
a family formed when two people come together and bring a child or children from previous relationships
Dyscalculia
a learning disorder that affects a person’s ability to understand number-based information and math
Self-esteem (self-image)
OVERALL SELF-EVALUATION OR SENSE
OF SELF-WORTH
Friends
EMOTIONAL INVESTMENT
-GOOD FOR MENTAL HEALTH
-FOSTER SELF-ESTEEM
-Core qualities
-Similarity, trust, emotional support
POPULAR KIDS
-TEND TO HAVE GOOD SOCIAL SKILLS
-ATTRACTIVE, OUTGOING
-Popular doesn’t necessarily = liked
UNPOPULAR KIDS
NEGLECTED
-RECEIVE LITTLE ATTENTION
-NOT NECESSARILY DISLIKED
-DO HAVE FRIENDS
AGGRESSIVE-REJECTED
REJECTED BY PEERS BECAUSE AGGRESSIVE & CONFRONTATIONAL
WITHDRAWN-REJECTED
REJECTED BY PEERS BECAUSE TIMID &
ANXIOUS
KIDS THAT ARE REJECTED HAVE MORE
PROBLEMS
-INCREASED RISK OF DEPRESSION
-ANGER ISSUES
CONTROVERSIAL
BOTH LIKED & DISLIKED
Victims of bullies
BULLYING PEOPLE WHO ARE OFTEN PERCEIVED AS “DIFFERENT”
-KIDS WHO ARE BULLIED OFTEN DO NOT
TELL THEIR PARENTS OR TEACHERS
THAT THEY ARE BEING BULLIED.
(WHY DON’T THEY TELL?)
Consequences of bullying
-DEPRESSION & ANXIETY
-PHYSICAL PROBLEMS
-ACADEMIC ISSUES
-Etc.
Factors involved w/ bullying
-MAY BE POPULAR
-MAY LACK SOCIAL SKILLS
-MAY LACK EMPATHY
-MAY BE DEPRESSED
-BOTTOM LINE—VARIETY OF KIDS BULLY
(WANT TO FEEL POWER)
Stopping bullying
Entire school must be involved, not just the identified bullies.
-Intervention is more effective in the earlier grades.
Bystander
OFTEN DON’T GET INVOLVED
-AFRAID WILL BE BULLIED
-DIFFUSION OF RESPONSIBILITY
THINGS CAN DO
-BEFRIEND
-WALK AWAY
-TELL SOMEONE
Conventional moral development
individuals base their moral decisions primarily on societal norms, rules, and expectations, prioritizing the approval of others/maintaining social order, than questioning the rules themselves
Post-conventional moral development
(last stage)
individuals base their decisions on abstract ethical principles and universal human rights, often going beyond societal norms and laws to act according to their own internal moral compass
GLOBAL self-esteem
DESCRIBES OVERALL
SPECIFIC self-esteem
(PARTICULAR ASPECTS OF SELF)
-ACADEMICS
-ATTRACTIVENSS
-ATHLETICS
BASELINE self-esteem
FAIRLY STEADY
BAROMETRIC self-esteem
FLUCTUATIONS
