Ch. 8 Development in Middle Childhood Flashcards
Middle childhood
the age range of five or six to approximately 11 years old, is a time when growth and development in most children continue at a steady, consistent pace, particularly in the areas of physical, cognitive, and motor skills
schemas
or frameworks for organizing information, as they grow older, which helps them incorporate increasing amounts of information
Robert J. Sternberg’s triarchic theory of intelligence
emphasizes what people encounter in their environment as well as how they adapt to their environment
componential intelligence
akin to the usual way we think about intelligence, based in the way people process and analyze information. This component focuses on the way people formulate ideas, argue points, and evaluate results
experiential intelligence
focuses on how people perform tasks. describes how people bring in new information and incorporate it into what they already know to solve problems
contextual intelligence
stresses the practical side of a person’s intelligence. emphasizes a person’s ability to adapt to new situations and to successfully navigate in different environments. “street smarts”
multiple intelligences
states that individuals can possess competencies in many areas, including the linguistic, spatial, interpersonal, and natural
emotional intelligence
involves characteristics such as empathy, motivation, and self-awareness (can be good and bad)
Stanford-Binet intelligence test
first developed by French psychologist Alfred Binet in 1905 to identify children with learning problems
intelligence quotient (IQ)
calculated by dividing a person’s mental age by her or his chronological age and then multiplying the quotient by 100
Wechsler scales
Developed by David Wechsler to test three different age groups: 4-6 1/2 years, 6-16 years, and adults 17+. These scales provide an overall IQ score as well as two separate scores on verbal and performance IQ
Eurocentric
criticism of IQ test that they test for people’s abilities to perform in ways that follow standards of the white majority, which are deemed the only valid standards
Learning disabilities
defined as problems among children who demonstrate normal or above normal intelligence and who show no signs of developmental disability, but who struggle in some area of their academic performance
dyslexia
results in severe reading and spelling impairments
mainstreaming
keeping children with learning disabilities in the classroom with others who do not demonstrate disabilities
attention deficit hyperactivity disorder (ADHD)
characterized by consistent displays of inattention, hyperactivity, and impulsivity.
sluggish cognitive tempo
characterized by lethargy, daydreaming, and slow mental processing
Social anxiety disorder
fear of meeting new people or of embarrassing oneself in social situations
Separation anxiety disorder
unreasonable fear of separating from home or primary caregivers
Panic disorder
Unpredictable and repeated panic attacks, often marked by hyperventilating and increased heart rate
Posttraumatic stress disorder
Generalized panic or anxiety due to witnessing or experiencing a traumatic event
Phobia
Unreasonable fear of specific triggers such as dogs, spiders, air travel, or large crowds
Peer Groups
consist of children of roughly the same age, are a part of children’s immediate environment that can have lasting effects on their development
Parten’s Categories of Play
Unoccupied, Solitary, Onlooker, Parallel, Associative, Cooperative
Parten’s Categories of Play: Unoccupied
Child appears to be standing around, not doing anything, or engaging in movements or activities that seem to lack a goal or purpose.
Parten’s Categories of Play: Solitary
Play that involves solitary or independent activities. Child is often unconcerned with what others are doing.
Parten’s Categories of Play: Onlooker
Type of play in which child observes the play of others. The child might ask questions or seem interested in others’ play but does not participate
Parten’s Categories of Play: Parallel
Play that occurs simultaneously but separately from play of other children
Parten’s Categories of Play: Associative
Type of play that involves a great deal of social interaction with other children, but play is still very individualistic
Parten’s Categories of Play: Cooperative
Play that includes social interaction with organized activity and a sense of group identity. Children share a purpose in play and work toward a common goal.
Discipline: Collaborative and proactive solutions
formerly known as collaborative problem-solving, an evidenced-based approach informed by Adlerian, medical, and cognitive-behavioral concepts. Idea is that children inherently want to feel belonging and competency in their environment
Corporal punishment
the use of physical punishment, particularly spanking, on children
Blended families
remarried or re-partnered parents bring together two sets of children
Screen dependency disorders
consist of screen-related addictive behaviors associated with abnormal neural tissue development and function as well as impaired impulse control and neurological reward processing
least restrictive environment (LRE)
the setting in which education for students with disabilities takes place is as similar and equal to that of other students as possible
Individuals with Disabilities Education Act (IDEA)
mandated that all children with disabilities have access to free and appropriate education
School vouchers
certificates that can be used to pay for schools of parents’ choosing
