Chapter 6 - Middle Childhood

Question 1

Rates of growth ____ in middle childhood

Answer 1

slow

Question 2

The brain reaches its adult size at about age ____

Answer 2

7

Question 3

Loss of Deciduous teeth

Answer 3

Deciduous teeth, commonly known asmilk teeth,baby teeth, primary teeth,andtemporary teeth,are the first set ofteethin the growth development of humans.The primary teeth are important for the development of the mouth, development of the child’s speech, for the child’s smile, and play a role inchewingof food, Most children lose their first tooth around age 6, then continue to lose teeth for the next 6 years.

Question 4

By age ____, generally all of the teeth are permanent teeth, however, it is not extremely rare for one or more primary teeth to be retained beyond this age, sometimes well into adulthood, often because the secondary tooth fails to develop

Answer 4

12

Question 5

Diet or exericise?

Answer 5

Dieting is not really the solution to childhood obesity. If you diet, your basal metabolic rate tends to decrease thereby making the body burn even fewer calories in order to maintain the weight. Increased activity is much more effective in lowering the weight and improving the child’s health and psychological well-being.

Question 6

Concrete Operational Stage

Answer 6

From ages 7 to 11, the school-aged child continues to develop in what Piaget referred to as theconcrete operational stage of cognitive development. This involves mastering the use of logic in concrete ways. The child can use logic to solve problems tied to their own direct experience but has trouble solving hypothetical problems or considering more abstract problems.The child usesinductive reasoning, which means thinking that the world reflects one’s own personal experience.

Question 7

Identity

Answer 7

an understanding that people or things can have qualities that do not change.

Question 8

Reciprocity

Answer 8

reciprocitywhich means that changing one quality (in this example, height or water level) can be compensated for by changes in another quality (width).So there is the same amount of water in each container although one is taller and narrower and the other is shorter and wider.

Question 9

Information Processing theory of memory.

Answer 9

Theory that states that there are 3 levels of memory:
1. Sensory memory
2. Working Memory
3. Long-term memory

Question 10

Sensory memory:

Answer 10

Sensations are continuously coming into our brains, and yet most of these sensations are never really perceived or stored in our minds.They are lost after a few seconds because they were immediately filtered out as irrelevant.If the information is not perceived or stored, it is discarded quickly.

Question 11

Working Memory:

Answer 11

Short-term memory.
Stores meaningful sensory information. This can hold 5 to 9 pieces of information (7+ or - 2).

Question 12

Long-term memory:

Answer 12

Knowledge base. Ulimited capacity, stores info for days months and years. This is the stuff you can remember if called upon.

Question 13

Metacognition

Answer 13

metacognition— the ability to understand the best way to figure out a problem.

Question 14

What can happen is a child is mislabeled?

Answer 14

The mislabeling can lead the child to a self-fulfilling prophecy, or tendency to act in such a way as to make what you predict will happen, comes true, calls our attention to the power that labels can have whether or not they are accurately applied.

Question 15

What is a learning disability?

Answer 15

What is a learning disability? If a child is mentally disabled, that child is typically slow in all areas of learning. However, a child with a learning disability has problems in a specific area or with a specific task or type of activity related to education. A learning difficulty refers to a deficit in a child’s ability to perform an expected academic skill (Berger, 2005).

Question 16

What is dyslexia?

Answer 16

Dyslexiais a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

Question 17

What is ADHD?

Answer 17

Attention Deficit Hyperactivity Disorder(ADHD) is considered a neurological and behavioral disorder in which a person has difficulty staying on task, screening out distractions, and inhibiting behavioral outbursts.

Question 18

Benefits of Cognitive Behavioal Therapy on ADHD
(Big Blurb)

Answer 18

The most common non-pharmaceutical intervention for ADHD is Cognitive Behavioral Therapy (CBT). CBT works by helping children to become aware of their thought processes, and then to learn to change those thought processes to be more beneficial or positive.[21]CBT can also help by educating parents about ways to help their children learn about self-control and discipline. There is very good evidence that CBT is an effective strategy in treating ADHD. Indeed, in some studies, children treated with CBT have better long term outcomes than children treated with medication. Some studies show that a combination of medication and CBT is most beneficial because the medication helps with behavior change more quickly, allowing for the child to learn through CBT more quickly. The CBT then helps with longer-term behavior change so that the child can stop taking medications and deal effectively with their ADHD symptoms based on what they have learned through CBT.

Question 19

When do many research studies suggest children should start school?

Answer 19

Age 7

Question 20

Achievement Tests

Answer 20

Achievement testsare used to measure what a child has already learned.Achievement testsare often used as measures of teaching effectiveness within a school setting and as a method to make schools that receive tax dollars (such as public schools, charter schools, and private schools that receive vouchers) accountable to the government for their performance.

Question 21

Aptitude Tests

Answer 21

Aptitude testsare designed to measure a student’s ability to learn or to determine if a person has potential in a particular program. These are often used at the beginning of a course of study or as part of college entrance requirement. Examples are PSAT, SAT, MCAT (Medical College Admission Test), LSAT(Law School Admision Test), and GRE (Graduate Record Examination).

Question 22

The Controversy surrounding Intelligence Testing

Answer 22

Intelligence tests and psychological definitions of intelligence have been heavily criticized since the 1970s for being biased in favor of Anglo-American, middle-class respondents and for being inadequate tools for measuring non-academic types of intelligence or talent.Intelligence changes with experience and intelligence quotients or scores do not reflect that ability to change. What is considered smart varies culturally as well and most intelligence tests do not take this variation into account.For example, in the West, being smart is associated with being quick.A person who answers a question the fastest is seen as the smartest.But in some cultures, being smart is associated with considering an idea thoroughly before giving an answer.A well-thought-out and contemplative answer is the best answer.

Question 23

Gardner’s Multiple Intelligences Theory (I know this one!)

Answer 23

Howard Gardner suggested that their are 9 domains of intelligence:
1. Logical-Mathematical.

2. Linguistic
3. Spatial - map reading, visual accuracy, understanding of space and distance.
4. Musical - Perfect pitch, rhythm, musical recognition.
5. Bodily-Kinesthetic
6. Naturalistic - Knowledge of plants, animals, climate, weather.
7. Interpersonal - social skills, mood, motivations of others, communication.
8. Intrapersonal - UNdertsand self, mood, motivation, temperament, realistic knowledge of strengths.
9. Existential - concern about and understanding of life’s larger questions, meaning of life, or spiritual matters.

Question 24

Strenberg’s Triarchic Theory of Intelligence

Answer 24

3 part theory of intelligence.

Analytical - solve probles of logic, verbal comprehension, vocab and spatial abilitities.

Creative - thinking outside the box, the ability to apply new found skills to novel situations.

Practical - The ability to use common sense and to know what is called for in a situation.

Question 25

Peter McLaren’s 4 states:

Answer 25

Student state - stressful, compliant, quiet, focusing on tasks.

Street Corner State - playful, energetic, excited, able to express feelings and personal interests.

Home state - parents or siblings visit the student’s school. Children in this state may enjoy special priveleges such as going home early, or stress if the parent is going to a meeting to discuss the student’s bad behavior.

Sanctity State - child is quiet, contemplative, or prayerful.

Question 26

Food for thought: Students and stress

Answer 26

Since students seem to have so much enthusiasm and energy in street corner states, what would happen if the student and street corner states could be combined?Would it be possible?Manyeducators feel concern about the level of stress children experience in school.

Question 27

Hidden Curriculum

Answer 27

Another way to examine the world of school is to look at the cultural values, concepts, behaviors and roles that are part of the school experience but are not part of the formal curriculum.These are part of thehidden curriculumbut are nevertheless very powerful messages.Thehidden curriculum includes ideas of patriotism, gender roles, the ranking of occupations and classes, competition, and other values.

Studentsare taught to accept routinized, meaningless information in order to perform well on tests.And they are experiencing the stress felt by teachers and school districts focused on test scores and taught that their worth comes from their test scores.Genuine interest, an appreciation of the process of learning, and valuing others are important components of success in the workplace that are not part of the hidden curriculum in today’s schools.

Question 28

Freud - Latency stage

Answer 28

Freud’s fourth stage of psychosexual development is the latency stage. This stage begins around age 6 and lasts until puberty. In the latency stage, children are actually doing very little psychosexual developing according to Freud. Where pleasure and development occurred through erogenous zones in the first 3 stages, in the latency stage all pleasure from erogenous zones is repressed.

Question 29

Industry Vs. Inferiority

Answer 29

According to Erikson, children in middle childhood are very busy or industrious.They are constantly doing, planning, playing, getting together with friends, and achieving.This is a very active time and a time when they are gaining a sense of how they measure up when compared with friends.Erikson believed that if these industrious children view themselves as successful in their endeavors, they will get a sense of competence for future challenges.If instead, a child feels that they are not measuring up to their peers, feelings of inferiority and self-doubt will develop. These feelings of inferiority can, according to Erikson, lead to an inferiority complex that lasts into adulthood.

Question 30

The pre-adolescent, or tween, age range of roughly 9-12 is a major force in the marketing world. This group has a spending power of ____ billion,[5]andare primarily targeted as consumers of media, clothing, and products that make them look “cool” and feel independent.

Answer 30

$200

Question 31

Popular prosocial children

Answer 31

Some popular children are nice and have good social skills.Thesepopular-prosocialchildren tend to do well in school and are cooperative and friendly.

Question 32

Popular-Antisocial children

Answer 32

Popular-antisocialchildren may gain popularity by acting tough or spreading rumors about others (Cillessen & Mayeux, 2004).

Question 33

Rejected kids

Answer 33

Rejected childrenare sometimes excluded because they are shy and withdrawn.Thewithdrawn-rejectedchildren are easy targets for bullies because they are unlikely to retaliate when belittled (Boulton, 1999).Other rejected children are ostracized because they are aggressive, loud, and confrontational.

Question 34

Withdrawn-rejected kids

Answer 34

Thewithdrawn-rejectedchildren are easy targets for bullies because they are unlikely to retaliate when belittled (Boulton, 1999).

Question 35

Aggressive-rejected children

Answer 35

Theaggressive-rejectedchildren may be acting out of a feeling of insecurity.Unfortunately, their fear of rejection only leads to behavior that brings further rejection from other children.

Question 36

Other categories of sociometric children developed by Coie and Dodge:

Answer 36

neglectedchildren, who tend to go unnoticed but are not especially liked or disliked by their peers;averagechildren, who receive an average number of positive and negative votes from their peers, orcontroversialchildren, who may be strongly liked and disliked by quite a few peers.

Question 37

CDC definition of bullying

Answer 37

The CDC defines bullying as any unwanted aggressive behavior by another youth or group of youths that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated.

Question 38

Pre-conventional moral development:

Answer 38

Pre-conventional development covers stages one and two in Kohlberg’s theory. In stage one, the focus is on the direct consequences of their actions. Their main concern is avoiding punishment and being obedient. In stage two, the focus is more “what’s in it for me”? A stage two mentality is self-interest driven.

Question 39

Conventional moral development

Answer 39

The conventional moral development covers stages three and four. In stage three, the focus is on what society deems okay or good in order to gain approval from others. In stage four, the focus is on maintaining social order. The person has an understanding that laws and social conventions are created to maintain a properly functioning society.

Question 40

Post-conventional morality

Answer 40

Post conventional moral development covers stages five and six. In stage five, the person realizes that not everything is black and white. The person realizes that there are many different ways of thinking about what is good and what is right. Further, just because there is a law does not mean that the law is necessarily good for everyone. In stage five, then, the idea is to do the most good for the most people. Kohlberg’s sixth stage is interesting in that it does not seem that people make it to this stage and stay. Indeed, many researchers have failed to identify people who operate within a stage six mentality at all, while others have identified a very few people who operate within stage six on occasion.

Stage six is a way of thinking about the question of morality in a way that is not personal. Instead, a person tries to empathize with other people and to see the world from the other person’s perspective before making a decision. While this sounds easy, very few people are capable of doing this well, and even fewer are capable of doing it consistently. Further, the idea of universal justice is involved in stage six. Indeed, a person in stage six is ready to disobey unjust laws. The focus is on doing the right thing, regardless of the personal consequences.

Question 41

6 stages of Moral Development (simplified)

Answer 41

Stage 1 - obedience

Stage 2 - Self interest

Stage 3 - Conformity

Stage 4 - law and order

Stage 5 - Social contract orientation

Stage 6 - Universal human ethics

Question 42

One problem with Kohlberg’s theory of moral development.

Answer 42

Carol Gilligan was one of Kohlberg’s research assistants. She believed that Kohlberg’s theory was inherently biased against women. Gilligan suggests that the biggest reason that there is a gender bias in Kohlberg’s theory is because males tend to focus on logic and rules while women focus on caring for others and relationships. She suggests, then, that in order to truly measure women’s moral development, it was necessary to create a measure specifically for women. Gilligan was clear that she did not believe neither male nor female moral development was better, but rather that they were equally important.

Question 43

5 tasks of families

Answer 43

Providing food, clothing and shelter

Encouraging Learning

Developing self-esteem

Nurturing friendships with peers

Providing harmony and stability

Question 44

Short -term consequences of divorce:

Answer 44

1. Grief over losses suffered.
2. Reduced standard of living.
3. Adjusting to transitions.

Question 45

Long-term consequences of divorce:

Answer 45

1. Economic/occupational status. Child may have less resources and lose educational opportunity or occupational status.
2. Improved relationships with the custodial parent (80% of the time it is the mother).
3. Greater emotional independence in sons
4. Feeling more anxious in their own love relationships.
5. Adjustment of the custodial parent. If the parent adjust well, perhaps the child will adjust well and vice-versa.
6. Mental health issues. Children may develop anxiety and depression.

Question 46

Researchers estimate that 1 out of____ girls and 1 out of ____ boys have been sexually abused (Valente, 2005).Themedian age for sexual abuse is ___ or ___ years for both boys and girls (Finkelhor et. al. 1990).

Answer 46

4, 10, 8, 9

Question 47

False self-training and its negative impacts

Answer 47

The concept offalse self-training(Davis, 1999) refers to holding a child to adult standards while denying the child’s developmental needs.Sexual abuse is just one example of false self-training.Children are held to adult standards of desirableness and sexuality while their level of cognitive, psychological, and emotional immaturity is ignored.