chapter 7 Flashcards
Middle childhood
Middle childhood
-Period between early childhood and early adolescence, approximately from ages 6 to 11
-Average child gains about 2 inches and 5 pounds per year (5 centimeters and 2 kilograms).
-Maintenance of good health related to adult instruction and regular medical care.
Physical activity
Physical activity
Benefits of physical activity can last a lifetime.
-Contribute to physical, emotional, and mental health
-Cooperation, self-control, emotional regulation from team sport participation
Body and mind
Fine motor skill development
-Physical activity cut in some schools; might cause less learning. (stereotype that
Fine motor skill development
Body and mind
-Physical activity cut in some schools; might cause less learning. (stereotype that more muscle leads to less intelligence)
-Brains benefit from exercise.
Fine motor skill development
-Continue to mature
-Aid in school achievement
-Promote executive functioning
—Selective attention(concentrating on some stimuli while ignoring others, improves with music, visual arts and drama)
Music, art, and drama participation
Music, art, and drama participation
-Higher overall scores; embodied cognition
-Visual arts: better at fine motor skills (visual spatial memory)
-Music: better at executive control skills (memory, inhibition, and flexibility)
-Theater: brain maturation contribution
embodied cognition
idea that our sensorimotor actions are closely linked to thinking
Health problems: Childhood obesity
Health problems: Childhood obesity (BMI above 95th percentile)
-In 2016, 18 percent of U.S. 6- to 11-year-olds were obese.
-Immediate effects are psychological: depression, fewer friends
-Long-term effects: underlying cause of most serious adult diseases
What affects children’s weight?
Prevention;
What affects children’s weight?
-Internal: Genes; microbiome
-External: Social context; cultural patterns
-Child pester power- the ability to get adults to do what they want, pestering their parents to buy calorie-dense snacks
Prevention; dynamic-systems approach(that consider individual differences)
-Individual differences, parenting practices, school lunches, fast-food restaurants, advertising, community norms
Asthma
Definition
Incidence
Causes
Signs and symptoms
Hygiene hypothesis
Asthma
Definition-chronic inflammatory disorder of the airways that makes breathing difficult
Incidence- Rates have doubled 1 in every 10
Causes- (many: genetic, alleles, carpets, pollution, house pets)
-impedes learning, friendships, absence from school
Signs and symptoms-periodic attacks, rush to the hospital. asthma can be Fatal.
Hygiene hypothesis- “the immune system needs to tangle with microbes when we are young…. despite what our mothers told us=cleanliness sometimes lead to sickness
Piaget and concrete thought
Concrete operational thought
Classification
Seriation
Piaget and concrete thought
Concrete operational thought
-Piaget’s term for the ability to reason logically about direct experiences and perceptions (emphasize productive thinking)
Classification
-Logical principle that things can be organized into groups (or categories or classes) according to some characteristic they have in common (organize things into groups-> place things in a hierarchy and how it follows)
Seriation
-Things can be arranged in a series. Seriation is crucial for understanding the number sequence and logical series (alphabet)
( Piaget called middle childhood time for concrete operation thought)
Vygotsky and mentors
Vygotsky and mentors
-Middle childhood time for much learning, with the specifics dependent on the family, school, and culture
Role of instruction
-Teachers and other mentors provide scaffold between potential and achievement via zone of proximal development.
-Culture affects how children learn.
-unlike Piaget who thought children discover most concepts themselves, vtgosky stressed instruction from teachers and other mentors, children should be taught logic
working memory
current conscious mental activity improves in middle childhood
knowledge base
broad body of knowledge for a particular subject
Language
-Every aspect of language—vocabulary, comprehension, communication skill, and code-switching—advances each year from
Vocabulary
Language
-Every aspect of language—vocabulary, comprehension, communication skill, and code-switching—advances each year from age 6 to 11.
Vocabulary
-By age 6, every part of speech used; prefixes, suffixes, compound words, phrases, and metaphors are understood.
2 yr: egg
10yr: egg salad, egghead, …etc
Language
Metaphors, jokes, and puns are comprehended.
Pragmatics mastery allows children to
Language
Metaphors, jokes, and puns are comprehended.
-Content specific, built on knowledge base
Pragmatics mastery allows children to change style of speech (linguistic codes), depending on audience. (when a child knows which words to use with teachers vs. friends)
-Formal code-academic contexts
-Informal code-used with friends
Language context adjustment
Pragmatics
Language context adjustment
Pragmatics
-Is ability to use words and devices to communicate in various contexts.
-Allow children to change formal, informal, and linguistic codes to fit audience.
Speaking two languages
-One U.S. school-age child in
-No brain differences between
-From about age 4 through adolescence, brain increasingly changes to
Speaking two languages
-One U.S. school-age child in four has home language that is not English.
-No brain differences between monolingual and bilingual children in first three years of life.
-From about age 4 through adolescence, brain increasingly changes to accommodate a second language.
Socioeconomic status (SES)
Socioeconomic status (SES)
Language may be crucial factor between academic achievement and SES.
–Children from low-SES families: smaller vocabulary, simpler grammar, shorter sentences
—–Wide variety of underlying correlates(poor health, hunger, less books at home)
Language heard early on enhances child language development.
-Educational level of parents
-Family routine and stability
comorbid
more than one problem is evident in the same person
Children requiring particular education educational strategies
-Obvious physical disabilities:
-Something unusual in brain:
-Comorbidity considered the
Four general principles
Children requiring particular education educational strategies
-Obvious physical disabilities: 1 percent
-Something unusual in brain: 10 to 20 percent
-Comorbidity considered the rule, not the exception.
Four general principles
-Abnormality is normal.(everyone has aspects of behavior that are unusual)
-Disability changes year by year.- a severe disorder in childhood may become mild
-Plasticity and compensation are part of human nature.-conditions respond to treatment and maturation
-Diagnosis and treatment reflect the social context.
Measuring the mind
-Aptitude-
-Achievement-
Measuring the mind
-Aptitude-ability to master a specific skill or learn a certain body of knowledge. someone can have aptitude to read, but never learn to read
-Achievement-is what is actually mastered
-Multiple intelligences
-IQ tests
Stanford–Binet; WISC, WAIS, WIPPSI
-g or general intelligence
Plasticity and intelligence
Plasticity and intelligence
Aptitude tests do not reflect neurodiversity.
-Intelligence not fixed at birth or any age, it is plastic
-Genes and experiences produce variations in brain processing.
-Someone with low aptitude for a particular achievement may, with effort and practice, achieve what was difficult.
neurodiversity
acknowledge, celebrate our differences
Multiple intelligences:
Multiple intelligences: Gardner (we have multiple intelligences not just one)
-Seven intelligences: linguistic, logical mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential
-Eighth (naturalistic) and ninth (spiritual/existential) added later
-Each associated with a region of the brain
On education: Gardner
-Schools often are too narrow, teaching only some aspects of intelligence and thus stunting children’s learning.
-Schools, cultures, and families dampen or expand particular intelligences.
Three disorders that affect learning
Three disorders that affect learning
Attention-deficit/hyperactivity disorder (ADHD)
Specific learning disorder
Autism spectrum disorder (ASD)
