Middle Childhood Flashcards

1
Q

middle childhood years

A

5-12 years old

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2
Q

physical growth in middle childhood

A
  • slow and steady
  • become stronger
  • between 6 and 12yrs lose baby teeth
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3
Q

sensory development

A
  • hearing improves and fewer inner ear infections
  • rates of near-sightedness rise
  • require 9-10 hours of sleep avg.
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4
Q

gross motor development

A
  • increased coordination
  • increased balance, speed and agility
  • active rather than passive
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5
Q

fine motor skills

A
  • go from crude 2D figures to 3D depth
  • by 6yrs can write alphabet, name, numbers
  • letters become smaller and neater
  • fine motor skills reach adult maturity by end of middle childhood
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6
Q

physical activity

A

recommended 60mins everyday

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7
Q

obesity causes (3)

A
  • changes in diet
  • less physical activity
  • genetics
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8
Q

middle childhood ___ and ___ time of life

A

safest and healthiest

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9
Q

asthma

A

chronic illness of lungs
- wheezing, coughing, shortness of breath

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10
Q

piaget in middle childhood

A

concrete operations stage 7-11yrs
- can use mental operations but only in concrete, immediate experience
- more abstract thinking
- grasp concepts like time and speed

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11
Q

concrete operational thinking (5)

A
  1. conservation
    • knows something can be same quantity but look different
  2. classification
    • can now classify things when mental operations are needed
  3. decentering
    • can focus on width and length of two triangles in order to compare their areas
  4. reversibility
    • knows that certain operations can be done in reverse
  5. seriation
    • can arrange things in a logical order
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12
Q

information processing

A
  • speed increases
  • selective attention - able to focus on relevant info and disregard irrelevant info
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13
Q

ADHD

A

attention deficit/hyperactivity disorder
3 subtypes
- predominantly inattentive
- predominantly hyperactive-impulsive
- combined

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14
Q

aroreretini

A

Māori interpretation of ADHD
- attention goes to many things
- fantail as metaphor

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15
Q

mnemonics (3)

A
  1. rehearsal
    • repeating information
  2. organisation
    • placing into categories
  3. elaboration
    • connecting information
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16
Q

metamemory

A

children understand how memory works
- recency (easier to remember something recent)
- familiarity (easier to remember familiar things)

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17
Q

intelligence

A

The capacity to acquire knowledge/understand the world, reason/think rationally, and use resources effectively to solve problems

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18
Q

flynn effect

A

IQ scores rose across developed countries in 20th century
- due to contextual environment

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19
Q

types of intelligences (9)

A
  • Spatial
  • Naturalist
  • Musical
  • Logical-mathematical
  • Existential
  • Interpersonal
  • Bodily-kinesthetic
  • Linguistic
  • Intrapersonal
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20
Q

Sternberg’s Triarchic Theory of Intelligence (3)

A
  1. analytical (componential)
  2. creative (experiential)
  3. practical (contextual)

people have different profiles on each, some may be stronger than others

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21
Q

language development

A

age 6: know about 10,000 words
age 10-11: know about 40,000 words

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22
Q

vocab

A

start to understand words can take different forms and have different meaning
- e.g. calculate, calculating, calculated, calculation, miscalculate

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23
Q

grammar

A

more sophisticated, more likely to use conditional sentences

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24
Q

pragmatics

A

social context and conventions improve
- e.g. understand “how many times do I have to tell you not to leave the toilet seat up” isn’t a maths question

25
Q

multilingualism

A

learning a second language is easier in early childhood than in middle childhood

26
Q

approaches to learning to read (2)

A
  1. phonics approach
  2. whole-language approach
27
Q

phonics approach

A
  • from simple phonics to longer sentences and structures
  • breaks words down into sounds
  • good for beginners
28
Q

whole-language approach

A
  • focus on meaning of written language
  • look for meaning in words, pictures and context
29
Q

dyslexia

A
  • difficulty in phonological processing
  • one of the most common learning disabilities
30
Q

learning numeracy skills

A
  • understanding of numbers develops in first couple weeks
  • counting begins by age 2
  • simple addition and subtraction by 5
31
Q

emotional self regulation

A
  • even better in middle childhood
  • happiest stage of life (naive)
  • emotionally stable period
  • improvements due to increasing demands from environment (school)
32
Q

emotional abivalence

A
  • two conflicting emotions at the same time
  • understand that people show an emotion that doesn’t always match the emotion they feel
33
Q

two different ways of self understanding

A
  1. I-self
    • identity based on response to social behaviours
  2. Me-self
    • learned societal behaviours and expectations
34
Q

self concept

A

how we view and evaluate ourselves

35
Q

self descriptions become …

A

more complex
from focus on physical traits to personal characteristics

36
Q

social comparison

A

desire to evaluate one’s own behaviour, abilities, expertise and opinions by comparing them to others

37
Q

downward social comparison

A

children may choose make downward social comparison with those who are less competent to boost their self-esteem

38
Q

high performing students

A

often struggle with self esteem as they have to compare themselves to other high peformers

39
Q

reference groups

A

groups of people with whom one compares oneself, provide norms and standards for people to compare themselves against

40
Q

self promoted by individualistic cultures

A

independent self
- promote self-reflection, thinking about self, personal goals/interests, self-discovery and betterment
- parents encourage self-reflection and praise for personal achievements

41
Q

self promoted by collectivist cultures

A

interdependent self
- promote selflessness, thinking about greater good, needs of family/school/society
- parents may discourage children from valuing themselves

42
Q

self esteem based on 4 self concepts

A
  1. academic competence
  2. social competence
  3. athletic competence
  4. physical appearance
43
Q

influences on self esteem (3)

A
  1. ethnicity
  2. gender difference
  3. SES
44
Q

divorce

A
  • in NZ, about 30% of all marriages end in divorce
  • overall, children react negatively, especially in first 2 years
45
Q

friendships in middle childhood

A
  • increasing importance of shared trust
  • often based on similarity and shared activities
46
Q

selective association

A

we prefer to be around people like us

47
Q

stages of friendships

A

stage 1 (4-7yrs)
- basing friendships on others behaviours

stage 2 (8-10yrs)
- basing friendship on trust

stage 3 (11+)
- basing friendship on psychological closeness

48
Q

social status categories

A
  • popular children
  • controversial children
  • neglected children
  • rejected children
49
Q

bullying components (3)

A
  1. aggression (physical/verbal)
  2. repetition (pattern)
  3. power imbalance
50
Q

bully-victims

A
  • rejected children who are bullied who then bully others
  • often come from families with authoritarian parenting and harsh discipline or physical abuse
51
Q

bullies

A
  • controversial children who have high peer status because of abilities/skills
  • but resented because of aggressive behaviour
52
Q

victims of bullying

A
  • more likely to be rejected children with low status, low self-esteem, and lack of social skills
  • have few friends and allies to turn to
53
Q

Erikson’s psychosocial theory in middle childhood

A

industry vs. inferiority
- able to do useful work and have self-directed projects
- if adults too critical they will develop inferiority

54
Q

child labour

A

may work in factories in unhealthy and unsafe conditions
- sewing, glueing, weaving carpets, polishing gems

55
Q

media multitasking

A

children can play electronic games while watching TV

56
Q

types of media content (2)

A
  • prosocial TV
    • has positive effect: altruism, positive social interactions, self-control, combatting negative stereotypes
  • the internet
    • valuable source of information: learn about topics for school, listen to music, watch children’s TV, create media
57
Q

light-moderate media use

A

generally harmless or positive effects if content is education, prosocial or non-violent

58
Q

heavy media use

A

2+ hrs a day
- associated with obesity, anxiety, poor school performance, social isolation and less participation in extracurricular/physical activities