middle childhood Flashcards
final
physical development: notable changes
from pre-pubescence - the period prior to physiological changes assoc with puberty
to pubescence - diverse and gradual physical changes assoc with puberty
physical development: impact of self-perception
outwardly visible and affects the perceptions of self
late developers may feel inferior
early developers may feel awkward and out of place
reassurance that dev. varies and that all dev. is normal is crucial
cognitive development according to Piaget
pre-operational thought - discovery of rules and regularities to apply to new incoming information
concrete operation - ability to solve concrete problems
formal operations - ability to solve real and hypothetical problems using abstract concepts to understand people, situations, and events within their surrounding environments,
cognitive development focus on brain- use it or lose it?
prior to middle childhood
brain development and functioning profoundly shaped by earlier experiences and development
brain development follows a coherent developmental process
during middle childhood
different brain regions dev. according to different time lines
brain synapses - connections between cells in the nervous system initially present may be gradually eliminated if not use
emotional development
development of more advanced coping skills when encountering
upsetting, stressful, or traumatic situations
emotional intelligence is the ability to:
motivate oneself and persist in the face of frustrations
control impulse and delay gratification
regulate one’s moods
keep distress from swamping the ability to think, to empathize and to hope
emotional development
loss, trauma, and violence may present serious obstacles to the dev. of emotional intelligence
personal and environmental attributes play a critical role in processes of resilience
emotional development middlle childhood -Goleman (1995) many cases of depression arise from deficits in two key areas of emotional competence
relationship skills and cogniitve or interpretative, style
many kids suffering from or at risk of developing depression- possess
a depression-promoting way of interpreting set backs
social dev. - acquiring feeling of self confidence
industry versus inferiority
psychosocial stage: the drive to acquire new skills and do meaningful work
social dev. of middle childhood is a critical time to acquire enhanced sense of mastery
and self- efficacy.
emotional dev. children with a potentially harmful outlook atribute setbacks in
their lives to internal, personal flaws
social dev,- an increasing awareness of the network of relationships
in surrounding environments
development of social competence:
the ability to engage in sustained, positive, and mutually satisfactory peer interactions
group belongingness
in peer groups, learning how to:
appreciate different points of view
recognize the norms and demands of peer group
have closeness to a same-sex peer
cooperate and lead
in individual friendships,
developing critical capacities of trust and intimacy
in team play, developing perspective, interdependence
competition, division of labor
and cooperation capabilities
acquiring positive group identity - cognitively capable of rejecting stereotypes and recognizing the complexities within
all individuals and groups
group identity - more aware of dual or multiple
aspects of identity
group identity - more aware of the discrimination and inequality
to which non-majority groups may be subjected
at a time when development of a sense of belonging is critical, these issues set some children apart from
members of dominant groups and may increase their challenges
social development: interactive and progressive tasks -
peer acceptance - a powerful predictor of psychological adjustment -
cognitive abilities, complex communication skills, complex peer interaction,
positive coping, positive peer relationships social competence
stepping stone to adolescence
children experience middle childhood differently based on:
differences in the surrounding environment such as
family structure and socioeconomic status and personality differences
zone of proximal development: the theoretical space between the child’s current developmental level and
the child’s potential level if given access to appropriate models and developmental experiences in the social environment.
stepping stone to adolescence
sense of personal competence and tenacity developed in mid childhood
protective factor during adolescence and young adulthood
stepping stone to adolescence
emotional social, spiritual, economic capital acquired during mid childhood leads to
socioeconomic and other types of future success
feelings of competence in move toward adolescence and early adulthood
mid childhood: risky times time of highest risk of experiencing…
bullying, either as a perpetrator or victim
risky times - peak time for identification and potential diagnosis of
adhd - attention deficit hyperactivity disorder, austism spectrum disorders, and emotional/behavioral disorders
risky times - family disruptions: divorce,
death of a parent, children of suicide, and foster care.
spiritual development -
mythic - literal stage - storytelling to make sense of the world, based on fairness/moral reciprocity.. child believes that goodness is rewarded and badness is punished…
beginning of ponderings and feelings about spirituality and faith.. child may view getting a physical illness with having done something wrong, such as hitting a sibling…
using spiritual threads to create meaning -
also able to go beyond simple good vs. evil conception of spirituality…
when asked about heaven, kids understand it differently..unique meaning to each child
spiritual education of children occurs in many settings
families, churches, mosques, temples, schools
in school settings character education is used to reinforce
some of the values in spiritual education
risk factors child/individual - prematurity, birth anomalies, exposure to toxins in utero chronic or serious illness, temperament: difficult or slow to warm up
mental retardation cognitive delays, low intelligence, childhood trauma, antisocial peer group gender
protective factors child/individual - good health
personality factors: easy temperament, positive disposition, active coping styles, positive self esteem, good social skills,
internal focus of control balance between help seeking and autonomy, above average intelligence, history of adequate development, hobbies and interests, good peer relationships
risk factors parent/family - insecure attachment, parent: insecure adult attachment pattern, single parenthood (with lack of support), harsh parenting, maltreatment, family disorganization, low parental monitoring, social isolation, lack of support
domestic violence, high parental interparental conflict, separation/divorce, especially high-conflict divorce, parental psychopathology parental substance abuse, parental illness, death of a parent or sibling foster care placement
protective factors parent/family - secure attachment, positive and warm parent-child relationship, parent: secure adult attachment pattern, parent(s) supports child in times of stress, effective/positve (authoritative) parenting, household rules and structure, parental monitoring of child
support/involvement of extended family, including help with caregiving, stable relationship between parents, parent(s) model competence and good coping skills, family expectations of prosocial behavior, high parental expectations
social environmental risk factors - poverty, lack of access to adequate medical care, health insurance and social services,
parental community unemployment, inadequate child care, inadequate housing, exposure to racism, discrimination, injustice
low quality schools, frequent change of residence and schools/transient community.
exposure to environmental toxins, exposure to dangerous neighborhoods, community violence, media violence, few opportunities for education or employment
social/environmental protective factors - middle class or above socioeconomic status, access to adequate health care and social services, consistent parental community employment, adequate child care and housing, family religious faith participation,
high quality schools, supportive adults, outside family who serve as role models/mentors to child, presence of caring adult(s), collective efficacy, competence in normative roles, many opportunities for education and employment.
Kohlberg 1969 Preconventional and conventional morality
reasoning based on punishment and reward is replaced by reasoning based on formal law and external opinion.
Erickson 1950 industry versus inferiority - capacity to cooperate and create develops;
result is sense of either mastery or incompetence
