School-Age Flashcards
Motor Development: 10-11 years
Gross Motor
Balance is good and can walk in tandem
Accurate distinction between right and left
Can elaborate with movements
Motor Development: 10-11 years
Fine Motor
Can copy diamond
Can copy an asterisk
Can copy a five-pointed star
Cube can be drawn after prior exposure
Gender Differences
Girls > Boys
(fuck yes)
Fine motor skills (dexterity)
Gross motor skills (flexibility and balance)
Gender Differences
Boys > Girls
(whatever)
Gross motor skills (strength)
Physical Fitness Recommendations
U.S. Department of Health & Human Services (2008)
60 minutes of physical activity/daily Muscle strength (3x/week) Bone strength (3x/week)
How much exercise do kids
actually get?
Elementary school children > adolescents
Grades 1-3 (3 hours daily)
Grades 4-6 (2 hours daily)
Parental encouragement
Parental activity
Exercise Programs
Developmentally focused youth sports programs for 3rd-8th grade girls
Girls on the Run
Girls on Track
What did the exercise programs do?
(+) Physical activity, self esteem, body satisfaction
Also + findings towards feelings of physical competence, body image, and presence of desirable “masculine” attributes (like assertiveness)
Athletics
Positive
Improved motor skills Exercise Self esteem Initiative Social skills (complementary roles) Cognitive skills (strategies, modified rules)
Athletics
Negative
Delinquent and antisocial behavior (but mostly good, tempered by adults involved)
Sleep
Newborns
16-18 hours a day
Sleep
Preschool-aged children
11–12 hours a day
Sleep
School-aged children
At least 10 hours a day
Sleep
Teens
9–10 hours a day
Sleep
Adults (inc. elderly)
7–8 hours a day
The Lost Hour
This generation of kids and adolescents get ~1 hour less sleep than people did 30 years ago
Study on 4th and 6th graders gave explicit instructions to go to bed earlier or stay up later (for 3 nights) with a seismograph for sleep activity
Then given a Wechsler Intelligence Scale for Children (highly predictive of achievement test scores and teacher’s rating of attention)
Performance gap between two groups of 3 nights of an hour of sleep – equivalent to two years of cognitive maturation and development
The sleep-deprived 6th graders performed like the normal 4th graders
Weekend Shift
Staying up later and sleeping in later on weekends than weekdays
Even sleep shift showed a change in performance on standardized IQ test (One hour sleep shift drops IQ about 7 points)
Fund of Knowledge: 5-6 years
Recites alphabet
Counts > 20
Writes first and last name
Recognizes printed letters and numbers
What Piaget Stages are we on rn?
Pre-operational Stage
Concrete Operational Stage
Formal Operational Stage
Pre-operational Stage
(2 ys. – 7 ys.)
Pre-operations – child displays egocentrism, animism, centration, appearance as reality, causality, and difficulty with the concept of reversibility.
Centration
Narrowly focused type of thought; looking at only one detail when multiple exist
Appearance as Reality
An object’s appearance conveys what the object is really like
Reversibility
Cannot think back to how an object was prior to change (cannot mentally undo an action)
Concrete Operations
(7-11 years)
Masters conservation / de-centration concept (can simultaneously focus on multiple aspects of an object at the same time)
Relational Logic
Transitivity
Transitivity
If A>B and B>C then A>C
Fund of Knowledge: 10-11 years
Reads aloud and to self with comprehension
Double digit addition and subtraction in head; multiplies, divides and does fractions on paper
Historical figures, geography, body systems
Formal Operations
Hypothetico-deductive reasoning
Inductive reasoning
Ability to think about thinking, and to think abstractly
Hypothetico-deductive reasoning
Ability to think hypothetically
If 3x=12, what does x equal?
Inductive Reasoning
A scientific reasoning where hypotheses are generated and then systematically tested in experiments- beginnings of the scientific method
Does everyone reach formal operations?
No
Ex: Trump
Jk
Cross–cultural research suggests necessity of schooling/emphasis on logic, math, science
Piaget noted late in his career that many do so only on areas of interest or importance to them.
How do kids learn?
Two different theories on learning
Piaget’s theory
Vygotsky’s theory
Piaget’s Theory of Learning
Schemas Equilibrium Assimilation Accommodation Organization
Equilibrium
Harmony between one’s schemes and one’s experience.
Toddler who has never seen anything fly but birds thinks that all flying objects are “birdies.”
Assimilation
Tries to adapt to new experience by interpreting it in terms of existing schemes.
Seeing an airplane in the sky prompts child to call the flying object a birdie.
Accommodation
Modifies existing schemes to better account for puzzling new experience.
Toddler experiences conflict or disequilibrium upon noticing that the new birdie has no feathers and doesn’t flap its wings.
Concludes it is not a bird and invents a new name for it (or asks, “What dat?”). Successful accommodation restores equilibrium—for the moment, at least).
Organization
Rearranges existing schemes into new and more complex structures.
Forms hierarchical scheme consisting of a superordinate class (flying objects) and two subordinate classes (birdies and airplanes). The goal of organization is to promote accommodation.
Lev Vygotsky
(1896-1934): Russian psychologist
Sociocultural theory of learning
(Piaget is very a man is an island; doesnt take social factors into account- Lucia knowledge)
Vygotsky’s Theory of Learning
Society provides tools of intellectual adaptation
Learning occurs through dialogues with a skillful tutor
Dialogues occur within the zone of proximal development
Learning works best by scaffolding (contingent responses)
Vygotsky’s Sociocultural perspective
Vygotsky was an active scholar in the 20’s and 30’s when Piaget was formulating his theory.
His premises were:
Cognitive growth occurs in a sociocultural context that influences the form it takes.
Many of a child’s most noteworthy cognitive skills evolve from social interactions with parents, teachers, and other more competent associates.
Role of Cultures in Intellectual Development
How to think: Each culture provides its children tools of intellectual adaptation such as children in Western Societies may learn to remember by taking notes, whereas age-mates in preliterate societies may have learned by tying a knot in a string.
What to Think: Since each culture transmits specific beliefs and value, it teaches children what to think.
The social origins of early cognitive competencies
Children have dialogues with a skillful tutor who models the activity and transmits verbal instructions.
These dialogues occur in the zone of proximal development
Scaffolding fosters cognitive growth
Zone of proximal development
– the difference between what a learner can accomplish independently and what can be accomplished with a skilled partner (example of 4 year old child and father with puzzle).
Scaffolding
– a process by which an expert responds contingently to the novice so the novice increases understanding.
Implications for Education
Piaget – independent, discovery-based activities
Vygotsky – guided participation that is tailored to child’s current activities; cooperative learning exercises where students assist each other (would agree more with the use of TA’s and study groups)
Erickson’s Psychosocial Stages
Initiative vs. Guilt
(Preschool)
Preschoolers begin to be able to control their environments.
Now, they may INITIATE actions or “projects” – a child who is encouraged to do this without being overly burdened by being wrong or being “stupid” will develop a feeling of initiative.
Children who are kept from doing these things (whether due to creating a mess, or taking up too much time, or being too silly) may develop a sense of guilt (“If I don’t take risks or initiate, I’ll be safe.”)
Parents are left to juggle allowing a child space and encouragement while keeping them from dangerous situations.
Erickson’s Psychosocial Stages
Industry vs. Inferiority
(School Age)
School age children are developing skills and a sense of purposeful activity. Achievement helps children negotiate this conflict and get past this stage.
Failures (whether academically, or if a child is still denied opportunity to discover and develop their potential) result in feelings of inferiority and uselessness.
This stage is like a rehearsal for being productive and valued at work later in life.
Aggression
Any form of behavior designed to harm or injure a living being who is motivated to avoid such treatment
Focus on intent, not the act’s consequences
Types of Aggression
Hostile aggression
Instrumental aggression
Hostile aggression
Aggressive acts for which the perpetrator’s major goal is to harm or injure a victim
Instrumental aggression
Aggressive acts for which the perpetrator’s main goal is to gain access to objects, space, or privilege
When does aggression arise?
As early as 1 years old – who may be forceful with another child when they want a toy (even when there is a duplicate)
Treats the other child as an adversary, not an inanimate obstacle
2-year olds have as many (or more) conflicts about toys, but are more likely to resolve by negotiating and sharing
Aggression studies
Most children rated low in aggression overall (70%)
Other children were moderate in aggression (27%)
Small group of children displayed high levels of aggression that remained stable across the entire study period (3%)
For most kids, aggression is rare by middle childhood. Only a small group have problems with aggression that remains stable through middle childhood.
Gender Differences
Overall men are more aggressive than women (studied in 100+ countries)
But very young boys are not more aggressive than girls
Forceful, aggressive resolutions of disputes over toys were more present in playgroups of 1-year olds when dominated by girls
At age 2, groups with more boys were more likely to negotiate and share
At age 2.5-3, we start to see boys become more aggressive [nature or nurture??]
Is Aggressiveness Stable?
Reasonably stable attribute
Aggressive 8-year olds are more likely to be aggressive 30-year olds (as a group)
Types of Aggression
Proactive
Reactive
Retaliatory
Proactive
Highly aggressive children who find aggressive acts easy to perform and who rely heavily on aggression as a means of solving social problems or achieving other personal objectives
Reactive
Children who display high levels of hostile, retaliatory aggression because they over-attribute hostile intents to others and can’t control their anger long enough to seek non-aggressive solutions to social problems
Sounds like you JK
Retaliatory
Aggressive acts elicited by real or imagined provocations
Hostile Attribution Bias
Kenneth Dodge
A tendency to view harm done under ambiguous circumstances as having stemmed from a hostile intent on the part of the harmdoer; characterizes the reactive aggressor
Involves process of searching for cues compatible with hostile wrongdoing, attributing hostile intent to wrong-doer, and then becoming very angry and retaliating in a hostile manner without carefully considering other non-aggressive solutions to the problem.
Perpetrators and Victims of Peer Aggression
17% of students have reported being bullied at least “sometimes” during the school year
19% reported having bullied “sometimes”
Boys were more likely to be the bullies and victims (although this has not held true in all studies)
Boys were more likely to be physically bullied, girls were more likely to be verbally or psychologically bullied (we petty)
Bullying most frequent early in adolescence (6th-8th grade) and was equally common in urban, suburban and rural areas
Bullies were more likely to smoke, drink alcohol, and to be poor students (obvs)
