School-Age

Question 1

Motor Development: 10-11 years

Gross Motor

Answer 1

Balance is good and can walk in tandem

Accurate distinction between right and left

Can elaborate with movements

Question 2

Motor Development: 10-11 years

Fine Motor

Answer 2

Can copy diamond

Can copy an asterisk

Can copy a five-pointed star

Cube can be drawn after prior exposure

Question 3

Gender Differences
Girls > Boys
(fuck yes)

Answer 3

Fine motor skills (dexterity)

Gross motor skills (flexibility and balance)

Question 4

Gender Differences
Boys > Girls
(whatever)

Answer 4

Gross motor skills (strength)

Question 5

Physical Fitness Recommendations

Answer 5

U.S. Department of Health & Human Services (2008)

60 minutes of physical activity/daily
Muscle strength (3x/week)
Bone strength (3x/week)

Question 6

How much exercise do kids

actually get?

Answer 6

Elementary school children > adolescents
Grades 1-3 (3 hours daily)
Grades 4-6 (2 hours daily)

Parental encouragement

Parental activity

Question 7

Exercise Programs

Answer 7

Developmentally focused youth sports programs for 3rd-8th grade girls

Girls on the Run
Girls on Track

Question 8

What did the exercise programs do?

Answer 8

(+) Physical activity, self esteem, body satisfaction

Also + findings towards feelings of physical competence, body image, and presence of desirable “masculine” attributes (like assertiveness)

Question 9

Athletics

Positive

Answer 9

Improved motor skills
Exercise
Self esteem
Initiative
Social skills (complementary roles)
Cognitive skills (strategies, modified rules)

Question 10

Athletics

Negative

Answer 10

Delinquent and antisocial behavior (but mostly good, tempered by adults involved)

Question 11

Sleep

Newborns

Answer 11

16-18 hours a day

Question 12

Sleep

Preschool-aged children

Answer 12

11–12 hours a day

Question 13

Sleep

School-aged children

Answer 13

At least 10 hours a day

Question 14

Sleep

Teens

Answer 14

9–10 hours a day

Question 15

Sleep

Adults (inc. elderly)

Answer 15

7–8 hours a day

Question 16

The Lost Hour

Answer 16

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

Question 17

Weekend Shift

Answer 17

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)

Question 18

Fund of Knowledge: 5-6 years

Answer 18

Recites alphabet
Counts > 20
Writes first and last name
Recognizes printed letters and numbers

Question 19

What Piaget Stages are we on rn?

Answer 19

Pre-operational Stage
Concrete Operational Stage
Formal Operational Stage

Question 20

Pre-operational Stage

Answer 20

(2 ys. – 7 ys.)
Pre-operations – child displays egocentrism, animism, centration, appearance as reality, causality, and difficulty with the concept of reversibility.

Question 21

Centration

Answer 21

Narrowly focused type of thought; looking at only one detail when multiple exist

Question 22

Appearance as Reality

Answer 22

An object’s appearance conveys what the object is really like

Question 23

Reversibility

Answer 23

Cannot think back to how an object was prior to change (cannot mentally undo an action)

Question 24

Concrete Operations

Answer 24

(7-11 years)
Masters conservation / de-centration concept (can simultaneously focus on multiple aspects of an object at the same time)
Relational Logic
Transitivity

Question 25

Transitivity

Answer 25

If A>B and B>C then A>C

Question 26

Fund of Knowledge: 10-11 years

Answer 26

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

Question 27

Formal Operations

Answer 27

Hypothetico-deductive reasoning
Inductive reasoning
Ability to think about thinking, and to think abstractly

Question 28

Hypothetico-deductive reasoning

Answer 28

Ability to think hypothetically

If 3x=12, what does x equal?

Question 29

Inductive Reasoning

Answer 29

A scientific reasoning where hypotheses are generated and then systematically tested in experiments- beginnings of the scientific method

Question 30

Does everyone reach formal operations?

Answer 30

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.

Question 31

How do kids learn?

Two different theories on learning

Answer 31

Piaget’s theory

Vygotsky’s theory

Question 32

Piaget’s Theory of Learning

Answer 32

Schemas
Equilibrium
Assimilation
Accommodation
Organization

Question 33

Equilibrium

Answer 33

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.”

Question 34

Assimilation

Answer 34

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.

Question 35

Accommodation

Answer 35

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).

Question 36

Organization

Answer 36

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.

Question 37

Lev Vygotsky

Answer 37

(1896-1934): Russian psychologist

Sociocultural theory of learning
(Piaget is very a man is an island; doesnt take social factors into account- Lucia knowledge)

Question 38

Vygotsky’s Theory of Learning

Answer 38

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)

Question 39

Vygotsky’s Sociocultural perspective

Answer 39

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.

Question 40

Role of Cultures in Intellectual Development

Answer 40

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.

Question 41

The social origins of early cognitive competencies

Answer 41

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

Question 42

Zone of proximal development

Answer 42

– 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).

Question 43

Scaffolding

Answer 43

– a process by which an expert responds contingently to the novice so the novice increases understanding.

Question 44

Implications for Education

Answer 44

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)

Question 45

Erickson’s Psychosocial Stages

Initiative vs. Guilt

Answer 45

(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.

Question 46

Erickson’s Psychosocial Stages

Industry vs. Inferiority

Answer 46

(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.

Question 47

Aggression

Answer 47

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

Question 48

Types of Aggression

Answer 48

Hostile aggression

Instrumental aggression

Question 49

Hostile aggression

Answer 49

Aggressive acts for which the perpetrator’s major goal is to harm or injure a victim

Question 50

Instrumental aggression

Answer 50

Aggressive acts for which the perpetrator’s main goal is to gain access to objects, space, or privilege

Question 51

When does aggression arise?

Answer 51

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

Question 52

Aggression studies

Answer 52

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.

Question 53

Gender Differences

Answer 53

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??]

Question 54

Is Aggressiveness Stable?

Answer 54

Reasonably stable attribute

Aggressive 8-year olds are more likely to be aggressive 30-year olds (as a group)

Question 55

Types of Aggression

Answer 55

Proactive
Reactive
Retaliatory

Question 56

Proactive

Answer 56

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

Question 57

Reactive

Answer 57

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

Question 58

Retaliatory

Answer 58

Aggressive acts elicited by real or imagined provocations

Question 59

Hostile Attribution Bias

Answer 59

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.

Question 60

Perpetrators and Victims of Peer Aggression

Answer 60

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)