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HS 2700 > School Age (9-12) > Flashcards

School Age (9-12) Flashcards

1
Q

Physical Changes

A
  • females and males have almost attained their full adult height
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2
Q

Growth

A
  • females are ahead of males in overall growth rate
  • females have more body fate and less muscle tissue; response to decreased physical activity and hormonal changes; (females body’s prepare for periods)
  • skeletal and muscular structures cause females to be better coordinated, but slower and weaker than males
  • more mylelinzation in frontal lobes occurs; they develop logic and planning skills
  • selective attention becomes possible (reticular formation)
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3
Q

Immunizations

A
  • HPB and Hep B vaccines are given at this age if missed in infancy
  • Healthcare interactions with providers are much more frequent at age 2 than ages 9-12
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4
Q

Why does injury-related mortality increase with age?

A
  • Bc they start to be a little more independent
  • They push limits of what they think they are capable of; start taking risks
  • higher for males and females
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5
Q

What is the most prominent injury at this age?

A
  • motor vehicle crashes
    (>1/2 of injuries are fatal)
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6
Q

Healthy Bodies

A
  • 25% of children (bw 5-11) have unhealthy body weights
  • <20% of females and males are overweight
  • < 10% of females and makes are obese (highest level recorded)
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7
Q

What is obesity caused by:

A
  • genetic predisposition
  • epigenetic modifications set early in life
  • environment (overeating, low PA)
  • lower SES (lower participation ins sports)
  • weight loss is difficult in this age group bc: it requires very specialized diets, their bodies are still developing, diets can have negative impacts both short and long term at this age
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8
Q

3 Risk Factors of Obesity

A
  1. over weight parents
  2. large size for gestation age at birth
  3. early onset of being overweight (age 5 and under)
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9
Q

What is the relationship between food insecurity and obesity?

A
  • If food insecure, you are likely getting lower quality packaged foods
  • there is evidence for associations bw food insecurity and obesity or weight gain in early childhood
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10
Q

Why is food insecurity particularly problematic for children?

A
  • The # of children living in food insecure homes will continue to increase
  • Particularly problematic for children because they are learning constantly and it is difficult to learn when hungry
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11
Q

Cognitive Skills

A
  • they develop horizontal decalage
  • they develop problem solving rules fro experience and trial and error (not age linked)
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12
Q

Horizontal VS. Vertical Decalage

A

Horizontal decalage
- Once a child learns a function they didn’t have before, and they apply the skill
○ They apply a skills to all problems
○ Ex. Conservation

Vertical Decalage
- uses same cognitive function in different stages
○ They use the same skill but at different ages
○ Ex. Toddler navigating physical space. When they are 10-12, they can apply the same function to drawing a map at a later age

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13
Q

Relationship bw Conservation and Horizontal Decalage

A

Conservation applies only to matter whereas horizontal decalage is broader and can apply yo any cognitive function

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14
Q

What is Automaticity?

A
  • ability to recall information from long-term memory without using short-term
    memory capacity
  • achieved through practice

Ex. Putting shoes on and tying shoe laces
- Brushing my teeth
- Speaking

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14
Q

What is expertise?

A
  • more knowledge an individual has about a topic the more efficient their information- processing system will work (despite age)
  • advanced skills in one area does not improve general levels of memory or reasoning
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15
Q

Information Processing

A

3 Skills emerging

  1. Elaboration
    - finding shared meaning or a common referent for 2 or more things that need to be remembered
    - when you tack something on to what you already know so you can remember the one thing
  2. Mnemonic
    - a device to assist memory
  3. Systematic Searching
    - ‘scanning’ one’s memory for the whole domain in which a piece of information might be found
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16
Q

Language

A
  • vocabulary grows by 5,000-10,000 words per year
  • by age 8 or 9, they can understand the structure of language, figuring out relationships between categories of words, (ex. b/w adjectives and adverbs)
  • At this age, teaching mechanics of grammar is possible
    ○Developmentally, they can learn it
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17
Q

Literacy

A
  • Balanced Approach: reading instruction that combines explicit phonics instruction with other strategies for helping children acquire literacy
  • females read better than boys
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18
Q

Why are early elementary school years the best time to identify and help poor readers?

A

○ Brains are more plastic and they are willing to learn
○ When you are young, you learn to read, you can not read to learn
○ Stigma is a lot less at a young age

19
Q

What are the 3 Components of Emotional Intelligence

A
  1. Awareness of own emotions
  2. Ability to express emotions appropriately
  3. Capacity to channel emotions
20
Q

Why can regulating emotions help with doing well academically?

A

○ Dealing with failure

○ Being able to boune back and be okay with experiences as learning opportunities

○ If emotionally dysregulated, your ability to focus is diminished

○ children’s ability to exercise control over their emotions in early childhood is strongly related to measures of academic achievement in high school

21
Q

Achievement VS. Aptitude

A

Achievement- assess specific information learned in school
○ Midterms are an example of achievements based testing

Aptitude- ability to learn

22
Q

Why are females achieving better?

A
  • females have always achieved better school marks than males for all subjects (esp language, science and math)

○ Females are better able to pay attention while boys are more physical

○ Consequences: males act out and get punished by niot being able to go to recess

§ So they can let out their energy and therefore can not focus on the upcoming test

○ Females are also more auditory processors

○ Result of sex differences engrained in the school system, niot genetical sex linked traits

○ Females are also people pleasers

23
Q

Analytical Vs. Rational Thinking

A
  • cognitive differences b/w males and females could be due to learning styles

Analytical
- tendency to focus on the details of the task- suits the school system

Relational
- tendency to ignore the details of the task in order to focus on the ‘big picture’

24
Q

ADHD

A
  • root cause is unknown
  • studies suggest a genetic basis, premature birth is a risk factor
25
Q

Characteristics of ADHD

A
  • Higher activity level
  • lower ability to sustain attention and control impulses.
  • Treating/managing ADHD includes behavioural strategies, and/or stimulant medications
26
Q

Social Cognitive

A

Industry vs inferiority (Erikson)
- development of a child’s sense of competence through mastery of culturally defined learning tasks
- They figure out what they are good at and what they are not good at

Reciprocal determinism (Bandura)
- interaction of personal, behavioural and environmental factors
- provides insight into the mechanisms that drive the development of self-efficacy
- Reciprocal determinism allows us to understand that when everyone’s knows the answer and you don’t, you may feel ashamed, dumb, and frustrated. As a defense mechanism, you act out

27
Q

Self Concept

A
  • from 6-12 kids understanding of themselves improves
  • child moves through the concrete operational periods
  • the psychological self becomes more complex, more comparativ
  • their self concept is less tied to external features, and more centred on feelings and ideas
  • Can lead to problems bec they realize that their self is deferent from that of others
  • At this age, kids want tp be alike their peers
28
Q

The Valued Self

A

Self-esteem - the evaluation of one’s own self worth

  • Self-esteem is stable in the short term but less so over periods of several years during middle childhood and adolescence
  • Self-esteem influenced by both a low perceived discrepancy between the ideal and actual selves and social support
29
Q

What helps children to learn better?

A

Meaningfulness
- when children learn together, share decisions, and respect and trust one another, children develop a stronger sense of who they are

  • Kids do better when they understand why they need to know something
30
Q

Social Cognition

A
  • children are beginning to understand the moral aspects of social relationships
  • They start to understand that people are people outside of them who have different morals, values, and experiences that shape them
  • They start to understand that there are rules that are just rules and also moral rules, things that are objectively right or wrong
31
Q

Moral Reasoning

A

Moral reasoning - the process of making judgments about the rightness or wrongness of specific acts (Piaget)

Moral realism- the belief that rules are inflexible (first stage of moral development)
- Yes means yes and no means no
- There are no exceptions to the rule

Moral relativism- understand that many rules can be changed through social agreement (second stage)

  • They understand that rules can and should change in responses to environments and people
32
Q

Parenting

A

Parental Expectations
- as self regulation grows, parents allow children more independence (there are cultural and sex differences in parents’ responses)

Parenting for Self-Regulation
- parents model self-regulation behaviour, higher expectations
- parental monitoring = greater self-regulatory competence,
- development of self-regulation is associated with the authoritative style of parenting

  • Is you provide kids with the opportunity to regulate and then ive feedback on it, helps children to develop self-regulation
33
Q

Sex Segregation

A
  • patterns in sex segregation are visible by age 3

Male Friendship Groups
- bigger and more accepting of newcomers
- involve more outdoor play and roam over a larger area
- appear to be focused more on competition and dominance, and higher levels of competition between pairs of friends than strangers
- Their play is not localized

Female Friendship Groups
- more likely to play in pairs or in small, more exclusive groups
- more playtime indoors or near home or school
- more agreement, more compliance, and more self- disclosure, and higher levels of competition between strangers than between friends

34
Q

COVID and Social Skills

A
  • negatively impacted the well‐being of individuals with a deterioration in mental health (anxiety/depression), social isolation, and development/stress/eating disorders among children and adolescents
  • Who was more negatively impacted
    ○ Males need to fulfill connections could be fulfilled by playing video games with strangers online
    ○ Whereas females want to have their best friend and don’t want to talk to strangers
35
Q

Social Status

A

1) Popular
- attractive children and physically larger children are more likely to be popular

2) Rejected
- being very different from their peers may cause a child be neglected or rejected

3) Neglected
- shy children usually have few friends, and highly creative children are often rejected, as are those who have difficulty controlling their emotions

36
Q

Social Status

A
  • children’s social behaviour seems to be more important than looks or temperament
37
Q

What are turn key kids?

A

self-care children
- children who are at home by themselves after school for an hour or more

  • are more poorly adjusted in terms of both peer relationships and school performance
  • children younger than 10 do not have the cognitive abilities necessary to evaluate risk and deal with emergencies
  • self-care is most negative for children in low income neighborhoods with high crime rates
  • Has to do with their ability to participate in things
    ○ Many turn key kids are taking care of younger siblings, so they don’t participate in after school activities
38
Q

Cellphones and Children

A

Causes
- poorer sleep
(sleep disruptions, staying up late)

  • Increased anxiety and depression
    (emotional regulation may be impaired, social comparison)
  • Poorer academic outcomes
    (instruction time and phones are comepeting)
39
Q

The Good

A
  • social media afforded connections during COVID
40
Q

The Bad

A
  • sexting
41
Q

The Ugly

A
  • Pedophiles moved from being in parks to being more hidden on social media extending their reach
42
Q

Screens and Children

A
  • Free play is imp for child (8-12) which is incompatible with the 4-6 hrs/day they spend on screens
  • Free play cultivates learning empathy, practicing self-direction, collaborative, communication, innovation, and creativity
    ○ These are skills that do not get developed online
43
Q

What are solutions to high screen use?

A
  • Society: give kids their independence back (playgrounds are safer today than ever)
  • Schools - lock up smartphones so they cant be using during school hours
  • Parents- no smartphones until kids are 16
  • Everyone: encourage children to capture important childhood experiences
44
Q

What is the “Let it Grow Program”

A
  • Children with parents, chose something to do on their own that they haven’t done before (ie. Cook dinner, go to gricery store)
  • Purpose: reclaim aspects of childhood such as independence, self-esteem, risk taking, (understanding personal limits), and problem solving (resilience)
45
Q

Short VS. Long Term Learning

A

Short Term
- Diagrams
- models
- pictures
- Peers
- Analogies
- Fun

Long Term
- role models
- responsibility

HS 2700 (10 decks)

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