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2700 W7+ > Week 8: School Age 9-12 > Flashcards

Week 8: School Age 9-12 Flashcards

1
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2
Q

TODAY’S DISCUSSION

A

Physical
Cognitive
Language
Information Processing ADHD
Social
Turn Key Kids

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3
Q

Physical changes

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by age 12 girls have attained about 93% of their adult height while boys have reached about 84% of theirs

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4
Q

GROWTH

A

-girls in this age range are ahead of boys in their overall rate of growth
-girls have slightly more body fat and slightly less muscle tissue than boys
sex differences in skeletal and muscular maturation cause
girls are better coordinated but slower and somewhat weaker than boys

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5
Q

Further _____________ in the frontal lobes (logic and planning) and reticular formation (selective attention becomes possible)

A

Further myelinization in the frontal lobes (logic and planning) and reticular formation (selective attention becomes possible)

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6
Q

HEALTH PROMOTION 3
1:💉
2:🤕
3:🚗

A

1.Immunization
HPV and Hep B (if missed in infancy)
2.Injury
injury-related mortality increases with age and is higher for males than females
3.Motor Vehicle
more than 1/2 of fatal injuries are due to motor vehicle crashes (next most common is drowning)

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7
Q

Healthy Bodies
_____ of Canadian children between 5-11 have unhealthy/sub-optimal body weights
14% of boys and __% of girls are considered overweight
8% of boys and _% of girls are obese (the highest level ever recorded)
Look at the factors that cause them to be overweight it is not in their control because you do not choose what you eat, sports, or choose your own schedule
-not use language that is victim blaming because they have little control
Weight loss is a risk because there is a requirement for nutrients and their brain is still developing

A

Healthy Bodies
1/4 of Canadian children between 5-11 have unhealthy/sub-optimal body weights
14% of boys and 19% of girls are considered overweight
8% of boys and 9% of girls are obese (the highest level ever recorded)
Look at the factors that cause them to be overweight it is not in their control because you do not choose what you eat, sports, or choose your own schedule
-not use language that is victim blaming because they have little control
Weight loss is a risk because there is a requirement for nutrients and their brain is still developing

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8
Q

OBESITY

A

Obesity results from many factors:
- genetic predisposition
- epigenetic modifications set early in life
- environment (overeating or low PA)
- lower SES is a higher risk (lower participation in sports)
weight loss is risky in this group- requires specialized diets developed by
nutritional experts and increased exercise

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9
Q

OBESITY RISK FACTORS
3

A

-Overweight parents
-Large size for gestation age at birth
-Early onset of being overweight (age 5 and under)

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10
Q

Additions with Julia

A

24 hours movement guidelines
Sweat: at least 60 min/day of MVPA (involving a variety of aerobic activities)
Step: light PA (several hours of a variety of structured and unstructured LPA)

Sit: No more than 2h/day of recreational screen time(limited sitting for extended periods
participation Report card on physical activity for children and youth
Overall PA:23.45 children met the MVPA recommendation at the start of the pandemic
Organized sport:74% of children pre-covid and 63% during covid to participate in sport
Sedentary behavior 18% of children screen time recommendation no more than 2 hours or more a day)

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11
Q

Cognitive skills

A

-horizontal decalage (apply new cognitive skills to all kinds of problems)
-The emergence of problem-solving rules from experience and trial and error (not necessarily age linked)

(does not mean you can transfer it to different things)(snow and you need to coat)-do not have the immediate capacity to apply what they learn from one thing to another
-if the shape of clay is different then the younger kids would say it is a different amount of clay (they may think the length is bigger…at 9-10 they would see that they weigh the same while before
-it is similar to conservation
-verticle declare same cognitive function at different stages ex, brought toddler in room can you move from here to that door, the child problem solve and get there, at 11 or 12 asks if they can draw a map from here to that door, same skill but different application, do it with physical body and do it with their mind

-EXAM How cognitive transfer in thing
Add picture from phone what is the relationship between horizontal decalage and conservation

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12
Q

AUTOMATICITY

A

ability to recall information from long-term memory without using short-term memory capacity (achieved through practice)
Do not think about the steps you’re doing it automatically

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13
Q

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
-experts in some areas without it influence expertise in all areas
-go after what things they are interested in example cars, doesn’t mean experts in math
-if child doesn’t believe they are good at math or read and sense of expertise decrease and affects their learning negatively

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14
Q

INFORMATION PROCESSING
What are the 3?

A

Elaboration
Mnemonic
Systematic searching

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15
Q

Information processing:
1. Elaboration

A

finding shared meaning or a common referent for two or more things that need to be remembered

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16
Q

Information processing:
2.Mnemonic

A

a device to assist memory (Every Good Boy Deserves Fudge- musical staff

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17
Q

Information processing
3.Systematic Searching

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‘scanning’ one’s memory for the whole domain in which a piece of information might be found
-here this when 9-11 things do ask them about something and then they starts talking about things and search for memory to find

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18
Q

Erikson’s pyscosocial development

A
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19
Q

LANGUAGE

A

vocabulary grows at a rate of 5,000-10,000 words per year
by age 8 or 9, the child shifts to a new level of understanding of the structure language, figuring out relationships between whole categories of words, such as between adjectives and adverbs or between adjectives and nouns

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20
Q

Literacy

A

Balanced Approach- reading instruction that combines explicit phonics instruction with other strategies for helping children acquire literacy
early elementary school years are the best time to identify and help poor readers

-need to understand so they can apply
-helping at younger age is better because you can help push them forward and when you learn you read you do not need to apply
-why is it better 6-8, compared to 9-12
When you ar elittle there is no embarrass about their reading skills
At 9-12 they are older enough to know that others can be better than them and kids who do not like school because they have no motivation

21
Q

Emotional Intelligence
3 components:
🌲A
😃👍A
🥅T

A
  1. Awareness of our own emotions
  2. ability to express our emotions appropriately
  3. and the capacity to channel our emotions into the pursuit of worthwhile goals
    children’s ability to exercise control over their emotions in early childhood is strongly related to measures of academic achievement in high school

-like do not like math because you think your friend hates you and ruins your whole mind site
-this si used to say why do i feel good or bad on certain days that affect learning
-we need to attend to emotional intelligence things get easier because students are ready to learn
-learning about who you are and what you need to learn

22
Q

Achievement-

A

assess specific information learned in school (do you know it or not) ex, what are Erikson’s stages

-final exam is achievement

23
Q

Assessment

A
  • formal and informal methods of gathering information that can be used to improve learning (no grades or marks) -professor wants assessment test because you want to what your learning and how your learning-what people do care about how you take that knowledge and help people in the health care)
    Achievement tests may not measure what child learns in school (child may have learned the skill at home)

-final exam is achievement

24
Q

GROUP DIFFERENCES

A

when total scores in schooling are broken down into several separate skills some long-standing (and perplexing) patterns of gender differences emerge:
-girls have always achieved better school marks than boys for all subjects- especially language studies but also in science and math (with the latter going against the common narrative)
-girls have higher scores in schools
-the child who sits for long period time and sit the females are learning better because they try harder
-if you are not taught in a way that your not excelling
-this is an example of gender differneces
-you learn to take tests and get better and you adapt and then there is reduction in group differences

QHy group differences
Could be due to learning stylesL ANalytical (tendency to focus on the details of the tasks suits the school system) vs relational(tendency to ignore the details of the task in order to focus on the big picture)
If there is no systemic bias then there should be no differences in people droppin out

25
Q

ADHD IN FOCUS
premat risk factor not likely BED

A

The root cause is unknown; however, twin studies suggest a genetic basis
premature birth is a risk factor not likely due to the environment, diet or brain damage

26
Q

CHARACTERISTICS OF ADHD

A

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

27
Q

Why would adhd be problematic in school and school achievement?

A

-the more sectional sctuides are neurodivergence
-there is a circular problem they do not achieve because they have different learning patterns and it if there reaction is bad with the school system they may have bad attitudes
-we need to take a look at some bias looked upon adn strip it down to not a group of people
-it is important to change the school system that finds childs needs so that they are successful

28
Q

SOCIAL COGNITIVE
Industry vs inferiority (Erikson)

A

development of a child’s sense of competence through mastery of culturally defined learning tasks

29
Q

SOCIAL COGNITIVE
Reciprocal determinism (Bandura)

A

interaction of personal, behavioral, and environmental factors
provides insight into the mechanisms that drive the development of self-efficacy
-if a child acts out they get punished, then a child who received the consequence this child has believed that the teacher hates him, are going to act out or act well in class
-school were developed in maximizing students and happens to be females

30
Q

SELF CONCEPT

A

from 6-12 kids’ understanding of themselves improves
The child moves through the concrete operational periods, the psychological self becomes more complex, more comparative, less tied to external features, and more centered on feelings and ideas
-how does know who you are affected self-concept, because you are different, it is about fitting in and social acceptance and see this dip in self estem

31
Q

THE VALUED SELF

A

-Self-esteem is the evaluation of one’s own self-worth
-Self-esteem tends to be stable in the short term but somewhat less so over periods of several years during middle childhood and adolescence
-Self-esteem is influenced by both a low perceive discrepancy between the ideal and actual selves and social support

-self-esteem is affected by internal and external processes
-influenced by the people in your life a
-slow decline and each part is not significantly different not a big drop

32
Q

MEANINGFULNESS

A

-children need to be more than just passive learners
-when teachers and children learn together, share decisions, and respect and trust one another, children and teachers develop a stronger sense of who they are as humans in the world

-your desire to learn and retain information better if you enjoy it

33
Q

SOCIAL COGNITION

A

by the end of middle childhood period, children have developed a much broader understanding of others than they possessed at the beginning
children are beginning to understand the moral aspects of social relationships

-decisions about what is right and wrong is not as black and white as previously thought

34
Q

UNDERSTANDING
MORAL REASONING

A

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

35
Q

Moral realism-

A

the belief that rules are inflexible (first stage of moral development)

36
Q

Moral relativism-

A

understand that many rules can be changed through social agreement (second stage)
-different rules for different people and becasue there are different rules does nto mean this is not fair

37
Q

PARENTAL EXPECTATIONS

A

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

38
Q

PARENTING FOR SELF-REGULATION

A

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

-this is to say if you want children to self regualte part of that is to see your parents self regulate
-ex cant learn to ride a bike if you never try it

39
Q

GENDER
SEGREGATION WHAT ARE THE DIFFERENCES?

A

patterns in gender segregation are found in all cultures and are visible by age 3

40
Q

BOYS FRIENDSHIP GROUPS

A
  • 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

(narriarive that our cultural created saying how males play how can we reinforce this in unconscious ways -boys pushed to sports with contact (hockey) vs girls)
-male athletes get better sponsorship

41
Q

GIRL FRIENDSHIP GROUPS

A
  • 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

(if we identify the impliceint bias in the ways we are rasing kids and the way society tells us about males and females
-ex, signing up swimming (both males and females)
-ex, not pushing towards toys let them choose (not girls dolls and boys trucks_
-ex, choose your own clothes
-ex, raising boy and girl twin in the same way and branch off what we are interested

42
Q

Covid 19 and social skills

A

A systematic review of 21 studies on the psychosocial consequences of covid in children and adoleecnece
The loss of everyday perr to perr contact uncertain academic career and uise of online learning have created a new reality also in education
A significant negative impact in the well0being of individuals with deterioration in mental health (anxiety/depression), social isolation, and development/stress/eating disorders among children and adolescents
Eating disorders are something they can control
Some things are controllable while others are not

43
Q

SOCIAL STATUS
3 GROUPS:

A

POPULAR
REJECTED,
AND NEGLECTED

44
Q

Popular

A

attractive children and physically larger childen are more likely to be popular

45
Q

REJECTED

A

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

46
Q

NEGLECTED

A

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

47
Q

SOCIAL STATUS

A

however, children’s social behaviour seems to be more important than looks or temperament

48
Q

self-care children

A

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

-poorly adjustments with school, self care is more susceptible for individuals with low income neighbour hood and high crime rate, less intense and strict parenting

49
Q

Sexting

A

-At least 1 in 4 teens are receiving sexually explicit texts and emails
-At least 1 in 7 are sending sexts
-More than 1 in 10 teens are forwarding sexts without consent
-About 1 in 12 teens have had sexts they’ve sent forwarded without their consent
Middle school starts social consequences once it is sent you cant get it back and do not look at long term consequences
- need to know about it not

2700 W7+ (4 decks)

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