Chapters 9 and 10 life span development
Transcript of Chapters 9 and 10 life span development
Life Span DevelopmentSpring 2010
PHYSICAL AND COGNITIVE DEVELOPMENT IN MIDDLE CHILDHOODChapter 9
SOCIAL AND PERSONALITY DEVELOPMENT IN MIDDLE CHILDHOODChapter 10
The Middle Childhood YearsPhysical Development
◦ Changes in Height and Weight Children in elementary school grow 2-3 inches per
year (on average) This is the only time throughout the lifespan when
girls (on average) are taller than boys Girls and boys gain approximately 5-7 pounds per
year Weight redistributed, bodies more muscular and
strength increases
◦ Nutrition Nutrition does not affect size only, also affects:
Social and emotional functioning – proper nutritional leads to more involvement with peers, more positive emotion, higher energy levels and less anxiety
Childhood ObesityObesity is defined as body weight that is more
than 20% above the average for a person of a given age and height.
Obese children and adolescents are at risk for health problems during their youth and as adults. ◦ For example, during their youth, obese children and
adolescents are more likely to have risk factors associated with cardiovascular disease (such as high blood pressure, high cholesterol, and Type 2 diabetes) than are other children and adolescents.
Obesity is caused by a combination of genetic and social characteristics, as well as diet.◦ Adopted children tend to have weights and body types
more similar to biological parents that adoptive parents.
◦ What social factors can lead to obesity??
Concrete OperationsAges 7-12 (approximately). During this time, children gain a
better understanding of mental operations.
Children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts. ◦Ex: “Conservation problem” – children at
this age can use cognitive and logical processes to answer this correctly – no longer go by appearance
Cognitive advancementsLogic: Piaget determined that children in the concrete
operational stage were fairly good at the use of inductive logic. ◦ Inductive logic involves going from a specific experience to a
general principle. On the other hand, children at this age have difficulty
using deductive logic◦ This involves using a general principle to determine the
outcome of a specific event.
Reversibility: One of the most important developments in this stage is
an understanding of reversibility, or awareness that actions can be reversed.
An example of this is being able to reverse the order of relationships between mental categories.
For example, a child might be able to recognize that 3+5 = 8, 5+ 3 = 8 and 8-3 = 5.
Education in Middle Childhood Virtually all children in the United States are entitled to
receive a free education through the 12th grade. According to the Individuals with Disabilities Education
Act of 1997, Individuals classified with a disaibilty by the Committee on Special Education or under Section 504 of The Rehabilitation Act of 1973 are entitled to receive a free and appropriate education, sometimes until the age of 21.
An appropriate education may comprise education in regular classes, education in regular classes with the use of related aids and services, or special education and related services in separate classrooms for all or portions of the school day. ◦ Special education may include specially designed
instruction in classrooms, at home, or in private or public institutions, and may be accompanied by related services such as speech therapy, occupational and physical therapy, psychological counseling, and medical diagnostic services necessary to the child’s education.
Measuring IQIntelligence is defined as the capacity to
understand the world, to think rationally, and using resources effectively
There are currently several standardized intelligence tests
These modern tests are rooted in the work of Binet.◦ Binet linked intelligence with success in school◦ Binet linked each intelligence test score with a
mental age◦ 6-yr old – test score of 30◦ 30 = average score of 10 year olds◦ 6-yr old’s mental age would be 10 years◦ IQ score = (MA/CA) x 100
Modern IQ testingStanford-Binet Intelligence Scales, Fifth Ed:
◦ Began as American revision of Binet’s original test◦ The test consists of a series of items that vary
according to the person’s ageWechsler Intelligence Scale for Children, 4th Ed
(WISC-IV):◦ Separate verbal and nonverbal performance skills
Kaufman Assessment Battery for Children, Second Ed:◦ Children are tested on their ability to integrate
different types of stimuli simultaneously and use step-by-step thinking
What IQ tests don’t tell…The concept that intelligence is
unidimensional is currently disputed by many theorists
Many developmentalists support two different kinds of intelligence:◦ Fluid intelligence – reflects information
processing capabilities, reasoning and memory
◦ Crystallized intelligence – accumulation of information, skills and strategies that people have learned through experience and that they can apply in problem-solving situations
Other theorists suggest an even greater number of distinct types of intelligence, which can be independent of one another
Below and Above the Norm
Mental Retardation: According to the American Association on Mental Retardation (AAMR), Mental Retardation is a disability characterized by significant limitations both in intellectual functioning as well as adaptive behavior (conceptual, social and practical skills)◦ Mild retardation: IQ scores of 50 or 55 - 70◦ Moderate retardation: IQ scores of 35 or 40 – 50 or 55 ◦ Severe retardation: IQ scores of 20 or 25 – 35 or 40◦ Profound retardation: IQ scores fall below 20 or 25
The Gifted and Talented: Children who show evidence of high performance capability in areas such as intellectual, creative, artistic, leadership capability or specific academic fields.
Psychosocial Development in Middle Childhood
Industry-versus-inferiority stage◦ Age 6-12
Children are faced with the complexities of the modern world◦ They not only focus on mastering the
academic work they are presented with, they are also making a place for themselves in the social world
Success at this stage is accomplished by proficiency at tasks and a growing sense of competence
Difficulties may lead to feeling inadequate and withdrawing from academic pursuits as well as interactions with peers.
Self-Esteem Self-Esteem is an individual’s overall and specific
positive and negative self-evaluation. ◦ Self-concept reflects beliefs about the self (e,g, I am good
at math) whereas self-esteem is emotionally-oriented (e.g. no one likes me)
◦ Self-esteem develops in many important ways during Middle Childhood.
Children increasingly compare themselves to others◦ As they do this, they assess how they measure up to
society’s standards Children are developing their own standards For most children, self-esteem increases during
middle childhood Children with low self-esteem may become
enmeshed in a cycle of failure that is difficult to break
Building Friendship in Middle ChildhoodFriendships influence children’s
development in many ways…◦ Friends provide information about the
world and other people◦ Friends provide emotional support and help
kids handle stress◦ Friends teach children how to manage and
control their emotions◦ Friends teach about communication with
others◦ Friends foster intellectual growth◦ Friends allow children to practice
relationship skills
Stages of Friendship
According to William Damon, children’s friendships go through three stages:
Stage 1 (ages 4-7)◦Children see friends as others who
they spend most of their time with◦They see friends as children they
share toys and other activities with◦They do not take personal traits into
account
Stages of FriendshipStage 2 (ages 8-10)
◦ Children now begin to consider personal traits in selecting friends
◦ Friends are viewed in terms of the rewards they provide
◦ The centerpiece of friendship is mutual trustStage 3 (ages 11-15)
◦ Friendships have become based on intimacy and loyalty
◦ Friendships involve psychological closeness, mutual disclosure, and exclusivity This stage will be discussed in further detail during
discussion of adolescence
BullyingWhat is bullying?Bullying is when someone hurts or scares another
person on purpose and the person being bullied has a hard time defending himself or herself. Usually, bullying happens over and over.
Bullying can be defined as:◦ Punching, shoving and other acts that hurt
people physically ◦ Spreading bad rumors about people ◦ Keeping certain people out of a "group" ◦ Teasing people in a mean way ◦ Getting certain people to "gang up" on others
**According to the National Association of School Psychologists, 160,000 U.S. schoolchildren stay home from school each day because they are afraid of being bullied**
Cyberbullies
Bullying also can happen on-line or electronically. cyber bullying is when children or teens bully each other using the Internet, mobile phones or other cyber technology.
This can include:◦ Sending mean text, e-mail, or instant
messages; ◦ Posting nasty pictures, doctored photos or
messages about others in blogs or on Web sites;
◦ Using someone else's user name to spread rumors or lies about someone.
Why kids bully Approximately 10-15% of students bully at one
time or another Characteristics of bullies:
◦ Approximately 50% of bullies come from abusive homes
◦ They are exposed to media (TV shows, Video Games) that contain violence
◦ They may try to lie their way out of accepting responsibility when they are caught
◦ They show little (if any) remorse for their victims Some of the reasons why kids bully:
◦ They see others doing it ◦ It's what you do if you want to hang out with the
right crowd (to become popular) ◦ It makes them feel, stronger, smarter, or better
than the person they are bullying ◦ It prevents others from bullying them
Long-term effects It can mess up a kid's future.
◦ Young people who bully are more likely than those who don't bully to skip school and drop out of school. They are also more likely to smoke, drink alcohol and get into fights (Nansel et al, 2003; Olweus, 1993).
It scares some people so much that they skip school. ◦ As many as 160,000 students may stay home on any
given day because they're afraid of being bullied (Pollack, 1998).
It can lead to huge problems later in life. ◦ Children who bully are more likely to get into fights,
vandalize property, and drop out of school. ◦ Approximately 60% of boys who were bullies in middle
school had at least one criminal conviction by the age of 24 (Olweus, 1993).
The Family EnvironmentLast few decades – changing in the
structure of a “typical family”◦ ↑ in # of families with 2 parents working◦ ↑ in divorce rate◦ ↑ in # of single-parent families
One of the biggest challenges of middle childhood – increasing independence◦ Children move from being completely
controlled by their parents to increasingly controlling their own lives
◦ Coregulation – A period during which parent and child jointly control the child’s behavior.
Effects of family environmentBoth parents working outside of the
home – what is the impact on the children?◦In most cases, children do very well◦The parents’ schedule seems less
important than other factors… ◦Children have best adjustment when
parents are: Loving Sensitive to their children’s needs Providing appropriate substitute care
Effects of family environmentChildren who are home alone:Self-care children are children who let
themselves into their homes after school and wait alone until their caretakers return from work (“latchkey kids”)
Some children report negative experiences while at home alone (such as loneliness)
Alone time at home is viewed as less detrimental than “hanging out” unsupervised with peers
This is an opportunity for enhanced independence and competence, as well as an opportunity for “down time”
Many self-care children develop strong self-esteem as a result of the opportunity to take care of homework, personal projects, and contribute to the house
Effects of family environment
Divorce Only about 50% of children will grow up with
married parents living in the same home Other family dynamics – single-parent, stepparents,
raised by grandparents, living with other relatives, or foster care
Impact of divorce?◦ Age of children at the time of divorce is an
important factor During the early stages of middle childhood, children
tend to blame themselves for the divorce By the age of 10, children feel pressure to choose sides
and therefore may have divided loyalty◦ Children and parents take time to adjust –
typically 6 months to 2 years◦ Most children live with their mothers after divorce
Parent-child relationships are strained due to children being “caught in the middle”
Effects of family environmentSingle-parent familiesApproximately 25% of children under the age
of 18 in the U.S. live in a single-parent household
In rare cases, this situation is a result of death
In most cases, there either was never a spouse, parents have divorced, or one parent has been absent
Impact of single-parent family depends on a number of factors:◦ Was 2nd parent present earlier?◦ What is the socioeconomic status of the single
parent?◦ Who is caring for the child while single parent is
working?
Effects of family environmentMultigenerational Families:Children, parents and
grandparents living togetherThis can be a rich living
experience, with multiple levels of support, both emotionally and financially
However, there is often conflict between the adults, who may struggle in sharing the role of disciplinarian
Effects of family environment Blended Families: The aftermath of divorce often results in at least one
parent remarrying “Blended families” refers to a remarried couple who
has at least one stepchild living with them 17% of all children in the U.S. living in a blended
family Role ambiguity often occurs – roles and expectations
for family members are unclear:◦ Children may be uncertain about their responsibilities◦ Children may be unsure of how to act towards stepparents
or stepsiblings◦ Children may have to decide which family to spend a holiday
with◦ Children may get conflicting advice from biological parent
and stepparent