Transcript Document

Physical and
Cognitive
Development In
Middle and Late
Childhood
Chapter 9
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Chapter Outline
•
•
•
•
Physical changes and health
Children with disabilities
Cognitive changes
Language development
9-2
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Physical Changes and Health
•
•
•
•
•
Body growth and change
The brain
Motor development
Exercise
Health, illness, and disease
9-3
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Body Growth and Change
• Growth averages 2–3 inches per year
• Weight gain averages 5–7 pounds a year
9-4
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
The Brain
• Brain volume stabilizes
• Significant changes in structures and regions
occur, especially in the prefrontal cortex
• Increases in cortical thickness
• Activation of some brain areas increase while
others decrease
9-5
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Motor Development
• Motor skills become smoother and more
coordinated
• Boys outperform girls in gross motor skills
involving large muscle activity
• Improvement of fine motor skills during
middle and late childhood due to increased
myelination of the central nervous system
9-6
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
9-7
9-8
9-9
Exercise
• Higher level of physical activity is linked to:
– Lower level of metabolic disease risk based on
measures :
• Cholesterol, waist circumference, and insulin levels
• Aerobic exercise benefits:
– Children’s attention
– Memory
– Effortful and goal-directed thinking and behavior
– Creativity
9 - 10
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Exercise
• Ways to get children to exercise
– Offer physical activity programs school facilities
– Improve physical fitness activities in schools
– Have children plan community and school
activities
– Encourage families to focus more on physical
activity
9 - 11
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Health, Illness, and Disease
• Middle and late childhood is a time of
excellent health
• Accidents and injuries
– Motor vehicle accidents are most common cause
of severe injury
9 - 12
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Health, Illness, and Disease
• Overweight children
– Causes of children being overweight
• Heredity and environmental contexts
– Consequences of being overweight
• Diabetes, hypertension, and elevated blood cholesterol
levels
– Intervention programs
9 - 13
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Health, Illness, and Disease
• Cardiovascular disease
– Uncommon in children but risk factors are present
• Cancer
– 2nd leading cause of death in children 5–14 years
old
– Most common child cancer is leukemia
– Children with cancer are surviving longer because
of advancements in cancer treatment
9 - 14
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Figure 9.2 - Types of Cancer in
Children
9 - 15
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Figure 9.3 - U.S. Children with a Disability
Who Receive Special Education Services
9 - 16
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Children with Disabilities
• The scope of disabilities
• Educational issues
• http://www.youtube.com/watch?v=yG_xSBsF
MPQ
9 - 17
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
The Scope of Disabilities
• Learning disability: Difficulty in learning that
involves understanding or using spoken or
written language, and the difficulty can
appear in listening, thinking, reading, writing,
and spelling
– Dyslexia: Severe impairment in the ability to read
and spell
– Dysgraphia: Difficulty in handwriting
– Dyscalculia: Developmental arithmetic disorder
9 - 18
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
The Scope of Disabilities
• The scope of disabilities
– Attention deficit hyperactivity disorder (ADHD):
Characterized by inattention, hyperactivity, and
impulsivity
• Number of children diagnosed has increased
substantially
• Possible causes
–
–
–
–
Genetics
Brain damage during prenatal or postnatal development
Cigarette and alcohol exposure during prenatal development
Low birth weight
9 - 19
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
http://www.youtube.com/watch?v=1GIxJYdLZs
9 - 20
The Scope of Disabilities
• Emotional and behavioral disorders: Serious,
persistent problems that involve:
– Relationships, aggression, depression, and fears
associated with personal or school matters
– Inappropriate socioemotional characteristics
9 - 21
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
The Scope of Disabilities
• Autism spectrum disorders (ASD): Range from
autistic disorder to Asperger syndrome
– Autistic disorder: Onset in the first three years of
life
• Deficiencies in social relationships, abnormalities in
communication, and restricted, repetitive, and
stereotyped patterns of behavior
– Asperger syndrome: Good verbal language skills
• Milder nonverbal language problems
• Restricted range of interests and relationships
9 - 22
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
http://www.youtube.com/watch?v=UCuk_N
QMwOM
9 - 23
Educational Issues
• Individualized Education Plan (IEP): Written
statement that is specifically tailored for the
disabled student
• Least Restrictive Environment (LRE): Setting
that is as similar as possible to the one in
which non-disabled children are educated
• Inclusion: Educating a child with special
education needs full-time in the regular
classroom
9 - 24
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Figure 9.7 - Percentage of U.S. Students with Disabilities 6
to 21 Years of Age Receiving Special Services in the General
Classroom
9 - 25
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Cognitive Changes
•
•
•
•
Piaget’s cognitive developmental theory
Information processing
Intelligence
Extremes of intelligence
9 - 26
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Piaget’s Cognitive Developmental
Theory
• Concrete operational stage
– Ages 7 to 11
– Children can perform concrete operations and
reason logically, and are able to classify things into
different sets
– Seriation: Ability to order stimuli along a
quantitative dimension
– Transitivity: Ability to logically combine relations
to understand certain conclusions
9 - 27
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Piaget’s Cognitive Developmental
Theory
• Evaluating Piaget’s concrete operational stage
– Concrete operational abilities do not appear in
synchrony
– Education and culture exert strong influences on
children’s development
9 - 28
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Piaget’s Cognitive Developmental
Theory
• Neo-Piagetians: Argue that Piaget got some
things right but that his theory needs
considerable revision
– Elaborated on Piaget’s theory, giving more
emphasis to:
• Information processing, strategies, and precise
cognitive steps
9 - 29
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Figure 9.9 - Working Memory
9 - 30
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Information Processing
• Long-term memory: Increases with age during
middle and late childhood
– Knowledge and expertise
• Experts have acquired extensive knowledge about a
particular content area
9 - 31
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Information Processing
• Strategies: Deliberate mental activities that
improve the processing of information
– Elaboration
– Engage in mental imagery
– Understanding the material
– Repeat with variation
– Embed memory-relevant language
9 - 32
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Information Processing
• Fuzzy trace theory: Considering two types of
memory representations:
– Verbatim memory trace
– Gist
• Thinking
– Critical thinking: Reflectively and productively,
and evaluating evidence
• Mindfulness: Being alert, mentally present, and
cognitively flexible
9 - 33
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Information Processing
• Creative thinking: Ability to think in novel and
unusual ways
– Come up with unique solutions to problems
– Convergent thinking: Produces one correct
answer
• Kind of thinking tested by standardized intelligence
tests
9 - 34
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Information Processing
– Divergent thinking: Produces many answers to
the same question
• Creativity
• Scientific thinking
– Asking fundamental and identifying causal
relations questions about reality
9 - 35
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Information Processing
• Metacognition: Cognition about cognition
– Metamemory - Knowledge about memory
• Executive functioning
– Self-control/inhibition
– Working memory
– Flexibility
9 - 36
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Intelligence
• Ability to solve problems and to adapt and
learn from experiences
– Individual differences: Stable, consistent ways in
which people differ from each other
– Binet tests
• Mental age (MA): Individual’s level of mental
development relative to others
9 - 37
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Intelligence
• Intelligence quotient (IQ): Person’s mental age divided
by chronological age, multiplied by 100
• Normal distribution: Symmetrical distribution
– Most scores falling in the middle of the possible range of
scores
– Few scores appearing toward the extremes of the range
– Wechsler Scales
9 - 38
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Figure 9.11 - The Normal Curve and
Stanford-Binet IQ Scores
9 - 39
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Intelligence
• Types of intelligence
– Sternberg’s triarchic theory of intelligence
• Analytical intelligence
• Creative intelligence
• Practical intelligence
9 - 40
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This
document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.