1. 1 Chapter 13 Middle Childhood and Adolescence

2. 2 Growth Patterns Middle childhood: 6 to 12 years Middle childhood: 6 to 12 years Height & Weight Height & Weight –Boys and girls grow about 2 inches a year –Adolescent growth spurt –Average weight gain is 5 to 7 pounds per year –Individual differences are normal in middle childhood  Weight may vary by 30 to 35 pounds

3. 3 Nutrition 4 to 6 year olds need 1,800 calories 4 to 6 year olds need 1,800 calories 7 to 10 years olds need 2,000 calories 7 to 10 years olds need 2,000 calories Recommended: fruits, vegetables, fish, poultry, whole grains Recommended: fruits, vegetables, fish, poultry, whole grains Limit: fats, sugars, and starches Limit: fats, sugars, and starches Nutrition at schools. Nutrition at schools.

4. 4 Gender Differences Boys are slightly taller and heavier than girls through 9 or 10 Boys are slightly taller and heavier than girls through 9 or 10 Girls then begin adolescent growth spurt Girls then begin adolescent growth spurt Boys begins adolescent growth spurt at age 13 or 14 Boys begins adolescent growth spurt at age 13 or 14 Muscular strength increases for both girls and boys Muscular strength increases for both girls and boys –Around age 11 boys begin to develop more muscle tissue than girls.

5. 5 Childhood Obesity Definition of obesity: body weight in excess of 20% of norm Definition of obesity: body weight in excess of 20% of norm Obesity is the second leading cause of death in the US Obesity is the second leading cause of death in the US 60% of American adults are overweight 60% of American adults are overweight 30% of American children are overweight, while 16% are obese 30% of American children are overweight, while 16% are obese 35-40% of African American and Hispanic American children are overweight, while 24% of AA and HA children are obese 35-40% of African American and Hispanic American children are overweight, while 24% of AA and HA children are obese Despite emphasis on fitness and health, obesity has increased across ages, races, and genders Despite emphasis on fitness and health, obesity has increased across ages, races, and genders Most overweight children become overweight adults Most overweight children become overweight adults 40% of normal weight children become obese adults. 40% of normal weight children become obese adults.

6. 6 Childhood Obesity Research suggests that overweight children are often rejected by peers Research suggests that overweight children are often rejected by peers Perform poorly in sports Perform poorly in sports Tend to like their bodies less than children of normal weight Tend to like their bodies less than children of normal weight More likely to be depressed and anxious than peers of normal weight More likely to be depressed and anxious than peers of normal weight Hypertension, Type II diabetes, asthma, sleeping problems are all associated with obesity. Hypertension, Type II diabetes, asthma, sleeping problems are all associated with obesity.

7. 7 Causes of Obesity Heredity Heredity –Burn calories vs. turn extra calories into fat –Identical twins –Inherited rate of matabolism Adipose tissue (fat cells) Adipose tissue (fat cells) –Children who have more adipose tissue tend to become hungry quicker, even though they are the same weight Modeling by parents Modeling by parents –Exercise habits –Encourage overeating –wrong foods Stressors and emotional reactions promote overeating. Stressors and emotional reactions promote overeating.

8. 8 Causes of Obesity Cont. PE taken out of schools PE taken out of schools Wrong food in schools Wrong food in schools Role of TV: Role of TV: –25% of kids watch 4+ hrs a day –Kids who watch TV more than 25 hours a week are more overweight –Consumption of snack foods –Commercials promoting eating junk food –Sedentary activity.

9. 9 Daily Activities

10. 10 Daily Activities SleepSchoolTV Dinner, homework, exercise, etc. 8 hours 4 hours 4 hours of TV = ¼ of waking hours

11. 11 Treating Childhood Obesity 1. Proportion sizes, 1. Proportion sizes, 2. food in schools, (breakfast programs) 2. food in schools, (breakfast programs) 3. increase PE in schools, 3. increase PE in schools, 4. reduce TV/computer/phone hours (screen time) 4. reduce TV/computer/phone hours (screen time) 5. increase exercise, 5. increase exercise, 6. proper nutrition 6. proper nutrition

12. The Link Between Schooling and Development School becomes the focus School becomes the focus School is a cultural framework that provides opprotunities for children and adolescents to make social connections and experiences School is a cultural framework that provides opprotunities for children and adolescents to make social connections and experiences Parents provide emotional support for children to support their need for growing interacitons with the world outside family Parents provide emotional support for children to support their need for growing interacitons with the world outside family 12

13. The Link Between Shooling and Development Behaviour problems and loss of confidence may result if a parent and/or teacher expectations do not match a student’s level of intellectual, social, emotional, or physical development. Behaviour problems and loss of confidence may result if a parent and/or teacher expectations do not match a student’s level of intellectual, social, emotional, or physical development. School is the cultural framework for social, emotional, intellectual, and moral/spiritual development. School is the cultural framework for social, emotional, intellectual, and moral/spiritual development.. 13

14. The Theory of Intellectual Development By the time a child finishes kindergarten (age 6) his/her brain has developed 75 percent of its capacity. By the time a child finishes kindergarten (age 6) his/her brain has developed 75 percent of its capacity. The neural pathyways and different centres in the brain are already well developed. The neural pathyways and different centres in the brain are already well developed. Intellectual deveopment continues throughout middle childhood and adolescence. Intellectual deveopment continues throughout middle childhood and adolescence. 14

15. Intellectual Development Theory Jean Piaget – 4 stages: sensorimotor, properational, concrete operational and formal operational. Jean Piaget – 4 stages: sensorimotor, properational, concrete operational and formal operational. The stage between age seven and twelve is the period of concrete operations. The stage between age seven and twelve is the period of concrete operations. Age 12-14 Piaget propesed that a person enters the stage of formal operations and become capable of logic, deductive reasoning and abstract thinking. Age 12-14 Piaget propesed that a person enters the stage of formal operations and become capable of logic, deductive reasoning and abstract thinking. Some experts do not agree with Piaget and indicate that cognitive development is much more complex than the tidy stages he describes. Some experts do not agree with Piaget and indicate that cognitive development is much more complex than the tidy stages he describes. 15

16. Theory of Multiple Intelligences (MI) 16

17. 17 Exercise & Fitness Exercise reduces risk of heart disease, stroke, diabetes, and cancer Exercise reduces risk of heart disease, stroke, diabetes, and cancer Psychological benefits: better self-image, better coping skills Psychological benefits: better self-image, better coping skills Cardiac and muscular fitness is developed by participation in continuous exercise, such as running, walking, swimming, bicycling, or jumping rope Cardiac and muscular fitness is developed by participation in continuous exercise, such as running, walking, swimming, bicycling, or jumping rope Nearly 2/3 of American children fail to meet the standards set by the President’s Council of Physical Fitness Nearly 2/3 of American children fail to meet the standards set by the President’s Council of Physical Fitness –Strength –Flexibility –Cardiovascular Endurance.

18. 18 Childhood Disabilities Intellectual Functioning Intellectual Functioning – Mental retardation Learning Disabilities Learning Disabilities –Dyslexia (reading disability) –Dyscalculia (mathematics disability) –Disorder of written expression Speech disorders Speech disorders –Articulation disorder –Voice disorders –Fluency disorders Physical disabilities Physical disabilities –Visual impairment –Hearing impairment –Paralysis Social and Emotional Disorders Social and Emotional Disorders –Attention-deficit/Hyperactivity disorder –Autism –Conduct disorder –Childhood depression –Childhood anxiety.

19. 19 Learning Disabilities A learning disability is characterizes by inadequate development of specific academic, language, and speech skills A learning disability is characterizes by inadequate development of specific academic, language, and speech skills Dyslexia: a reading disorder characterized by problems such as letter reversals, mirror reading, slow reading, and reduced comprehension Dyslexia: a reading disorder characterized by problems such as letter reversals, mirror reading, slow reading, and reduced comprehension –Estimated to affect 5% to 17.5% of American children –More common in boys than girls.

20. 20 Causes of Dyslexia Genetic factors Genetic factors –25-60% of children who have dyslexia, have one parent who also has dyslexia –40% of siblings of children with dyslexia also have dyslexia “Faulty wiring” in left side of brain “Faulty wiring” in left side of brain –Angular gyrus: translates visual input into audio information.

21. 21 Treating Dyslexia Early treatment focuses on remediation Early treatment focuses on remediation –Structured exercises to help kids become aware of how to blend sounds to form words –Identifying word pairs that rhyme and don’t rhyme –Combining modalities such as vision & hearing More recent treatment focuses on accommodation More recent treatment focuses on accommodation –More time to take tests

22. 22 ADHD Attention Deficit/Hyperactivity Disorder Attention Deficit/Hyperactivity Disorder –Child shows developmentally inappropriate or excessive inattention, impulsivity and/or hyperactivity –Onset occurs by age 7 –Behavior pattern must have persisted at least 6 months –Impairs ability to function in school Difficulty getting along with others Difficulty getting along with others Disruptive and non-compliant behavior often elicits punishment Disruptive and non-compliant behavior often elicits punishment More common in boys than girls More common in boys than girls

23. 23 ADHD Prevalence is 3-7% of school age children Prevalence is 3-7% of school age children Diagnosed by history, self-report, and observation from significant others Diagnosed by history, self-report, and observation from significant others Deficits in executive functioning in those who present with hyperactivity and impulsivity Deficits in executive functioning in those who present with hyperactivity and impulsivity –Inability to self-monitor and self- control Some go on to develop Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD). Some go on to develop Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD).

24. Challenges of ADHD Organizational problems Organizational problems Problems with Transitions Problems with Transitions Acting as if rules don’t apply to them Acting as if rules don’t apply to them Adopting negative attitudes out of frustration Adopting negative attitudes out of frustration Experiencing isolation from peers Experiencing isolation from peers Poor grades, different learning styles Poor grades, different learning styles Impulsive behavior Impulsive behavior Difficulty sustaining attention Difficulty sustaining attention Disruption of sleep or apitite. Disruption of sleep or apitite. 24

25. 25 Causes of ADHD Runs in families Runs in families Co-exist with anxiety, depression and tic disorders Co-exist with anxiety, depression and tic disorders Less blood flow to the frontal lobes Less blood flow to the frontal lobes Defect in thyroid system or RAS Defect in thyroid system or RAS Encephalitis Encephalitis Family history alcoholism, smoking, depression Family history alcoholism, smoking, depression Frequent early ear infections as a marker. Frequent early ear infections as a marker.

26. 26 Treatment of ADHD Combination of medication and behavioral therapy Combination of medication and behavioral therapy Stimulants are most common medication Stimulants are most common medication –Ritalin, Adderall, Concerta ETC. Behavioral interventions aimed at increasing structure at home and school Behavioral interventions aimed at increasing structure at home and school –Parents and teachers are active participants  E.g.) “chunking” assignments  E.g.) cues to promote self-awareness –Parent training, family therapy, support groups Some children outgrow ADHD Some children outgrow ADHD –50% to 65% of children with ADHD continue to have symptoms into adulthood.

27. 27 Education for Children with Disabilities Should children with learning disabilities be placed in regular classrooms? Should children with learning disabilities be placed in regular classrooms? Segregated classes Segregated classes Mainstreaming: children with disabilities are placed in classrooms that have been adapted to fit their needs Mainstreaming: children with disabilities are placed in classrooms that have been adapted to fit their needs –Intended to counter negative effects of special needs classes –40% of day spent in regular classrooms Research findings are mixed Research findings are mixed –High functioning –Lower functioning..

28. Social Emotional Develpment Friendships become very important Friendships become very important School is where most social interactions take place. School is where most social interactions take place. PEER GROUP – made up of others of the same age, influence friendships, behaviour and how other chioices are made. PEER GROUP – made up of others of the same age, influence friendships, behaviour and how other chioices are made. Strong attachment to a caregiver early on influences ability to make friends and withstand peer pressure. Strong attachment to a caregiver early on influences ability to make friends and withstand peer pressure. 28

29. Social and Emotional Development Parents, teachers, coaches and youth workers are powerful role models for kids to learn how to get along with others and resolve conflicts appropriately. Parents, teachers, coaches and youth workers are powerful role models for kids to learn how to get along with others and resolve conflicts appropriately. Social skills and self confidence are inter- related Social skills and self confidence are inter- related Emotional Literacy / Emotional Intelligence Emotional Literacy / Emotional Intelligence - Ability to treat others with empathy and repect. - This can improve congnitive intelligence. 29

30. MORAL/SPIRITUAL DEVELOPMENT Learning right from wrong Learning right from wrong Internalization is the goal so that by adulthood, inner satisfaction, rather than an external reward or punishment is what motivates people to choose right over wrong. Internalization is the goal so that by adulthood, inner satisfaction, rather than an external reward or punishment is what motivates people to choose right over wrong. Spiritual development – development through a person’s entire life. Spiritual development – development through a person’s entire life. Spiritual development grow and regress through times of trial and questioning. Spiritual development grow and regress through times of trial and questioning. 30

31. MORAL AND SPIRITUAL DEVELOPMENT We can grow spiritually by practising our faith,(mass and church services) or trying to discover what we believe through mentors, adivisors (chaplains, priests, rabbis etc) and through prayer and meditation. We can grow spiritually by practising our faith,(mass and church services) or trying to discover what we believe through mentors, adivisors (chaplains, priests, rabbis etc) and through prayer and meditation. 31

32. KOHLBERG’S STAGES OF MORAL DEVELOPMENT PG. 322 1. OBEDIENCE AND PUNISHMENT 1. OBEDIENCE AND PUNISHMENT 2. INDIVIDUALISM 2. INDIVIDUALISM 3. APPROVAL 3. APPROVAL 4. LAW AND ORDER 4. LAW AND ORDER 5. SOCIAL CONTRACT 5. SOCIAL CONTRACT 6. PRINCIPLED CONCIENCE 6. PRINCIPLED CONCIENCE 32

33. GILLIGAN’S THEORY OF MORAL DEVELOPMENT COMPARISON OF HOW MEN AND WOMEN VIEW MORAL DILEMMAS COMPARISON OF HOW MEN AND WOMEN VIEW MORAL DILEMMAS PG. 323. PG. 323. 33

34. THE TRANSITION TO ADULTHOOD ADOLESCENCE – the stage between childhood and adulthood. (chart pg.424) ADOLESCENCE – the stage between childhood and adulthood. (chart pg.424) Issues: Relationship issues, mental health issues, learning problems, drugs and alcohol, family problems (parents and siblings) bullying, depression, suicide, teen promiscuity and teen pregnancy, social group identification. Issues: Relationship issues, mental health issues, learning problems, drugs and alcohol, family problems (parents and siblings) bullying, depression, suicide, teen promiscuity and teen pregnancy, social group identification. Finding your identity and place/role/career (This can change even throughout the adult years.) 34