Lecture 6 MIDDLE CHILDHOOD

OBJECTIVE :  Define middle childhood.  Describe the physiological changes that occurs in middle childhood.  Describe the cognitive development that occurs in middle childhood and its effect on the development of learning styles.  Discuss the psychosocial development that occurs in middle childhood.  List at least three ways in which Erikson's task of industry can be fostered in middle childhood.  trace the development of moral behavior in the school –age child.

OBJECTIVE  Discuss the discipline techniques that are effective in middle childhood.  Describe the typical play activities of the school-age child.  Discuss the use of intelligence testing for school –age children.  Discuss the role of peer groups in the growth and development during middle childhood.  Discuss the sexual development of and education appropriate for school –age children.  List the major health teaching needs of school-age children.

Middle childhood includes children between 6 and 12 years. The major development tasks of this age group include: 1-Forming a positive self-esteem from internal source rather than depending on feedback from elders. 2-The ability to develop close peer relationships will affect the development of new ideas, skill, and tools that will enhance their advancement toward maturity Change from concrete thinking to abstract thinking. 3-developing secondary sex characteristics. 4-accepting more responsibility.

Physiological changes: -By age 12 the head has reached its adult size. -The bone continue to ossify and grow. -The body develops a lower center of gravity than in preschool years, due in part to a shift in posture and an increase in length. -Physical growth is slow during the school –age years until a growth spurt,which occurs just before puberty. -The average gain in weigh is 5.5 to 7.0 pounds (2.5 to 3.2kg) per years. -The average height increase per years is about 2 inches (5cm). -The loss of primary teeth begins at about age 6,with the lower central incisor the first teeth to be lost. -About four permanent teeth erupt each year in the same order as deciduous teeth.

Physiological changes -Newly developed fine and gross motor skills enhance their ability to play independently. - Age-appropriate toys include bicycle, skates, swimming gear, and jump ropes. -School-age children master coordination and control, allowing them to enjoy team sports such as baseball, play a musical instrument, or tap dance. - Excess time spent with computer games and video games may contribute to a sedentary lifestyle and increase the risk for obesity or health problems in later life. -Childhood obesity also carries a risk of negatively affecting the Childs self – image and social development. -Maintaining optimum nutrition and preventing injury are two more health challenges of the school-age years.

Cognitive development : - According to Piaget, school –age children are concrete thinkers. -They logically and understand rules, although they learn best when they can see and handle objects. Hand son learning is most effective for school-age children. Table 8-1 lists mastery of tasks and behaviors necessary for success in school and related parental guidance that can be offered. Cognitive deficits must be assessed early so the child can be successful in school. -By age 7 egocentrism decreases. -The development of moral reasoning happens as the child learns to understand rules and determine if an action is right or wrong. -Moral behaviors are action based on moral reasoning. -In early childhood, rules are important. -A 5 years old child may show intense frustration if a peer breaks a rules. -In later childhood the 10 years old may enjoy making his or her own rules for a game or bartering to change the rule.

Cognitive development: -The development of moral reasoning happens as the child learns to understand rules and determine if an action is right or wrong. -Moral behaviors are action based on moral reasoning. -In early childhood, rules are important. -In later childhood the 10 years old may enjoy making his or her own rules for a game or bartering to change the rule. -Lying,stealing, and cheating behaviors are common in school-age children even as they learn moral behavior. Therefore adult modeling of honesty and fairness is essential as the child is learning moral behavior.

MORAL BEHAVIOR INCLUDES THREE PHASES : DescriptionItems knowing what is right.1-Knowledge (logic) feeling good or bad about what is right. 2-Emotion behaving according to the rule of what is right. 3-Action (behavior)

Intelligence Test -The original version of the Stanford -Binet intelligence quotient(IQ) test was published in France in1905 and then brought to the united states. -This test assesses mental capabilities of the child and compares set norms or expectations `for each age. -To determine a score, MA stand for the mental age is divided by the actual age in years( CA for chronological age ) and then multiplied by for example : if a child performs on tests at a level expected for a 10 year old and the actual age in years of the child is 10, the IQ score would IQ score=MA/CA*100 be 10/10 *100=100.

INTELLIGENCE TESTS - David Wechsler developed the Wechsler intelligence Scale for school –age children and adolescents ages from 6to16 (WISC- III,1991). -Wechsler Preschool and primary scale of Intelligent (WPPSI-III, 1989) for 3 to 7 years olds. -Both assess verbal and nonverbal intelligence. The test are not meant to be an overall test of general intelligence. -The test should be administered to each by a licensed psychologist -They can be used to predict school performance and can identify children who may need extra help or additional challenges.

PSYCHOSOCIAL DEVELOPMENT : Task of Industry -Erikson was a theorist who believed the primary task for school – age children was to develop a sense of industry. -A child can gain satisfaction from achieving even small goals. -Praise is essential in this stage of development to build motivation to learn and achieve. Peer Relationships -School-age children begin to compare family values with values of others. -Friendships with same –sex peers are very important for the school –age child.

play -Children between the ages of 5 and 7 engage in rough- and-tumble play -By age 7 children are able to engage in competitive play and use coping strategies to deal with team cooperation, conflict, losing, and winning. -Competition is often a welcome challenge. -Participation in organized sports can develop teamwork and physical fitness. -High stress and excessive pressure to win are not helpful and should be avoided. -In team sports, all children should be encouraged to participate without excluding those who are less physically talented. PSYCHOSOCIAL DEVELOPMENT :

latchkey children: latchkey children are those who are left unsupervised after school because both parents work and extended family are not available to care for them. -some children left home alone enjoy the independence and develop maturity and problem solving skills. -Other children are at higher risk for feeling isolated and may be at increased risk for accidents. - A backup adult should be available in case of an emergency. PSYCHOSOCIAL DEVELOPMENT :

TEACHING TECHNIQUES FOR THE SCHOOL-AGE CHILD: -During any teaching process, provides of praise and occasional rewards reinforce learning accomplishment -Encourage the school –age child to accept responsibilities provide hands –on reinforcement whenever possible. -group instruction is effective in teaching positive health behaviors because peer attitudes can influence learning and enhance application of values taught.

SAFETY NEEDS OF THE SCHOOL-AGE CHILD 1.Enforce continued use of seat belts during car travel. 2. Teach safety related to hobbies, handicrafts, mechanical equipment. 4. Teach and reinforce traffic safety. 3. Bicycle safety must be taught and enforced.