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Cognitive Development in Middle Childhood
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Thinking in Middle childhood
Thought becomes more logical Can now pass Piagetian conservation tasks Understanding of spatial concepts improves Can now give clear, well organanized directions; can draw and read maps
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Piaget’s Theory: Achievements of the Concrete Operational Stage
Conservation Decentration Reversibility Classification Seriation Transitive inference Spatial Reasoning Directions Maps
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Piaget’s Theory: Limitations of Concrete Operational Thought
Operations work best with objects that are concrete Problems with abstract ideas Horizontal décalage Master concrete operational tasks gradually
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Further Research on Concrete Operations
Culture and schooling affect performance on tasks Neo-Piagetians suggest information processing helps Automatic cognitive schemes free up working memory Spread from central conceptual structure to wide range of situations
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Key Information Processing Improvements
Increase in information-processing capacity Gains in cognitive inhibition Both may be related to brain development
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Attention in Middle Childhood
Attention becomes more: Selective Adaptable Planful
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Development of Attention Strategies
Production deficiency Control deficiency Utilization deficiency Effective strategy use
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Steps in Planning Postponing action to weigh alternatives
Organizing task materials Remembering steps of plan Monitoring how well plan works Revising if necessary
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Development of Memory Strategies
Rehearsal – early grade school Organization – soon after rehearsal Knowledge base helps organization Elaboration – end of middle childhood Meaningful chunks of information • Schooling promotes using these memory strategies
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Theory of Mind in Middle Childhood
See mind as active, constructive Understand more about sources of knowledge Mental inferences False beliefs Consider interactions of variables Schooling promotes developing theory of mind
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Promoting Cognitive Self-Regulation
Point out special demands of tasks Encourage use of strategies Emphasize value of self-correction
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Information Processing and Academic Learning
Reading By the end of this period, makes transition from “learn to read” to “reading to learn” Mathematics Can now master more complex mathematical skills
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Intelligence testing What is intelligence anyway?
How many ‘intelligences’ do YOU have?
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Gardner’s Multiple Intelligences
Linguistic Logico-mathematical Musical Spatial Bodily-kinesthetic Naturalist Interpersonal Intrapersonal
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How is Intelligence measured?: IQ Tests
Individually-Administered Tests Examiners need training & experience Provide insights about accuracy of score Identify highly intelligent and children with learning problems Group Tests Allow testing of large groups Require little training to administer Useful for instructional planning Identify students who need individual testing
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Sternberg’s Triarchic Theory of Intelligence
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Explaining Differences in IQ
Genetics Accounts for about half of differences Environment SES Culture Communication styles Cultural bias in test content
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Stereotype Threat The fear of being judged on the basis of a negative stereotype that can trigger anxiety that interferes with performance Ex: Girls don’t do well on Math exams…
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Effects of Stereotype Threat on Performance
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Language Development in Middle Childhood
Vocabulary Increases fourfold during school years 20 new words a day Grammar Passive voice Infinitive phrases Pragmatics Adjust to people and situations Phrase requests to get what they want
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Learning Two Languages
Bilingual Development Learn both languages at the same time Learn first language, then second Sensitive period - childhood Bilingual Education Language immersion Bilingual education
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Academic Achievement and Class Size
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Educational Philosophies
Traditional v. Constructivist Classrooms New Philosophical Directions Social-constructivist Reciprocal teaching Communities of learners Teacher-student Interaction Self-fulfilling prophesies Grouping Practices
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Computers and Academic Learning
Computers and Internet access in virtually all North American schools Educational software Basic skills practice New knowledge Word processing Programming skills Homework
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Grouping Practices in Schools
Homogeneous ability groups Multigrade classrooms Cooperative learning
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Children with Learning Difficulties
Difficulties include: Mild mental retardation Learning disabilities - 5–10% of children Law requires “least restrictive placement” Mainstreaming Full inclusion
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Gifted and Talented Children
Exceptional intellectual strength Usually measured by high IQ Talented Outstanding performance in a specific field Measured by divergent thinking and creativity
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Asian Schools versus North American Schools
Asian schools show more: Cultural valuing of academic achievement Emphasis on effort High-quality education for all Time devoted to instruction
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Psychosocial Development in Middle Childhood
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Erikson’s Theory: Industry versus Inferiority
Pessimism and lack of confidence in own ability to do things well. Family environment, teachers, peers, can contribute to negative feelings. Industry Developing a sense of competence at useful skills. School provides many opportunities.
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Self-Concept in Middle Childhood
More refined me-self Social comparisons Emphasize competencies Both positive and negative Cognitive development affects structure of self-concept Perspective taking Social & cultural development affect content of self-concept Real self vs. ideal self
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Self-Esteem in Middle Childhood
Hierarchically structured Separate areas and general self-esteem Drops first few years in school, then rises
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Influences on Self-Esteem
Culture Child-rearing practices Messages from adults Attributions Mastery-oriented Learned helplessness
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Generational Changes in Self-Esteem
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Achievement-Related Attributions
Learned Helplessness Attribute failure to ability Fixed view of ability Cannot be changed Focus on performance goals Mastery-Oriented Attribute success to ability Incremental view of ability Can improve by trying Focus on learning goals
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Emotional Development in Middle Childhood
Self-Conscious Emotions Pride Guilt Emotional Understanding Explain using internal states Understand mixed emotions Emotional Self-Regulation Motivated by self-esteem and peer approval Emotional self-efficacy
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Development of Distributive Justice
Development of Distributive Justice beliefs about how to divide up material goods fairly Equality: 5 – 6 years Merit: 6 – 7 years Benevolence: around 8 years
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Peer Groups Formed from proximity, similarity
Adopt similar dress and behavior Peer Culture Relational aggression Exclusion
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Friendship in Middle Childhood
Personal qualities, trust become important More selective in choosing friends Friendships can last several years Influence each other’s behavior
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Peer Acceptance Categories
Popular Popular-prosocial Popular-antisocial Rejected Rejected-aggressive Rejected-withdrawn Controversial Neglected
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Gender Typing in Middle Childhood
Gender Stereotypes Extend stereotypes to include personalities and school subjects More flexible about behavior Gender Identity Boys more masculine Girls less feminine Cultural Factors
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Family Relationships Parents Siblings Coregulation Rivalry
Companionship and assistance
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Types of Families Traditional Employed parents One-child
Gay & lesbian parents Single parents Divorced parents Blended Extended
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International Divorce Rates
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Consequences of Parental Divorce
Immediate Instability, conflict, drop in income Parental stress, disorganization Consequences affected by: Age Temperament Sex Long-Term Improved adjustment after 2 years Boys, children with difficult temperaments more likely to have problems Father’s involvement affects adjustment
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Helping Families Through Divorce
Divorce mediation Joint custody Child support
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Blended Families Father-Stepmother Mother-Stepfather
Often leads to reduced father-child contact Children in fathers’ custody often react negatively Girls & stepmothers slow to get along at first, more positive interaction later Mother-Stepfather Most frequent Boys usually adjust quickly Girls adapt less favorably Older children and adolescents of both sexes display more problems
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Maternal Employment and Child Development
Benefits Higher self-esteem Positive family and peer relations Fewer gender stereotypes Better grades More father involvement Drawbacks Less time for children Risk of ineffective parenting
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Support for Working Parents
Flexible schedules, job sharing Sick leave Involvement of other parent Equal pay and opportunities Quality child care
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Fears and Anxieties in Middle Childhood
Fears of dark, thunder, lightning, supernatural beings persist School phobia 5–7 years: separation from home 11–13 years: particular aspects of school Fears of real elements of environment
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Prevention and Treatment
Child Sexual Abuse Characteristics of Victims More often female Reported in middle childhood of Abusers Usually Male Parent or known by parent Consequences Emotional reactions Physical symptoms Effects on behavior Prevention and Treatment Prevention: education Treatment: long-term therapy
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Resources That Foster Resiliency
Personal Family School Community
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