MIDDLE

CHILDHOOD
presented by Group 1
 THEIR GROWTH
in slow and steady way
Height Weight
By age of 11, average height redistributed
for boys shorter than girls baby fat disappears
Only time of life span girls More muscular
taller than boy Strength increases
Factor Influence
societal factors
genetic factor
affluence
racial Emotion
dietary habits
ethnic background disease
nutrition

 motor development
gross motor skills Fine motor skills
great improvements occur also develop rapidly
in this stage Eg: typing at keyboard
Master many skills earlier write in cursive with
could not perform well Factor affect: pen& pencil
Eg: -skip rope , swim Cultural expectations
appear underlie most gross
motor skill differences
between boys and girls .
society did not expect girls
to be highly physically
active as boys
 health concerns
physical
Obesity mental
Adequate nutrition Factor:
contributions to growth , genetic factors

health , social and emotional children's failure to develop

No apparent
functioning and cognitive internal controls , overeating
correct
overindulgence in sedentary
performance treatment
activities
the use of
Asthma lack of physical exercise .
antidepressant
Factor trigger:
respiratory infections Factor:
accidents medication
allergic reactions to increase in independence &
airborne irritants example:
mobility of school-age children
Eg: dust mites childhood
Bicycle accident
,Excretion,Pollution,Smoke depression
Automobile accidents
Anxiety disorder
 Persistent difficulty in

children with Attention-deficit/hyperactivity

finishing task,following
instructions

special needs disorder or ADHD

-A learning disability marked by
inattention,impulsiveness,a low Difficulty in waiting or
tolerance for frustation,and remaining seated
SENSORY DIFFICULTIES
generally a great deal of
inappropriate activity
Frequent interruption of
others or excessive talking
Specific learning disorder
-difficulties in hte acquisition and
use of
Visual impairment listening,speaking,reading,writing.
reasoning,or mathematical
-a difficulty in seeing that may include blindness or partial sightedness abilities

Concrete operational stage

-the period of cognitive development
between 7 and 12 years of age,which is
Auditory impairments characterized by the active,and
appropriate,use of logic
-A special need that involves the loss of hearing or some aspect of hearing

Tip: Use links to go to a different page

inside your presentation.

How: Highlight text, click on the link symbol

onSpeech impairments
the toolbar, and select the page in your
presentation
-Speech that deviates so much you want
from the speech tothat
of other connect.
it calls attention
itself,interferes with communication,or produces mal-adjustment in the speaker
[9.7-9.9]

Vygotsky's Approach to Cognitive Development

& Classroom Instructor
TWO INNOVATIONS
INSPIRED BY
VYGOTSKY'S WORK:

According to
Vygotsky, education
should focus on
activities that
involve interaction
with others

COOPERATIVE RECIPROCAL
LEARNING TEACHING
How Language Develops During
Middle Childhood
DEVELOPMENTS/
IMPROVEMENTS
vocabulary continues to
increase
mastery of grammar improves
understanding of syntax
grows
can pronounce words quite
accurately
conversational skills develop
Metalinguistic Awareness -
children's understanding of
their own use of language -
increases
uses 'self-talk' to regulate
own behaviour
DIFFICULTIES
pronouncing certain
phonemes remain
troublesome
difficulty decoding
sentences when the
meaning depends on
intonation, or tone of voice
BILINGUALISM
Knowing more than one
language offers cognitive
advantages such as having
greater cognitive flexibility,
solves problems with more
creativity and has a higher
self-esteem
Reading TWO APPROACHES IN
LEARNING HOW TO READ

5 STAGES OF READING 1. Code-based approaches

to reading
Stage 0-learn the
2. Whole-language
prerequisites of reading
approaches to reading
Stage 1-involves
[code-based is superior]
phonological reading
skills
WHY IS READING
Stage 2-read aloud with
IMPORTANT?
fluency but without
meaning it boosts the
Stage 3-using reading as organization of the
way to learn visual cortex in the
Stage 4-understand what brain
they read in multiple improves processing of
points of view the spoken language
 STAGES OF FRIENDSHIP
stages 1
Basing friendship on others’
behavior
4-7 years old
Friends are viewed largely
in terms of presenting
opportunities for pleasant
interactions
Focus on mutual liking and
time spent together
stages 2 stages 3
Basing friendship on trust Basing friendship on
8-10 years old psychology closeness
Take other’s personal 11-15 years old
qualities, traits, reward Main criteria is intimacy
provided into and loyalty
considerations Focus on sharing personal
Focus on mutual trust thoughts and feeling
 INDIVIDUAL DIFFERENCES IN
FRIENDSHIP
what makes a characteristics why popularity is
child popular? lead to popularity important ?

status among them; high in social competence Teaching social competence

establishing one’s funny Encourage social
position helpful interaction
lower-status children are social problem-solving abilities Teach listening skills to
more likely to follow the
children
lead of children of higher Teach conversational skills
status Teach children pay

attention to others

 GENDER AND FRIENDSHIPS: THE SEX

SEGREGATION OF MIDDLE CHILDHOOD

CROSS-RACE FRIENDSHIPS
boys
Typically have larger networks of
friends than girls
Interracial friendships
Have a dominance hierarchy
decrease in frequency as
Tends to concerned with their
children age
place in the dominance hierarchy
Promote mutual acceptance
Restrictive play
Improved understanding Language used among them reflects
Decreased tendency to their concern over status and
stereotype challenge
girls
Focus on one or two “best friends”
Maintain friendships at equal-
status levels
Conflicts are usually solved through
compromise; ignoring the situation
Making social interaction easy and
nonconfrontational
Language used by girls tends to
reflects their view of relationships
10.9 How today's diverse family and care
arrangements affect children in middle childhood

Coregulation Self-care children Blended family

A period in which parents
and children jointly control
children's behavior
Parents provide broad,
general guidelines for
conduct, while children have
control over their everyday
behavior.
Children who let themselves
into their homes after school
and wait alone until their
caretakers return from work
Children may develop an
enhanced sense of
independence and
competence.
A remarried couple that has
at least one stepchild living
with them
A child in blended family may
have to choose which parent
to spend each vacation and
holiday with, or to decide
between the conflicting
advice coming from
biological parent and
stepparent
 10.10 How children's social and
emotional lives affect after their school
performance in middle childhood
Individual differences in
Academic success and failure Beyond the 3R's attribution

Attributions, people's Emotional intelligence, the skills Among the strongest influences
explanations for the reasons that underlines accurate on people's attributions are their
behind their behavior. assesment, evaluation, expression race, ethnicity and
For example, when a success is and regulation of emotion. socioeconomic status.
attributed to internal Children are provided with lessons While our attributions can affect
factors,students tend to feel in empathy, self-awareness, and our future performances, it is also
pride social skills. true that different experiences
give us different perceptions
about the ways things in the
world fit together.