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Human Development Across the Lifespan Cover Image
Human Development Across the Lifespan, 5/e
John S. Dacey, Boston College
John F. Travers, Boston College
Middle Childhood
Physical and Congitive Development in Middle Childhood

Outline

  1. Physical development
    1. Nutrition
      1. Eating habits
      2. Obesity
    2. Physical changes in middle childhood
      1. Height and weight
      2. Body proportion
      3. Arms, legs, and trunk size
    3. Motor skills
      1. Motor skill increases
      2. Sex differences
      3. Balance matures
      4. Fine motor skills improve
  2. Cognitive development
    1. Piaget and concrete operations
      1. Accomplishments of the concrete operational period
        1. Conservation
        2. Seriation
        3. Classification
        4. Reversibility
        5. Numeration
      2. Features of concrete operational thinking
        1. Reverse operations that involve concrete objects
      3. Piaget's legacy
        1. Deeper understanding of children's cognitive development
        2. Awareness of the need for greater comprehension of how children think
        3. Children are not just passive recipients, but are cognitively active
        4. Piaget offered explanations, not just descriptions of children's thinking
      4. Revisiting concerns about Piaget's theory
    2. New ways of looking at intelligence
      1. Gardener and multiple intelligence
        1. Linguistic intelligence
        2. Musical intelligence
        3. Logical-mathematical intelligence
        4. Spatial intelligence
        5. Bodily-kinesthetic intelligence
        6. Interpersonal and intrapersonal intelligence
        7. Naturalist intelligence
      2. Sternberg's triarchic model of intelligence
        1. The components of intelligence
          1. Metacomponents
          2. Performance components
          3. Knowledge-acquisition components
        2. Experience and intelligence
        3. The context of intelligence
          1. Adapting to existing environments
          2. Shaping existing environments
          3. Selecting new environments
  3. Thinking and problem solving
    1. Children and thinking skills
      1. A thinking skills taxonomy
        1. Bloom's taxonomy of educational objectives
          1. What do we know about children?
          2. What is the nature of the subject matter that can help to shape objectives?
          3. Can a sequence of objectives be adopted?
      2. Using questions to improve thinking skills
        1. Critical issues in framing thoughtful questions
          1. How to ask questions
          2. Obtaining good answers
          3. Following up the responses
    2. Problem-solving strategies
      1. Characteristics of good problems solvers
        1. Positive attitude
        2. Concern with accuracy
        3. Learn to take a problem apart
        4. Learn not to guess
      2. Improving children's problem-solving strategies
        1. Adaptive strategy choice model
      3. What kinds of mistakes do children make?
        1. Failure to observe and use all the relevant facts of a problem
        2. Failure to adopt systematic procedures
        3. Failure to perceive vital relationships
        4. Frequent use of sloppy techniques
    3. The DUPE model
      1. Determine
      2. Understand
      3. Plan your solution
      4. Evaluate your plan
  4. Moral development
    1. Three issues
      1. How do children think about moral development?
      2. How do children feel about moral development?
      3. How do children behave in moral situations?
    2. The path of moral development
      1. Parents and moral development
    3. Piaget's explanation
      1. Children conform to rules
      2. Theory
        1. Birth-4 years old: rules are meaningless
        2. 4-6 years old: rules are fixed and unchangeable (heteronymous morality)
        3. 7-11 years old: social rules are formed by individuals and can be changed (autonomous morality)
    4. Kohlberg's theory
      1. Preconventional level (about 4-10 years)
        1. Punishment and obedience
        2. Naive instrumental behaviorism
      2. Conventional level (about 10-13 years)
        1. "Good boy-good girl" mentality
        2. Law-and-order mentality
      3. Postconventional level (13 years and over)
        1. Legalistic or contractual moral decisions
        2. Internalized standards
    5. Gilligan's "In a different voice"
      1. Women's moral decisions are based on an ethics of caring
      2. Gilligan's developmental sequence based on connections and relationships
  5. Language development
    1. Changes in usage
      1. Increase in pragmatic sophistication
    2. The importance of reading
      1. Automaticity is a key element
      2. Stage and nonstage models of reading acquisition
        1. Stage theorists state abilities change qualitatively over time
          1. 6-7 years: Learn the relationship between letters and sounds
          2. 7-8 years: Improved decoding skills
          3. 9-13 years: Reading is a tool to acquire knowledge
        2. Nonstage theorists agree reading unfolds naturally
          1. Emergent readers
          2. Developing readers
          3. Independent readers
        3. Reading comprehension
      3. Capacity for attention
    3. Strategies of maturing readers
      1. Cues identified by Booth
        1. Pragmatic cues
        2. Semantic cues
        3. Syntactic cues
        4. Phonological cues
      2. Levels of reading ability identified by Booth
        1. Emergent readers
        2. Developing readers
        3. Independent readers








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