Chapter 9

• Height and weight


  Children grow about 2-3 inches per year between ages 6 and 11 and approximately double their weight during that period. Girls retain more fatty tissue. African American boys tend to grow faster than white children.
• Less than 10% of cals


  should come from saturated fat.
• Nutrition


  schoolchildren need, on average, 2,400 calories a day.
• Sleep


  10 hours at age 9, 9 hours at age 13
• Sleep problems


  resistance to going to bed, insomnia, and daytime sleepiness are common. They make their own bedtimes, and have TV's in their bedrooms.
• Recess-Time Play


  Informal and spontaneously organized. Boys play more physically active games. Girls favor games that include verbal expression or counting aloud
• Rough-and-tumble play


  Wrestling, kicking, tumbling, grappling, and chasing. Seems to be universal.
• Rough and Tumble adaptive benefits


  Hones skeletal and muscle development, offers safe practice for hunting and fighting skills, and channels aggression and competition.
• Sports


  38.5% participate in organized sports. Improves motor skills, weight control, lower blood pressure, improved cardiovascular functioning, and enhanced self-esteem and well-being.
• Obesity in children has become

  a major health issue worldwide. Boys are more likely to be overweight than girls.
• Body image


  how one believes one looks. Playing with physically unrealistic dolls, such as barbie, may be an influence in that direction.
• Causes of obesity


  Inherited tendency aggravated by too little exercise and too much or the wrong kinds of foods. Eating out. Inactivity.
• Childhood obesity concerns


  Risk for behavioral problems, depression and low self-esteem, medical problems (HBP, High Cholesterol, High insulin levels) Childhood diabetes.
• Overweight children often


  Suffer emotionally and may compensate by indulging with treats, making their physical and social problems even worse. Fall behind other classmates.
• Hypertension


  Chronically high blood pressure.
• Preventing weight gain is

  easier, less costly, and more effective than treating obesity.
• Children should only get about

  30 percent of their total calories from fat and less than 10 percent of the total from saturated fat.
• Effective weight-management programs should include

  efforts of parents, schools, physicians, communities, and the larger culture.
• Acute medical conditions


  occasional short-term conditions, such as infections and warts. Common.
• Chronic medical conditions


  Physical, developmental, behavioral, or emotional conditions that persist for 3 months or more.
• Asthma


  A chronic Respiratory disease, apparently allergy-based and characterized by sudden attacks of coughing, wheezing, and difficulty breathing.
• Diabetes


  One of the most common diseases in school-aged children. High levels of glucose ni the blood as a result of defective insulin production, ineffective insulin action, or both.
• Symptoms of diabetes


  Thirst, urination, hunger, weightloss, blurred vision, fatigue.
• Accidental injuries


  Leading cause of death among school-aged U.S. children. (Brain injuries from bike accidents) 88% can be prevented.
• concrete operations


  3rd stage of piagets cognitive development (ages 7-12) during which children develop logical but not abstract thought.
• Categorization includes


  abilities as seriation, transitive inference, and class inclusion. Improve gradually between eraly and middle childhood.
• Seriation


  When they can arrange objects in a series according to one or more dimensions (weight-lightest heaviest) (Color-Lightest darkest)
• Transitive inference


  ability to infer a relationship between 2 objects from the relationship between each of them and a 3rd object (a>b and b>c, then a>c)
• Class inclusion


  ability to see the relationship between a while and its parts.
• Inductive reasoning


  Type of logical reasoning that moves from particular observations about members of a class to a general conclusion about that class
• Deductive reasoning


  Type of logical reasoning that moves from a general premise about a class to a conclusion about a particular member or members of the class.
• Children in the stage of concrete operations


  can work out the answers in their heads; they do not have to measure of weigh the objects.
• Identity


  Substance retains nature even when it looks different
• Reversibility


  Reversing action will cause substance to revert to former appearance.
• Decentering


  Focus on more than 1 feature at a time.
• Rigid obedience to authority


  1st stage (2-7) Believe rules cannot be bent or changed, that behavior is either right or wrong, and that any offense deserves punishment, regardless of intent.
• Increasing Flexibility


  2nd stage (7-8 or 10-11) Begin to discard the idea that there is a single, absolute standard of right and wrong. They can consider more than one aspect of a situation, they can make more subtle moral judgments.
• Equity


  (11-12) The belief that everyone should be treated alike.
• Executive function


  Conscious control of thoughts, emotions, and actions to accomplish goals or solve problems.
• Selective attention


  Focus on the info they need and wants while screening out irrelevant info. The ability to deliberately direct ones attention and shut out distractions.