Module 5 - Middle Childhood
Cards (137)
- What is middle childhood?- time of physical growth, cognitive gains, and expanded social networks- period of life that picks up where early childhood left off and continues until adolescence
- physical patterns of middle childhood- grows 2-3 inches/year- gains 5-7 lbs/year- physical features subtly change- baby fat decreases- muscle mass increases- cephalocaudal pattern- Proximodistal pattern- gender differences in motor development (girls vs boys)
- physical patterns - cephalocaudal- started with head- now resulted in head circumference becoming more in proportion with total body height
- physical patterns - proximodistal- started with trunk- now progressed to limbs- fine motor skills can be learned and honed
- physical patterns - boys- greater gains in gross motor skills- tendency towards movement and motion results in more attention given to activities emphasizing gross motor skills
- physical patterns - girls- more advanced in fine motor skills- tendency/encouraged to sit still and focus on fine motor control, such as coloring
- problems in middle childhood- obesity- ADHD
- child obesity- current problem in middle childhood- obesity doubled since late '70s for kids in US
- child obesity - causes- genetics- socioeconomic status (lack of education for healthy behaviors, stress)- poor behavioral patterns- less physical activity
- child obesity - consequences- physical, psychological, social- low self-esteem, depression, social exclusion
- child obesity - treatment- behavioral- unhealthy behaviors need to be changed -> positive reinforcement given for successes- entire family should be involved in the changes -> obesity is often a family problem
- obesity article 1 notes- complex disease with factors of genetics, eating patterns, physical activity levels, sleep routines, access to health care, conditions (where we live, learn, work, play)- higher risk for asthma, sleep apnea, bone & join problems, T2 Diabetes, risk factors for heart disease like High BP, etc.- 1/5 US kids have obesity- impact on medical costs - higher compared to healthy kids- more likely to have obesity as adults -> adults w/ obesity have higher risk for stroke, many cancers, heart disease, T2 Diabetes, premature death, mental illnesses (depression, anxiety)- 6 ways families can help prevent obesity* model a healthy eating pattern (fruits & veggies good, replace sugary drinks, eat whole grains, lean protein, low fat/free dairy)* move more as a family (walk, ride bike, race yard, active chores)* set consistent sleep routines (preschoolers 10-13 hrs, 6-12 y/o 9-12 hrs)* replace screen time with family time (turn off screens 1hr before bed, remove screens from bedrooms)* support obesity prevention in early care and education (daycare, preschool, etc)* find family healthy weight program (provider can help)
- obesity article 2 notes- link b/w food related hardships and obesity- food insecurity leads to increased risk of obesity- food deserted areas lead to elevated risk of obesity- over 1/3 adults are obese- obesity 2nd leading cause of premature death in NA and EU- food security = inability to acquire adequate food due to lack of resources- ~15.6m households (12.3%) were food insecure- food deserts = areas where residents don't have access to supermarkets or grocery stores- to combat obesity, important to ensure people have consistent access to nutritious food- women more likely to exhibit obesity (result of food insecurity) compared to men b/c women more likely to shield their kids from food insecurity by reducing their own nutritional intake and giving it to kids- black and hispanic households at higher risk for food insecurity
- Attention Deficit/Hyperactivity Disorder (ADHD)- another problem in middle childhood (in terms of increased diagnoses)- young children may show signs of ADHD (more substantial difficulties may arise during the school years since kids required to sit still and pay attention in classroom)
- ADHD - prevalence in cultures- current prevalence of ADHD in most cultures 5% of kids
- ADHD article notes- ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development- PCP, psychiatrist, clinical psychologist can diagnose ADHD after thorough evaluation- ADHD diagnosis: symptoms of inattention &/or Hyp-Imp must be chronic or long lasting, impair person's functioning, and cause person to fall behind typical development for their age.- stress, sleep disorders, anxiety, depression, other physical conditions/illnesses cause similar symptoms to ADHD- most kids w/ ADHD get diagnosed during elementary school years. for adolescents/adults, symptoms have to be present before age 12.- ADHD symptoms appear as early as b/w 3-6 y/o- symptoms change overtime w/o hyperactivity lessoning as age increases- risk factors: genetics, environmental factors, nutrition, social environments- treatment: medication, psychotherapy, education
- ADHD - 2 patterns- inattention- hyperactivity and impulsivitya child with adhd shows a constant pattern of inattention and/or hyperactive and impulsive behavior that interferes with normal functioning- ADHD occurs in about 8% of children
- ADHD - inattention- great difficulty with and avoidance of tasks that require sustained attention (such as conversations or reading)- failure to follow instructions (often resulting in failure to complete school work and other duties)- disorganization (difficulty keeping things in order, poor time management, sloppy and messy work)- lack of attention to detail- becoming easily distracted- forgetfulness- person has difficulty staying on task, sustaining focus, staying organized (not due to defiance or lack of comprehension)
- ADHD - hyperactivity- excessive movement (fidgeting, squirming)- leaving one's seat in situations when remaining seated is expected- having trouble sitting still (ex: in a restaurant)- running about and climbing on things- blurting out responses before another person's question or statement has been completed- difficulty waiting one's turn for something- interrupting and intruding on others- child comes across as noisy and boisterous.- child's behavior is hasty, impulsive, and seems to occur w/o much forethought- person seems to move constantly, including in situations when it isn't appropriate, or excessively fidgets, taps, or talks. in adults -> extreme restlessness, talking too much
- ADHD - impulsivityperson acts w/o thinking or have difficulty w/ self control.desire for immediate rewards or the inability to delay gratificationinterrupts others or makes important decisions without considering long-term consequences.
- ADHD - hyperactivity comparison to adults- child's behavior explains why adolescents and young adults with ADHD receive more traffic tickets and have more automobile accidents than do others.
- ADHD - inattention vs hyperactivity/impulsivity- inattention more difficult to be noticed since symptoms are less obvious than hyperactivity/impulsivity symptoms
- ADHD - girls- more likely to have issues with inattention rather than hyperactivity- symptoms sometimes overlooked
- ADHD - boys- more likely to be diagnosed with ADHD- boys are over twice as likely to be diagnosed with ADHD- reflects the greater likelihood of boys engaging in outward aggression and impulsive activities that are more likely to get noticed and therefore brought to the attention of a clinic
- ADHD - kids with vs kids without- kids with ADHD have lower grades and standardized test scores- kids with ADHD have higher rates of expulsion, grade retention, and dropping out*compared to non - ADHD kids
- ADHD - treatment- combination of medication and behavioral therapy- many believe that go-to treatment is stimulant medication (Ex: ritalin) w/o behavioral interventions necessary for curbing problem behaviors- medication can greatly aid child's ability to focus and pay attention- child requires specific targeting of impulsive or hyperactive behaviors
- Piaget's cognitive theory - concrete operations- gains that children make in their thinking- most children can now perform conservation- can perform seriation (ordering objects in a row)- can use logic to solve problems- piaget felt kids in this stage are truly engaged in operations (mental activities)
- video notes concrete operations- gains: conservation, classification, seriation- limitations:abstract thought- current research:culture and education play enormous roles
- video notes of third grade students 9 y/o math problems- kids expanded abilities in symbolic function- can easily engage in mental representation of mathematical concepts- engaging in operations and doing so systematically and logically while working collaboratively -> moved out of preoperational stage into concrete operations(write notes from the video now)- addition, subtraction, counting money- discuss and compare answers, can work together
- video notes 5.2 part 1Categories of Peer Acceptance- Popular* prosocial (nice,kind,social,liked)* antisocial (bullies, relational aggression, treat some nice some mean, etc)- Rejected* aggressive (negative outcome for kids, very aggressive, disliked)* withdrawn (internalizing problems, keep to selves, doesn't connect well w/ others- Neglected (loners, keeps to selves but by choice, not rejected by others, just left alone)- Controversial (mixed, look popular, polarizing status, can have lots of friends but also pushes people away, peers actively like and dislike them), not as negative as rejected kid b/c they have interactions w/ other kids
- video notes 5.2 part 2DIVORCE AND CHILDREN- debunking ' 50% of all marriages end in divorce'* projected made from 1970s'if these rates continue, then 50% of all marriages will end in divorce* divorce rates are declining(not as many ppl getting married, ppl delaying marriage, studies/finances/economic standing)- ppl on 2nd marriage have higher chance of divorce than first marriage-FACTORS THAT DECREASE THE LIKELIHOOD OF DIVORCE* religious commitment* marriage after the age of 20* women's education* economic stability- TIMING* children have more difficulty than do adolescents* reverse is true for remarriage- CONSEQUENCES* financial and home instability* parental issues* perception of success of own future relationships- KEY VARIABLES* gender, age, temperament, father's role- MINIMIZING CONSEQUENCES* keep both parents involved and positive interactions i possible
- video notes 5.2 part 3MORAL DEVELOPMENT: KOHLBERGPreconventional: Punishment/Obedience, Reciprocity/Self Interest, MORALITY IS EXTREMELY CONTROLLEDConventional: Social harmony, social order, MORALITY CONSISTS OF CONFORMITY TO SOCIAL RULESPostconventional: social contract, universal ethical principles, MORALITY IS DETERMINED BY ABSTRACT PRINCIPLES
- 3 aspects of socioemotional development- peer relations- family relations- moral development
- Socioemotional development - Peer Relations- children become increasingly oriented toward their peers- children now tend to base friendships on similarities- children start associating with a specific set of friends- around 3rd grade, relational aggression increases (esp. for girls)
- Peer relations - classification system- various researchers investigated peer acceptance by having kids vote for classmates whom they like and admire the most (based on a sociometric system developed by Moreno, 1934)- 4 peer statuses found: popular, rejected, neglected, controversial- approx. 2/3s of elementary school kids fit into these categories- children who don't fit in the categories are deemed "average" in this classification system
- Peer relations - popular kids- received the most popular votes- students view them favorably- 2 types of popular kids: antisocial, prosocial
- antisocial popular kids- engage in relational aggression (gossip, use of humiliation) in order to cement their popularity- uses social skills for harm
- prosocial popular kids- very socially skilled- good listeners and communicators- no relational aggression
- peer relations - rejected kids- actively disliked- rarely named as friends- nominated as classmates who are disliked-show aggressive tendencies- tend to be less skilled socially than popular and average children- associated with risk for variety of problems in future (drug use, aggression, delinquency)- bullying research indicates some rejected kids invite negative attention due to hyperactive/aggressive behaviors- other rejected kids are simply shy or unskilled socially- important note: not all rejected kids will show future problems, some were just shy or asocial
- Peer relations - neglected kids- largely ignored by peers- rarely receive positive or negative votes- tend to to not be as aggressive as rejected kids but less sociable than popular/average kids- more withdrawn- tend to not show the poor outcomes observed with rejected kids- many choose to keep to themselves- don't report feeling unhappy when by themselves- personality may play a role in who is/who isn't a neglected kid- children tend to be fairly socially skilled