MIDDLE CHILDHOOD
A Group Project By: 1. Wan Amirul Afham A195985 (audio) 2. Nur Alyssa Fika Mohd Rafizal A194285 (audio) 3. You Khai Teen A191648 (speech) 4. Harissa Amiera Abd Razak A194688 (speech) 5. Pang Jia Ming Olivia A192458 (speech) 6. Nasrin Amalia Abdul Fattah A194608 (audio) 7. Zarith Sofea Roslan A194113 (speech)
1. Self-Esteem
1.1. definition
1.1.1. overall, specific positive and negative self-evaluation
1.2. when they judge themselves (good or bad), then they reflect
1.3. more emotionally oriented
1.3.1. for example: "they think im a nerd" "im a failure and nobody loves me" :(((
1.3.2. //comparison to self-concept// self-concept more to belief & cognition. e.g. "im good at playing chess and bad at swimming."
1.4. how it's developed
1.4.1. children compare themselves to others
1.4.2. asses how they measure up to society's standards
1.4.3. develop their own internal standards
1.4.4. compare themselves to their own standards//goals//visualisations
1.5. how it affects them
1.5.1. positive self-esteem
1.5.1.1. believe they are RELATIVELY good at all things
1.5.2. negative self-esteem
1.5.2.1. feel inadequate at most things
1.6. change and stability
1.6.1. change
1.6.1.1. generally high self-esteem during middle childhood
1.6.1.2. may decline when in new environments
1.6.1.3. will gradually rise again
1.6.2. stability (reoccuring cycle)
1.6.2.1. low self-esteem
1.6.2.1.1. stuck in cycle of failure that grows increasingly harder to break
1.6.2.1.2. for example: a child did poorly in exam, now has low self-esteem, expects to do bad in next exam, lacks motivation, and doesn't study properly, does poorly in exam again, and the cycle repeats
1.6.2.2. high self-esteem
1.6.2.2.1. travel through more positive path, be in a cycle of success
1.7. race and self-esteem
2. Growing body
2.1. Height and Weight Changes
2.1.1. Height and weight increase disguise significant individual differences.
2.2. Cultural Pattern of Growth
2.2.1. Inadequate nutrtion and disease affect growth significantly.
2.2.2. Genetic factors relate to racial and ethnic background
2.2.3. Parental conflict or alcoholism can affecting growth
2.3. Promoting Growth with Hormone
2.3.1. Artificial hormones to promotes growth available in the last two decades.
2.3.2. Drug is costly and has potentially dangerous side effect.
2.4. Nutrition
2.4.1. Nutrition linked to cognitive performance
2.4.2. Malnutrition may influence cognitive development
2.5. Childhood Obesity
2.5.1. Obesity caused by combination of genetic, social characteristics and diet.
3. Physical and Mental Health
3.1. Asthma
3.1.1. chronic condition characterized by periodic attacks of wheezing, coughing and shortness of breath
3.1.2. occurs when the airways leading lung constrict, partially blocking passage of oxygen
3.1.2.1. increasing air pollution
3.1.2.2. exposure to "asthma trigger"
3.2. Accidents
3.2.1. automobile accidents and other transportation injuries
3.2.1.1. use seat belts inside the car and wear protective gear outside
3.2.1.2. wear knee and elbow pads (roller-blading and skateboarding)
3.2.2. fires and burn, drowning and gun-related
3.3. Psychological Disorders
3.3.1. children 's symptoms not entirely consistent
3.3.2. correct treatment is not always apparent
3.3.3. those who suffer from psychological problems as children are risk for future disorders during adulthood.
4. Children with Special Needs
4.1. Sensory Difficulties
4.1.1. Visual
4.1.1.1. visual impairment
4.1.1.1.1. visual problems emerge gradually as children develop physiologically and changes occurs in the visual aparatus
4.1.1.1.2. aware of the signals of visual problems in children
4.1.2. Auditory
4.1.2.1. Auditory impairments
4.1.2.1.1. limited range of frequencies, or pitches
4.1.2.1.2. children with little/no exposure to sound of language are unable to understand/produce oral language
4.1.2.1.3. hearing loss after child has learn language will not have serious consequences on subsequent linguistics development
4.1.3. Speech
4.1.3.1. speech impairment
4.1.3.1.1. deviates from speech of others that it calls attention to itself
4.1.3.1.2. childhood-onset fluency disorder(stuttering)
4.2. learning disabilities
4.2.1. specific learning disorder
4.2.1.1. difficulties in acquisition & use of listening, speaking etc
4.2.1.2. discrepancy between actual academics performance & apparent potential to learn.
4.2.2. dyslexia(reading disability)
4.2.2.1. letters misperception in reading & writing
4.2.2.2. unusual difficulty in sounding out letters
4.2.2.3. confusion between left and right
4.2.2.4. spelling difficulties
4.3. Attention-deficit/Hyperactive Disorder
4.3.1. inattention, impulsiveness, low intolerance of frustration
4.3.2. drug increased attention span & compliance
4.3.3. behavior therapy often
5. Piagetian Approaches
5.1. Rise of Concrete Operational Thought
5.1.1. Confronted with conservation problem (cognitive & logical answer)
5.1.2. Decentering
5.1.3. Reversibility concept
5.1.4. Understanding concept of relationship between times and speed
5.1.5. Unable to understand abstract/hypothetical question
6. Information Processing
6.1. Memory
6.1.1. Process where information initially encoded ,stored & retrieved
6.2. Metamemory
6.2.1. Understanding process that underline memory which emerges & improves during middle childhood.
6.3. Improving Memory
6.3.1. Use memory strategy effectively
7. Vygotsky's Approach
7.1. Child-Adult Interaction
7.1.1. Reciprocal teaching-teach reading comprehension strategies.
7.2. Child-Child Interaction
7.2.1. Cooperative learning-children work together in groups.
8. Cross-Race Friendships
8.1. Tend to be have more cross-race friends at younger age
9. Moral Development
9.1. younger children
9.1.1. think in terms of society's rules
9.1.2. concrete, unvarying, strict
9.2. adolescence
9.2.1. reason on a higher plane
9.2.2. reached Piaget's stage of for,a; operations
9.2.3. can comprehend abstract, formal priciples of morality. e.g. "you can steal on certain conditions"
9.3. girls
9.3.1. different upbringing for boys and girls in society
9.3.2. Gilligan's Three Stages of Moral Development for Women
9.3.2.1. STAGE 1: Orientation toward individual survival
9.3.2.2. STAGE 2: Goodness as self-sacrifice
9.3.2.3. STAGE 3: Morality of nonviolence
9.4. Kohlberg's Sequence of Moral Reasoning
9.4.1. LEVEL 1: PRECONVENTIONAL MORALITY
9.4.1.1. STAGE 1: Obedience and punishment orientation
9.4.1.2. STAGE 2: Reward orientation
9.4.2. LEVEL 2: CONVENTIONAL MORALITY
9.4.2.1. STAGE 3: "Good boy" morality
9.4.2.2. STAGE 4: Authority and social-order-maintaining morality
9.4.3. LEVEL 3: POSTCONVENTIONAL MORALITY
9.4.3.1. STAGE 5: Morality of contract, individual right
9.4.3.2. STAGE 6: Morality of individual principle and conscience
10. Psychosocial development
10.1. Competence
10.1.1. efforts to attain competence in meeting challenges
10.2. industry-versus-inferiority stage
10.2.1. success brings feelings of mastery
10.2.1.1. lead to higher competence
10.2.2. difficulties brings feelings of failure
10.2.2.1. lead to withdrawal from academic pursuits and lessen interest
10.3. sense of industry and the consequences
10.3.1. people who were successful in childhood, tend to also be successful as adults
11. Reading
11.1. Stage 0
11.1.1. Birth to start of first grade
11.1.2. Learn essential prerequisites
11.2. Stage 1
11.2.1. First and second grades
11.2.2. Phonological recoding skills
11.3. Stage 2
11.3.1. Second and third grades
11.3.2. Read aloud with fluency
11.4. Stage 3
11.4.1. Fourth to eighth grades
11.4.2. Uses reading as means for learning
11.5. Stage 4
11.5.1. Eight grade and beyond
11.5.2. Able to read and process information
12. Intelligence
12.1. Mental Age
12.2. Chronological Age
12.3. Intelligence Quotient
12.4. Measuring IQ
12.4.1. Stanford-Binet Intelligence scales,5th Ed(SBS)
12.4.2. Wechsler Intelligence Scale for Children,4th Ed (WISC-IV)
12.4.3. Kaufman Assessment Battery for Children, 2nd Ed(KABC-II)
13. Families
13.1. parents have major influence
13.1.1. essential assistance, advice, direction
13.2. siblings
13.2.1. provide support, companionship, sense of security
13.2.2. sibling rivalry
13.2.2.1. compete, quarrel
13.2.2.2. will likely get along after
13.2.3. cultural differences might affect
13.2.4. only child
13.2.4.1. no sibling rivalry
13.2.4.2. no sibling benefits
13.2.4.3. also as well adjusted
13.2.4.4. higher self esteem
14. Child's popularity
14.1. Personal characteristics
14.1.1. helpful
14.1.2. cooperating
14.1.3. funny
14.1.4. high social competence
15. Understanding One's Self
15.1. more in psychological traits, less external or physical traits
15.1.1. due to increasing cognitive skills
15.2. less simplistic, more complex
15.3. children evaluate themselves in 4 major areas
15.3.1. physical self-concept
15.3.2. emotional self-concept
15.3.3. social self-concept
15.3.4. academic self-concept
15.4. Social comparison
15.4.1. Social comparison
15.4.1.1. desire to evaluate one's own qualities by comparing to others
15.4.2. Downward social comparison
15.4.2.1. desire to evaluate one's own qualities by comparing to others that are less successful / less good
15.4.2.1.1. why? -to feel better, protect their self-esteem
16. Friendship
16.1. STAGE 1: Basing Friendship on Others' Behaviour
16.2. STAGE 2: Basing Friendship on Trust
16.3. STAGE 3: Basing Friendship on Psychological Closeness
17. Motor Development
17.1. Gross Motor Skills
17.1.1. Keeping children fit
17.1.1.1. Make exercise fun
17.1.1.2. Be an exercise role model
17.1.1.3. Gear activities to the child's physical level and motor skill
17.1.1.4. Encourage child to find a partner
17.1.1.5. Urge participation in sport activities and enjoyable programs
17.1.1.6. Provide healthy diet
17.2. Fine Motor Skills
17.2.1. Increases amount of myelin in the brain advancing fine motor skills.
17.2.1.1. Messages can reach muscles more rapidly and control them better.
18. Gender and Friendships
18.1. segregation of frindship according to genders
18.1.1. tend to avoid other gender
18.1.2. when they do, often has romantic overtones
18.2. Boys' friendships
18.2.1. large group
18.2.2. dominance hierarchy
18.3. Girls' friendships
18.3.1. one or two "best friends"
18.3.2. relatively equal status
18.3.3. nonconfrontational in solving conflicts
18.3.3.1. maintain equal status in friendships