Middle Childhood Physical and Cognitive Development

Middle Childhood Physical and Cognitive Development

<33~~~LeArNinG ObJecTivzzz~~~<33

• Physical growth and influential factors • Special Needs • Cognitive Development • Language Development • Intelligence

Age range 6-12

Middle Childhood Physical and Cognitive Development

<33~~~LeArNinG ObJecTivzzz~~~<33

• Physical growth and influential factors • Special Needs • Cognitive Development • Language Development • Intelligence

Age range 6-12

Middle Childhood Physical and Cognitive Development

<33~~~LeArNinG ObJecTivzzz~~~<33

• Physical growth and influential factors • Special Needs • Cognitive Development • Language Development • Intelligence

Age range 6-12

Middle Childhood Physical and Cognitive Development

<33~~~LeArNinG ObJecTivzzz~~~<33

• Physical growth and influential factors • Special Needs • Cognitive Development • Language Development • Intelligence

Age range 6-12

Middle Childhood Physical and Cognitive Development

<33~~~LeArNinG ObJecTivzzz~~~<33

• Physical growth and influential factors • Special Needs • Cognitive Development • Language Development • Intelligence

Age range 6-12

Middle Childhood Physical and Cognitive Development

<33~~~LeArNinG ObJecTivzzz~~~<33

• Physical growth and influential factors • Special Needs • Cognitive Development • Language Development • Intelligence

Age range 6-12

Untitled.pdf Saved to Dropbox • Jun 25, 2018 at 12=55 AM

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• Grow 2-3 in per year • Girls: 4’ 10” • Boys: 4’ 9”

• Only time in the lifespan when girls on average are taller than boys

• Girls start adolescence around 10 y/o

What influences growth?

• Nutrition • Genetics

• Race- black children grow faster than white children • European typically taller than Asian/Pacific Islander

• Stress

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Nutrition

• Good nutrition may improve: • Social involvement • Emotional states

• Less anxiety

• More positive states

• Motivation to explore

Loading…

• Grow 2-3 in per year • Girls: 4’ 10” • Boys: 4’ 9”

• Only time in the lifespan when girls on average are taller than boys

• Girls start adolescence around 10 y/o

What influences growth?

• Nutrition • Genetics

• Race- black children grow faster than white children • European typically taller than Asian/Pacific Islander

• Stress

Loading…

Nutrition

• Good nutrition may improve: • Social involvement • Emotional states

• Less anxiety

• More positive states

• Motivation to explore

Loading…

• Grow 2-3 in per year • Girls: 4’ 10” • Boys: 4’ 9”

• Only time in the lifespan when girls on average are taller than boys

• Girls start adolescence around 10 y/o

What influences growth?

• Nutrition • Genetics

• Race- black children grow faster than white children • European typically taller than Asian/Pacific Islander

• Stress

Loading…

Nutrition

• Good nutrition may improve: • Social involvement • Emotional states

• Less anxiety

• More positive states

• Motivation to explore

Loading…

• Grow 2-3 in per year • Girls: 4’ 10” • Boys: 4’ 9”

• Only time in the lifespan when girls on average are taller than boys

• Girls start adolescence around 10 y/o

What influences growth?

• Nutrition • Genetics

• Race- black children grow faster than white children • European typically taller than Asian/Pacific Islander

• Stress

Loading…

Nutrition

• Good nutrition may improve: • Social involvement • Emotional states

• Less anxiety

• More positive states

• Motivation to explore

Loading…

• Grow 2-3 in per year • Girls: 4’ 10” • Boys: 4’ 9”

• Only time in the lifespan when girls on average are taller than boys

• Girls start adolescence around 10 y/o

What influences growth?

• Nutrition • Genetics

• Race- black children grow faster than white children • European typically taller than Asian/Pacific Islander

• Stress

Loading…

Nutrition

• Good nutrition may improve: • Social involvement • Emotional states

• Less anxiety

• More positive states

• Motivation to explore

Loading…

• Grow 2-3 in per year • Girls: 4’ 10” • Boys: 4’ 9”

• Only time in the lifespan when girls on average are taller than boys

• Girls start adolescence around 10 y/o

What influences growth?

• Nutrition • Genetics

• Race- black children grow faster than white children • European typically taller than Asian/Pacific Islander

• Stress

Loading…

Nutrition

• Good nutrition may improve: • Social involvement • Emotional states

• Less anxiety

• More positive states

• Motivation to explore

Loading…

• Grow 2-3 in per year • Girls: 4’ 10” • Boys: 4’ 9”

• Only time in the lifespan when girls on average are taller than boys

• Girls start adolescence around 10 y/o

What influences growth?

• Nutrition • Genetics

• Race- black children grow faster than white children • European typically taller than Asian/Pacific Islander

• Stress

Loading…

Nutrition

• Good nutrition may improve: • Social involvement • Emotional states

• Less anxiety

• More positive states

• Motivation to explore

Loading…

• Grow 2-3 in per year • Girls: 4’ 10” • Boys: 4’ 9”

• Only time in the lifespan when girls on average are taller than boys

• Girls start adolescence around 10 y/o

What influences growth?

• Nutrition • Genetics

• Race- black children grow faster than white children • European typically taller than Asian/Pacific Islander

• Stress

Loading…

Nutrition

• Good nutrition may improve: • Social involvement • Emotional states

• Less anxiety

• More positive states

• Motivation to explore

• Perseverance during frustration • Alertness

Obesity

• 15% of children are obese • Higher risk for: • Heart disease • Diabetes • Cancer • Shorter lifespan

Factors that contribute to Obesity

• Diet • Genetics • Parental Style • Activity levels

• Perseverance during frustration • Alertness

Obesity

• 15% of children are obese • Higher risk for: • Heart disease • Diabetes • Cancer • Shorter lifespan

Factors that contribute to Obesity

• Diet • Genetics • Parental Style • Activity levels

• Perseverance during frustration • Alertness

Obesity

• 15% of children are obese • Higher risk for: • Heart disease • Diabetes • Cancer • Shorter lifespan

Factors that contribute to Obesity

• Diet • Genetics • Parental Style • Activity levels

• Perseverance during frustration • Alertness

Obesity

• 15% of children are obese • Higher risk for: • Heart disease • Diabetes • Cancer • Shorter lifespan

Factors that contribute to Obesity

• Diet • Genetics • Parental Style • Activity levels

• Perseverance during frustration • Alertness

Obesity

• 15% of children are obese • Higher risk for: • Heart disease • Diabetes • Cancer • Shorter lifespan

Factors that contribute to Obesity

• Diet • Genetics • Parental Style • Activity levels

• Perseverance during frustration • Alertness

Obesity

• 15% of children are obese • Higher risk for: • Heart disease • Diabetes • Cancer • Shorter lifespan

Factors that contribute to Obesity

• Diet • Genetics • Parental Style • Activity levels

Motor Skills

• Children 6-12 develop mastery of gross and fine motor skills

• Your book does a weird thing… • Myelination may help with fine motor movement

Health Problems/Development

• Lots of short-term illnesses during this age period • 90% of children 6-12 have one serious medical problem • 1 in 9 has a chronic/persistent condition • Asthma- 15 million children, over-represented in racial

and ethnic minorities • Accidents are a major concern

Special Needs

• Visual Impairments

Motor Skills

• Children 6-12 develop mastery of gross and fine motor skills

• Your book does a weird thing… • Myelination may help with fine motor movement

Health Problems/Development

• Lots of short-term illnesses during this age period • 90% of children 6-12 have one serious medical problem • 1 in 9 has a chronic/persistent condition • Asthma- 15 million children, over-represented in racial

and ethnic minorities • Accidents are a major concern

Special Needs

• Visual Impairments

Motor Skills

• Children 6-12 develop mastery of gross and fine motor skills

• Your book does a weird thing… • Myelination may help with fine motor movement

Health Problems/Development

• Lots of short-term illnesses during this age period • 90% of children 6-12 have one serious medical problem • 1 in 9 has a chronic/persistent condition • Asthma- 15 million children, over-represented in racial

and ethnic minorities • Accidents are a major concern

Special Needs

• Visual Impairments

Motor Skills

• Children 6-12 develop mastery of gross and fine motor skills

• Your book does a weird thing… • Myelination may help with fine motor movement

Health Problems/Development

• Lots of short-term illnesses during this age period • 90% of children 6-12 have one serious medical problem • 1 in 9 has a chronic/persistent condition • Asthma- 15 million children, over-represented in racial

and ethnic minorities • Accidents are a major concern

Special Needs

• Visual Impairments

Motor Skills

• Children 6-12 develop mastery of gross and fine motor skills

• Your book does a weird thing… • Myelination may help with fine motor movement

Health Problems/Development

• Lots of short-term illnesses during this age period • 90% of children 6-12 have one serious medical problem • 1 in 9 has a chronic/persistent condition • Asthma- 15 million children, over-represented in racial

and ethnic minorities • Accidents are a major concern

Special Needs

• Visual Impairments

Motor Skills

• Children 6-12 develop mastery of gross and fine motor skills

• Your book does a weird thing… • Myelination may help with fine motor movement

Health Problems/Development

• Lots of short-term illnesses during this age period • 90% of children 6-12 have one serious medical problem • 1 in 9 has a chronic/persistent condition • Asthma- 15 million children, over-represented in racial

and ethnic minorities • Accidents are a major concern

Special Needs

• Visual Impairments

Motor Skills

• Children 6-12 develop mastery of gross and fine motor skills

• Your book does a weird thing… • Myelination may help with fine motor movement

Health Problems/Development

• Lots of short-term illnesses during this age period • 90% of children 6-12 have one serious medical problem • 1 in 9 has a chronic/persistent condition • Asthma- 15 million children, over-represented in racial

and ethnic minorities • Accidents are a major concern

Special Needs

• Visual Impairments

Motor Skills

• Children 6-12 develop mastery of gross and fine motor skills

• Your book does a weird thing… • Myelination may help with fine motor movement

Health Problems/Development

• Lots of short-term illnesses during this age period • 90% of children 6-12 have one serious medical problem • 1 in 9 has a chronic/persistent condition • Asthma- 15 million children, over-represented in racial

and ethnic minorities • Accidents are a major concern

Special Needs

• Visual Impairments

• Auditory Impairments • Speech impairments

• Stuttering • Learning disabilities • Diagnosed when IQ is higher than Ability

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Psychological Disorders

• 20% of children have a psychological disorder • Symptoms might be different than adults, can be harder to

identify

Attention-Deficit/Hyperactivity Disorder

• ADHD • Difficulty finishing tasks, following instructions, organization • Inability to watch an entire TV program • Tendency to jump into a task before hearing all the instruction • Difficulty waiting or remaining seated

• Auditory Impairments • Speech impairments

• Stuttering • Learning disabilities • Diagnosed when IQ is higher than Ability

Loading…

Psychological Disorders

• 20% of children have a psychological disorder • Symptoms might be different than adults, can be harder to

identify

Attention-Deficit/Hyperactivity Disorder

• ADHD • Difficulty finishing tasks, following instructions, organization • Inability to watch an entire TV program • Tendency to jump into a task before hearing all the instruction • Difficulty waiting or remaining seated

• Auditory Impairments • Speech impairments

• Stuttering • Learning disabilities • Diagnosed when IQ is higher than Ability

Loading…

Psychological Disorders

• 20% of children have a psychological disorder • Symptoms might be different than adults, can be harder to

identify

Attention-Deficit/Hyperactivity Disorder

• ADHD • Difficulty finishing tasks, following instructions, organization • Inability to watch an entire TV program • Tendency to jump into a task before hearing all the instruction • Difficulty waiting or remaining seated

• Auditory Impairments • Speech impairments

• Stuttering • Learning disabilities • Diagnosed when IQ is higher than Ability

Loading…

Psychological Disorders

• 20% of children have a psychological disorder • Symptoms might be different than adults, can be harder to

identify

Attention-Deficit/Hyperactivity Disorder

• ADHD • Difficulty finishing tasks, following instructions, organization • Inability to watch an entire TV program • Tendency to jump into a task before hearing all the instruction • Difficulty waiting or remaining seated

• Auditory Impairments • Speech impairments

• Stuttering • Learning disabilities • Diagnosed when IQ is higher than Ability

Loading…

Psychological Disorders

• 20% of children have a psychological disorder • Symptoms might be different than adults, can be harder to

identify

Attention-Deficit/Hyperactivity Disorder

• ADHD • Difficulty finishing tasks, following instructions, organization • Inability to watch an entire TV program • Tendency to jump into a task before hearing all the instruction • Difficulty waiting or remaining seated

• Auditory Impairments • Speech impairments

• Stuttering • Learning disabilities • Diagnosed when IQ is higher than Ability

Loading…

Psychological Disorders

• 20% of children have a psychological disorder • Symptoms might be different than adults, can be harder to

identify

Attention-Deficit/Hyperactivity Disorder

• ADHD • Difficulty finishing tasks, following instructions, organization • Inability to watch an entire TV program • Tendency to jump into a task before hearing all the instruction • Difficulty waiting or remaining seated

• Fidgeting, squirming

Treatment

• Therapy • Cognitive Behavioral Therapy

• Medications • Adderall, Ritalin, etc- stimulants

Other Mental Disorders

• Oppositional Defiant Disorder • Conduct Disorder • Separation Anxiety • Selective Mutism

• Fidgeting, squirming

Treatment

• Therapy • Cognitive Behavioral Therapy

• Medications • Adderall, Ritalin, etc- stimulants

Other Mental Disorders

• Oppositional Defiant Disorder • Conduct Disorder • Separation Anxiety • Selective Mutism

• Fidgeting, squirming

Treatment

• Therapy • Cognitive Behavioral Therapy

• Medications • Adderall, Ritalin, etc- stimulants

Other Mental Disorders

• Oppositional Defiant Disorder • Conduct Disorder • Separation Anxiety • Selective Mutism

• Fidgeting, squirming

Treatment

• Therapy • Cognitive Behavioral Therapy

• Medications • Adderall, Ritalin, etc- stimulants

Other Mental Disorders

• Oppositional Defiant Disorder • Conduct Disorder • Separation Anxiety • Selective Mutism

• Fidgeting, squirming

Treatment

• Therapy • Cognitive Behavioral Therapy

• Medications • Adderall, Ritalin, etc- stimulants

Other Mental Disorders

• Oppositional Defiant Disorder • Conduct Disorder • Separation Anxiety • Selective Mutism

• Fidgeting, squirming

Treatment

• Therapy • Cognitive Behavioral Therapy

• Medications • Adderall, Ritalin, etc- stimulants

Other Mental Disorders

• Oppositional Defiant Disorder • Conduct Disorder • Separation Anxiety • Selective Mutism

Autism Spectrum Disorder

• Persistent deficits in social communication and interaction across multiple contexts

• Restricted, repetitive patterns of behavior, interests, or activities • Typically recognized in the first two years of life, especially

due to language delays • Symptoms cause clinically significant impairment in social,

occupational, or other important areas of current functioning.

ASD- Causes

• Strong genetic component, 9 out of 10 twins of autistic siblings also have ASD

• Not typically inherited, likely the result of genetic mutation

• Certain toxins or medical conditions in utero

What does ASD look like?

• Social Difficulties

Autism Spectrum Disorder

• Persistent deficits in social communication and interaction across multiple contexts

• Restricted, repetitive patterns of behavior, interests, or activities • Typically recognized in the first two years of life, especially

due to language delays • Symptoms cause clinically significant impairment in social,

occupational, or other important areas of current functioning.

ASD- Causes

• Strong genetic component, 9 out of 10 twins of autistic siblings also have ASD

• Not typically inherited, likely the result of genetic mutation

• Certain toxins or medical conditions in utero

What does ASD look like?

• Social Difficulties

Autism Spectrum Disorder

• Persistent deficits in social communication and interaction across multiple contexts

• Restricted, repetitive patterns of behavior, interests, or activities • Typically recognized in the first two years of life, especially

due to language delays • Symptoms cause clinically significant impairment in social,

occupational, or other important areas of current functioning.

ASD- Causes

• Strong genetic component, 9 out of 10 twins of autistic siblings also have ASD

• Not typically inherited, likely the result of genetic mutation

• Certain toxins or medical conditions in utero

What does ASD look like?

• Social Difficulties

Autism Spectrum Disorder

• Persistent deficits in social communication and interaction across multiple contexts

• Restricted, repetitive patterns of behavior, interests, or activities • Typically recognized in the first two years of life, especially

due to language delays • Symptoms cause clinically significant impairment in social,

occupational, or other important areas of current functioning.

ASD- Causes

• Strong genetic component, 9 out of 10 twins of autistic siblings also have ASD

• Not typically inherited, likely the result of genetic mutation

• Certain toxins or medical conditions in utero

What does ASD look like?

• Social Difficulties

Autism Spectrum Disorder

• Persistent deficits in social communication and interaction across multiple contexts

• Restricted, repetitive patterns of behavior, interests, or activities • Typically recognized in the first two years of life, especially

due to language delays • Symptoms cause clinically significant impairment in social,

occupational, or other important areas of current functioning.

ASD- Causes

• Strong genetic component, 9 out of 10 twins of autistic siblings also have ASD

• Not typically inherited, likely the result of genetic mutation

• Certain toxins or medical conditions in utero

What does ASD look like?

• Social Difficulties

Autism Spectrum Disorder

• Persistent deficits in social communication and interaction across multiple contexts

• Restricted, repetitive patterns of behavior, interests, or activities • Typically recognized in the first two years of life, especially

due to language delays • Symptoms cause clinically significant impairment in social,

occupational, or other important areas of current functioning.

ASD- Causes

• Strong genetic component, 9 out of 10 twins of autistic siblings also have ASD

• Not typically inherited, likely the result of genetic mutation

• Certain toxins or medical conditions in utero

What does ASD look like?

• Social Difficulties

Autism Spectrum Disorder

• Persistent deficits in social communication and interaction across multiple contexts

• Restricted, repetitive patterns of behavior, interests, or activities • Typically recognized in the first two years of life, especially

due to language delays • Symptoms cause clinically significant impairment in social,

occupational, or other important areas of current functioning.

ASD- Causes

• Strong genetic component, 9 out of 10 twins of autistic siblings also have ASD

• Not typically inherited, likely the result of genetic mutation

• Certain toxins or medical conditions in utero

What does ASD look like?

• Social Difficulties

Autism Spectrum Disorder

• Persistent deficits in social communication and interaction across multiple contexts

• Restricted, repetitive patterns of behavior, interests, or activities • Typically recognized in the first two years of life, especially

due to language delays • Symptoms cause clinically significant impairment in social,

occupational, or other important areas of current functioning.

ASD- Causes

• Strong genetic component, 9 out of 10 twins of autistic siblings also have ASD

• Not typically inherited, likely the result of genetic mutation

• Certain toxins or medical conditions in utero

What does ASD look like?

• Social Difficulties

• Poor eye contact • Inability to recognize emotional experience

• Behavioral Difficulties • Do the same thing over and over • Self-stimulation

• Communication Difficulties

• Robot Assistant

Cognitive Development

• Concrete Operational stage (7-12) • Organized, logical, formal thought • Children master conversion by 8 or 9 years • Decentering- ability to take multiple perspectives • Reversibility- things can be undone (helps learn subtraction

• Poor eye contact • Inability to recognize emotional experience

• Behavioral Difficulties • Do the same thing over and over • Self-stimulation

• Communication Difficulties

• Robot Assistant

Cognitive Development

• Concrete Operational stage (7-12) • Organized, logical, formal thought • Children master conversion by 8 or 9 years • Decentering- ability to take multiple perspectives • Reversibility- things can be undone (helps learn subtraction

• Poor eye contact • Inability to recognize emotional experience

• Behavioral Difficulties • Do the same thing over and over • Self-stimulation

• Communication Difficulties

• Robot Assistant

Cognitive Development

• Concrete Operational stage (7-12) • Organized, logical, formal thought • Children master conversion by 8 or 9 years • Decentering- ability to take multiple perspectives • Reversibility- things can be undone (helps learn subtraction

• Poor eye contact • Inability to recognize emotional experience

• Behavioral Difficulties • Do the same thing over and over • Self-stimulation

• Communication Difficulties

• Robot Assistant

Cognitive Development

• Concrete Operational stage (7-12) • Organized, logical, formal thought • Children master conversion by 8 or 9 years • Decentering- ability to take multiple perspectives • Reversibility- things can be undone (helps learn subtraction

• Poor eye contact • Inability to recognize emotional experience

• Behavioral Difficulties • Do the same thing over and over • Self-stimulation

• Communication Difficulties

• Robot Assistant

Cognitive Development

• Concrete Operational stage (7-12) • Organized, logical, formal thought • Children master conversion by 8 or 9 years • Decentering- ability to take multiple perspectives • Reversibility- things can be undone (helps learn subtraction

• Poor eye contact • Inability to recognize emotional experience

• Behavioral Difficulties • Do the same thing over and over • Self-stimulation

• Communication Difficulties

• Robot Assistant

Cognitive Development

• Concrete Operational stage (7-12) • Organized, logical, formal thought • Children master conversion by 8 or 9 years • Decentering- ability to take multiple perspectives • Reversibility- things can be undone (helps learn subtraction

from addition rules)

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves • “6-3-2-7-4-1”

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves •

from addition rules)

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves • “6-3-2-7-4-1”

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves •

from addition rules)

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves • “6-3-2-7-4-1”

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves •

from addition rules)

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves • “6-3-2-7-4-1”

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves •

from addition rules)

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves • “6-3-2-7-4-1”

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves •

from addition rules)

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves • “6-3-2-7-4-1”

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves •

from addition rules)

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves • “6-3-2-7-4-1”

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves •

from addition rules)

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves • “6-3-2-7-4-1”

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves •

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves • “7-4-3-8-5-2”

• Use mental short-cuts, like mnemonic devices • My Very Educated Mother Just Served Us Nine Pizzas

• Metamemory- understanding of how memory works, will purposely try to remember things

Vygotsky’s Perspective

• Children should be active in their education • Cooperative learning, group work, allows children to

benefit from insights of their peers • Book reports, science fairs are examples of reciprocal

learning, allowing students to teach

Language Development

• 6-year-olds: 8,000-14,000 words in vocabulary • 11-year-olds: 13,000-19,000 words in vocabulary

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves • “7-4-3-8-5-2”

• Use mental short-cuts, like mnemonic devices • My Very Educated Mother Just Served Us Nine Pizzas

• Metamemory- understanding of how memory works, will purposely try to remember things

Vygotsky’s Perspective

• Children should be active in their education • Cooperative learning, group work, allows children to

benefit from insights of their peers • Book reports, science fairs are examples of reciprocal

learning, allowing students to teach

Language Development

• 6-year-olds: 8,000-14,000 words in vocabulary • 11-year-olds: 13,000-19,000 words in vocabulary

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves • “7-4-3-8-5-2”

• Use mental short-cuts, like mnemonic devices • My Very Educated Mother Just Served Us Nine Pizzas

• Metamemory- understanding of how memory works, will purposely try to remember things

Vygotsky’s Perspective

• Children should be active in their education • Cooperative learning, group work, allows children to

benefit from insights of their peers • Book reports, science fairs are examples of reciprocal

learning, allowing students to teach

Language Development

• 6-year-olds: 8,000-14,000 words in vocabulary • 11-year-olds: 13,000-19,000 words in vocabulary

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves • “7-4-3-8-5-2”

• Use mental short-cuts, like mnemonic devices • My Very Educated Mother Just Served Us Nine Pizzas

• Metamemory- understanding of how memory works, will purposely try to remember things

Vygotsky’s Perspective

• Children should be active in their education • Cooperative learning, group work, allows children to

benefit from insights of their peers • Book reports, science fairs are examples of reciprocal

learning, allowing students to teach

Language Development

• 6-year-olds: 8,000-14,000 words in vocabulary • 11-year-olds: 13,000-19,000 words in vocabulary

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves • “7-4-3-8-5-2”

• Use mental short-cuts, like mnemonic devices • My Very Educated Mother Just Served Us Nine Pizzas

• Metamemory- understanding of how memory works, will purposely try to remember things

Vygotsky’s Perspective

• Children should be active in their education • Cooperative learning, group work, allows children to

benefit from insights of their peers • Book reports, science fairs are examples of reciprocal

learning, allowing students to teach

Language Development

• 6-year-olds: 8,000-14,000 words in vocabulary • 11-year-olds: 13,000-19,000 words in vocabulary

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves • “7-4-3-8-5-2”

• Use mental short-cuts, like mnemonic devices • My Very Educated Mother Just Served Us Nine Pizzas

• Metamemory- understanding of how memory works, will purposely try to remember things

Vygotsky’s Perspective

• Children should be active in their education • Cooperative learning, group work, allows children to

benefit from insights of their peers • Book reports, science fairs are examples of reciprocal

learning, allowing students to teach

Language Development

• 6-year-olds: 8,000-14,000 words in vocabulary • 11-year-olds: 13,000-19,000 words in vocabulary

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves • “7-4-3-8-5-2”

• Use mental short-cuts, like mnemonic devices • My Very Educated Mother Just Served Us Nine Pizzas

• Metamemory- understanding of how memory works, will purposely try to remember things

Vygotsky’s Perspective

• Children should be active in their education • Cooperative learning, group work, allows children to

benefit from insights of their peers • Book reports, science fairs are examples of reciprocal

learning, allowing students to teach

Language Development

• 6-year-olds: 8,000-14,000 words in vocabulary • 11-year-olds: 13,000-19,000 words in vocabulary

Information Processing in Middle Childhood

• Memory storage, encoding, and retrieval begins to improve significantly

• Working Memory greatly improves • “7-4-3-8-5-2”

• Use mental short-cuts, like mnemonic devices • My Very Educated Mother Just Served Us Nine Pizzas

• Metamemory- understanding of how memory works, will purposely try to remember things

Vygotsky’s Perspective

• Children should be active in their education • Cooperative learning, group work, allows children to

benefit from insights of their peers • Book reports, science fairs are examples of reciprocal

learning, allowing students to teach

Language Development

• 6-year-olds: 8,000-14,000 words in vocabulary • 11-year-olds: 13,000-19,000 words in vocabulary

• 11-year-olds: 13,000-19,000 words in vocabulary • Grammar improves- metalinguistic awareness • Conversations are reciprocal • Intonation carries meaning

• Bill ate the cheese • Bill ate the cheese • Bill ate the cheese

Intelligence

• First measured by Alfred Binet • Developed Intelligence Test- basically tets of

intellectual/scholastic ability • Used “mental age,” compared it to actual age • If a 9-year-old’s score was the average for 6-year-olds, he or

she was assigned a mental age of 6.

Intelligence Tests

• Measure IQ (Intelligence Quotient) IQ = Mental Age/Chronological Age x 100 • Stanfor-Binet Intelligence Test • Wechsler intelligcence Scale for Children • 100 is average IQ for all tests • Good predictors of academic and professional success, not much else • Often compared to Achievement Tests to determine learning disabilities

• 11-year-olds: 13,000-19,000 words in vocabulary • Grammar improves- metalinguistic awareness • Conversations are reciprocal • Intonation carries meaning

• Bill ate the cheese • Bill ate the cheese • Bill ate the cheese

Intelligence

• First measured by Alfred Binet • Developed Intelligence Test- basically tets of

intellectual/scholastic ability • Used “mental age,” compared it to actual age • If a 9-year-old’s score was the average for 6-year-olds, he or

she was assigned a mental age of 6.

Intelligence Tests

• Measure IQ (Intelligence Quotient) IQ = Mental Age/Chronological Age x 100 • Stanfor-Binet Intelligence Test • Wechsler intelligcence Scale for Children • 100 is average IQ for all tests • Good predictors of academic and professional success, not much else • Often compared to Achievement Tests to determine learning disabilities

• 11-year-olds: 13,000-19,000 words in vocabulary • Grammar improves- metalinguistic awareness • Conversations are reciprocal • Intonation carries meaning

• Bill ate the cheese • Bill ate the cheese • Bill ate the cheese

Intelligence

• First measured by Alfred Binet • Developed Intelligence Test- basically tets of

intellectual/scholastic ability • Used “mental age,” compared it to actual age • If a 9-year-old’s score was the average for 6-year-olds, he or

she was assigned a mental age of 6.

Intelligence Tests

• Measure IQ (Intelligence Quotient) IQ = Mental Age/Chronological Age x 100 • Stanfor-Binet Intelligence Test • Wechsler intelligcence Scale for Children • 100 is average IQ for all tests • Good predictors of academic and professional success, not much else • Often compared to Achievement Tests to determine learning disabilities

• 11-year-olds: 13,000-19,000 words in vocabulary • Grammar improves- metalinguistic awareness • Conversations are reciprocal • Intonation carries meaning

• Bill ate the cheese • Bill ate the cheese • Bill ate the cheese

Intelligence

• First measured by Alfred Binet • Developed Intelligence Test- basically tets of

intellectual/scholastic ability • Used “mental age,” compared it to actual age • If a 9-year-old’s score was the average for 6-year-olds, he or

she was assigned a mental age of 6.

Intelligence Tests

• Measure IQ (Intelligence Quotient) IQ = Mental Age/Chronological Age x 100 • Stanfor-Binet Intelligence Test • Wechsler intelligcence Scale for Children • 100 is average IQ for all tests • Good predictors of academic and professional success, not much else • Often compared to Achievement Tests to determine learning disabilities

• 11-year-olds: 13,000-19,000 words in vocabulary • Grammar improves- metalinguistic awareness • Conversations are reciprocal • Intonation carries meaning

• Bill ate the cheese • Bill ate the cheese • Bill ate the cheese

Intelligence

• First measured by Alfred Binet • Developed Intelligence Test- basically tets of

intellectual/scholastic ability • Used “mental age,” compared it to actual age • If a 9-year-old’s score was the average for 6-year-olds, he or

she was assigned a mental age of 6.

Intelligence Tests

• Measure IQ (Intelligence Quotient) IQ = Mental Age/Chronological Age x 100 • Stanfor-Binet Intelligence Test • Wechsler intelligcence Scale for Children • 100 is average IQ for all tests • Good predictors of academic and professional success, not much else • Often compared to Achievement Tests to determine learning disabilities

• 11-year-olds: 13,000-19,000 words in vocabulary • Grammar improves- metalinguistic awareness • Conversations are reciprocal • Intonation carries meaning

• Bill ate the cheese • Bill ate the cheese • Bill ate the cheese

Intelligence

• First measured by Alfred Binet • Developed Intelligence Test- basically tets of

intellectual/scholastic ability • Used “mental age,” compared it to actual age • If a 9-year-old’s score was the average for 6-year-olds, he or

she was assigned a mental age of 6.

Intelligence Tests

• Measure IQ (Intelligence Quotient) IQ = Mental Age/Chronological Age x 100 • Stanfor-Binet Intelligence Test • Wechsler intelligcence Scale for Children • 100 is average IQ for all tests • Good predictors of academic and professional success, not much else • Often compared to Achievement Tests to determine learning disabilities

Types of Intelligence

• Fluid Intelligence- reflects information processing capabilities, reasoning, memory

• Crystallized intelligence- information, skills, strategies that have been learned and can be applied to solve problems

• Triarchic Theory • Componential- processing and analyze • Experiential- insight, compare new info to old • Contextual- practical use of info

Gardner’s Eight Intelligences

Types of Intelligence

• Fluid Intelligence- reflects information processing capabilities, reasoning, memory

• Crystallized intelligence- information, skills, strategies that have been learned and can be applied to solve problems

• Triarchic Theory • Componential- processing and analyze • Experiential- insight, compare new info to old • Contextual- practical use of info

Gardner’s Eight Intelligences

Types of Intelligence

• Fluid Intelligence- reflects information processing capabilities, reasoning, memory

• Crystallized intelligence- information, skills, strategies that have been learned and can be applied to solve problems

• Triarchic Theory • Componential- processing and analyze • Experiential- insight, compare new info to old • Contextual- practical use of info

Gardner’s Eight Intelligences

Types of Intelligence

• Fluid Intelligence- reflects information processing capabilities, reasoning, memory

• Crystallized intelligence- information, skills, strategies that have been learned and can be applied to solve problems

• Triarchic Theory • Componential- processing and analyze • Experiential- insight, compare new info to old • Contextual- practical use of info

Gardner’s Eight Intelligences

Types of Intelligence

• Fluid Intelligence- reflects information processing capabilities, reasoning, memory

• Crystallized intelligence- information, skills, strategies that have been learned and can be applied to solve problems

• Triarchic Theory • Componential- processing and analyze • Experiential- insight, compare new info to old • Contextual- practical use of info

Gardner’s Eight Intelligences

Types of Intelligence

• Fluid Intelligence- reflects information processing capabilities, reasoning, memory

• Crystallized intelligence- information, skills, strategies that have been learned and can be applied to solve problems

• Triarchic Theory • Componential- processing and analyze • Experiential- insight, compare new info to old • Contextual- practical use of info

Gardner’s Eight Intelligences


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