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
https://elearn.monroecollege.edu/bbcswebdav/pid-1489424-dt-content-rid-26014881_1/courses/18SP-LA255-48B/18SP-LA255-48B_ImportedContent_20180424022204/LA255%20Middle%20Childhood%20Physical%20and%20Cognitive%20Dev.pptx

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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
http://www.cnn.com/videos/tech/2015/04/02/lead-pkg-foreman-robots-help-fight-autism.cnn

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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