Chaptei 9: Physical anu Cognitive Bevelopment in Niuule Chiluhoou

l CuldeposLs for SLudy

a WhaL galns ln growLh and moLor developmenL occur ln schoolage chlldren and whaL
are Lhelr nuLrlLlonal needs?
b WhaL are Lhe prlnclpal healLh and flLness concerns for schoolage chlldren and whaL can
be done Lo make Lhese years healLhler and safer?
c Pow do schoolage chlldren's Lhlnklng and moral reasonlng dlffer from Lhose of younger
chlldren?
d WhaL advances ln memory and oLher lnformaLlonprocesslng skllls occur durlng mlddle
chlldhood?
e Pow accuraLely can schoolchlldren's lnLelllgence be measured?
f Pow do communlcaLlve ablllLles expand durlng mlddle chlldhood?
g Pow do chlldren ad[usL Lo school and whaL lnfluences school achlevemenL?
h Pow do schools meeL speclal needs?
ll AspecLs of hyslcal uevelopmenL
lll CrowLh
a WelghL uoubles beLween ages 611
b PelghL AbouL 23 lnches each year
c Clrls reLaln more faLLy Llssue Lhan boys
d Afrlcan Amerlcan boys and glrls grow fasLer Lhan Caucaslans
e CrowLh durlng mlddle chlldhood slows conslderably
lv nuLrlLlon ln Mlddle Chlldhood
a Chlldren need abouL 2400 calorles per day
l Less Lhan 10 percenL of calorles should come from saLuraLed faL
v Sleep needs ln Mlddle Chlldhood
a Chlldren age 9 need approxlmaLely 10 hours a nlghL
b Should be alerL ln Lhe dayLlme
vl 8raln uevelopmenL
a Loss ln denslLy of gray maLLer (closely packed neuronal bodles) or prunlng of unused
dendrlLes"
b lncrease ln whlLe maLLer or maLerlals LhaL LransmlL lnformaLlon beLween neurons
c AnoLher measuremenL used ls Lhlckness of corLex
d aLLerns of developmenL ln prefronLal corLex
e AmmounL of grey maLLer ln fronLal corLex largely geneLlc LhoughL Lo be llked Lo
dlfferences ln lC
vll 8ecess1lme lay
a Cames Lend Lo be lnformal and sponLaneous
b 8oys are more physlcal
c Clrls Lend Lo favor games wlLh verbal expresslon ([ump rope)
d 8oughandLumble play
l vlgorous play LhaL lnvolves wresLllng klcklng chaslng and screamlng
ll Seems Lo be unlversal
vlll Crganlzed SporLs
a ApproxlmaLely 40 of 9 Lo 13yearolds parLlclpaLe ln organlzed aLhleLlcs
b 1o lmprove moLor skllls sporLs programs should
l Cffer a varleLy of sporLs
ll Coach Lowards sklll bulldlng noL wlnnlng
lx Causes of CbeslLy/CverwelghL
a lnherlLed Lendencles
b 1oo llLLle exerclse
c 1oo much of Lhe wrong klnds of foods
x A Serlous Concern CverwelghL Chlldren
a CverwelghL chlldren
l lall behlnd peers ln physlcal and soclal funcLlonlng
ll May have lower healLhrelaLed quallLy of llfe
lll 1end Lo suffer emoLlonally and compensaLe by lndulglng Lhemselves wlLh food
and LreaLs
lv 1end Lo become overwelghL adulLs aL rlsk for hyperLenslon hearL dlsease
orLhopedlc problems dlabeLes and oLher medlcal lssues
xl revenLlon and 1reaLmenL of CverwelghL
a Less Llme ln fronL of 1v and compuLers
b PealLhler school meals
c LducaLlon Lo help chlldren make beLLer food cholces
d 8egular physlcal acLlvlLy
e arenLs should address eaLlng paLLerns before Lhe chlld becomes overwelghL
xll AcuLe Medlcal CondlLlons
a lllnesses ln mlddle chlldhood Lend Lo be brlef
b 8efore mlddle chlldhood chlldren belleve lllness ls maglcally produced by human
acLlons ofLen Lhelr own
c Cccaslonal and shorLLerm
l lnfecLlons
ll Allergles
lll llu
lv WarLs
xlll Chronlc Medlcal CondlLlons roblems LhaL perslsL for 3+ monLhs
a Stutter|ng
l 8egarded as neurologlcal condlLlon
ll Sounds words repeaLed or lasL longer Lhan normal
lll lour Llmes more common ln boys as glrls
b thma
l Chronlc resplraLory dlsease
ll CharacLerlzed by sudden aLLacks of coughlng wheezlng dlfflculL breaLhlng
lll AbouL 12 of chlldren
xlv AccldenLal ln[urles
a As chlldren Lake parL ln more physlcal acLlvlLy and are supervlsed less accldenLs are
more common
b 88 percenL of braln ln[urles could be prevenLed by uslng helmeLs
c Plgh rlsks from snowmoblles and Lrampollnes
xv CognlLlve Advances SpaLlal 8elaLlonshlps CausallLy
a ConcreLe CperaLlonal chlldren have a clearer ldea of dlsLance from place Lo place
b 8eLLer use of maps and models
c Can use menLal operaLlons such as reasonlng Lo solve acLual problems
d Can Lhlnk loglcally however Lhlnklng ls sLlll llmlLed Lo real slLuaLlons ln Lhe here and
now
e Can beLLer undersLand spaLlal relaLlonshlps (reason why Lhey can geL Lo/from school
beLLer Lhan younger chlldren)
xvl CognlLlve Advances CaLegorlzaLlon
a AblllLy Lo caLegorlze helps chlldren Lhlnk loglcally
b Ser|at|on
l Arranglng ob[ecLs ln a serles based on a dlmenslon
ll Lxample LlghLesL Lo darkesL
c @ran|t|ve |nference
l nowlng Lhe relaLlonshlp beLween Lwo ob[ecLs based on Lhe relaLlonshlp Lo a
Lhlrd
d a |ncu|on
l AblllLy Lo see relaLlonshlp beLween a whole and lLs parLs
xvll CognlLlve Advances 8easonlng
a nduct|ve
l SLarLlng speclflc and maklng generallzaLlons
ll 'My dog barks her dog barksall dogs bark!'
b educt|ve
l SLarLlng general and Lhen maklng speclflc sLaLemenLs
ll 'All dogs bark SpoL ls a dog SpoL barks!'
xvlll CognlLlve Advances ConservaLlon
a ConcreLeoperaLlonal chlldren can answer conservaLlon problems ln Lhelr heads
b undersLand ldenLlLy reverslblllLy and decenLerlng
c rlnclple of ldenLlLy knows clay ls sLlll Lhe same clay even Lhough lL has dlfferenL shape
d rlnclple of reverslblllLy knows he can change Lhe snake back lnLo a ball
e uecenLer focus on boLh lengLh and wldLh
xlx CognlLlve Advances number MaLhemaLlcs
a Learn Lo 'counL on'
b More adepL aL solvlng slmple sLory problems
c Some lnLulLlvely undersLand fracLlons
d Able Lo esLlmaLe
l 'Pow much Llme do l need Lo walk Lo school?'
xx 1hree SLages of lageLlan Moral 8easonlng
a Cbedlence Lo auLhorlLy
l 8ecause young chlldren are egocenLrlc Lhey cannoL lmaglne more Lhan 1 way of
looklng aL a moral lssue
ll 8ules cannoL be benL or changed LhaL behavlor ls elLher rlghL or wrong and
LhaL any offense deserves punlshmenL regardless of lnLenL
lll Ages 27
b lncreaslng flexlblllLy and auLonomy
l Chlldren lnLeracL /w more people Lhus wlder range of vlewpolnLs begln Lo
dlscard ldea Lhere ls a slngle absoluLe sLandard of rlghL and wrong
ll uevelop Lhelr own sense of [usLlce based on falrness or equal LreaLmenL for all
lll Slnce Lhey can conslder more Lhan 1 aspecL of slLuaLlon Lhey make more subLle
moral [udgemenLs
lv Ages 711
c noLlon of equlLy
l 1aklng speclflc clrcumsLances lnLo accounL
ll 8ellef everyone should be LreaLed allke glves way Lo Lhls ldeal
lll Around age 11 or 12
xxl lnformaLlon rocesslng
a LxecuLlve funcLlonconsclous conLrol of LhoughLs emoLlons and acLlons Lo accompllsh
goals/solve problems
b unneeded synapses pruned away paLhways become more myellnaLed processlng speed
lmproves dramaLlcally
c lncreases amounL of lnformaLlon chlldren can keep ln worklng memory
d refronLal corLex develops
e rocesslng speed lmproves
f Pome envlronmenL
g SelecLlve aLLenLlonablllLy Lo shuL ouL dlsLracLlons
h Worklng memory lncreases
l lmprovemenL ln memory may conLrlbuLe Lo masLery of conservaLlon Lasks
xxll undersLandlng Memory
a 8eLween 37 braln fronLal lobes undergo slgnlflganL developmenL and reorganlzaLlon
b ,etamemory
l nowledge abouL Lhe processes of memory
xxlll Mnemonlcs SLraLegles for 8ememberlng
a terna memory a|d prompLed by someLhlng ouLslde Lhe person
l A noLe pad
b eheara consclous repeLlLlon
l 8epeaLlng a phone number ln your head
c rgan|zat|on menLally placlng lnformaLlon lnLo caLegorles
l laclng lnformaLlon lnLo caLegorles (anlmals)
d aborat|on assoclaLe lLems wlLh someLhlng else such as an lmaglned scene/sLory
l lmaglnlng lLems assoclaLed wlLh someLhlng else
xxlv Lxamples of lnLelllgence 1esLs
a CLlsLennon School AblllLy 1esL
l opular group LesL
ll Chlldren asked Lo classlfy lLems show undersLandlng of verbal and numerlcal
concepLs dlplay general lnformaLlon and follow dlrecLlons
lll SeparaLe scores can ldenLlfy speclflc sLrengLhs and weaknesses
b Wechsler lnLelllgence Scale for Chlldren (WlSClll)
l MosL wldley used lndlvldual LesL
ll Measures verbal and performance ablllLles
lll ?lelds separaLe scores for each aswell as LoLal score
xxv 1he lC ConLroversy
a n favor of u|ng ; tet
l LxLenslve lnformaLlon abouL valldlLy and rellablllLy
ll Scores from mlddle chlldhood are falrly good predlcLors of school achlevemenL
lll SLandardlzed and wldely used
b r|t|c|m of ; tet
l 1he LesLs can underesLlmaLe chlldren who do noL LesL well
ll 1he LesLs do noL dlrecLly measure naLlve ablllLy only LesL currenL knowledge
1 1hey lnfer lnLelllgence from whaL chlldren already know
xxvl lacLors AffecLlng lC Scores
a 8raln developmenL
l 8ecause of braln plasLlc envlronmenLal facLors such as famlly schoollng and
culLure also affecL braln sLrucLure
b PerlLablllLy of lnLelllgence lncreases wlLh age as chlldren selecL/creaLe envlronmenLs
LhaL flL Lhelr geneLlc Lendencles
c Schoollng
l Chlldren whose schoollng ls delayed scorer lower on lC LesLs
ll lC scores drop durlng summer vacaLlon
d 8ace/eLhnlclLy and SLS
l Leads Lo clalm LhaL Lhe LesLs are unfalr Lo mlnorlLles
ll CeneLlc argumenLs?
xxvll CulLural Concerns for lC 1esLs
a CulLural blas Lendency Lo lnclude quesLlons LhaL use vocab or call for lnformaLlon or
skllls more famlllar Lo come culLural group Lhan oLhers
b CulLurefree LesLs wlLh no culLure llnked conLenL
c CulLurefalr conslsLlng only of experlences common Lo people ln varlous culLures
d CulLurerelevanL Lake lnLo accounL Lhe adapLlve Lasks LhaL confronL chlldren ln
parLlcular culLures
xxvlll Cardner's 1heory of MulLlple lnLelllgences
a 7 klnds of lnLelllgence
b ConvenLlonal lnLelllgence LesLs only Lap 3 Lypes
l LlngulsLlc loglcalmaLhemaLlcal and Lo some exLenL spaLlal
c CLher 4 noL reflecLed ln lC scores are
l Muslcal bodllyklnesLheLlc lnLerpersonal and lnLrapersonal
d LaLer added Lhe 8
Lh
lnLelllgence naLurallsL
e Plgh levels of lnLelllgence ln 1 area does noL necessarlly accompany hlgh lnLelllgence ln
any of Lhe oLhers
xxlx SLernberg's 1rlarchlc 1heory of lnLelllgence
a 1hree aspecLs of lnLelllgence
b omponent|a deLermlnes how efflclenLly people process lnformaLlon
l 1ells people how Lo solve problems how Lo monlLor soluLlons and how Lo
evaluaLe Lhe resulLs
ll AnalyLlc
c per|ent|a deLermlnes hop people approach novel or famlllar Lasks
l Allows people Lo compare new lnformaLlon wlLh whaL Lhey already know
ll Come up wlLh new ways of puLLlng facLs LogeLher
lll ln oLher words Lo Lhlnk orlglnally"
lv lnslghLful or creaLlve
d ontetua deLermlnes how people deal wlLh Lhelr envlronmenL
l AblllLy Lo slze up a slLuaLlon and declde whaL Lo do
1 AdepL change or geL ouL of lL
ll racLlcal
xxx new ulrecLlons ln lC 1esLlng
a ConvenLlonal lC LesLs measure malnly componenLlal ablllLy
l lallure Lo measure experlmenLal conLexLual lnLelllgence may explaln why Lhey
are less useful ln predlcLlng success ln Lhe ouLslde world
b 1aclL knowledge knowledge of pracLlcal maLLers such as medlclnal herbs hunLlng
flshlng
c aufman ement 8attery for h|dren (8% lndlvldual LesL deslgned Lo
evaluaLe cognlLlve ablllLles ln chlldren wlLh dlverse needs (auLlsm hearlng lmpalrmenLs
and language dlsorders)
l has subLesLs deslgned Lo mlnlmlze verbal lnsLrucLlons and responses as well as
lLems wlLh llmlLed culLural conLenL
ll LvaluaLes cognlLlve ablllLles ln chlldren wlLh speclal needs
lll AuLlsm language dlsorders
d ynam|c @et
l Lmphaslze poLenLlal raLher Lhan presenL achlevemenL
ll 8ased on vygoLsky Lheory emphaslze poLenLlal raLher Lhan presenL
achlevemenLs
1 ConLrasLlng Lo LradlLlonal sLaLlc LesLs LhaL measure chlld's currenL
ablllLles
lll Labor lnLenslve Zu may be dlfflculL Lo measure preclsely
xxxl Language vocabulary Crammar and SynLax
a Chlldren use lncreaslngly preclse verbs
b Chlldren sLarL Lo use Lhe passlve volce and condlLlonal senLences
c SynLax sLrucLure conLlnues Lo become more complex
d Chlldren durlng early school years rarely use passlve volce
xxxll ragmaLlcs
a 1he pracLlcal use of language Lo communlcaLe
b use of conversaLlonal skllls
l Asklng quesLlons before lnLroduclng a Loplc Lo make sure Lhe oLher person ls
famlllar
c use of narraLlve skllls
l SLarLlng Lo descrlbe moLlves and causal llnks when Lelllng sLorles
xxxlll SecondLanguage LducaLlon
a ng|h|mmer|on
l Chlldren are lmmersed ln Lngllsh from beglnnlng ln speclal classes
ll AdvocaLes clalm sooner chlldren exposed Lo Lngllsh more Llme Lhey spend
speaklng lL beLLer Lhey learn
b 8||ngua educat|on
l Chlldren are LaughL ln Lwo languages
ll llrsL Lhelr naLlve language Lhen Lngllsh
lll AdvocaLes clalm chlldren progress fasLer academlcally ln Lhelr naLlve language
lv 1yplcally ouLperform Lhose ln allengllsh programs on LesLs of Lngllsh proflclency
v 8y valulng boLh languages relnforces selfesLeem and lmproves school
performance
c @oay or duaanguage earn|ng
l naLlve Lngllsh speakers and Lngllshlanguage learners learn LogeLher ln boLh
languages
d ubllc oplonlon Lurned agalnsL blllngual educaLlon
xxxlv Chlld ln School
a Worldwlde more chlldren are golng Lo school Lhan ever before
b WlLh sLrong lnsLrucLlonal and emoLlonal supporL flrsLgraders aL rlsk of school fallure
make progress slmllar Lo lowrlsk peers
xxxv 8eadlng
a Chlldren ldenLlfy prlnL ln Lwo ways
b ecod|ng
l Lmphaslzes phoneLlc or codeemphasls approach
ll 1o do so chlld musL maLchlng Lhe prlnLed alphabeL Lo spoken sounds
c I|uay8aed etr|eva
l Wholelanguage approach
d honet|c (codeempha|% approach
l 1radlLlonal approach emphaslzes decodlng
e Whoeanguage approach
l Lmphaslzes vlsual reLrleval and Lhe use of conLexLual cues
ll 8ased on bellef chlldren can learn Lo read/wrlLe naLurally llke Lhey lern Lo
undersLand/use speech
lll 8esearch has found llLLle supporL for lL's clalms
1 honemlc awareness and early phoneLlcs Lralnlng are keys Lo readlng
proflclency
f Chlldren can learn phoneLlc skllls along wlLh sLraLegles Lo help Lhem undersLand whaL
Lhey read
g ,etacogn|t|on awareness of one's Lhlnklng processes
l Pelps chlldren monlLor Lhelr undersLandlng of whaL Lhey read
ll Lnables Lhem Lo develop sLraLegles Lo clear up any problems
h AcqulslLlon of wrlLlng skllls goes hand ln hand wlLh developmenL of readlng
xxxvl WrlLlng Skllls
a ulfflculL for young chlldren
b uevelop along wlLh readlng
c Larly composlLlons are shorL
d 8equlres chlldren Lo [udge lndependenLly wheLher Lhe communlcaLlve goal has been
meL
e Chlld musL keep ln mlnd many resLralnLs
l Spelllng
ll uncLuaLlon and grammar
lll CaplLallzaLlon
xxxvll lnfluences on School AchlevemenL
a Selfefflcacy bellefs
l Plgh are more llkely Lo succeed Lhan sLudenLs who do noL belleve ln Lhelr
ablllLles
b Cender
l Clrls Lend Lo do beLLer Lhan boys ln school
ll 8oys advanLageous ln spaLlal skllls
1 May be lnfluenced by SLS
c arenLlng pracLlces
l Plgh achlevelng parenLs creaLe hlgh achlevelng envlronmenL for learnlng
ll May affecL moLlvaLlon and Lhus school success
lll AuLhorlLaLlve parenLs Lend Lo have hlghesL achlevelng chlldren
lv AuLhorlLarlan parenLs Lend Lo have lowerachlevelng chlldren
v ermlsslve parenLs Lend Lo have lowerachlevelng chlldren
d SLS and soclal caplLal
l noL power by lLs'self buL Lhrough lLs lnfluence on famlly
ll SLS noL only facLor ln achlevemenL
lll Soclal caplLal neLwork of communlLy resources chlldren and famllles can draw
on
e LducaLlonal sysLem school envlronmenL
l Soc|a romot|on promoLlng sLudenLs who do noL meeL sLandards
ll Cnly real soluLlon Lo hlgh fallure raLe ls Lo ldenLlfy aLrlsk sLudenLs early and
lnLervene before Lhey fall
f CompuLer and lnLerneL use
l 1ools pose danger
ll 8lsk of exposure Lo harmful/lnapproprlLaLe maLerlal
lll need Lo learn Lo evaluaLe crlLlcally lnformaLlon found ln cyberspace and Lhe
need Lo separaLe facLs from oplonlon/adverLlslng
lv locus on vlsual llLeracy could dlverL flnanclal resources from oLher areas of
currlculum
g CulLure
xxxvlll Chlldren wlLh Learnlng roblems
a MenLal reLardaLlon lndlcaLed by an lC of 70 or less coupled wlLh a deflclency ln age
approprlaLe adapLlve behavlor
l MosL chlldren can beneflL from schoollng
b Learnlng dlsablllLles (Lu)
l ulsorders LhaL lnLerfere wlLh speclflc aspecLs of school achlevemenL
ll Chlldren Lend Lo be less Lask orlenLed more easlly dlsLracLed Lhan oLher
chlldren
lll uyslexla developmenLal language dlsorder whlch readlng achlevemenL
subsLanLlally below level predlcLed by age or lC
1 uue Lo a neurologlcal defecL LhaL dlsrupLs recognlLlon of speech sounds
c PyperacLlvlLy and ALLenLlon ueflclLs (AuPu)
l lssues of dlagnosls herlLablllLy and drug Lheraples
ll Chronlc condlLlon marked by perslsLenL lnaLLenLlon dlsLracLlblllLy lmpulslvlLy
low Lolerance for frusLraLlon and greaL deal of acLlvlLy aL Lhe wrong place aL Lhe
wrong Llme
lll ulsorder may be over dlagnosed resulL ln unnecessary overmedlcaLlon
lv 1wo dlfferenL buL someLlmes overlapplng sympLoms
1 lnaLLenLlve and hyperacLlvlLy
v 8raln grows ln normal paLLern wlLh dlfferenL areas Lhlckenlng Lhen Lhlnnlng aL
dlfferenL Llmes
xxxlx LducaLlng Chlldren wlLh ulsablllLles
a nd|v|dua |th |ab||t|e ducat|on ct
l Lnsures free approprlaLe publlc educaLlon for all chlldren wlLh dlsablllLles
xL ldenLlfylng ClfLed Chlldren
a CrlLerlon ls hlgh general lnLelllgence
l lC score of 130 or hlgher
b 1ends Lo exclude
l Plghly creaLlve chlldren
ll ulsadvanLaged chlldren
lll Chlldren wlLh speclflc apLlLudes
c now use mulLlple crlLerla for admlsslon Lo programs for Lhe glfLed
d 1hese chlldren are born wlLh unusual bralns LhaL enable rapld learnlng ln a parLlcular
domaln
xLl ueflnlng and Measurlng CreaLlvlLy
a CreaLlvlLy ablllLy Lo see Lhlngs ln a new llghL
b 1wo klnds of Lhlnklng
c onvergent
l 1he klnd lC LesLs measure
ll Seeks a slngle answer
d |vergent (reat|v|ty%
l Comes up wlLh a wlde array of new posslblllLles
ll Lxample LlsLlng unusual uses for a paper cllp
xLll LducaLlng ClfLed Chlldren
a nr|chment
l 8roadens knowledge Lhrough classroom acLlvlLles research acLlvlLles fleld Lrlps
b cceerat|on
l Speeds up educaLlon Lhrough grade sklpplng fasLpaced classes or advanced
classes