test 2 - development through the lifespan

psychosocial development (school years)

while watching the recess clip: - think about the peer group and social comparisons - culture of children - pro-social behavior/ moral codes - social acceptance - friendship families are important too - function is more important than structure. How they take care of each other - stability is good: children in this range do better if they don't have too much change.

biosocial development (7-11) book notes

middle childhood is the healthiest period of the entire life span. - contemporary school children have two added protections: education about risks and several doses of vaccine.

complications of unrealistic self-esteem

- Effortful control: the ability to regulate one's emotions and actions through effort, not simply through natural inclination - Ideally, children develop feelings of self-esteem, competence, and individuality during middle childhood as they begin comparing themselves with peers - After school activities, such as sport, can provide a foundation for friendship and realistic self-esteem. Team sports not on benefit self-concept but also academic achievement because the effortful control needed to practice skills and to cooperate with teammates also can be applied to academics.

adolescent psychosocial development: depression and suicide in teens

- some moodiness is normal - depression is highly prevalent in today;s youth - clinical depression- feeling hopeless, lethargy, and worthlessness that lasts two weeks or more - suicide: the third leading cause of death in 10-19 years old, only beaten by accidents and homicides. rates have decreased in recent years

resilience and stress

- Experiences in middle childhood can sustain, magnify, or reverse the advantages or disadvantages that children acquire in their preschool years. - Children may escape destructive family influences by finding their own niche in the larger world. - Resilience: the capacity to adapt well to significant adversity and to overcome serious stress. • Resilience is dynamic meaning a given person may be resilient at some periods but not others • Resilience is a positive adaptation to stress • Adversity must be significant. Some adversities are comparatively minor (large class size, poor vision) and some are major(victimization, neglect).

significance of Piaget's findings

- Piaget was mistaken: there is no sudden shift between pre operational and concrete operational logic - But his research did reveal something important: School aged children can use mental categories and subcategories more flexibly, inductively, and simultaneously than younger children can. They are more advanced thinkers, intellectually capable in ways that younger children are not.

information processing theory: memory

- Sensory memory: the component of the information-processing system in which incoming stimulus information is stored for a split second to allow it to be processed. - Working memory: the component of the information-processing system in which current conscious mental activity occurs. - Long term memory: the component of the information-processing system in which virtually limitless amounts of information can be stored indefinitely.

neurological development

- The limbic system, responsible for intense fear and excitement from th amygdala, matures before the prefrontal cortex, where planning ahead, emotional regulation, and impulse control occur - Myelination and maturation continue, - The hormones of puberty target the amygdala directly, whereas the cortex responds more to age and experience. - Emotional control is not fully developed until adulthood. - Caution needed: • The combination of the normal sequence of brain maturation and the early onset of puberty means that emotions rule behavior. • Every decision we make requires balancing risk and reward, caution and attraction. For all of us, experiences memories, emotions, and the prefrontal cortex help us decide to avoid some actions and participate in others. • Neurological research finds that the reward parts of adolescents' brains are far stronger than the inhibition part. - Benefits of adolescent brain development: • A good time to question tradition and learning new things before the brain becomes fully mature. This allows new connections to facilitate acquisition of new idea, words, memories, personality patterns, and dance steps. • Synaptic growth enhances moral development as well.

health problems in middle childhood: asthma

- a chronic disease of the respiratory system in which inflammation narrows the airwatys from the nose and mouth to the lungs, causing difficulty in breathing. Signs and symptoms include wheezing, shortness of breath, chest tightness, and coughing. • Causes: • Has genetic roots • Environment combined with genes is combined. • Air pollution increases the prevalence of asthma among vulnerable children. • Hygiene hypothesis: that contemporary children are overprotected from viruses and bacteria, which means they don't get infections and disease that would strengthen their immune systems. • Prevention of asthma: • Primary prevention: requires changes in the entire society; less pollution, better ventilation in schools. • Secondary prevention: decreases asthma attacks among high-risk children. If asthma runs in the family, then breast-feeding, family exercise, less dust and smoke • Tertiary prevention: includes the prompt use of injections and inhalers. The use of hypoallergenic materials also reduces asthma attacks.

adolescence biosocial development: school years (class notes)

- a lot of changes that happen during these years - ages 11-18 - puberty: a period of rapid physical maturation involving hormonal and bodily changes - differences for boys and girls: girls start around 11.5 and boys start around 13.5.

biosocial development: special needs

- attention deficit disorder: no longer a diagnosis in the DSM-5 - ADHD: inattention, hyperactivity, impulsivity - learning disabilities: --- dyslexia: severe impairment to reading and spelling --- dysgraphia: difficulty in handwriting and spelling --- dyscalculia: difficulty in math computation - autism spectrum disorder: ranges in severaly from severe autism to mild (formerly known as Aspergers). problems with social interactions, communications, and with repetitive behavior. Normally have good language skills

other aspects of cognition

- attention: divided attention/multitasking - executive functioning: improves through adolescence in terms of cognitive control (ex: fighting with a friend and instead of blurting out and saying something you will regret, have the ability to stop and think about it. - decision making skills: not perfect, emotions can interfere, social context plays a huge role in decision making - critical thinking: faster, more automatic, more strategies, greater breadth of current knowledge - metacognition: more effective monitoring and managing cognitive resources (ex: watching TV and focusing on homework at the same time) - language: metaphors, irony, writing, and organization, slang

delinquency and disobedience

- breaking the law: both precedence and incidence of criminal actions are common during adolescence

Piaget: adolescence

- formal operational thought: in Piaget's theory, characterized by more systematic logical thinking and by the ability to understand and systematically manipulate abstract concepts. - appear ages 11-15 typically - more abstract thinking: can do this though listening, instead of just seeing a concrete example; allows for problems to be solved by listening to a setup instead of needing to actually see it; hypotheticals and ideals - more logical thinking: uses hypothetical-deductive reasoning; teens can think more like scientists: devise a plan to solve the problem, testing, and concluding what best path to follow in order to solve the problem is. - hypothetical-deductive reasoning: thinking of possibilities not just reality. o Hypothetical Reasoning that includes propositions and possibilities that may not reflect reality. o Deductive reasoning: reasoning from a general statements, premise, or principle through logical steps, to figure out specifics o Inductive reasoning: reasoning from one or more specific experiences or facts to reach a general conclusion. - could Piaget have been missing something?: only 1/3 of adolescents are formal operational thinkers

improved medical care

- immunization has reduced deaths dramatically - oral care: most school-aged children now know to brush their teeth and most communities add fluoride to drinking water. since school aged children respect most authorities, this is the time for dentists to teach good habits - children's health habits: • School aged children are influenced by peers and many adults. Thus if people they know have good health habits, children develop them as well. • When children are with peers, guided by knowledgeable adults, they become better at self-care. • Unfortunately, data shows that children who have poor health for economic or social reasons are vulnerable lifelong, even if their circumstances improve in adulthood. - physical activity: • Playtime can be beneficial including: o Better overall health, less obesity, appreciation of cooperation and fair playm improved problem-solving abilities, respect for teammates and opponents of many ethnicities and nationalities. o However there are hazards as well: loss of self-esteem as a result of criticism from teammates or coaches, injuries, reinforcement of prejudices, increased stress. o Three places where children can reap the benefits to avoid the hazards of active play: neighborhood, schools, and sports leagues. • Neighborhood games: o This play is active, interactive, and inclusive. IT also teaches ethics. o They learn to cooperate o Today electronics and "stranger danger" may prevent children from playing these neighborhood games. • Exercise in school o Dedicated and trained gym teachers know developmentally appropriate, cooperative games and exercise for children o As schools are pressured to increase reading and math knowledge, time for physical education and recess has declined. • Athletic clubs and leagues: o Private and nonprofit clubs and organizations offer additional opportunities for children to play. o Culture and family affect the specifics

adolescence biosocial development: male changes (class notes)

- increases in size of penis and testicles - 1st appearance of pubic hair - minor voice changes - 1st ejaculation - curly pubic hair growth - onset of growth in height and weight - growth of hair and armpits - first noticeable voice changes

cognitive development: no child left behind and other curriculum

- national curriculum mandate - does it work? not really - obama ended it - students felt bored, teachers felt they were teaching to the test not for them to understand

identity

- often a time for searching for understanding of oneself. Self-expression and self- concept become incredibly important - identity vs. role confusion: the person tries to figure out "Who am I" but is confused as to which of many possible roles to adopt.

adolescent psychosocial development: relationship with peers

- peer attachments: girls normally have more peer attachments than boys - mixed sees in hangout groups - conformity: peer pressure arises around age 14-15 - cliques: a group of adolescents made up of close friends who are loyal to one another while excluding outsides. around 5 or 6 people, same sex normally - friendships: people want to be popular with their peers, they want to be included in conversation. Teen years like to have few friends with intimate/close relationships

adolescent psychosocial development: relationships with teens and parents

- possibly a strained time - teens want autonomy and responsibility - parents yielding control - secure attachment - conflict - generally, parents adjust by granting more autonomy and friendship and positive effect typically rebound to preadolescent level. -

different from pre operational egocentrism

- pre operational doesn't think the tother people have thought of their own - difference is that adolescents have a fully formed theory of mind, so they know that other people have their own thoughts. But they warped it so that all of other people's thoughts are thinking about them

biosocial development: brain development

- reaction time decreases (speeds up) due to myelination in the brain. - attention: process multiple bits of information in various parts of the brain simultaneously and can differentiate what is important - authorization

slow growth, greater strenth

- school aged children's growth is slow and steady - self-care is easy - muscles become steadily stronger. With each passing year, children can run faster ad exercise longer. - most children eat enough: parents need to ensure they eat healthy foods and not too much junk.

psychosocial development: the nature of the child

- steady growth, brain maturation, and intellectual advances make middle childhood a time when children gain independence and autonomy. - industry and inferiority: * eriksons insights: industry vs. inferiority - children attempt to master many skills, developing a sense of themselves as either industrious or inferior, competent or incompetent. * Freud on latency: latency - Freud's term for middle childhood during which children's emotional drives and psychosexual needs are quiet. Freud though that sexual conflicts from earlier stages are only temporarily submerged, bursting forth again in puberty.

cognitive development: information processing theory

- taking in a lot of information; rapid acquisition of knowledge - people sense and perceive large amounts of information. They then seek specific unites of information, analyze, and express their conclusions so another person can understand - sensed > working memory > long term memory - continued greater speed due to myelination

psychosocial development: self concept

- the I-self is the self as a subject. a person who thinks, acts, and feels independently. the me-self is the self as an object - a person reflected, validated, and critiqued by others - social comparison: the tendency to assess one's abilities, achievements, social status, and other attributes by measuring them against those of other people, especially one's peers. - Children's self concept becomes increasingly vulnerable to the opinions of others, even other children that they don't know.

adolescent cognitive development: egocentrism

- variability increases over age. - egocentrism: its all about me! * pay attention to the following from the videos: - adolescents have a difficult time distinguishing their own thought about themselves and others thoughts about themselves - adolescents regard themselves as unique, special, and much more socially significant than they actually are. - imaginary audience: constantly having an audience that watches their every move, makes teenagers very self-conscious. - self critical - self-adorning: thinking that everyone is in love with you - personal fable: the thought that the adolescent thinks of themselves as a talent that no one else has. they are invulnerable.believe that his or her thoughts, feeling, and experiences are unique, more wonderful, or awful than anyone else's. they are invincible

biosocial development (ages 7-11): class notes

Growing: rate of growth slows down, higher muscle mass and bone density, larger lung capacity which helps with athleticism - childhood obesity: medical and psychological risks; pulmonary problems such as sleep apnea, hypertension, type II diabetes, high cholesterol; low self esteem, battle with depression, exclusion from peer groups

cognitive development: class notes

Piaget: - concrete operational thought: the ability to reason logically about direct experiences and perceptions. - reason logically - the school aged child, no longer limited by egocentrism , performs logical operations - children apply their new reasoning skills to concrete situations with visible, tangible, real things. Children become more systematic, objective, scientific and educable. - can classify and divide things into different sets and subsets and can consider interrelations - classification: the logical principle that things can be organized into groups according to some characterisitcs they have in common - can put things in order based on quantitative dimension. (Girl that once couldn't tell the difference of different cups but the same amount of substance can now distinguish - transitive interference: the ability to figure out the unspoken link between one fact and another.

adolescents have theory of mind

are social media sites an amplification tool for egocentrism?

families

how family function and take care of each other is much more influential on the child than the structure of the family. - children at this age (7-11) do much better with stability than with change

health problems in childhood: - obesity

o Childhood obesity • 6 year olds have the least body fat and lowest BMI. Childhood overweight is defined as having a BMI above the 85th percentile for agel childhood obesity is defined as having a BMI above the 95th percentile. • An international problem • Overweight children are more likely to have asthma, high blood pressure, and elevated levels of cholesterol. • Furthermore, school achievement decreases, self esteem falls, and loneliness rises as excessvie weight builds. • If they stay heavy they risk diabetes, heart disease, and strokes. • Why childhood obesity: • Researchers have focused on three major areas: heredity, parenting practices, and social influence. • Some are genetically predisposed to having a high proportion of fat. • Parenting practices have changed dramatically. o Obesity is more common in infants who are not breast-fed. o More common in preschoolers who watch TV and drink soda o More common in school children who ride to school and rarely exercise. • Governments, not parents, determine the quality of school lunches; presence of snack vending machines, subsidies for corn oil but not fresh vegetables.

brain development

o The maturing corpus callosum connects the hemispheres of the brain, enabling balance and two-handed coordination, while myelination speeds up thoughts and behavior. o The prefrontal cortex begins to plan, monitor, and evaluate. o Coordinating connections • School aged children can analyze possible consequences before they lash out in anger or dissolve in tears. • Think quick; too slow: Reaction time-the time it takes to respond to a stimulus, either physically or cognitively. • Pay attention: • Selective attention: the ability to concentrate on some stimuli while ignoring others. • School aged children not only notice various stimuli but also select appropriate responses when several possibilities conflict. • In the classroom, selective attention allows children to listen, take concise notes, and ignore distractions. • Automatization: a process in which repetition of a sequence of thoughts and actions makes the sequence routine, so that it no longer requires conscious thought.

vgotsky and school aged children

o Vygotsky though that educators should consider children's thought processes. He recognized that younger children are confused by some concepts that older children understand. o The role of instruction: • Unlike Piaget, Vygotsky regarded instruction as crucial. He thought that peers and teachers provide the bridge between developmental potential and needed skills and knowledge via guided participation, scaffolding, and the zone of proximal development. • He also believed that children mentored each other even when they played together. • STUDY: there were three main sources of intellectual activity: their families, preschool programs, and the first grade. • Although children from families of low socioeconomic status (SES) were least likely to have been highly stimulated in all three contexts, achievements scores of low-income children who had these crucial three influences showed even more advances than did scores of the high SES children. o International contexts: • Culture affects the methods of learning, not just the context.