Transcript The Developing Person Through Childhood and Adolescence

The Developing Person Through Childhood and Adolescence
by Kathleen Stassen Berger
Seventh Edition
Chapter 11
The School Years:
Biosocial Development
Slides prepared by Kate Byerwalter, Ph.D.,
Grand Rapids Community College
A Healthy Time

Middle childhood,
ages 7 to 11, is
generally a happy,
healthy time of life
PHOTODISC
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Size and Shape

The rate of growth slows during
middle childhood.

Most 7-11 year olds gain 5-7 lbs. and
2˝ per year
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Childhood Obesity

The rate of overweight and obese children
is increasing.

Overweight children are at higher risk of
health problems such as Type II diabetes
and asthma.

They often suffer socially and academically
as they face ridicule from peers.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Causes of Childhood Obesity

Genetic predisposition
 set

point
Environmental factors
 cultural
values
 lack
of exercise
 poor
quality food
 watching
TV/video
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Puberty and Weight

Overweight children also more likely to
experience puberty earlier than peers.

Early puberty has been associated with
risk factors such as teen pregnancy, drug
abuse, and family conflict.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Treatment of Childhood Obesity

Exercise!

Change family patterns

Change school lunch programs, vending
machines, etc.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Chronic Illness

About 13% of children have special health
needs.

Caring for these children can take a toll on
family income, maternal self-esteem and
the marriage relationship.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Asthma

Asthma is chronic inflammation of the
airways.

It affects between 10% and 20% of
school-age children in North America
 three
times as common as 20 years ago
 figures expected to double again by 2020
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Possible Causes of Asthma

genes on
chromosomes 2,
11, 12, 13, and 21

exposure to
allergens (dust, pet
dander, etc.)
LARRY MULVEHILL / PHOTO RESEARCHERS, INC.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Prevention of Asthma

Clean air (Olympics in Georgia study!)

Breast feeding, remove pets from home

Inhalers, medical treatment
 Many
lower-income children lack insurance
to get proper care!
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Brain Development

Advances include:
 Continued
 Greater
myelination and neural connections
ability for self-control
 Selective
attention: ability to concentrate on
what is important
 Automatization:
some skills become routine
(e.g., reading, writing one’s name)
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Make it Real: Brain Development

What aspects
of brain
development
are involved in
playing a
musical
instrument?
JONATHAN KIM / STOCK CONNECTION / PICTUREQUEST
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Motor Skills

Motor skill development continues through
middle childhood, due to brain maturation
and experience.

Older children have a faster reaction time
than younger children.

Rough-and-tumble play helps regulate
and coordinate frontal lobes of brain.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Make it Real: Motor Skills

List some benefits
and concerns of
sports for young
children.

How often did you
have physical
education in
school?
SEAN SPRAGUE / THE IMAGE WORKS
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Motor Skills (cont.)

Benefits of sports programs include
exercise, fun, teamwork, sportsmanship.

Concerns include too much competition at
a young age, increased stress, critical
parents, risk of physical injury.

Time for physical education at school has
decreased significantly, as well as safe
neighborhood places to play.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Measuring the Mind

GRADES are an important measure of
how a child is doing in school.

However, why might someone want a
different assessment in addition to
grades?
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Objective Tests of Ability

Achievement Tests: measure what has
been taught (given routinely in school)

Aptitude Tests: measure one’s potential
 IQ
Tests: designed to measure intellectual
aptitude, or ability to learn in school
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
IQ TESTS

The Wechsler Intelligence Scale for
Children is a commonly used IQ test.
 It
includes verbal and performance subtests.
 Scores
below 70 indicate possible mental
retardation; those above 130 suggest
giftedness.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
In Theory, Most are Average
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Criticisms of IQ Testing

Tests reflect the culture of the makers.

A person’s potential changes with time.
 So,
IQ tests should be part of a battery of
assessments for an individual child.

IQ tests ignore many types of intelligence.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Robert Sternberg’s theory

Sternberg (1996) suggests 3 types of
intelligence
 academic
 creative
(IQ and achievement)
(evidenced by imaginative endeavors)
 practical
(seen in everyday interactions)
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Howard Gardner:
Multiple Intelligences
linguistic
 logical-mathematical
 musical
 spatial
 bodily-kinesthetic
 interpersonal (social understanding)
 intrapersonal (self-understanding)
 naturalistic

Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
What does an IQ score
tell us, really?

IQ tests can help detect learning
disabilities, giftedness, and other
special needs.

IQ scores predict later school
achievement and to some degree, career
attainment in adulthood.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Make it Real: Special Needs

Do you know anyone who has special
needs as a result of a physical, cognitive,
or emotional disability?
 Examples:
ADHD, autism, learning disability,
physical disability, etc.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Children with Special Needs

Children who require extra help in order to
learn have “special needs.”
 Examples:
pervasive developmental delays,
learning disabilities, attention deficits, autism,
physical disability, emotional impairment, and
more.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Developmental Psychopathology

This field applies insights about typical
development to study and treat various
disorders (and vice versa).
 Abnormality
is normal
 Disability changes over time
 Adolescence and adulthood may be better
or worse
 Diagnosis depends on social context
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Pervasive Developmental Delays

Pervasive developmental disorders are
severe problems, such as autism, that
affect many aspects of a young child’s
psychological growth, causing evident
delay of speech, movement, or social skills
before age 6 years.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Autism

Autism is a PDD characterized by an
inability to relate to other people normally,
including extreme self-absorption, and an
inability to learn normal speech.

The level of severity of symptoms varies
across individuals (e.g. Asperger
syndrome represents high functioning).
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Symptoms of Autism
CORE SYMPTOMS:
OTHER POSSIBLE
SYMPTOMS:

Absent of
abnormal language

Undersensitive to
pain

Social aloofness or
unawareness

Oversensitive to
noise

Repetitive, asocial
play

Insistence on
routine
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Possible Causes of Autism

Genes

Teratogens
 Thimerosal,
found in immunizations, has been
repeatedly accused but consistently disproved
as a factor)
 Viruses,

infections, pesticides, or drugs
Better diagnosis today
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Treatment of Autism

Early intervention is beneficial

One-on-one behavioral training
 teaching
social play strategies and language
skills

Encouraging social connections
 Examples:
rewards for eye contact,
interacting
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Treatment for Autism (cont.)

This teacher is
trying to facilitate
eye contact and
encourage this 4
year old child with
autism to speak.
ALAN CAREY / THE IMAGE WORKS
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Learning Disability

A marked delay in a particular area of
learning not associated with any physical
handicap, mental retardation, or unusually
stressful home environment.

Represents a measured discrepancy
between aptitude and achievement.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Dyslexia

Dyslexia represents unusual difficulty with
reading

May “guess” at reading, using contextual
clues

Problem may involve auditory processing
of sounds

Has a huge effect on self esteem
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Early Education for Dyslexia

Individualized instruction before age 6
often helps minimize the problem
 How?
By forming new neurological
connections, and teaching strategies
 Unfortunately,
many children don’t receive
early intervention
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Question: Attention Disorders

What do you
already know (or
what have you
heard) about
attention deficit
hyperactivity
disorder (ADHD)?
ELLEN SENSIS / THE IMAGE WORKS
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Attention Disorders

ADD and ADHD are both neurological
disorders involving difficulty screening out
irrelevant stimuli.

Possible causes: abnormality in brain or
neurotransmitters, or prenatal damage
(teratogens), genetic vulnerability (boys more
susceptible), or postnatal damage (lead)
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Attention Deficit Disorder (ADD)
Difficulty concentrating
 Prone to anxiety and depression
 May seem lost in thought, “spaced out”
 Increased risk of developing conduct
disorder or oppositional defiant disorder
 May also have learning disability in
reading or social skills

Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Attention Deficit Hyperactivity
Disorder (ADHD)
Difficulty concentrating for more than a few
minutes at a time: inattentive, impulsive,
overactive
 Increased risk of developing conduct
disorder or oppositional defiant disorder
 May also have learning disability in
reading or social skills

Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Treatment of AttentionDeficit Disorders

Medication (e.g., Ritalin, Adderall, Strattera)

Behavioral Modification

Training for parents and teachers
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Educating Children with
Special Needs

Least restrictive environment (LRE)—
legally required school setting that offers
children with special needs as much
freedom as possible to benefit from the
instruction available to other children.
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Educating Children with
Special Needs (cont.)

Children with special needs are
guaranteed an Individual Education
Plan (IEP).
 Legal
document
 It specifies a series of educational goals,
and services required
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Educating Children with
Special Needs (cont.)

Mainstreaming—special needs kids in the
general classroom

Resource Room: separate room with a
trained special-education teacher

Inclusion: child in general classroom but
with paraprofessional
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11
Make it Real: Children with
Special Needs

Which approach to educating children with
special needs to you think is most
beneficial to those children, and other
children?
 Mainstreaming?
 Inclusion?
 Resource
Room?
Berger: The Developing Person Through Childhood and Adolescence, 7th Edition, Chapter 11