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Human Development: Updated, 7/e

James Vander Zanden, Ohio State University
Thomas Crandell, Broome Community College
Corinne Crandell, Broome Community College

Middle Childhood 7 to 12: Physical and Cognitive Development

Learning Objectives

After completing Chapter 9, you should be able to:

1

State and briefly explain the typical health and fitness issues of middle childhood.

2

Describe how children's cognitive abilities begin to advance when they are around 6 and 7 years old, and define metacognition and executive strategies.

3

Summarize what is known about creativity and discuss the following:

relationship between intelligence and creativity:

role of formal education:

Institute of Personality Assessment and Research studies:

Vera John-Steiner's findings:

Dr. Luria's suggestions:

4

Define what Piaget meant by the period of concrete operations when referring to middle childhood, and contrast some advances with those of the earlier preoperational stage abilities.

5

Compare concrete operational thought with preoperational thought by explaining the concepts of conservation, decentering, and transformations.

conservation:

decentering:

transformations:

horizontal decalage:

6

Summarize cross-cultural research on conservation ability, and draw a conclusion about the administration of cognitive tests to children from various cultures.

7

Identify the changes that occur in children's person-perception abilities, and tell how we activate stereotyping.

8

Describe the qualitative, age-related differences in regard to children's descriptive statements about other people, and cite Livesley and Bromley's developmental changes in the ways children see and describe people.

9

Discuss the issue of bilingual education the United States and define:

English as a second language approach:

bilingualism:

total immersion:

10

Explain the term learning disabilities (LDs).

11

Explain the six-part development of an Individual Education Plan (IEP).

12

Explain important aspects of effective schools.

13

Describe the concept of morality and its significance for society, and define moral development.

14

Describe the following concepts and studies in cognitive/social learning theory:

imitation:

study results on temptation and models:

dishonest or deviant behavior:

15

Summarize the major premise on moral development by cognitive-developmental theorists.

16

Explain Jean Piaget's theory of moral development and its stages.

active participation:

heteronomous morality (morality of constraint):

autonomous morality (morality of cooperation):

acquiring a sense of justice:

17

Explain Lawrence Kohlberg's theory of development of values and moral judgments.

moral judgment:

ethical dilemma:

Stages:
Preconventional
Level 1, Stage 1:

Level 1, Stage 2

Conventional
Level 2, Stage 3

Level 2, Stage 4

Postconventional:
Level 3, Stage 5

Level 3, Stage 6

universal morality:

criticism of Kohlberg's theory:

18

Describe how the following factors may have an association with moral behavior:

intelligence:

age:

sex:

group norms:

motivation:

19

Explain the following concepts related to prosocial behavior.

helping:

altruism:

egocentrism:

parenting style:

parental guidelines:

empathy:

Emile Durkheim's view on social bonding:

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