Developments Through Middle Childhood Every stage in the span of life is critical and valuable, as each stage builds upon the last stage and lays the groundwork for the next stage. Middle Childhood is a developmental stage that spans the time from age seven to age eleven that is filled with both complex and simple changes that span multiple categories of development including cognitive, physical, social, emotional, moral, and spiritual development. In each category leaps and bounds of progress are made. While some of these changes and progressions are obvious, such as the serious physical changes that a child in this age range undergoes, some changes are not as obvious. This is the stage where an individual begins to become more aware of themselves and the perspectives of others. …show more content…
Another cognitive process that develops in this stage is working memory capacity. Between the ages of 6 and 12, the time it takes to process information decreases quickly (Berk, 2014, p. 302). The speed of thinking has a direct effect on working memory, and this is where a difference in the individual intelligence of children truly begins to reveal itself (Berk, 2014, p. 302). Another cognitive development is the development of executive function, where it “undergoes its most energetic period of development” (Berk, 2014, p. 302). Even more noticeable of a development in cognition is the development of attention. While infants and toddlers and even young children can be distracted easily, a child in middle childhood has a more focused attention (Berk, 2014, p. 303). Children learn to only pay attention to information that is relevant to their current focus (Berk, 2014, p. 303). Another advance in cognition is the development of metacognition, where children are more aware of their mental activities (Berk, 2014, p. 306). Despite this awareness of their own mental state, children are still not fully able to achieve cognitive self-regulation, or the “process of continuously
Jackson appeared withdrawn, and was somewhat embarrassed before stating that he did not do well in school. Jackson knows that he can perform better in school. When the other children began to tease Jackson, he was ready to fight some of them. This is typical behavior for Jackson, and is also a pattern of disorganized attachment. Children with a disorganized pattern in infancy tend to show disturbed patterns of relationships, subsequently, their relationships with peers can often be characterized by a “fight or flight” pattern of alternate aggression and withdrawal. Jackson’s coping skills when upset, threatened, or embarrassed is fight, unless the person is physically bigger than him. If this is the case, Jackson uses flight to cope, and seeks his grandmother for protection and comfort.
“The city was hidden by that awful cloud . . . boiling up, mushrooming, terrible and incredibly tall," said Colonel Paul Tibbets, pilot of the modified B-29 bomber that dropped the world’s first atomic bomb over Hiroshima. The bombings resulted in the death of thousands, including not only Japanese citizens, forces, and military but also American captive soldiers. In the midst of World War II the United States forced Japan to surrender by dropping bombs in the major cities of Hiroshima and Nagasaki. They released the second atomic bomb shortly after, in Nagasaki, Japan.
Big Fish produced by Tim Burton consist of much spiritual significance. For example, one might think the fish was a symbol of Christianity, because of the Jesus fish that we often see on bumper stickers, but there is one true spiritual significance. The one true spiritual significance that sticks out the most is the Christ- like figure. Edward Bloom, the main character represents the Christ- like figure in this film. Like Jesus, Edward Bloom is a storyteller who tells the stories of his father.
Recall your days of play under the sun’s humid air, coordinating a game of tag or hide and seek. Or maybe it was more under layers upon layers or clothes making snowballs or igloos. Everyone has memories of playing with others and conquering challenges such as finding a perfect hiding spot or making snowmen. This is what middle childhood refers to: the ages between 6-12 where children should be playing and facing tasks that challenge them and allow them to grow. There is physical growth where children might grow taller or physically stronger, or learn how to catch and throw a ball, advancing their gross motor skills.
Traveling down Hobsonway after the sun goes down, is like a game we used to play in college.
At the last Local Board of Education meeting, it was stated that the "Grade Buddies Program" is in the process of being eliminated. I was deeply sadendd and disppointed that the school district has decided in moving fowrd to cut the Grade Buddies cirriculium. This is the very class that promotes connectivty to both elmenatry and middle school students. The program was created to ease the trasnsiton of the lesuires of elemtaryty school to the hectic and merciliss world of Middle school. The social interaction, maturity, and ablity to provide inshight on higher level edcuation make a profound impact on the younger elemtary school students. The Grade Buddies Program, has been in place for over fifteen years, and has been overseen by both the Elemtary and Middle school parents
|Body Changes |1.Around the age of 6, there is a slowing down of the rate of growth.
In this essay, I will discuss my experience during middle and late childhood. I will address three stages which are the physical, cognitive, and socioemotional development. The physical development consists of body and brain growth, health issues, and motor skills. The cognitive development consists of language, memory, and attention. Socioemotional development is based on relationship, employment, and personality.
Most people said that they want to adolescence life which is the joyful time in life. But not all want it, some other pick that adult life is the best time to enjoy. Both cases are seen to be right situation, I want to express the teenager life first and then, I will discuss the adult life in second section to describe more details.
The middle childhood is to leave the play years to start maturing years to start adolescence (Berk, 2010). During the middle childhood, children began to have a lot physical changes. As well as, they begin to discover there identify that they are. For example, secondary sexual organs begin to develop in the boys and girls, they will confuse about identify. The puberty is the cycle when children are out of control because they will transition to leave the children to enter adolescence. For instance, physical and behavioral changes will have some consequences if pre-adolescences do not deal well with them. Middle childhood is divided into two categories 6 to 8 and 9 to 12 years that reflects on children’s behavior (Nuru-Jeter et al., 2010). For instance, children learn to interact with other children, and how they will manage emotions and behaviors. Also, how they have to act with adults and children that totally different it. Also, the girl and boy have different physical and behavior changes for the gender difference. Middle childhood development makes for some factors that influence on physical changes, brain and nervous system, and social and emotional changes.
Middle childhood is defined a number of ways, but perhaps best defined as the ages 6 to 12 years of age or prepubescent to pubescence Middle childhood is a challenging time and a major challenge is social constructs, as this is the earliest time when children begin to move away from parental influences and establish more meaningful peer and other adult relationships. It signifies a new set of social contacts with adults and other children as well as a wider variety of settings than those that characterize early childhood. Children begin to see themselves as a part of a bigger whole. Peer influences can become more powerful than the adults in the children’s life and impact their sense of self. Grouping is established and teasing of others
Middle childhood, is a very exciting time for young children from the ages of seven to twelve years old. It’s known as the school years and new social and cognitive traits are being learned at home and at school. Sigmund Freud’s psychoanalytic theory found this to be the latentcy period in which no much happens. He described this because children at this age sexual and aggressive urges are repressed ("Stages of Growth Development," 1898-1987). This paper will also discuss the changes from middle childhood to adolescence, the affects of parents and peers and the affects they have on developing children.
They form relationships with their peers, develop spoken vocabulary, and began to decipher between genders and their roles. Middle childhood is the development of personality, motivation, and inter-personal relationships. Growth at this stage is usually slowed until puberty is reached. Children at this age tend to learn by hands-on learning activities.
Adolescence is the distinct transitional stage between childhood and adulthood in human development, extending primarily over the teenage years and terminating legally when the age of majority is reached (Rathus, 2014). However in some instances, this biological, cognitive, social and emotional maturity may not be reached until a later stage and may be dictated by gender. Adolescence is characterised by rapidly changing and unpredictable behaviour (Freud, as cited in Rathus 2014), heightened and unstable emotions (Hall, as cited in Rathus 2014), disturbances in identity, the gradual development of one’s moral reasoning (Kohlberg, as cited in Rathus, 2014) and the gradual establishment of one’s independence. Several of these changes may occur at differing phases in adolescent growth. This development is categorized into three separate stages; early adolescence, middle adolescence, and late adolescence. Early Adolescence, commencing from the ages of eleven or twelve until the age of fourteen, comprises of several features such as rapid biological development and maturity, heightened stress levels and limited coping capabilities. On the other hand, middle adolescence, from the approximate age of fourteen to sixteen, involves the gradual cease of biological change, an increase in coping strategies and declined stress levels. Furthermore, late adolescence, commencing from the age of sixteen until the age of eighteen or nineteen, encompasses physical maturity, whereby the
The second domain that describes children in middle childhood is cognitive development. Unlike physical characteristics, cognitive development emphasizes on mental development of children. Cognitive development consists of information processing and language (Santrock, 2008). In the aspect of information processing, developments of memory, thinking and metacognition are experienced by children in middle childhood (Santrock, 2008). According to Papalia et al. (2009), the efficiency of working memory of children during this stage improves substantially. This means that they are able to make calculation, organize information into groups, and repeat and reverse at 5 or more numbers that they heard. Besides, children in middle childhood are able to think critically, deeply, and think in different dimension of the task during middle and late childhood (Eccles, 1999). According to the concrete operational stage in Jean Piaget’s theory, operational thinking of children in middle childhood includes four aspects which are logic, decentration,