ch 9

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ch 9
2010-10-27 15:13:46

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  1. middle childhod goals (3)
    • - problem soving skills
    • - moral development
    • - reading competence
  2. nutrition
    • less food is needed due to slower growth rate at these years.
    • make there own decisons on what they want to eat
  3. obesity
    major problem of chidren
  4. boys vs girls
    • boys are stronger
    • girls are more graceful
    • but otherwise they are very simular
  5. brain
    • - attention improves
    • - longer attention span
    • - stort-term memory improves
    • - transfer more info to long term memory
  6. Piagets concrete operations
    - concrete operational period:
    children begain to employ logical thought processes with concrete material
  7. Piagets
    - conservation
    the understanding that an object retains certain properties, not matter how its form changes
  8. Piagets
    - decentering
    process by which children in the concrete operational period can concentrate on more than one aspect of a situation
  9. Piaget
    - seriation
    process by which children in the concrete operational periodcan arrange objects by increasing or decreasing size
  10. Piaget
    - classification
    process by which children in the concrete operational period cna group objects with some similarities wihin a large category
  11. piaget
    - reversibility
    cogntive process by which children retrace their thoughts
  12. piaget
    - numeration
    process by which children inthe concrete operational period grasp the meaning of number, the onseness of one
  13. problem solving
    • a. goal
    • b. obstacle
    • c. strategy
    • d. evaluation
  14. good at problem solving
    • - positive attitudes
    • - people who look for facts
    • - ability to concentrate
  15. mistakes to problem solving
    • - dont use facts
    • - skipping steps
    • - not recognizing realavance to one another
  16. DUPE
    determine - that a problem exists. too often children fail to realize that a problem lies hidden in the words of a story, or in the description of a science project or in the simple presentation of a math example
  17. DUPE
    understand - the nature of the problem. realizing that a praticular problem exists is not enough; you must also comprehend the essence of the problem if your plan for solution is to be accurate
  18. DUPE
    plan your solution - now that you know that a problem exists and you understand its nautre, you must elsect strategies that are appropriate for the problem.
  19. DUPE
    evaluate your plan - which usually entails two phases, first examine the plan itself in an attempt to determine its suitability. then decide how successful your solution was
  20. intelligence
  21. intelligence
    miller analagies
  22. intelligence
    wechsler: measured IQ across the ife span; WISC, WISC-R, WAIS
  23. intelligence
    • 8 differenct intelligences
    • 1. lingistic intelligence
    • 2. musical intelligence
    • 3. logical-mathematical intelligence
    • 4. spatial intelligence
    • 5. bodily-kinesthetic intellignce
    • 6. interpersonal intelligence
    • 7. intrapersonal intelligence
    • 8. naturalist intelligence
  24. Sternberg's Triarchic Model of intelligence
    • 1. the components of intelligence
    • - meacomponents: help us to plan, monitor, and evaluate our problem solving strategies
    • - performance components: help us to execute the instructions of the metacomponents
    • - knowledge acquisition components: help us to learn how to solve problems in the first plance.
    • 2. experience and intelligence
    • 3. the context of intelligence
    • - adapt to our enviroment
    • - create and/or shape our environment
    • - select new environments
  25. moral dilemma
    moral dev.- external controls->internal mechanisms, cognition, emotion, behavioral
  26. moral dilemma
    modified clinical technique used by kohlberg whereby a conflict is posed for which subjects justify the morality of their choices
  27. piaget marbles and morality
    • concrete operational - formal
    • - up t 4 years chldren not concerned with morality
    • - at 4 they begin to belive that rules are fixed and unchangeable
    • - 7-11 begin to realize that individuals formulate social rules refered to as autonomous morality
  28. Gilligan
    • men - justice
    • women- relationships, ethics of caring
  29. Children develop morally when
    • - encouraged to share their thoughts with dults
    • - they are respected - opinions are valued
    • - sensitive to what kids are experiencing
  30. Language Devlepment
    reading - independent readers: children who can read ably and without assistance using all the cueing systms