Chapter Notes: Module 7
PSYC 200 Chapter Notes
Chapter 5: Middle and Late Childhood (pages 153-181)
As this chapter begins with physical changes and health (including more attention given to the topic of obesity in children), note the section on sports and exercise —an important issue at this stage of development. In addition to the author’s insights, I would add the following benefits of youth sports participation: builds an appreciation of personal health and fitness, develops a positive self-image, teaches how to work as part of a team, develops social skills with other children and adults (such as taking turns and sharing playing time), teaches both how to manage success and disappointment, and teaches how to respect others. From your own experiences, you have probably developed opinions about the pros and cons of youth sports programs. Since one of the primary benefits of sports participation is to learn good sportsmanship, it is important for parents to assist in building these important attitudes. A few simple tips for parents (who are sometimes bad sports) include: set a good example, let the coach be the coach, leave troubles at home, remember why you’re there, show respect for authority, become a peacemaker, and keep the game in perspective.
The textbook attends next to Piaget’s concrete operational stage. In addition to key Piagetian conceptual notions, such as classification, reversibility, and conservation, the textbook also reminds us of aspects related to information processing such as memory, attention and metacognition. The section on critical thinking (page 163) is brief but very significant and may cause you to reflect on your own educational journey to this point—and how well you were taught to think critically. Later in this part of the chapter, I appreciate the section that encourages increasing creative thinking in children (page 167). If more teachers were more aware (and were given time to highlight these areas) there would surely be fewer bored children in school and more children challenged to extend their creative inclinations.
As you read through the remainder of this chapter, note the discussion about different theoretical approaches to the topic of intelligence. Beyond Binet, note Steinberg’s triarchic theory of intelligence: analytical, creative and practical. And I am especially impressed with Gardner’s continuing work with the notion of “multiple intelligences.” You may recognize some of your areas of strongest intelligence in the list on page 168. Please note the important discussion regarding measuring and interpreting differences in IQ scores. The section on the extremes of intelligence (intellectual disability and giftedness) contains good information, and then turns to the specific and critical subject of education: parent involvement, cultural differences, etc.
This section of the chapter concludes with a brief section on children with disabilities, such as learning disabilities and attention deficit hyperactivity disorder (ADHD). The text provides good information, and as is often the case, there are some who speak of the “myth of ADHD.” Seeing the 500+% increase of Ritalin over the past few years, some suggest that the quick and easy diagnosis of ADHD is an overreaction to life in the 21st century. They recommend wellness-based holistic interactions with children rather than throwing a pill at the problem and allowing a child to hide behind the ADHD “excuse” for his behavior. If you are interested in the differing approaches to this issue, I encourage you to dig deeper and draw your own conclusions.