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Middle Childhood - Coggle Diagram

- - - - The ability to reason logically about direct experiences and perceptions
      - Children do not leap to a new conceptual level but advance step by step within each stage
        
        Horizontal decalage
        
        The idea that each level concepts appear in sequence over months or years
        
        Preoperational children do not understand the concept of conservation but concrete operational children do
      - Children can apply their new cognitive skills to concrete situations that are grounded by actual experience
        
        Concrete thinking arises from what is visible, tangible, and real, not abstract and theoretical
        
        Children become more systematic, objective, scientific and educable
      - Classification
        
        The logical principle that things can be organized into groups according to characteristics that they have in common
      - Seriation
        
        The concept that things can be arranged in a logical series
  - - - Direct instruction from teachers and other mentors who provided the needed scaffold between potential and knowledge by engaging each child in his or her zone of proximal development
      - Children who begin education at age 4 or 5, instead of 6 or 7, tend to be ahead in academic achievement compared to those who enter later
        
        Playing with peers, screen time, dinner with families, neighborhood scenes, every experience from birth on, teaches a child
    - - Culture affects how children learn, not just what they learn
        
        Many traditional Western schools expect children to learn directly, by listening to a teacher and demonstrating what they have learned
        
        Some other cultures consider learning to occur mostly indirectly, by observation and joint activity
  - - - Sensory register
        
        The component of the information-processing system in which incoming information is stored for a split second to allow it to be processes
    - - Short-term memory
        
        The component of the information-processing system in which current conscious mental activity occurs
    - - The component of the information-processing system in which virtually limitless amounts of information can be stored indefinitely
  - - - A body of knowledge in a particular area that makes it easier to master new information in that area
  - - - Mechanisms that combine memory, processing speed, and knowledge to regulate the analysis, and flow of information within the information-processing system
  - - - By age 6, children use every part of speech to form sentences
      - The age 6 to 11 is the time that children enjoy metaphors, jokes, and puns
      - Children have advances in pragmatics which is evident by understanding what the teacher is saying and the informal way friends speak
- - - - Children are more self-sufficient than younger children and not yet troubled by adolescent body changes
    - - The loss of baby teeth is important to the individual child because of the Tooth Fairy replacing the tooth with money
      - The permanent teeth arrive from the ages 6 to 12
        
        Girls are typically are a few months ahead of boys
  - - - Embodied cognition
        
        The idea that human thoughts are affected by body health, comfort, and position
      - Cognition and action are closely aligned in children
        
        A well-functioning body helps a child to learn
      - Selective attention
        
        The ability to concentrate on some stimuli while ignoring others
        
        Improves by age 7
        
        A result of maturation and experience
      - Reaction time
        
        Thee time it takes to respond to a stimulus, either physically or cognitively
  - - - Having a BMI above the 95th percentile
    - - Having a BMI above the 85th percentile
    - - School achievement decreases, self-esteem falls, and loneliness rises
    - - A chronic disease of the respiratory system in which inflammation narrows airways from the nose and mouth to the lungs
        
        Signs and symptoms include wheezing, shortness of breath, chest tightness, and coughing
  - - - The field that uses insights into typical development to understand and remediate development disorders
      - Abnormality is normal
        
        Everyone typically has some aspects of behavior that are unsual
      - Disability changes year by year
        
        Comorbid
        
        The presence of two or more unrelated disease conditions at the same time in the same person
      - Life may get better or worse
        
        Prognosis is uncertain
        
        Many children with severe disabilities become productive adults
        
        Some conditions become more disabiling
      - Diagnosis and treatment reflect the social context
        
        Each individual interacts with the surrounding setting to modify, worsen, or create psychopathology
    - - Aptitude
        
        The potential to master a specific skill or learn a certain body of knowledge
        
        Intelligence
        
        The ability to learn and understand various aspects of life
        
        Traditionally focused on reading and math, but recently on the arts, movement, and social interactions
        
        Achievement test
        
        A measure of mastery of proficiency in reading, mathematics, writing, science, or another subject
      - Many intelligence
        
        Multiple intelligences
        
        The idea that human intelligence is composed of a varied set of abilities rather than a single, all-encompassing one
        
        Linguistic
        
        Logical-mathematical
        
        Musical
        
        Spatial
        
        Bodily-kinesthesic (movement)
        
        Interpersonal (social understanding)
        
        Intrapersonal (self-understanding)
        
        Naturalistic
        
        Spiritual/existential
  - - - Basic principle of developmental psychopathology which holds that one cause can have many final manifestations
    - - Basic principle of developmental psychopathology which holds that one symptom can have many causes
    - - A condition characterized by a persistent pattern of inattention and/or by hyperactive or impulsive behaviors
        
        Interferes with a person's functioning or development
  - - - Unusual difficulty with reading
        
        Thought to be the result of some neurological underdevelopment
      - Visual difficulties like reversal of letters and mirror writing were early theories
        
        Speech and hearing difficulties are the actual case because of 3 year olds not being able to talk clearly or has not had a naming explosion
    - - Unusual difficulty with math
    - - Unusual difficulty in writing
    - - A developmental psychopathology disorder marked by difficulty with social communication and interaction and restricted, repetitive patterns of behavior, interests, or activities
        
        Difficulty seeing things from another person's point of view
      - Neurodiversity
        
        The idea that people with special needs have diverse brain structures, with each person having neurological strengths and weaknesses
- - - - The tendency to assess one's abilities, achievements, social status, and other attributes by measuring them against those of other people
    - - Children attempt to master many skills, developing a sense of themselves as either industrious or inferior, competent or incompetent
        
        Social rejection is a cause and consequence of feeling inferior
  - - - The capacity to adapt well to significant adversity and to overcome serious stress
      - Dynamic as in not a stable trait
      - Positive adaption
      - Adversity must be significant, a threat to the processes of development or to life itself
    - - Stress accumulates over time with many minor disturbances building to a major impact
        
        Daily hassles
      - Repeated stresses, daily hassles, and multiple traumatic experiences make resilience difficult
  - - - Preconventional moral reasoning
        
        Emphasizes reward and punishment
        
        Egocentric
      - Conventional moral reasoning
        
        Emphasizes social rules
        
        Current and observable practices
      - Postconventional moral reasoning
        
        Emphasizes moral principles
        
        Abstractions beyond observation