Summary Portage Learning / PSYCH 140 /review STUDY GUIDE Latest RATED A+ Module 5 – Review Physical and Cognitive Development in Middle Childhood |2023|2024 Graded A+
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Course
PSYCH 140
Institution
PSYCH 140
Module 5 – Review
Physical and Cognitive
Development in Middle Childhood
Middle childhood is a remarkable time of physical growth, cognitive gains, and
expanded social networks. We will discuss aspects of each in this module. Middle
childhood is a period of life that picks up where early chi...
Physical and Cognitive
Development in Middle Childhood
Middle childhood is a remarkable time of physical growth, cognitive gains, and
expanded social networks. We will discuss aspects of each in this module. Middle
childhood is a period of life that picks up where early childhood left off and continues
until adolescence.
A. Physical Patterns
During middle childhood, children grow, on average, two to three inches per year. They
typically gain five to seven pounds per year. Physical features change subtly as well, as
baby fat decreases and muscle mass increases.
Patterns of growth discussed in Module 3 are still at play; although, in middle childhood,
we see the progression of these types of growth. For example, the cephalocaudal
pattern, which begins with the head, has now resulted in head circumference becoming
more in proportion with total body height. The proximodistal pattern, which began with
the trunk, has now progressed to the limbs, and fine motor skills of many sorts can be
learned and honed. Interestingly, some gender differences can be observed in motor
development at this point. Boys typically show greater gains in gross motor skills, while
girls are more advanced in fine motor skills. These differences may be due to both
nature and nurture. That is, boys’ tendency toward movement and motion may result in
more attention given to activities emphasizing gross motor skills, while girls tend to (or
be encouraged to) sit still and focus on fine motor control, such as coloring.
B. Child Obesity
A current problem in middle childhood (as well as other age groups) today is child
obesity. Obesity has doubled since the late 1970s for children in the United States. The
causes of childhood obesity include genetics, socioeconomic status (likely lack of
, education of healthy behaviors + stress), poor behavioral patterns, and less physical
activity.
While obesity is largely a physical problem, there are psychological and social
consequences as well (Polivy & Herman, 2002). These include low self-esteem,
depression, and social exclusion. The recommended treatment for child obesity is
behavioral. That is, unhealthy behaviors need to be changed, and positive
reinforcement given for successes. Ideally, the entire family should be involved in the
changes, partly since obesity is often a family problem.
https://www.cdc.gov/obesity/childhood/causes.html (Links to an external site.). Note the
consequences and reasons for childhood obesity, then click on the additional link, "Out
of School Time." (Links to an external site.)
C. Attention Deficit/Hyperactivity Disorder
Another growing problem in middle childhood, in terms of increased diagnoses, is
ADHD. While young children may show signs of ADHD, more substantial difficulties may
arise during the school years since children are required to sit still and pay attention in
the classroom. Boys are over twice as likely to be diagnosed with ADHD. Current
prevalence of ADHD in most cultures is five percent of children. Read through the
article, which gives an overview of ADHD. (Links to an external site.)
As described in the article, there are currently two patterns of ADHD:
1. inattention
2. hyperactivity and impulsivity
Children are diagnosed with symptoms of inattention, hyperactivity/impulsivity, or both
inattention and hyperactivity/impulsivity. Symptoms of inattention may be somewhat
more difficult to be noticed since these symptoms are less obvious than the
hyperactivity/impulsivity symptoms. Since girls with ADHD are more likely to have
issues with inattention rather than hyperactivity, their symptoms may sometimes be
overlooked.
As indicated in the article, a combination treatment of medication and behavioral
therapy is recommended. However, many believe that the go-to treatment for children is
stimulant medication (such as Ritalin) without the behavioral interventions necessary for
curbing problem behaviors. While medication can greatly aid the child’s ability to focus
and pay attention, many children with ADHD require specific targeting of impulsive or
hyperactive behaviors.
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