When students have mastered the material in Chapter 11, they should be able to:
1. Describe the physical growth characteristics during the middle childhood years and compare these with the preschool years.
2. Discuss the social and psychological consequences of obesity during the school years.
3. Discuss the role of athletics in the development of physical and social skills.
4. Describe the psychological effects athletics has on self-esteem and other variables. In particular, what effect do winning, teamwork, and competition have on development?
5. Describe gender differences in athletic activity during the middle childhood years.
6. Describe the general state of health in schoolchildren compared to preschoolers and other groups.
7. Describe the issue of death in school-aged children, including how likely it is as well as their understanding of the concept of death.
8. Discuss mortality during the school years. What kinds of accidents are most prevalent in school-age children as compared to other age groups?
9. Distinguish between acute and chronic illnesses in children during the school years.
10. Describe the effect of socioeconomic status on illness.
11. Discuss the issue of AIDS in schoolchildren.
12. Identify and discuss the characteristics of attention deficit hyperactivity disorder (ADHD).
13. Describe the typical treatments and outcomes for ADHD
CHAPTER 12 Cognitive Development in Middle Childhood
When students have mastered the material in Chapter 12, they should be able to:
1. Name the main characteristics of Jean Piaget’s concrete operational stage and contrast it with the preoperational stage.
2. Describe Piaget’s concept of conservation and discuss the results of training studies on conservation. Differentiate between the classic Piagetian view and other views.
3. Discuss how Piaget’s work has been applied to educational practice and evaluate its usefulness when so applied.
4. Describe the changes in short-term and long-term memory during the school-age years.
5. Describe how development of logical reasoning affects memory in school-age children.
6. Discuss the use of various learning strategies and metacognition in the school-age child.
7. Discuss learning disabilities during the school years, including their likely causes and what can be done to help alleviate the problems.
8. Describe the development and use of metaphor in the school-age child.
9. Discuss bilingual children, including the cognitive and social consequences of being a bilingual child.
10. Define what psychologists generally mean by intelligence.
11. Discuss the measurement of intelligence from the traditional psychometric approach. Differentiate between achievement and aptitude tests.
12. Discuss the potential biases and misinterpretations associated with intelligence tests.
13. Describe how the information-processing approach has changed the way we view intelligence, with particular emphasis on the triarchic theory of intelligence and Gardner’s theory of multiple intelligences.
14. Describe the sociocultural approach to intelligence.
15. Discuss the three major ways that the school, and the classroom in particular, affects children’s learning and cognitive development.
CHAPTER 13 Psychosocial Development in Middle Childhood
When students have mastered the material in Chapter 13, they should be able to:
1. Identify and describe the basic psychosocial challenges of the middle years.
2. Define and describe the development of self throughout the middle years.
3. Describe Sigmund Freud’s and Erik Erikson’s views of middle childhood. Indicate the basic issues of development according to these two theories and show how they differ.
4. Describe the development of achievement motivation during middle childhood. Distinguish between the two forms of achievement motivation and indicate how they develop.
5. Examine the role of the child within the family and the changing relationships occurring during middle childhood.
6. Discuss the impact of special circumstances of modern families, including divorce, stepparents, and blended families.
7. Describe the impact of parental employment on children, including issues of maternal employment and after-school care.
8. Describe the role that siblings and adults other than parents play in the children’s psychosocial development.
9. Compare and contrast Jean Piaget’s and Harry Stack Sullivan’s views of the functions of peers.
10. Describe the role of peers in development during the middle childhood years.
11. Discuss how age, gender, and race affect peer group membership during the school years. In particular, how do these variables affect attitudes and behavior?
12. Describe the characteristics and psychosocial outcomes of a popular and an unpopular child.
13. Describe the development of peer conformity in the middle years.
14. Discuss how the school culture influences peer relations.
15. Discuss the process of grieving during childhood and the developmental impact of a loss due to death