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Chapter 13 Middle childhood: psychosocial development
Chapter 13 Middle childhood: psychosocial development
Psychosocial development in middle childhood
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This topic considers what the physical development of children in ‘middle childhood (6-10)’ is, and how their physical needs in the learning environment can be accommodated. The key elements taken into consideration would be the development of motor skills for the selected age group and the influences of the specified group. The benefits of physical activity and the consequences of prolonged inactivity, how a student’s development can be facilitated or restricted through development in other areas with the use of physical activity and issues of health and well being in the learning environment to accommodate or support the physical needs and development of the students in the specified age group. Accounts and ideas by specialists in the field of physical development and the specified group have been documented to show how these factors can work together. These elements are necessary to understand how a child’s environment and developmental levels enable them to learn effectively
The fine motor skills development in students’ within the middle childhood age range gradually improves throughout their learning period. Throughout their ‘middle childhood’ students’ writing becomes smaller, neater and more consistent with fewer spelling and grammatical errors and drawings contain more detail and are “supported by physiological maturation and cognitive advances” (McDevitt & Ormond, 2010, Pg 161). Their ability to try and succeed at fine motor skills such; arts and crafts, knitting and beading projects increase. It is imperative to increase children’s writing tasks from shapes, letters and numbers to words, sentences and sums to improve both fine motor skills and cognitive abilities.
Physical development can affect other area...
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...reat Britain: Oneworld Publicatons
Lucas, R.W. (2005). People Strategies for Trainers. 176 Tips and Techniques for dealing with DIFFICULT Classroom Situations. USA: AMACOM American Management Association
McDevitt, T.M & Ormrod, J.E. (2010). Child Development and Education. USA: S4 Carlisle Publishing Services
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Shilton, T. & Naughton, G. National Physical Activity Program Committee, National Heart Foundation of Australia. Physical activity and children A Statement of Importance and Call to Action from the Heart Foundation. (2001). Retrieved from http://fulltext.ausport.gov.au/fulltext/2001/nhf/call_to_action.asp
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Lastly, the textbook states that “A high-quality physical-education program parallels whole-child education. While the main focus is on physical development (psychomotor), it also addresses the knowledge (cognitive) and social (affective) aspects of the child”
Smith, P., Cowie, H. and Blades, M. (2003). Understanding children’s development (4th ed.). UK: Blackwell Publishing.
McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education. Upper Saddle River, NJ: Merrill.
... (2009) The science of development. In R.V. Kail & A. Barnfield (Eds.), Children and their development (pp. 8 – 22). Upper Saddle River, NJ: Prentice Hall.
Feist, G. J., & Rosenberg, E. L. (2012). Learning. In Psychology: Perspectives & connections (2nd ed., p. 310). New York, NY: McGraw-Hill Higher Education.
McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education (4th ed.). Upper Saddle River, New Jersey: Pearson.
Krause, K, Bochner, S, Duchesne, S & McNaugh, A 2010, Educational Psychology: for learning & teaching, 3rd edn, Cengage Learning Australia, Victoria
Physical, Intellectual, Emotional and Social Development of Children Ages 0-8 Years Works Cited Not Included Physical development When the baby is picked up, the head falls backwards. This is because the neck muscles are not strong and developed enough to support the head. This is why the head always needs to be supported when the baby is lifted. When a newborn baby is held in a sitting position, they appear to roll up into a ball.
Children’s progress follow the following stages of prewriting and handwriting: 1) controlled scribbles, 2) discrete lines, 3) straight-line or circular uppercase letters, 4) uppercase letters, 5) lowercase letters, numerals and words (Taras et al., 2011). According to normal development of prewriting and handwriting in young children, 10-12 months children begins to scribble on paper first when they are able to grasp a writing tool. As for 2 years old children, they will imitates horizontal, vertical and circular marks on paper while 3 years old children copies a vertical line, horizontal line and circle. For 4-5 years old children, they should be able to copies a cross, right oblique cross, some letters and numerals and may be able to write own name. Next, 5-6 years children should be able copies a triangle, print own name, copies most lowercase and uppercase
National Center for Children in Poverty. Early childhood education. n.d. - n.d. - n.d. Retrieved 08 2010, from Wikipedia: http://en.wikipedia.org/w/index.php?title=Early_childhood_education&oldid=377988928. Erikson’s Stages of Development. a.
Aldridge, J. S. (1997). Examining contributions of child development theories to early childhood education. College Student Journal Vol. 31 Issue 4 , p453, 7p.
Vialle, Verenikina (2002) ‘Handbook on Child Development’, Social Science Press. [Google Books]. (Accessed 9 May 2014).
Some activity clubs we provide include, dancing, running, jump roping, basketball and soccer clubs, just to name a few. These clubs encourage kids to stay active. Our PE program also sends out monthly newsletters to the parents that give them ways to help their child live a healthy lifestyle. The National Association for Sport and Physical Education states, “Regular physical activity improves functional status and limits disability during the middle and later adult years. Physical activity contributes to quality of life, psychological health, and the ability to meet physical work demands. Physical education can serve as a vehicle for helping students to develop the knowledge, attitudes, motor skills, behavioral skills, and confidence needed to adopt and maintain physically active lifestyles. The outcomes of a quality physical education program include the development of students’ physical competence, health-related fitness, self-esteem, and overall enjoyment of physical activity. These outcomes enable students to make informed decisions and choices about leading a physically active lifestyle. In early years children derive pleasure from movement sensations and experience challenge and joy as they sense a growing competence in their movement ability. Evidence suggests that the level of participation, the degree of skill, and the number of activities mastered as a child directly influences the extent to which children will continue to participate in physical activity as an
“Children who exercise regularly have higher levels of self-esteem.” (Brown, W.J. & Brown P.R., 1996, p19). Teaching Physical Education can have immediate health benefits as it helps normalise body weight and body composition. Physical activity also promotes positive mental health. Both immediate outcomes may be useful in motivating physical activity practices so that they have long term benefits. One of the main benefits of physical activity is that “it keeps children involved and that it invariably makes you feel good.” (Brown, W.J. & Brown P.R., 1996, p19). Getting the correct amount of Physical activity in school hours will decrease the rates of obesity and will reduce the risk of diabetes, asthma, heart disease and other health related illness’. Regular exercise for children also helps their cardiovascular health and bone development. There is also evidence that Physical Activity has a positive effect on mental health in children, including reducing anxiety and depression and improving their mood. However, there is some evidence that for children who don’t enjoy Physical Education it can have a negative impact on their self-esteem and