Physical Changes andAppearance
ActivityAName
Chapter8Date
Period
If a statement is true, write a in the blank. If a statement is false, change the underlined wordor words to make the statement true. Write the correct answer in theblank.
1. Typical growth in height during middle childhood is between sixto
eightinches ayear.
2. Although adequate nutrition affects growth, height is mostlyinfluenced by theenvironment.
3. Many boys and girls have inward signs of changes that can benoticedthrough increased perspiration andsweating.
4. Around 9 or 10 years of age, children often start to lose their baby teeth.
5. When the permanent teeth replace the smaller baby teeth, theyoften
lookoversized for the child’s facialproportions.
6. During middle childhood, children’s facial features matureand
elongate.
7. Gross-motor development changes rapidly during middlechildhood
dueto the growth and strengthening of smallmuscles.
8. During middle childhood, children are very similar in theirmuscle
control andcoordination.
9. During middle childhood, the muscles in children’s handsdevelop
rapidlyand as a result, fine-motor tasks becomeeasier.
10. The numberofoverweightand obese children inAmerica hasbeen
decreasingduring recentdecades.
11. Body composition describes the proportion of body fat to leanmass
(muscle, bone, and water) in a person’sbody.
12. The three types of activities that can strengthen physical growthand
developmentareaerobic,muscle-strengthening,andbone-strengtheningactivities.
Middle ChildhoodNutrition
ActivityBName
Chapter8Date
Period
Youarebabysittingyour8-year-oldneighbor,Natalie,forhalfoftheday.Youwillhavetopreparebreakfast,lunch,andtwosnacksforherandyourself.Natalieloveschips,soda,icecream,andcake.Shehassuggestedmealplansforthetwoofyoutoday.ReviewNatalie’smealplanandthencreateamealplanthatmeetsthefoodrequirementsofMyPlateandincludesnutrient-densefoodchoices.Then,categorizeeachfoodinthemealplanundertheappropriatefoodgroupsinthetable.
Breakfast
For breakfast, Natalie suggests sugarycereal.
Your meal plan:
Snack
For an early morning snack, Natalie suggests a bag of potato chips.
Your snackplan:
Lunch
For lunch, Natalie suggests pepperoni pizza and soda from a fast-foodrestaurant.
Your lunch plan:
Snack
For an afternoon snack, Natalie suggests an individually wrapped cake from the conveniencestore. Your snackplan:
Categorize each food in your meal plan as a fruit, vegetable, grain, protein food, or dairyitem.
Grains / Fruits / Vegetables / Dairy / ProteinfoodsTheorists and Theories of MiddleChildhood
ActivityCName
Chapter8Date
Period
Complete the following statements about developmental theorists and theories as they relate tomid- dle childhood by filling in the blanks.
Piaget’sTheory
1.At the beginning of middle childhood, many children tend to focus on only one part ofa situation. Piaget referred to this way of thinkingas .
2.Children sometimes struggle with the conceptof, which meansactions can bereversed.
3.The third stage of Piaget’s theory of cognitive development is called the stage.
4.In this third stage, children are able to think logically based ontheir.
5.Children in the thirdstageunderstandconceptsrelatedto, suchas today, tomorrow, andyesterday.
Vygotsky’sIdeas
6.Vygotskybelieves that children learn bestthrough.
7.Focusing on activities within a child’s(abbr.) will help promote thebest learning opportunities during middlechildhood.
Kohlberg’s Theory of MoralDevelopment
8.Kohlberg’s first level of moral development iscalledmorality.
9.In this first stage of moral development, children use the possibilityof or as a reasonformaking adecision.
10.Older children may be in Kohlberg’s second stage of moral development,called
morality.
11.In the second stage of morality, children may make decisions based on laws and how theymight be .
Erikson’s PsychosocialTheory
12.According to Erikson, children in middle childhood are in the fourth stage ofpsychosocial development,called versus .
13.Through activities, children develop a senseofby becomingcompetent in the outsideworld.
14.If children in middle childhood are compared negatively to others, feelingsof
cansurface.
LearningStyles
ActivityDName
Chapter8Date
Period
Learningstyles are preferred methodsoftakinginand processing information.Somepeople are visuallearners.Theylearnbyseeinginformation.Otherpeople are auditorylearners.Theylearnbyhearing.Some people are kinesthetic-tactile learners. They learn by experiencing and touching ordoing.
Most people are dominant in one learning style, but many are a combination of the three.Using information from your text, create a questionnaire that could provide a simple analysis of aperson’s learning style(s). After you have compiled your questionnaire, administer it to yourself andtwo other students and document your conclusions.
Personalconclusions:
Student oneconclusions:
Student twoconclusions:
SchoolMemories
ActivityEName
Chapter8Date
Period
Recall memories of yourself between the ages of 6 through 10. Who was important in your life?What was your lifestyle like? Select one year from the ages of 6 through 10 to analyze and answer theques- tions that follow.
1.List characteristics of yourself at thisage.
2.What was your self-concept at thisage?
3.Which family members were most important to you? How did they influence yourdevelopment?
4.Whowereyourfriendsduringthistime?Whydid you choosethesepeopleasfriends?
5.What types of games and activities did you play as achild?
6.What were major causes of stress for you as achild?
7.What were major cultural influences during yourchildhood?
8.Compare yourself now to yourself as a child, which socio-emotional factors remained thesame sincechildhood?
9.Compare yourself now to yourself as a child, which socio-emotional factors are differentfrom childhood?
10.Overall, how have you developed socially-emotionally since this time period?
Meeting Special Needs
ActivityFName
Chapter8Date
Period
Meetingtheneedsofallchildren,includingthosewithspecialneeds,isimportant.Answerthefollowingquestionsaboutspecifictypesofspecialneedsandidentifywayscaregiversmighthelpmeet specialneeds.
1.Define hyperopia.
2.Howmightacaregiverhelpmeetthespecialneedsofachildwithhyperopia?
3.Define myopia.
4.How might a caregiver help meet the special needs of a child with myopia?
5.Define dyslexia.
6.How might a caregiver meet the special needs of a child with dyslexia?
7.What is Intelligence Quotient (IQ) testing?
8.Why is IQ testing sometimes considered to be controversial?
9.How might the results of a child’s IQ test impact his or her education?
10.Whatisthedifferencebetweenmainstreamingandinclusion?
Encouraging Middle ChildhoodDevelopment
ActivityGName
Chapter8Date
Period
Pretend you are mentoring a group of children between the ages of 6 through 10. Refer to Figure8-28 Developmental Milestones: Ages 6 through 10 in the text to complete the following tables. For eachage range listed, select one physical, cognitive, and socio-emotional developmental milestone. Then, describe the ways in which you would encourage a child to reach these milestones. Aftercompleting the tables, answer the questions that follow.
6–7 YearsTypeof Development / Developmental Milestone / Encouragement Provided
Physical
Cognitive
Socio-emotional
8–9Years
Typeof Development / Developmental Milestone / Encouragement Provided
Physical
Cognitive
Socio-emotional
Activity G(Continued)
Name
10 PlusYearsTypeof Development / Developmental Milestone / Encouragement Provided
Physical
Cognitive
Socio-emotional
1.Choose one of the developmental milestones listed in the 6–7 Years table. Describethe encouragement you would provide to help a child with special needs learn thisskill.
2.Choose one of the developmental milestones in the 8–9 Years table. Describe theencouragement you would provide to help a child with special needs learn thisskill.
3.Choose one of the developmental milestones in the 10PlusYearstable. Describe theencouragement you would provide to help a child with special needs learn thisskill.