Development during middle childhood : the years from six to twelve / W. Andrew Collins, editor ; Panel to Review the Status of Basic Research on School-Age Children, Committee on Child Development Research and Public Policy, Commission on Behavioral and Social Sciences and Education, National Research Council.

Format:

Book

Author/Creator:

National Research Council (U.S.). Panel to Review the Status of Basic Research on School-Age Children.

Contributor:

Collins, W. Andrew, 1944-

Language:

English

Subjects (All):

Child development.

Child psychology.

School children.

Physical Description:

1 online resource (xiv, 434 pages) : illustrations, charts

Edition:

1st ed.

Place of Publication:

Washington, D.C. : National Academy Press, 1984.

Language Note:

English

Summary:

For the first time, a report focuses specifically on middle childhood--a discrete, pivotal period of development. In this review of research, experts examine the physical health and cognitive development of 6- to 12-year-old children as well as their surroundings: school and home environment, ecocultural setting, and family and peer relationships.

Contents:

Development During Middle Childhood

Copyright

Contents

Preface

Acknowledgments

Chapter 1 Introduction

THEORETICAL VIEWS OF MIDDLE CHILDHOOD

DEMOGRAPHIC OVERVIEW OF CHILDREN IN MIDDLE CHILDHOOD

The Population of School-Age Children

Children's Environments

Family Environments

Labor Force Participation and Family Income

Education

Children's Lives Out of School

THEMES OF THE REPORT

REFERENCES

Chapter 2 The Biological Substrate and Physical Health in Middle Childhood

THE BIOLOGICAL SUBSTRATE

Physical Maturation

Developmental Neurobiology

Hormonal Influences

Neurotransmission

CONCEPTS OF HEALTH, ILLNESS, AND DISEASE

Cultural Influences

The Biomedical Model

The Biopsychosocial Orientation

Developmental Considerations

PHYSICAL HEALTH AND THE EMERGING SENSE OF SELF

Health Promotion And The Evolution Of Personal Life-Styles

Physical Exercise

Eating Patterns

Self-Induced Vulnerability

Persistent Impairment And The Challenge Of Functional Adaptation

AN AGENDA FOR FURTHER INVESTIGATION

The Child's View Of Health And Illness

The Enigma Of Resilience And Vulnerability

Whither Health Education?

SUMMARY

Chapter 3 Cognitive Development In School-Age Children: Conclusions And New Directions

PATTERNS OF DEVELOPMENTAL CHANGE

The General Status Of Stages

Large-Scale Developmental Reorganizations

Relativity And Universality Of Developmental Sequences

Processes Of Development

THE CENTRAL ISSUES IN THE FIELD TODAY

The Collaboration Of Child And Environment

A Diagnosis

Toward A Remedy

The Collaborative Cycle

Implications For Research

The Transformation Of Concepts Of Ability And Competence

Integrating Across Traditional Research Categories

Overcoming The Obstacles

Implications For Research.

Methods Of Assessing Development Change And Continuity

Developmental Sequences

Rule-Assessment Methods

EXAMPLES OF PROMISING NEW DIRECTIONS

Cognitive Development And Emotional Dynamics

Children's Conceptions Of Emotions

Emotional Reorganizations

Freudian Processes

Research On Emotions

Relations Between Brain Changes And Cognitive Development

Cognitive Development And Modes Of Social Interaction

Guided Reinvention Within Dyadic Goal-Directed Activity

Embedded Teaching And Formal Schooling

Collaboration Not Conservation

The Effects Of Schooling And Other Literate Practices

Defining Literacy

Characterizing The Range Of Literate Practices

Methods For Assessing The Cognitive Effects Of Literate Practices

An Emerging Consensus

Literate Practices And Schooling

SUMMARY AND CONCLUSIONS

A Portrait Of The Capacities Of The School-Age Child

What Is Not Known

ACKNOWLEDGMENTS

Chapter 4 Self-Understanding And Self-Regulation In Middle Childhood

Regulation Of Behavior: The Self-System And The Social System

Self-Concept Tasks Of Middle Childhood

RESEARCH ON SELF-UNDERSTANDING

Self-Description: From Concrete To Abstract

Beyond Self-Description

The Self-Concept In Information Processing

RESEARCH ON SELF-REGULATION

Implications From Ego Psychology

Social Learning Theory And Self-Management

Cognitive/Behavior Modification

Component Models Of Self-Regulation

The Need For Integrative And Developmental Perspectives

MODERATING VARIABLES: SELF-SYSTEM AND SOCIAL SYSTEM

Variation In The Self-System

Self-Awareness

Self-Presentation

Variations In The Social System

Social Class

Ethnicity

Other Social System Variables

METHODOLOGY

CONCLUSION

Chapter 5 Middle Childhood In The Context Of The Family.

CHILD-REARING AND DEVELOPMENTAL CHANGE

Issues And Processes Of Socialization

Amount Of Parent-Child Interaction

Parent-Child Issues

Techniques Of Discipline

Changes In Affectional Relationships

Changes In Control Processes

Normative Developmental Changes In Children

Social Cognition And Social Competence

Self. Concepts

Impulsivity

Cognitive Executive Processes

Vulnerability To Stressors

The Role Of Mutual Cognitions

VARIATIONS AMONG FAMILIES

Dimensions Of Parental Variation

Effects Of Parental Variation

Aggression, Other Antisocial Behavior, And Undercontrol

Self-Concepts

Internalization Of Moral Values

Prosocial Behavior

Competence

GROUP DIFFERENCES IN CHILD-REARING

Socioeconomic Status

Child-Rearing In Different Social Classes

Some Models Of Socioeconomic Differences In Child-Rearing

Socioeconomic Differences In Child-Rearing And Their Possible Implications For Children

Ethnic Group Differences

Ethnicity And Family Influence In Middle Childhood

Interpreting Ethnic Group Differences

Single-Parent Families

Working Mothers

FAMILY ROLES AND SYSTEMS

Fathers' Roles

Sibling Relationships

Chapter 6 The Peer Context In Middle Childhood

PEER CONTEXTS

Interactions

Relationships

Social Attraction

Friendship Selection

Acquaintances

Friends

Groups

Formation

Norms

Structures

SITUATIONAL COMPONENTS

Setting Conditions

Problems

Actors

Age

Sex

Race

Comment

PEER RELATIONSHIPS AND THE INDIVIDUAL CHILD

FAMILY AND PEER RELATIONSHIPS

Familial Correlates Of Peer Competence

Parents Versus Peers: The Issue Of Cross-Pressures

THE PEER CONTEXT AND THE SCHOOL

Classroom Conditions And Peer Interactions

Curriculum Content

Children As Teachers.

Peer And Teacher Norms

METHODOLOGICAL ISSUES

Chapter 7 School And Children: The Middle Childhood Years

THE SCHOOL ENVIRONMENT

Input-Output Analysis

Social-System Variables

Milieu Variables

The Ecological Perspective

Teacher Behaviors And Expectations

EFFECTS OF SCHOOLING

Achievement

School-Related Affect

Social Roles

SOCIAL BACKGROUND AND SCHOOLING

Family Influence And Educational Outcomes

Socioeconomic Status And Achievement

Home Environment

Maternal Influence

Parental Involvement

Family And School Authority Patterns

Family Variables And Student Personality Dimensions

Race And Ethnicity

SCHOOL DESEGREGATION

Racial Attitudes And Peer Relationships

Self-Esteem, Academic Self-Concept, And Racial Self-Identity

Academic Achievement

SECOND-LANGUAGE LEARNING AND BILINGUALISM

Bilingual Instruction And Intellectual Development

Bilingualism And Achievement

INSTRUCTIONAL APPROACHES TO REDUCING EDUCATIONAL INEQUALITY

Open Education

Cooperative Small-Group Instruction

Mastery Learning

Research Needs

Chapter 8 Ecocultural Niches Of Middle Childhood: A Cross-Cultural Perspective

WESTERN AND NON-WESTERN CULTURES

PATTERNS OF CARETAKING OF CHILDREN

Sibling Caretaking

Father Roles

Conclusion

SELF-CONCEPTIONS AND ECOCULTURAL VARIATIONS

Individuation And Individualism

Private And Public Selves

Ecocultural Origins Of Differences In Self-Regulation

TROUBLESOMENESS IN CHILDREN

SCHOOLING AND LITERACY

SOME COMMENTS ON METHODS

Chapter 9 The Status Of Research Related To Psychopathology

IMPLICATIONS OF RECENT RESEARCH: DISPELLING MYTHS

Mbd/Hyperactivity/Attention Deficit Disorder

Historical Context

Problems Of Diagnostic Criteria.

Etiological Assumptions

Research Findings

The Role Of Research In Dispelling Myths

IMPLICATIONS OF RECENT RESEARCH: SOME NEW DIRECTIONS

Research On High-Risk Children

Behavioral Assessment

Taxonomic Research

Nosological Approaches

Multivariate-Descriptive Approaches

Conceptual Implications Of Taxonomic Paradigms

The Nosological Paradigm

The Multivariate-Descriptive Paradigm

Implications For Future Research

RESEARCH NEEDS

Developmental Perspectives

Normative-Epidemiological Research

Psychopathology And Educational Development

The Role Of Specific Risk And Protective Factors

Evaluation Of Prevention And Intervention Efforts

Training For Developmental Research On Psychopathology

Chapter 10 Conclusion: The Status Of Basic Research On Middle Childhood

THE NATURE AND TASKS OF MIDDLE CHILDHOOD

Changing Qualities Of Thought And The Growth Of Knowledge

Different Functions Of The Self

Changes In Self-Management

Changes In Social Contexts And Relationships

Characteristic Antecedents Of Later Functioning

Summary

CROSS-CUTTING ISSUES IN MIDDLE CHILDHOOD DEVELOPMENT

The Problems Of Studying Children Ages 6-12

The Nature And The Role Of The Environment

Environments Of U.S. Children

Expectations Regarding Children As An Environmental Indicator

The Child's View Of Environments

Environmental Supports For Developmental Change

Nature, Functions, And Interrelationships Of Social Systems

Social Contexts Of Middle Childhood

Interrelationships Of Social Systems

Interrelatedness Of Developmental Issues

Index.

Notes:

Bibliographic Level Mode of Issuance: Monograph

Includes bibliographical references and index.

ISBN:

9786610245932

9781280245930

128024593X

9780309554541

0309554543

9780585084787

0585084785

OCLC:

44964116