Digitalia
Advanced Search
Development During Middle Childhood

Development During Middle Childhood

The Years From Six to Twelve

  • Publisher: National Academies Press
  • ISBN: 9780309078290
  • eISBN Pdf: 9780309554541
  • Place of publication:  United States
  • Year of digital publication: 1984
  • Month: January
  • Pages: 449
  • Language: English

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.

  • 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
    • REFERENCES
  • 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
    • REFERENCES
  • 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
    • REFERENCES
  • 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
    • METHODOLOGY
    • CONCLUSION
    • REFERENCES
  • 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
    • CONCLUSION
    • REFERENCES
  • 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
    • CONCLUSION
    • REFERENCES
  • 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
      • Conclusion
    • TROUBLESOMENESS IN CHILDREN
    • SCHOOLING AND LITERACY
    • SOME COMMENTS ON METHODS
    • CONCLUSION
    • REFERENCES
  • 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
    • SUMMARY
    • REFERENCES
  • 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
    • CONCLUSION
    • REFERENCES
  • Index

Subjects

Back
Login to your account

Viewers online

  • Text
  • ReadSpeaker Audio

Download options

  • Adobe DRM Adobe DRM
  • Loan duration: 21 days
  • Format: PDF

SUBSCRIBE TO OUR NEWSLETTER

By subscribing, you accept our Privacy Policy

©2021 - 2025 Digitalia - All rights reserved