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During middle childhood, children gain access to new settings and encounter pressures that present them with distinctive developmental challenges. The widening world of middle childhood is marked especially by the entry into school of children from all strata of U.S. society.
- 1984
May 29, 2014 · Middle childhood is the developmental period between early childhood and adolescence, sometimes referred to as late childhood or early adolescence. The study of middle childhood has been the focus of research and practice in many different fields, including psychology, education, nursing and medicine, sociology and criminal justice, public ...
Nov 21, 2017 · Middle childhood—conventionally going from about 6–11 years of age—is a crucial yet underappreciated phase of human development. On the surface, middle childhood may appear like a slow-motion interlude between the spectacular transformations of infancy and early childhood and those of adolescence.
- Marco DelGiudice
- 2017/11/21
- 10.1007/978-3-319-47143-3_5
This chapter focuses on middle childhood, a crucial time in children’s development following the dramatic advances of early childhood, and preceding the dynamic processes of pubertal and social change during adolescence.
- Physical Development
- Social Relationships
- Cognitive Development
- Language and Literacy
As the child’s body and her brain develop this reflects not only in physical growth but also in a dramatic shift in other associated capabilities, across the different age groups that she passes through (Collins, 1984). In middle childhood (6–10 years), physiological development does not have the pace it did in the early years, yet it continues to ...
School is a context where children come to be aware of their social position. In fact, school affects a child’s identity at every turn – through physical comparisons on the playground outside class, being identified as ‘bright’ or ‘slow’, the support or opportunities provided or withheld in the classroom, and the confidence that comes from having b...
Those familiar with Child Development have had exposure to the work of Jean Piaget, who traced and theorized about the cognitive development of children as an ongoing process of self-construction, building on knowledge that a learner already holds, developing it further through reflection leading to a greater understanding of the world (Gruber & Vo...
The development of language is fundamental not only for everyday life and development but for education as well. It is often one of the key aspects holding a child back from being able to attain his or her potential in terms of learning. Bruner (1987c) draws attention to the critical importance of language in Vygotsky’s work: The basic vocabulary a...
- Priti Joshi, Subir Shukla
- 2019
May 12, 2020 · In this study, we examined the degree to which school-related factors influenced the initial level and growth of social skills in elementary school children, namely, student–student relationship, teacher–student relationship, level of problem behavior in class and teachers’ collective efficacy.
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This chapter discusses the school environment, the cognitive and affective effects of schooling, both manifest and latent, and schools and children in the context of family influence (socioeconomic background, home background, and the like). Issues related to school desegregation and bilingualism are also discussed.
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