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      slideserve.com

      • Cognitive skills continue to expand in middle and late childhood as thought processes become more logical and organized when dealing with concrete information. Children at this age understand concepts such as past, present, and future, giving them the ability to plan and work toward goals.
      uark.pressbooks.pub/hbse1/chapter/cognitive-development-in-middle-childhood_ch_17/
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  2. During middle and late childhood children make strides in several areas of cognitive function including the capacity of working memory, their ability to pay attention, and their use of memory strategies. Both changes in the brain and experience foster these abilities.

  3. During middle and late childhood children make strides in several areas of cognitive function including the capacity of working memory, their ability to pay attention, and their use of memory strategies. Both changes in the brain and experiences foster these abilities.

  4. Jun 23, 2011 · Posted June 23, 2011. Children and their curiosity can help us to learn about development across the lifespan. Children are some of the most fascinating beings to inhabit our world, and often,...

  5. Middle and late childhood spans the ages between early childhood and adolescence, approximately ages 6 to 11. Children gain greater control over the movement of their bodies, mastering many gross and fine motor skills that eluded the younger child.

    • Martha Lally, Suzanne Valentine-French, Diana Lang
    • 2020
  6. May 29, 2014 · 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 health, social work, family studies, and recreation.

  7. During middle and late childhood children make strides in several areas of cognitive function including the capacity of working memory, their ability to pay attention, and their use of memory strategies. Both changes in the brain and experience foster these abilities.

  8. How is the nature of the child's experience jointly regulated by the child and by resources (human and other) available in the child's environment? Later, we examine several lines of research that show promise of contributing answers to such questions.

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