Summary: <p>Child Development 101:<br> The Middle School Years<br> Presented by: Dr. Dawn-Elise Snipes<br> Executive Director, AllCEUs</p> <p>Continuing Education (CE) credits can be earned for this presentation at <a href="https://www.allceus.com/member/cart/index/product/id/613/c/">https://www.allceus.com/member/cart/index/product/id/613/c/</a></p> <p>Objectives<br> ~ Review developmental tasks children accomplish at this stage<br> ~ Examine how children’s thinking patterns are different than that of both toddlers and adolescents<br> ~ Explore ways to assist children in enhancing their self esteem<br> ~ Introduce Kholberg’s theory of moral development<br> Kholberg’s Theory of Moral Development<br> ~ Level 1 – Pre-conventional morality 0-9 years<br> ~ No personal code of morality.<br> ~ Moral code is shaped by the standards of adults and the benefits and consequences of compliance<br> ~ Stage 1. Obedience and Punishment Avoidance<br> ~ If a person is punished, they must have done wrong.<br> ~ Centrated, egocentric, dichotomous thinking (Preoperational thought)<br> ~ Stage 2. Individualism and Exchange.<br> ~ Recognize that there can be multiple “right” views.<br> ~ Different individuals have different viewpoints. (Concrete operational thought)</p> <p>Kholberg’s Theory of Moral Development<br> ~ Level 2 – Conventional morality (9+ years)<br> ~ Internalized moral standards of valued adult role models.<br> ~ Authority is internalized but not questioned<br> ~ Reasoning is based on the norms of the peer group<br> ~ Stage 3. Good Interpersonal Relationships.<br> ~ Desire to be seen as being a good person by others.<br> ~ Stage 4. Maintaining the Social Order.<br> ~ Awareness of the wider rules of society<br> ~ Judgments concern upholding the law and to avoiding guilt.</p> <p>Piaget’s Theory of Cognitive Development<br> ~ Ages 7-11 Concrete Operational<br> ~ Children are beginning to be able to evaluate things on more than one characteristic<br> ~ Able to use inductive reasoning, drawing general conclusions from personal experiences and specific facts<br> ~ Struggle with DEductive reasoning, or using a general principle to predict an event<br> ~ Abstract and hypothetical thinking is not yet developed<br> ~ Starting to be able to see (albeit not necessarily agree with) other people’s perspectives</p> <p>Piaget<br> ~ Formal Operational<br> ~ Abstract thinking and hypothesizing begin<br> ~ Inductive reasoning: My experiences lead me to predict….<br> ~ Deductive reasoning: Based on a general principle, I can expect/predict<br> ~ The data against which hypotheses are based for 11-14 year olds is quite limited<br> ~ School:<br> ~ Algebra<br> ~ Science labs</p> <p>Piaget<br> ~ Formal Operational<br> ~ The data against which hypotheses are based for 11-14 year olds is quite limited<br> ~ Social<br> ~ My experiences with this group lead me to expect ___ from anyone like them (Stereotyping activity)<br> ~ General rules (Rules list activity)<br> ~ No good deed goes unpunished<br> ~ Karma<br> ~ Emotional reasoning and blaming</p> <p>Maslow</p> <p>~ Biological Needs –Preventing Vulnerabilities/Emotional Regulation<br> ~ Sleep<br> ~ Developing an effective, independent sleep routine<br> ~ Nutrition<br> ~ Building blocks for healthy body and brain<br> ~ Mindfulness of eating for hunger and attending to nutritional cravings (dehydration, iron, calcium etc…)<br> ~ Awareness of the impact of stimulants and sugar<br> ~ Sunlight<br> ~ Sets circadian rhythms<br> ~ Vitamin D</p> <p>Maslow</p> <p>~ Biological Needs<br> ~ Medical care<br> ~ Exercise<br> ~ Stress relief<br> ~ Self-esteem “I did that”<br> ~ Raise serotonin levels<br> ~ Develop heal</p>
