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Caregivers will learn that different personalities in children will require differences in parenting styles. In this section, you will learn about the socioemotional development of children in early childhood. Challenge Yourself • What major themes of development did the psychoanalytic theoris ts propose for the early childhood period? • How do the major theoretical orientations explain gender development? • How is the behavior of young children sex -typed? • How are ethnicity and socioeconomic status related to parenting style? • How does divorce affect children's behavior in early childhood and in later years? • Which style or styles of parenting did your caregiver(s) use in rearing you? What effects do you think their parenting style(s) have had on your development? • What are the four main parenting style s, and what aspects of parenting are linked with young children's development? Physical and Cognitive Development in Middle and Late Childhood From ages 6 -12, research suggests that physical growth is "slow and steady." Coordination between large muscles a nd fine motor skills continues to improve, and children ultimately experience two major growth spurts. In addition, language development takes off like a rocket! Not only do language skills like sentence structure, grammar, and vocabulary increase, the way that language is used in social situations is also sharpened in this stage (p. 228). For example, you are more likely to find a 10 - year -old properly adjusting their volume and tone. Piaget's theory of cognitive development suggests that older children develop schemas in the concrete operational stage that allow them to master more advanced mathematical ope rations; these operations eventually become second nature with practice. Literacy, the ability to read and write, is the focus of education in the 6 to 12 -year -old period. Reading skills include improvements in phonological awareness, automaticity, learning word parts, comprehension strategies, and exposure to literature. Writi ng techniques include outlining, paragraph development, language mechanics, as well as how to edit their own and others' written work. Children with limited English perform as well as English -speaking peers when they receive instruction in their native lan guage and English (p. 296). Achievement tests are designed to assess specific information learned in school; intelligence tests are also used in schools to assess and group children for instruction. However, both types of tests may ignore important aspects of intellectual functioning. This week, you will learn about some of the factors that influence (positively and negatively) the performance of school -aged children. Challenge Yourself See if you can define the learning disabilities below : Dyslexia A severe impairment in one's ability to read and spell Dysgraphia Involves difficulty in handwriting Dyscalculia Difficulty in math computation (also known as developmental arithme tic disorder) Now let's do the same thing again, except this time try to define the characteristics of children who are gifted : Precocity They master an area earlier than their peers. Marching to their own drummer They learn in a qualitatively different way from non -gifted children. A passion to master They are driven to understand the domain in which they have high ability. One more! Let's review Gardner's Eight Frames of Mind: Verbal Th e ability to think in words and use language to express meaning. Mathematical The ability to carry out mathematical operations. Spatial The ability to think three -dimensionally Bodily -kinesthetic The ability to manipulate objects and be physically adept Musical A sensitivity to pitch, melody, rhythm, and tone In terspersonal The ability to understand and interact effectively with others Intrapersonal The ability to understand oneself Naturalist The ability to observe patterns in nature and understand natural and human made systems Socioemotional Development in Middle and Late Childhood As children transition out of their social habits of toddlerhood, their behavior becomes more socially sophisticated. The socioemotional d evelopment in middle and late childhood includes emotional development, development of social relationships , and the extension of self -concept. There are many influences on development that extend beyond caregivers and peers: poverty, media, videogames and the school environment are just a few of the influencers on socioemotional development. Children who are raised in poverty tend to perform worse in school and to drop out of school at higher rates than their peers who are not poverty -stricken. Socio -emoti onal factors such as secure attachment, higher IQ, authoritative parenting, and effective schools can counterbalance the effects of poverty for some children. But there are other factors with mixed effects like television. Television can have positive effe cts, such as increased vocabulary and the modeling of prosocial behavior. However, if the content isn't positive, it can have negative effects on children. Experts agree that watching violence on television and playing violent video games often increases t he level of personal aggression shown by a child. The socioemotional perspective focuses on three interacting sets of factors that shape personality: personal factors, environmental factors, and behavioral factors. At this stage the child exhibits an incre ased level of independence from their family unit, even though these relationships remain very important. The biggest shift in relationships in middle childhood years is the increasing importance of peers, particularly close friendships. But we must keep in mind that boys' and girls' friendships differ in specific ways. Although physical aggression decreases in middle childhood, relational aggression increases, especially in girls. Sometimes, this aggression escalates into the form of bullying, which is a complex form of aggression in which the bully routinely acts aggressively against one or more habitual vi ctims. Bullying, whether done in person, or via the phone or internet, also called cyberbullying, can be detrimental to the mental health of young children. Bullying can be a direct result of a child's peer status. The five groups of peer status are: popular children, average children, neglected children, rejected children, and controversial children. Despite the struggles that children in middle and late childhood may experience, the friendship bonds that they devel op at this stage can be very important to their social development. The six primary functions of friendships in this stage of childhood: companionship, stimulation, physical support, ego support, social comparison, affection, and intimacy. Be sure that you complete the reflection exercise and consider your own childhood and how this stage of your life helped shape who you are today as a friend and a medical professional. Challenge Yourself Peer relationships in middle and late childhood come to the foref ront. Flip through the accordion and make yourself familiar with the different levels of Peer Status : Popular Frequently named best friend. Rarely disliked by peers. Average Receives an equal number of likes and dislikes from peers Neglected Infrequently named a best friend but is not disliked b y their peers. Controversial Frequently named as both a best friend and as being disliked by peers. Rejected Infrequently named a best friend and is actively disliked by pe ers.