| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "MIDDLE CHILDHOOD": |
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Middle Childhood, 2007.
This paper discusses middle childhood and the importance of applying theories on middle childhood in the classroom.
1,658 words (approx. 6.6 pages), 8 sources, MLA, £ 36.95
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Abstract
In this article, the writer analyzes the importance of understanding the stages of human development in the classroom. Specifically, this work analyzes some of the problems that might result from a teacher's lack of such understanding. The focus of this paper is on middle childhood and includes a discussion of teacher behaviors that serve to promote students' thinking abilities, behaviors that would help students achieve greater success and behaviors that would promote the social and emotional well-being of the individual student, as well as improve the classroom environment for children in that stage. Finally this work includes classroom practices and materials that serve to promote diversity and equity within the educational experience.
Outline:
Objective
Introduction
Developmentally Appropriate Classroom Practice
Classroom Practices: Diversity and Equity in Education
Summary and Conclusion
From the Paper
"At this stage of development the students are very conscious of what their peers think of them and it begins to be important to be accepted among their peers at this stage of development. It is important at this stage of development that the teacher motivates students to participate in classroom activities and discussions and that the students are rewarded for participation. The teacher must work towards the students feeling good about participation even when they give a wrong answer, therefore motivation and reward must be focused toward participation and not just giving the right answer. The teacher should be able to assess the social dynamics among the group of students and in doing so call upon those she has noted are 'leaders' in the group to assist her in motivating other student's participation. In motivating the natural leaders of the classroom group in participation of learning it will become socially acceptable for others in the group to actively participate in classroom activities."
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Middle Childhood, 2003.
A look at physiological and psychological development in middle childhood (ages 6-12).
1,145 words (approx. 4.6 pages), 4 sources, MLA, £ 27.95
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Abstract
This paper discusses how middle childhood is a time of great psychological and physiological change. It explains that the intellectual, social, emotional, and physical abilities developed during this time prepare children for the difficulties of adolescence. As such, it concludes that proper psychological and physiological development during middle childhood is essential for the healthy transition into young adulthood.
From the Paper
"Middle childhood is a time of dramatic psychological and physiological changes. Children undergo a variety of emotional, intellectual, and social changes that help equip them for the entry into adolescence, and also develop more complex motor skills. Failure to master psychological or physiological skills appropriate to middle childhood can often lead to pathologies like conduct disorders, attention deficit disorders, or motor skill deficiencies that limit children?s physical abilities. Teaching children in middle childhood must incorporate both the psychological and physical needs of this age. When coupled with the need to represent a multicultural classroom, this can be a difficult challenge for teachers. In the physical education classroom, teaching traditional games and sports of different cultures gives students the opportunity to develop complex motor skills, and develop important social skills."
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Divorce and Middle Childhood, 2005.
This well-researched paper examines the long-term and at times severe effects of divorce on children of all ages, while focusing primarily on middle childhood.
4,540 words (approx. 18.2 pages), 10 sources, MLA, £ 82.95
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Abstract
The writer of this in-depth paper details the effects of divorce on children of various ages, while focusing in particular on middle childhood. This paper introduces the topic and discusses the findings of current research regarding this particular issue, as well as the conclusions that stem from this research. This paper discusses the issues of juvenile delinquency and depression which have been proven to be more pronounced in single-parent families. This paper delves into custody issues, including the problems that arise when children are separated from the same-sex parent. The writer contends and proves why juvenile delinquency is greater in children that are separated from the opposite-sex parent. This well-researched paper also analyzes the issues of maladjustment, fears of abandonment and the risk of mental health issues that develop in the child during and after the divorce proceedings, which must be dealt with accordingly. This paper looks at the emotional problems as well as the long-term effects of divorce, which include difficulty in cultivating long-lasting, appropriate relationships and continuous educational problems.
Table of Contents:
Abstract
Introduction
Findings
Conclusion
Bibliography
From the Paper
"When children become wild and hard to control, parents are often at a loss as to how to help them. It is difficult enough to control a wild, unruly teenager when there are two parents in the house, but much more difficult when there is only one parent. To compound the problem, that single parent often works two jobs or long hours to provide food, clothing, and shelter for himself or herself and the children. This absence from the house can allow the child too much unsupervised free time in which to experiment with new and dangerous things that can get them in trouble with parents, the law, or worse. On the other side of the equation are the reclusive children."
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Middle Childhood, 2007.
This paper evaluates the case of an eight year old boy, playing at a playground, based on a checklist of middle childhood behavior and on child development theories.
1,330 words (approx. 5.3 pages), 3 sources, APA, £ 30.95
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Abstract
This paper explains that the observed child is representative of Jean Piaget's concrete operational stage, which occurs between ages 7 and about 12, and the third stage of cognitive development marked by a gradual decrease in centrist thought and the increased ability to focus on more than one aspect of a stimulus. The author points out that, at eight years, children evaluate themselves against the standards of others---parents, peers and teachers; therefore, because their performances often do not measure up to the perceived standards of others, they can feel inadequate and unhappy. The paper relates that this boy has excellent gross motor skills, which is significant because motor skills are important in social interactions at this age. The paper includes the developmental checklist.
From the Paper
"This style of attachment develops from a parenting style, which is more disengaged. The child's needs frequently are not met and the child comes to believe that communication of needs has no influence on the parent. He does not care if his father is there or not, and when some strangers came to the playground with their children he showed them the same attention. He plays with strange children and he does not care if he knows them or not."
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Academic Success, 2005.
A paper on how to promote both academic success and social development in middle childhood.
2,300 words (approx. 9.2 pages), 4 sources, APA, £ 48.95
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Abstract
This paper explains that the most effective way to promote academic success and social development in middle childhood is by creating a learning environment that is natural and allows the students to explore their expanding curiosity in a teacher-structured way.
Outline
Problems for Teachers who Fail to Understand
Teacher Behaviors to Promote Thinking Abilities, Achieve Greater
Success
Teacher Behaviors to Promote Social and Emotional Well-being
Conclusion
From the Paper
"During middle and late childhood, children begin to understand that they belong to a generation and as members of that generation, have feelings and desires that are probably different from those of their parents have or that their newborn siblings will have as they grow older, for example (Canadian government Web site undated). Children are never "more ready to learn than during the period of expansive imagination at the end of early childhood" (Canadian government Web site undated). Despite this, they are not engaged in thinking about the past or the future as much as satisfying their current desires. "Their thirst is to know and to understand. They are remarkable for their intelligence and for their curiosity" (Canadian government Web site undated). Teachers who fail to understand this openness and to adjust their instructional attitudes, methods and materials to satisfy these needs in their students risk boring them, a particularly dangerous state for students in this stage of their development (James 2002)."
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Multiple Intelligences, 2004.
Examines Howard Gardner?s theory of multiple intelligences in relation to cognitive development in middle childhood.
2,876 words (approx. 11.5 pages), 18 sources, APA, £ 59.95
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Abstract
Howard Gardner, a developmental psychologist and neuropsychologist from Harvard University, is best known for his theory of multiple intelligences. This paper examines Howard Gardner?s theory, how it relates to cognitive development in middle childhood, and the implications for educators and educational psychologists. The inspiration for this paper originated with a journal article, ?Multiple Intelligences in Action?, written by Bruce Campbell in the summer of 1992 and published in the same year by ?Childhood Education?.
From the Paper
"Gardner?s original research projects culminated in his 1983 book ?Frames of Mind?. Using the research from his work with children and patients suffering from brain damage, Gardner set out to change the definition of intelligence. In fact, he pluralized the meaning of intelligence from only relating to linguistic and logical abilities, to an array of other abilities. Gardner himself notes that although he himself cannot remember exactly when he decided to name these abilities ?intelligences?, he does now realize the significance of his word choice."
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Content Analysis of Childhood Obesity, 2008.
This essay analyzes the problem of childhood obesity and includes a working definition of childhood obesity, a look at its causes and effects, and suggestions for solving the problem.
785 words (approx. 3.1 pages), 2 sources, APA, £ 18.95
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Abstract
This essay focuses on the problem of childhood obesity and is based on a systems analysis approach to the problem. The author first defines the key terms that are involved in the problem of childhood obesity, and then determines how the problem as a whole can be dealt with. The author concludes that child obesity is a significant problem in modern society fortified by mass media, but that there must be more active familial responsibility in order to correct childhood obesity.
From the Paper
"Although this is a systems analysis, the role of cause and effect cannot be overlooked. The problem of childhood obesity cannot be solved without looking at what might cause this problem. What are some of these causes? Many experts who study nutrition and diet have concluded that a big cause is today's culture. First, people want things quickly and done easily, as their time seems to be limited. As a result of this cause, parents give their children too much "fast food" and other types of prepackaged and prepared foods that are often highly unhealthy and filled with fats and cholesterol. The second cause is today's high-tech media, which gives many people, including children, a very "sedentary" or nonactive life style."
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Childhood Sexual Abuse and Self-Destructive Behavior, 2008.
A literature review of the relationship between childhood sexual abuse, dissociation and self-destructive behavior.
5,754 words (approx. 23.0 pages), 18 sources, APA, £ 95.95
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Abstract
The early childhood years are universally recognized as being a critically important developmental period for human beings, and when normal patterns of parental caregiving and nurturing are disrupted or when children experience abuse at the hands of others, the consequences can be profound, pervasive and even life-threatening. This literature review examines the relationship between childhood sexual abuse, dissociation and self-destructive behavior. The studies are grouped according to those studies concerning childhood sexual abuse and dissociation, those that concern childhood sexual abuse and various self-destructive behaviors, and those that investigate the relationship between all three factors.
Outline:
Introduction
Studies Concerning Childhood Sexual Abuse and Dissociation
Studies Concerning Childhood Sexual Abuse and Self-Destructive Behaviors
Studies Examining All Three Variables
From the Paper
"When families experience the trauma of sexual abuse, the processes by which these multiple and competing reactions on the part of the parent and the child tend to interfere with the normal processes that provide families with the means to achieve healthy functioning following such episodes of abuse. In this regard, Silberg (2004) reports that when children are sexually abused, there will be a natural tendency to engage in a number of emotional responses that may compete for primacy, including a desire for secrecy, individual victimization memories and sexual experiences, and confused and mixed emotions in the child and the parent. According to this researcher, "This is likely to be the case whether the conflicting feelings are a result of abuse within the family or from maltreatment by an individual outside of the family. In either case, these competing processes lead to dissociative manifestations, forgetting, and inability to make adequate meaning out of the feelings, perceptions, and ideas stimulated by the sexual abuse" (Silberg, 2004, p. 490). "
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Childhood Onset Schizophrenia, 2007.
A discussion of the possible causes and treatment of childhood onset schizophrenia.
2,070 words (approx. 8.3 pages), 4 sources, APA, £ 45.95
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Abstract
This paper addresses childhood onset schizophrenia (COS) and the controversy surrounding the causes as well as the diagnostic distinction between childhood onset schizophrenia and the more known disorder schizophrenia, which is prevalent in adults. For the purposes of providing a differential diagnosis and a definitive clinical picture of COS, the paper examines the disorder as diagnosed prior to the age of thirteen. The paper points out that, until recently, the term childhood schizophrenia was given to a highly diverse mix of children with very little in common other than a profound and chronic disturbance during early childhood. The paper concludes that, although much work has been written about childhood onset schizophrenia, there are still many issues subject to debate.
From the Paper
"The assessment of diagnosing childhood onset schizophrenia is a very delicate matter and all areas of the child's life have to come into consideration. Because of the severity of schizophrenia and the elements it shares with other psychotic mood disorders, it is very important to perform thorough assessment prior to diagnosis. This assessment involves structured interviews, symptom scales, and diagnostic decision trees like those found in the DSM-IV-TR manual. The individuals that should be interviewed include the child, their parents, teachers, siblings and even their peers. A clear distinction is necessary to be determined so that proper action can be taken. The interview with parents and children must be thorough and include information on recent events, changes in mental state and functioning, developmental history and, as we have seen before family history. Information on family history is significant as the rate of schizophrenia is increased among first degree relatives (Gonthier, 2004)."
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Childhood Sexual Abuse, 2002.
An examination of the effects of childhood sexual abuse on female and male adults.
2,869 words (approx. 11.5 pages), 21 sources, MLA, £ 59.95
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Abstract
This paper discusses how childhood sexual abuse continues to be prevalent and prevention or intervention efforts are considered a failure since childhood sexual abuse often results in effects that continue into adulthood. It looks at how relationships between this sexual abuse and adult problems such as depression, anxiety, drug abuse, attempted suicide and psychiatric disorders, have been found. It proposes a study to investigate these effects of childhood sexual abuse on female and male adults, in an equal group, nonclinical sample.
Outline
Statement of the Problem
Introduction
Study Purpose
Definition of Terms
Significance of the Study
Literature Review
Childhood Sexual Abuse
Effects of Childhood Sexual Abuse
Specific Effects of Depression and Anxiety
Study Design
Research Questions and Hypotheses
Methodology
Subjects
Instruments
Procedures
Data Analysis
Limitations
From the Paper
"Sexual abuse of children has been reported 80,000 times a year and the numbers of unreported cases is considered to be even greater. The long-term effects of this abuse are far reaching and devastating. The abuse may take place in various situations, to include within the family, in a school, at a neighbors, or with a random molester. Children are not in a position to cope with sexual stimulation or the psychological ramifications involved with the interaction. The child may care for the abuser and become trapped between the need for that person and the need to be rid of the abuse. These children develop a loss of self-esteem with feelings of worthlessness and they become withdrawn, mistrustful, and have an abnormal sexual perspective."
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Childhood Emotional Development, 2008.
An examination of childhood emotional development and how the social environment plays an important role in emotional development.
2,046 words (approx. 8.2 pages), 7 sources, APA, £ 44.95
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Abstract
This paper examines traditional schools of thought on childhood emotional development, recent research and probable future directions. The paper explains that one of the most important motivators for positive emotional childhood development is the social environment. The paper then points out that children who enjoy healthy positive social relationships tend to develop more proficiently on an academic and sporting scale; they are also more likely to have greater self-esteem and self-worth than those who endure relationship problems. The paper also looks at how the personality of adolescents is a very important part of childhood emotional development. The paper suggests that the development of children in modern times has been associated with sweeping global changes, perhaps most notably the Internet.
Outline:
Introduction
Vygotsky
Freud
Erikson
Ainsworth
The Social Environment: An Important Part of Emotional Development
Older Children and Adolescence
Current Childhood Development Concerns
Conclusion
From the Paper
"It is for this reason that children are taught at school from an early age the importance of practicing good social skills and engaging in pro-social behaviors. The importance of a positive social environment for children has been recognized by research which suggests that social development problems cause greater problems over time, leading to adult mental health problems (ibid, p. 98). However, approaches to implementing social skills in children have varied over the decades. Thinking in the 1970s revolved primarily around three schools of thought. The psychoanalytical school of thought maintained that through interpretation of unconscious thoughts, children develop a latent awareness related to appropriate social behaviors. The humanistic approach suggested that children benefit most from empathy and accepting environmental conditions, and that these preconditions were sufficient for future emotional development. The third approach, the behavior modification approach, proposed that appropriate behaviors be treated with reinforcement, increasing the chance that healthy behaviors would appear as the child developed (ibid)."
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Childhood Innocence in Literature, 2005.
This paper discusses the subject of childhood innocence in 'Treasure Island' and 'The Adventures of Huckleberry Finn'.
1,800 words (approx. 7.2 pages), 5 sources, £ 49.95
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Abstract
In this essay, the writer explains that to understand childhood innocence in Treasure Island and Huckleberry Finn it is helpful to have an understanding of what constitutes childhood in these novels. This paper attempts to explain that concept, followed by an explanation of why childhood innocence is difficult to have in literature at the time that Mark Twain and Robert Louis Stevenson were writing. It then examines the concept of childhood innocence in both Treasure Island and Huckleberry Finn, comparing and contrasting the texts' themes in its depiction.
From the Paper
"One frequently explored theme in the nineteenth century was that of childhood innocence. At that time, it was not unusual for children to be thought of as "little adults." Although they were given shelter and education by their parents, children were often pulled out of school to help with work on the farm or in family businesses. Children, therefore, were allowed to be children as long as the harvest or other work didn't interfere."
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Childhood Obesity, 2007.
An examination of how childhood obesity affects society both in the present and in the future.
1,732 words (approx. 6.9 pages), 8 sources, MLA, £ 38.95
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Abstract
This paper discusses how childhood obesity rates are continuing to rise and how effective actions need to occur to prevent childhood obesity and lower rates of obesity. The paper looks at how many factors contribute to childhood obesity and how there are many prevention strategies. It also examines how obesity increases the risk of diabetes, high blood pressure, asthma and many other chronic diseases. The paper contends that childhood obesity not only affects the parents and the children, but everyone, including the money spent on obesity related healthcare. This epidemic is changing our society, and America needs to wake up and change how the food industry is working right now.
From the Paper
"Moreover, childhood obesity can have a big impact on the child's health. Type II diabetes was referred as Adult diabetes because adults were the ones who were mainly affected and were at risk for this disease, however since so many children are being affected by this disease it is now referred to as Type II diabetes. "The parallel increase of obesity in children and adolescents is reported to be the most significant factor for the rise in diabetes" (American Obesity Association). Childhood obesity can also lead to asthma as well as hypertension; obese children are nine times more likely to suffer from hypertension than a non-obese child (American Obesity Association). Children who are obese can also suffer from orthopedic conditions because their bones are not strong enough to hold the excess weight their bodies have."
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Childhood Developmental Stages, 2005.
This paper investigates the depiction in films of three childhood developmental stages.
920 words (approx. 3.7 pages), 2 sources, £ 21.95
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Abstract
This paper examines, using Erik Erikson's developmental model, infancy, toddlerhood, early childhood and middle childhood the way they are depicted in Hollywood movies. The author evaluates whether these stages are accurate depictions or whether they distort the psych-social crisis associated with the developmental stage. The paper includes films "Rebel without a Cause", "Man on Fire", "To Kill a Mockingbird", "The Straight Story" and "Sunset Boulevard".
From the Paper
"The purpose of this paper is to examine three developmental stages and the way they are depicted in the movies or on television programs emphasizing whether these depictions are accurate."
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