South Korea 45.1

Hong Kong 47.2

Monrovia, Liberia (Africa) 47.6

United States, Asian ancestry 48.7

United States, European ancestry 49.6

United States, African ancestry 50.0

Moscow, Russia 50.8

Height(in Inches)

EIGHT-YEAR-OLD GIRLS

Brussels, Belgium 49.0

45

46

47

48

49

50

51

• 80% of obese children become obese adults.

• Obese children generally have obese parents.

• Early excessive fat storage leads to overabundance of fat cells.

• Obese individuals are more responsive to external eating signals.

• Obese individuals eat faster and chew less.• Mothers of obese children interpret all expressions as a need for food,

and use food as a reward.

• Obese children are less active.

• Social consequences of obesity include:

• Behavior problems

• Depression

• Lowered self-esteem

• 80% of obese children become obese adults.

• Obese children generally have obese parents.

• Early excessive fat storage leads to overabundance of fat cells.

• Obese individuals are more responsive to external eating signals.

• Obese individuals eat faster and chew less.• Mothers of obese children interpret all expressions as a need for food,

and use food as a reward.

• Obese children are less active.

• Social consequences of obesity include:

• Behavior problems

• Depression

• Lowered self-esteem

Obesity in Childhood

Physical Effects of Childhood Athletics

Positive

Better physical fitnessImproved motor coordination

Negative

Sports-related injuries

Psychological Effects of Childhood Athletics

Positive

Training in achievement motivation(e.g., bettering previous running times)

Negative

Competition (e.g., more concernwith winning than with performance as such)

Excessive pressure from adults to practice, perform well and win

7.2

7.6

6.8

6.4

6.0

4.8

5.2

5.6

4.4

4.0

160

200

180

140

120

100

40

60

80

20

05 6 7 8 9 10 11 12 5 6 7 8 9 10 11 12

RUNNING

Age Age

THROWING

Yar

ds

per

Sec

on

d

Fee

t

males females males females

0

15

30

45

60

120

135

150

All causes

Ages 5 - 14 Boys

Motorvehicleaccidents

Drownings, fires,poisons

Accidents Diseases (selected) Violence

Otheraccidents

Infections Cancer(all kinds)

Heartdiseases

Homicides Suicides

Cause of Death

Fre

quen

cy p

er 1

00,0

00 c

hild

ren

Ages 5 - 14 Girls Ages 15 - 24 Boys Ages 15 - 24 Girls

• Often fidgets with hands or feet, or squirms in seat.

• Difficulty remaining seated when required.

• Easily distracted by extraneous stimuli.

• Difficulty awaiting turn in games or groups.

• Often blurts out answers before question completed.• Difficulty following through on instructions (not due to lack of comprehension); fails to finish

chores.

• Difficulty sustaining attention in tasks or play.

• Shifts from one incomplete activity to another.

• Difficulty playing quietly.

• Often talks excessively.

• Often interrupts or intrudes on others.

• Often doesn’t listen to what is said to him or her.

• Often loses things needed at home or school (pencils, books, assignments)

• Often engages in dangerous activities without considering possible consequences.• Source: Diagnostic and Statistical Manual of Mental Disorders (IV). (1994). American

Psychiatric Association, Washington, DC.

• Often fidgets with hands or feet, or squirms in seat.

• Difficulty remaining seated when required.

• Easily distracted by extraneous stimuli.

• Difficulty awaiting turn in games or groups.

• Often blurts out answers before question completed.• Difficulty following through on instructions (not due to lack of comprehension); fails to finish

chores.

• Difficulty sustaining attention in tasks or play.

• Shifts from one incomplete activity to another.

• Difficulty playing quietly.

• Often talks excessively.

• Often interrupts or intrudes on others.

• Often doesn’t listen to what is said to him or her.

• Often loses things needed at home or school (pencils, books, assignments)

• Often engages in dangerous activities without considering possible consequences.• Source: Diagnostic and Statistical Manual of Mental Disorders (IV). (1994). American

Psychiatric Association, Washington, DC.

Symptoms of Attention Deficit Hyperactivity Disorder

• Conservation has developed.

• Classification and categorization have developed.

• Ability to resolve contradictions.

• Comprehension of past, present, and future.

• Understanding of reversibility; child has control and flexibility.

• Using the alphabet for organization.

• Ability to verbalize directions.

• Ability to transpose (i.e., see things from another’s viewpoint).

• Comprehension of relational terms.

• Can use simple logic.

• Conservation has developed.

• Classification and categorization have developed.

• Ability to resolve contradictions.

• Comprehension of past, present, and future.

• Understanding of reversibility; child has control and flexibility.

• Using the alphabet for organization.

• Ability to verbalize directions.

• Ability to transpose (i.e., see things from another’s viewpoint).

• Comprehension of relational terms.

• Can use simple logic.

Characteristics of Concrete Operational Thought

Conservation of liquid

Conservation of mass

Conservation of number

Conservation of length

Conservation of length

Which has more liquid?

Do they both weigh the same, or does one weigh more than the other?

Are there still as many pennies as nickels, or more of one than the other?

Are they the same length, or is one longer?

Is one pencil as long as the other, or is one longer?

Has more

Weighs more

More

Is longer

Is longer

Original Setup Alter as Shown Ask Child Usual Answer

Developmental Changes in Recall Memory

Age

Dig

it S

pan

1 2 3 4 5 6 7 8 9 10 11 12 adults

10

9

8

7

6

5

4

3

2

1

Per

cen

tag

e

1980 19900

4

2

8

6

12

10

14

16

Spanish Other languages

Total non-English language

1.1

4.65.3

1.9

4.4

7.5

13.8

11.0

Asian language

Mea

n s

core

Age of arrival

Native 3 - 7 8 - 10 11- 15 17 - 39

276

270

260

250

240

230

220

210

Second Language Learning as a Function of Age

The Triarchic Theory of Intelligence

Realm of Intelligence

Componential

Experiential

Contextual

Examples

Coding and representing information; planning and executing solutions to problems

Skills with novel problems and familiar problems in novel settings; skill at solving problems automatically as they become familiar

Deliberate adaptation, alteration, and selection of learning environments to facilitate problem solving

• Language skill

• Musical skill

• Logical skill

• Spatial skill

• Kinesthetic, or body balance, skill

• Interpersonal and intrapersonal skills

GARDNER'S THEORY OF MULTIPLE

INTELLIGENCES

• Growth has slowed down.

• Increased endurance• Improved running, throwing, swimming, bicycling,

and skating.

• Better motor control.

• Growth has slowed down.

• Increased endurance• Improved running, throwing, swimming, bicycling,

and skating.

• Better motor control.

Summary of Middle Childhood Physical Development

• Reach Piaget’s concrete operational thought stage.

• Becoming logical.

• Using language to acquire new skills, understand jokes and riddles.

• Enlarged memory capacity.

• Understand arithmetical concepts.

• Reach Piaget’s concrete operational thought stage.

• Becoming logical.

• Using language to acquire new skills, understand jokes and riddles.

• Enlarged memory capacity.

• Understand arithmetical concepts.

Summary of Middle Childhood Cognitive Development