Middle and Late Childhood Development Chapters 10 & 11 A. Physical Changes B. Sports a. obligate to perform, achieve, win b. Learn basic skills, aim fun, exercise, development concept of teamwork C. Children with Disabilities a. ADHD i. No one grouchy test that says a child is ADHD ii. a total deal use rating scales by p arnts and teachers (SNAP 4) iii. 4 xs as many boys diagnosed iv. Be careful of students interchange medications on street v. Overdosing stomach bring on insane episodes vi. General fount effects such as rough feeling, stomach aches, struggle rash, headaches, accelerated heartbeat are thinkable but when do occur usually subside afterward a fewer days vii. Growth suppression with long term use opening has not been verified b. justness requires dis energy students receive i. IEP: Individualized education plans ii. LRE: least inhibitory environment setting iii. Inclusion in abundant-time, regular schoolroom D. Metacognitive familiarity a. Knowledge we have about how our minds work, sentiment about thinking b. cognitive monitoring: the process of taking stock of what you are currently doing. What we are not sensible of controls us. What we are aware of we can change. c. Critical thinking E. Intelligence a. Robert Sternberg tiarchic theory i.
Componential wisdom: analytical thinking and abstract reasoning ii. experiential perception: insightful and creative iii. Contextual intelligence: street smarts and mulish b. Howard Gardner 8 Types of Intelligen! ce (handout) c. Misuse of tests d. Extremes i. Mental retardation ii. enable means dissimilar things in different areas, danger of notwithstanding working with sheeny and leaving others behind F. Stress a. cognitive appraisal (Arnold Lazarus) i. Primary appraisal: ability to interpret position to determine if: 1. Harm or dismissal that already occurred 2. in that respect is a...If you want to get a full essay, order it on our website:
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