Development During Middle Childhood -- Copyright -- Contents -- Preface -- Acknowledgments -- Chapter 1 Introduction -- THEORETICAL VIEWS OF MIDDLE CHILDHOOD -- DEMOGRAPHIC OVERVIEW OF CHILDREN IN MIDDLE CHILDHOOD -- The Population of School-Age Children -- Children's Environments -- Family Environments -- Labor Force Participation and Family Income -- Education -- Children's Lives Out of School -- THEMES OF THE REPORT -- REFERENCES -- Chapter 2 The Biological Substrate and Physical Health in Middle Childhood -- THE BIOLOGICAL SUBSTRATE -- Physical Maturation -- Developmental Neurobiology -- Hormonal Influences -- Neurotransmission -- CONCEPTS OF HEALTH, ILLNESS, AND DISEASE -- Cultural Influences -- The Biomedical Model -- The Biopsychosocial Orientation -- Developmental Considerations -- PHYSICAL HEALTH AND THE EMERGING SENSE OF SELF -- Health Promotion And The Evolution Of Personal Life-Styles -- Physical Exercise -- Eating Patterns -- Self-Induced Vulnerability -- Persistent Impairment And The Challenge Of Functional Adaptation -- AN AGENDA FOR FURTHER INVESTIGATION -- The Child's View Of Health And Illness -- The Enigma Of Resilience And Vulnerability -- Whither Health Education? -- SUMMARY -- REFERENCES -- Chapter 3 Cognitive Development In School-Age Children: Conclusions And New Directions -- PATTERNS OF DEVELOPMENTAL CHANGE -- The General Status Of Stages -- Large-Scale Developmental Reorganizations -- Relativity And Universality Of Developmental Sequences -- Processes Of Development -- THE CENTRAL ISSUES IN THE FIELD TODAY -- The Collaboration Of Child And Environment -- A Diagnosis -- Toward A Remedy -- The Collaborative Cycle -- Implications For Research -- The Transformation Of Concepts Of Ability And Competence -- Integrating Across Traditional Research Categories -- Overcoming The Obstacles -- Implications For Research.

Methods Of Assessing Development Change And Continuity -- Developmental Sequences -- Rule-Assessment Methods -- EXAMPLES OF PROMISING NEW DIRECTIONS -- Cognitive Development And Emotional Dynamics -- Children's Conceptions Of Emotions -- Emotional Reorganizations -- Freudian Processes -- Research On Emotions -- Relations Between Brain Changes And Cognitive Development -- Cognitive Development And Modes Of Social Interaction -- Guided Reinvention Within Dyadic Goal-Directed Activity -- Embedded Teaching And Formal Schooling -- Collaboration Not Conservation -- The Effects Of Schooling And Other Literate Practices -- Defining Literacy -- Characterizing The Range Of Literate Practices -- Methods For Assessing The Cognitive Effects Of Literate Practices -- An Emerging Consensus -- Literate Practices And Schooling -- SUMMARY AND CONCLUSIONS -- A Portrait Of The Capacities Of The School-Age Child -- What Is Not Known -- ACKNOWLEDGMENTS -- REFERENCES -- Chapter 4 Self-Understanding And Self-Regulation In Middle Childhood -- Regulation Of Behavior: The Self-System And The Social System -- Self-Concept Tasks Of Middle Childhood -- RESEARCH ON SELF-UNDERSTANDING -- Self-Description: From Concrete To Abstract -- Beyond Self-Description -- The Self-Concept In Information Processing -- RESEARCH ON SELF-REGULATION -- Implications From Ego Psychology -- Social Learning Theory And Self-Management -- Cognitive/Behavior Modification -- Component Models Of Self-Regulation -- The Need For Integrative And Developmental Perspectives -- MODERATING VARIABLES: SELF-SYSTEM AND SOCIAL SYSTEM -- Variation In The Self-System -- Self-Awareness -- Self-Presentation -- Variations In The Social System -- Social Class -- Ethnicity -- Other Social System Variables -- METHODOLOGY -- CONCLUSION -- REFERENCES -- Chapter 5 Middle Childhood In The Context Of The Family.

CHILD-REARING AND DEVELOPMENTAL CHANGE -- Issues And Processes Of Socialization -- Amount Of Parent-Child Interaction -- Parent-Child Issues -- Techniques Of Discipline -- Changes In Affectional Relationships -- Changes In Control Processes -- Normative Developmental Changes In Children -- Social Cognition And Social Competence -- Self. Concepts -- Impulsivity -- Cognitive Executive Processes -- Vulnerability To Stressors -- The Role Of Mutual Cognitions -- VARIATIONS AMONG FAMILIES -- Dimensions Of Parental Variation -- Effects Of Parental Variation -- Aggression, Other Antisocial Behavior, And Undercontrol -- Self-Concepts -- Internalization Of Moral Values -- Prosocial Behavior -- Competence -- GROUP DIFFERENCES IN CHILD-REARING -- Socioeconomic Status -- Child-Rearing In Different Social Classes -- Some Models Of Socioeconomic Differences In Child-Rearing -- Socioeconomic Differences In Child-Rearing And Their Possible Implications For Children -- Ethnic Group Differences -- Ethnicity And Family Influence In Middle Childhood -- Interpreting Ethnic Group Differences -- Single-Parent Families -- Working Mothers -- FAMILY ROLES AND SYSTEMS -- Fathers' Roles -- Sibling Relationships -- METHODOLOGY -- CONCLUSION -- REFERENCES -- Chapter 6 The Peer Context In Middle Childhood -- PEER CONTEXTS -- Interactions -- Relationships -- Social Attraction -- Friendship Selection -- Acquaintances -- Friends -- Groups -- Formation -- Norms -- Structures -- SITUATIONAL COMPONENTS -- Setting Conditions -- Problems -- Actors -- Age -- Sex -- Race -- Comment -- PEER RELATIONSHIPS AND THE INDIVIDUAL CHILD -- FAMILY AND PEER RELATIONSHIPS -- Familial Correlates Of Peer Competence -- Parents Versus Peers: The Issue Of Cross-Pressures -- THE PEER CONTEXT AND THE SCHOOL -- Classroom Conditions And Peer Interactions -- Curriculum Content -- Children As Teachers.

Peer And Teacher Norms -- METHODOLOGICAL ISSUES -- CONCLUSION -- REFERENCES -- Chapter 7 School And Children: The Middle Childhood Years -- THE SCHOOL ENVIRONMENT -- Input-Output Analysis -- Social-System Variables -- Milieu Variables -- The Ecological Perspective -- Teacher Behaviors And Expectations -- EFFECTS OF SCHOOLING -- Achievement -- School-Related Affect -- Social Roles -- SOCIAL BACKGROUND AND SCHOOLING -- Family Influence And Educational Outcomes -- Socioeconomic Status And Achievement -- Home Environment -- Maternal Influence -- Parental Involvement -- Family And School Authority Patterns -- Family Variables And Student Personality Dimensions -- Race And Ethnicity -- SCHOOL DESEGREGATION -- Racial Attitudes And Peer Relationships -- Self-Esteem, Academic Self-Concept, And Racial Self-Identity -- Academic Achievement -- SECOND-LANGUAGE LEARNING AND BILINGUALISM -- Bilingual Instruction And Intellectual Development -- Bilingualism And Achievement -- INSTRUCTIONAL APPROACHES TO REDUCING EDUCATIONAL INEQUALITY -- Open Education -- Cooperative Small-Group Instruction -- Mastery Learning -- Research Needs -- CONCLUSION -- REFERENCES -- Chapter 8 Ecocultural Niches Of Middle Childhood: A Cross-Cultural Perspective -- WESTERN AND NON-WESTERN CULTURES -- PATTERNS OF CARETAKING OF CHILDREN -- Sibling Caretaking -- Father Roles -- Conclusion -- SELF-CONCEPTIONS AND ECOCULTURAL VARIATIONS -- Individuation And Individualism -- Private And Public Selves -- Ecocultural Origins Of Differences In Self-Regulation -- Conclusion -- TROUBLESOMENESS IN CHILDREN -- SCHOOLING AND LITERACY -- SOME COMMENTS ON METHODS -- CONCLUSION -- REFERENCES -- Chapter 9 The Status Of Research Related To Psychopathology -- IMPLICATIONS OF RECENT RESEARCH: DISPELLING MYTHS -- Mbd/Hyperactivity/Attention Deficit Disorder -- Historical Context -- Problems Of Diagnostic Criteria.

Etiological Assumptions -- Research Findings -- The Role Of Research In Dispelling Myths -- IMPLICATIONS OF RECENT RESEARCH: SOME NEW DIRECTIONS -- Research On High-Risk Children -- Behavioral Assessment -- Taxonomic Research -- Nosological Approaches -- Multivariate-Descriptive Approaches -- Conceptual Implications Of Taxonomic Paradigms -- The Nosological Paradigm -- The Multivariate-Descriptive Paradigm -- Implications For Future Research -- RESEARCH NEEDS -- Developmental Perspectives -- Normative-Epidemiological Research -- Psychopathology And Educational Development -- The Role Of Specific Risk And Protective Factors -- Evaluation Of Prevention And Intervention Efforts -- Training For Developmental Research On Psychopathology -- SUMMARY -- REFERENCES -- Chapter 10 Conclusion: The Status Of Basic Research On Middle Childhood -- THE NATURE AND TASKS OF MIDDLE CHILDHOOD -- Changing Qualities Of Thought And The Growth Of Knowledge -- Different Functions Of The Self -- Changes In Self-Management -- Changes In Social Contexts And Relationships -- Characteristic Antecedents Of Later Functioning -- Summary -- CROSS-CUTTING ISSUES IN MIDDLE CHILDHOOD DEVELOPMENT -- The Problems Of Studying Children Ages 6-12 -- The Nature And The Role Of The Environment -- Environments Of U.S. Children -- Expectations Regarding Children As An Environmental Indicator -- The Child's View Of Environments -- Environmental Supports For Developmental Change -- Nature, Functions, And Interrelationships Of Social Systems -- Social Contexts Of Middle Childhood -- Interrelationships Of Social Systems -- Interrelatedness Of Developmental Issues -- CONCLUSION -- REFERENCES -- Index.