Chapter Introduction

248

MIDDLE CHILDHOOD:
Body and Mind

CHAPTER OUTLINE

Health and Sickness

Slower Growth, Greater Strength

Medical Care

Physical Activity

A VIEW FROM SCIENCE: Canadian Kids Get an “F” in Physical Activity

Health Problems

Cognition in Middle Childhood

Piaget and Middle Childhood

Vygotsky and Middle Childhood

Information Processing and the Brain

Language Advances

Vocabulary

Adjusting to the Context

Teaching and Learning

Schools Around the World

Education In Canada

Measuring the Mind

Children with Special Needs

Attention Deficit Hyperactivity, Bipolar, and Disruptive Mood Dysregulation Disorders

OPPOSING PERSPECTIVES: Drugs for Children

Specific Learning Disorders

Autism Spectrum Disorder

Special Education in Canada

249

WHAT WILL YOU KNOW?

  • Why have child obesity rates skyrocketed over the last 20 years?
  • Why are math concepts difficult at age 4 but much easier at age 8?
  • What is the most effective way to teach a child a new language?
  • Are schools in Canada similar to schools in other nations?
  • What causes a child to have autism spectrum disorder?

During one of our Christmas holidays, my oldest brother, Sam, brought his family from Nevada to our home in Brampton, Ontario. Sam’s 10-year-old son, David, was a chess enthusiast who had been well schooled by his father. Sam never showed David any leniency on the chessboard, and this forced David to improve his skills in the ongoing quest to finally win a game against his dad. By the time David reached his 10th birthday, he could hold his own against his father at chess, and even beat him on a semi-regular basis.

My youngest brother, Andy, had heard about David’s growing skill at chess. Andy was in his 30s at this point and took great pride in his chess abilities. This led him, on the last night of the holidays, to challenge his 10-year-old nephew to a game of chess.

Everyone gathered around the kitchen table to watch the game unfold. Young David seemed to employ an odd strategy, moving his line of pawns to create a zigzag pattern on the board.

“What’s he doing?” someone asked. Andy, the boy’s opponent, just shook his head and laughed.

“Nothing,” he said. “It doesn’t mean a thing.”

But a few minutes later, David respectfully announced “Checkmate,” stunning his uncle and the rest of us.

Convinced the first game was a fluke, Andy demanded a rematch. When David declined, his uncle insisted.

“One more game,” he said. “And if you beat me again, I’ll call you ‘Chess Master.’”

So they played again with the same result: The 10-year-old defeated the man in his thirties. David left that night as “Chess Master,” with Andy marvelling over the skill and poise shown by his much younger opponent.

—Susan Chuang

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THIS CHAPTER DESCRIBES NOT ONLY THE ADVANCEMENTS OF children’s cognitive abilities during middle childhood, but also other developments such as health and language. There are similarities among children, but also differences—in size, health, learning ability, and more. At the end of this chapter, we focus on children with special needs.