Development During Middle Childhood : the Years From Six to Twelve.

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 DISEASECultural 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 DirectionsPATTERNS 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 ResearchMethods 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 PracticesDefining 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.