Middle Childhood
Middle Childhood - Related Videos
06:35
Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Cited by 4 •
2016
The elicited imitation procedure was established to examine the development of recall memory in infancy and early childhood. This procedure has been widely used to establish a solid foundation of the nature of recall memory in infancy and early childhood.
01:30
Motor Skills Development During Early Childhood
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2026
Early childhood is a period of rapid motor development in which children refine gross and fine motor skills. These abilities increase independence and support social interaction, play, and learning.Gross Motor SkillsGross motor skills involve coordinated movements of large muscle groups, including running, jumping, and climbing. By about 2.5 years, most children can jump with both feet. Hopping, which requires greater balance and strength, usually emerges around age 4.Stair climbing also...
01:28
Erikson's Theory on Socioemotional Development during Childhood
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2025
Erik Erikson, a stage theorist, adapted Freud's theory to emphasize social factors in personality development throughout life, a concept known as psychosocial development. Unlike Freud, who focused on early childhood, Erikson believed that personality evolves across eight life stages, each marked by a specific challenge or "crisis." Successful resolution of each stage fosters competence, while failure may lead to feelings of inadequacy. The first four of Erikson's eight psychosocial stages...
07:43
Utilizing a Cranial Window to Visualize the Middle Cerebral Artery During Endothelin-1 Induced Middle Cerebral Artery Occlusion
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Cited by 4 •
2013
This article describes a method for visualizing rat cerebral arteries through a cranial window using temporal craniectomy in order to view proximal portions of the middle cerebral artery (Figure 1). This versatile method can be combined with various techniques of drug delivery to measure cerebral artery reactivity in vivo.
01:25
Piaget's Theory of Cognitive Development from Childhood into Adulthood
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2025
Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world. Schemata: Building Blocks of Knowledge Schemata...
FAQs
Executive functions support children’s attention, planning, memory, and increasingly logical reasoning. As these abilities advance, children can manage information more effectively and approach learning tasks with greater organization and persistence. Psychologists therefore examine executive-function development when considering academic progress, because differences in these skills may influence how children respond to classroom demands and learning environments.
Interactions with family members, teachers, and peers provide children with repeated social information about their abilities, behavior, and relationships. These experiences contribute to self-concept and social competence, while also influencing how children adjust to social expectations. Studying these contexts helps psychologists understand why supportive relationships and learning environments can promote healthier social development.
Growing emotional regulation helps children manage their responses during social and learning situations, while developing moral understanding supports increasingly complex judgments about behavior and relationships. These areas are connected to healthy adjustment because children must navigate expectations at home, school, and among peers. Psychological research examines how these capacities develop within varied cultural and social contexts.
Psychologists can examine academic progress, social competence, self-concept, emotional regulation, resilience, and healthy adjustment. They may also consider how developmental challenges appear within a child’s relationships and learning environment. Examining these outcomes together provides a broader picture than focusing on one ability alone and can inform mental health assessment as well as developmental support.
Findings from this period help educators understand how children’s developing attention, planning, memory, reasoning, and social abilities relate to classroom experiences. Research can also clarify how learning environments influence academic progress and adjustment. This knowledge supports efforts to create educational settings that respond to developmental needs rather than treating learning difficulties as isolated academic problems.
Research in middle childhood helps identify factors associated with resilience, healthy adjustment, and developmental challenges. Mental health assessment can consider emotional regulation, social relationships, self-concept, and the child’s family and school contexts. These insights can guide interventions that address development within its surrounding environment, while supporting academic progress and broader psychological well-being.