Resources

Glossary

• Attention Defecit Hyperactivity Disorder (ADHD) - a disorder characterised by low levels of attention and concentration, high levels restlessness and over-activity and high levels of impulsiveness, that is acting without thinking things through. In the disorder these difficulties are present from an early age, persist over the years and occur in a variety of situations, not just one situation.

• Autism Spectrum Disorders (ASD) - a range of related developmental disorders known as autistic spectrum disorders (ASDs) that begin in childhood and last through adulthood. ASDs can cause a wide range of symptoms, which are often grouped into three categories:

  Problems and difficulties with social interaction.

  Impaired language and communication skills.

  Unusual patterns of thought and physical behaviour.

• Basic reasoning - the process of forming conclusions, judgments, or inferences from facts or premises.

• Centration - is the tendency of the child to focus on only one aspect of a problem as opposed to decentration which involves taking into consideration multiple aspects of a situation.

• Concrete operational stage - according to Piaget, the third stage of development, from about 7-11 yrs., thought is logical when stimuli are physically present.

• Conservation tasks - problems that require the child to make judgments about how two things might be equivalent (weight and height).

• Decentration - involves taking into consideration multiple aspects of a situation as opposed to centration which is the tendency of the child to focus on only one aspect of a problem.

• Deductive reasoning - is a form of formal reasoning from one or more statements (premises) to reach a logically certain conclusion.

• Dyscalculia - a specific learning disorder that is characterised by impairments in learning basic arithmetic facts, processing numerical magnitude and performing accurate and fluent calculations. These difficulties must be quantifiably below what is expected for an individual’s chronological age.

• Dysgraphia - is a condition that causes trouble with written expression.

• Dyslexia - is about information processing: dyslexic people may have difficulty processing and remembering information they see and hear. This can affect learning and the acquisition of literacy skills and occurs independently of intelligence.

• Egocentrism - "an egocentric child assumes that other people see, hear, and feel exactly the same as the child does" Piaget stated that children in the preoperational stage of development think in an egocentric way.

• Grammar – this refers to the rules about combining words in phrases and sentences.

• Inductive reasoning - inductive reasoning a child may use several specific instances to find an overarching rule or characteristic.

• Intuitive thought - occurs in the preoperational period. During intuitive thought children want to know ‘why’. Intuitive thought starts at the age 4 to about 7.

• Phonemes - a phoneme is the smallest possible unit of sound we can distinguish. Vowels and consonants are phonemes.

• Preoperational stage - in Piagetian theory, the second stage of development, from about 2-7 years in which thought becomes symbolic reversibility.

• Zone of Proximal Development - in Vygotsky’s theory, ZPD is defined as the range of tasks that a child can perform with the help and guidance of others but cannot yet perform independently.

Books

We use a Harvard referencing format for all book titles. The following examples are provided as a guide.
e.g.(Author/s) (Book release date in brackets) (Book Title in Bold) (Publisher). See the following as an example.
Leman, P. Bremner, A. Parke, R.D. (2012) Developmental Psychology McGraw-Hill Education - Europe.

Journals

We use a Harvard referencing format for all Journal titles. The following examples are provided as a guide.
e.g.(Author/s) (Journal release date in brackets) (Book Title not in Bold) (Journal and chapter or page number). (web link to online resource if available?) See the following as an example and try to format your enteries in the same way
Whittamore, K.H., Goldberg, S.E., Bradshaw, L.E. and Harwood, R.H. (2014) Factors Associated with Family Caregiver Dissatisfaction with Acute Hospital Care of Older Cognitively Impaired Relatives. Journal of the American Geriatric Society [online] 62: pp. 2252-2260. Available at: http://onlinelibrary.wiley.com/doi/10.1111/jgs.13147/pdf

Intellectual development from five to eleven years old - Print summary

Between 5 and 7 intuitive thought develops. This refers to a growth in curiosity and basic reasoning. The child becomes more fascinated and curious about the world. Questions such as ‘why is the grass green?', 'where do babies come from?' begin. Piaget explained that in this stage, a child is acquiring a great deal of knowledge, but doesn't yet know how to use it. He called this the pre-operational stage. According to Piaget children between the ages of 7 and 11 go through the concrete operational stage. They begin to think logically about objects and events. By the age of 7 children have the ability to perform multiple classification tasks, order objects in a logical sequence, and understand the principle of conservation. Children at this age are good at using 'inductive reasoning', which aims to arrive at a conclusion that is simply likely or probable. Between the ages of 5-11, children’s attention span increases. By 8 years of age, a child is capable of expressing themselves well verbally, and is beginning to master the written word. They can read and record their ideas. By the time that they are 11, many children are quite comfortable with their ability to produce intelligent, well-thought out written work.

Learning outcomes

By completing this resource you will be able to:

• Discuss the intellectual developments of children aged between 5-11 years of age as the move through the preoperational stage of cognitive development and develop concrete reasoning and problem solving skills.

Please type any additional notes and comments you have on this resource in the field below: Print

Learning outcomes

By completing this resource you will be able to:

• Discuss the intellectual developments of children aged between 5-11 years of age as the move through the preoperational stage of cognitive development and develop concrete reasoning and problem solving skills.

This resource was developed by:

Name: Mary Y Brown

Role in Project: Content Author

Qualifications: MMSci Ed, PGCertPT, BSc (Hons), RNCB, RNT.

Previous experience: Mary is an Assistant Professor with the School of Health Sciences teaching communication skills, innovation and recognising culture and diversity through experiential learning. She is a Registered Nurse Child Branch with a specialty in Paediatric Oncology and supporting children with complex needs and their families.

Name: Louise Clarke

Role in Project: Content Author

Qualifications: PGCHE, BSc (Hons) Psychology and Sociology, Diploma in Nursing, RN Child, FHEA.

Previous experience: Louise's clinical career involved a variety of medical and surgical settings and a specialisation in paediatric plastics and cleft lip and palate care. She is currently employed as a Child Health Lecturer at the University of Nottingham involved in teaching communication, interpersonal and leadership skills alongside facilitating the development of clinical practical skills in undergraduate children's nurses.

Name: Carol Hall

Role in Project: Content Author

Qualifications: PhD, RSCN, RGN, RNT, PFHEA.

Previous experience: Carol is an experienced nurse teacher and children's nurse, who worked across a range of children's acute healthcare settings before becoming a ward manager on a teenage care ward for young people with both physical and mental health concerns. Carol is currently an Associate Professor and Director of Undergraduate Education within the School of Health Sciences at the University of Nottingham.

Name: Liz Hilton

Role in Project: Technical Developer

Qualifications: BA (Hons) Graphic Design, BSc (Hons) Biology,

Previous experience: Liz has a wide background in design and E-learning in a wide range of sectors, including industry, the NHS and academic.

Name: Laura Holliday

Role in Project: Content Author

Qualifications: MNursSci, RN Child.

Previous experience: Laura's clinical experience includes children's cardiology, medicine and respiratory. She has previously led a hospital wide preceptorship programme, working within a practice development team. She is currently employed as a Teaching Associate in Child Health at the University of Nottingham.

Name: Lydia Jones

Role in Project: Technical Support and audio manager

Qualifications: BA (Hons) Media Production.

Previous experience: Lydia has worked in the HELM team at the University of Nottingham for 7 years and is currently the e-learning and project development officer. She has many years' experience in project management and audio and video production.

Name: Gill Langmack

Role in Project: Lead Content Author

Qualifications: MSc, PGCHE, BSc (Hons) Nursing, RSCN, RGN, FHEA.

Previous experience: As an experienced Children's Nurse and educator, Gill has extensive experience of nursing children and their families in both acute and critical care areas. Gill is currently lecturing as an Assistant Professor within the University of Nottingham, School of Health Sciences.

Name: Helen Laverty

Role in Project: Principal Content Reviewer

Qualifications: MSc. (Human Development), Cert Ed (FE), RNLD, SFHEA

Previous experience: Helen is an Assistant Professor with the School of Health Sciences & Professional Lead for learning Disability Nursing. Her teaching specialities relate to the concept of ordinariness, human development, and person centred philosophies. She has extensive experience in the development of RLOs. She is a Registered Nurse Learning Disabilities specialising in promoting an ordinary life for children and young people and leadership.

Name: Andrew Lee

Role in Project: Technical Developer

Qualifications: BSc (Hons) Economics.

Previous experience: Andrew has 5 years web development experience working with small businesses, consultancy and app. creation. Twelve years game design experience as senior designer and design lead with oversight of design scripting, level design, scheduling and game mechanics.

Name: Liz Maslen

Role in Project: Project Lead (NCC)

Qualifications: BSc (Hons) Psychology, CMI PGDip.

Previous experience: Liz currently works as the Children's Workforce Development Manager at Nottinghamshire County Council. She has 17 years' experience within the childcare sector, and during this time has worked within voluntary, statutory and private organisations. She has also been involved with the management and delivery of regional and national training programmes aimed at multi-agency frontline practitioners and parent groups.

Name: Roz McCormick

Role in Project: Content Initiator

Qualifications: BA (Hons)

Previous experience: Roz is a qualified probation officer. She has worked in education, criminal justice and training since 1995, and has initiated, developed and delivered a variety of developmental projects with the intention of enabling professionals to work in partnership with service users. She initiated contact with University of Nottingham in pursuit of a rock solid knowledge base upon which to create a robust child development learning platform.

Name: Sally Melling

Role in Project: Content Author

Qualifications: EdD, MPhil, BA (Hons) Nursing, RN (Adult), RN Child, RNT

Previous experience: Sally is an Associate Professor at the University of Nottingham. She has over 30 years' experience as a children's nurse and educator. She is currently the Professional Lead for children's nursing.

Name: Elisabeth O'Brien

Role in Project: Lead Content Author

Qualifications: MEd, PGCHE, BSc (Hons), RGN, RHV, Obs Cert, FHEA.

Previous experience: Elisabeth worked in neonatal intensive care and a Bone Marrow Transplant unit . After working as Health Visitor in the U.K and abroad she joined the Child Health Team at the University of Nottingham.

Name: Cherry Poussa

Role in Project: Technical team manager

Qualifications: MSc, BSc.

Previous experience: Cherry is Head of Digital Learning Support Services in the School of Health Sciences, University of Nottingham with responsibility for IT systems, e-learning and online services and managing the integration of technical platforms to support the processes within these areas. She plays a key part in implementing the HELM strategy and supporting the technical and budgetary aspects of e-learning and digital media research projects.

Name: Mike Taylor

Role in Project: Technical Lead

Qualifications: MSc in Information Technology, PGC in Multi-Media design, BA (Hons) Media and cultural studies.

Previous experience: Mike has worked as a learning technologist for over 10 years at the University of Nottingham. He is currently the Project Development Lead for the HELM team and is working on the development of reusable learning objects (RLOs) both for the school of health sciences and for external projects.

Name: Richard Warr

Role in Project: Technical Implementer

Qualifications: MCIPD.

Previous experience: Originally an Optician, Richard moved into training, initially clinical support and then as a professional examiner. Over the next 25 years he became CIPD qualified and a member of the British Psychological Society. He has supported learners in: personal development, leadership and management, psychometric profiling, customer service and bespoke systems training amongst others. Over the last 4 years Richard has focussed on eLearning design and learning systems management within Nottinghamshire County Council.

Name: Richard Windle

Role in Project: Project Lead and Instructional Designer

Qualifications: PhD, PGCAP, BSc (Hon), PFHEA

Previous experience: Richard is an Associate Professor at the University of Nottingham. He is currently co-academic lead for the HELM team. As well as leading online curriculum development, his research and development interests include open multimedia learning content pedagogy and reuse, stakeholder involvement in content development and student generated content.

With thanks to the following who reviewed the content of the resources:

University of Nottingham Nursing students (Child field):

Ryan Clarke, Clare Cribdon, Aoife Fehilly, Rosanna Jones, Ruth Jones, Kelly Parker, Simone Portman and Molly Wright

University of Nottingham Lecturers in Health Sciences:

Paula Dawson, Damion McCormick, Alexandra Lewandowska-Smith and Heather Wharrad

Nottingham County Council Family Workers:

Helen Bingley, Susan Bird, Debbie Jesson, Meena Sharma, Dina Vitelli and Sharon Warman

With Thanks to:

The young people their families and colleagues who have provided audio and visual resources.

James Henderson, Thomas Stackpoole and Stathis Konstantinidis who provided additional audio narration for these resources.

Kirstie Coolin, Simon Riley and Nicholas Whiting for additional technical support.

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