Program Targeting Healthy Eating

FROM CHAPTER TWELV E: “Physical Development and  in Middle Childhood”

1. Piaget maintained that a child’s level of cognitive development influences his or her understanding of health and illness.
(a) Explain this Piagetian principle
(b) What would it mean in terms of a school education program targeting healthy eating and obesity concerns? (Be certain to include the information and

concerns on this issue that are presented in the chapter.)

FROM CHAPTER THIRTEEN: “Cognitive Development in Middle Childhood”

2. Piaget proposed that moral reasoning develops in three stages. List each of the three stages, and note the corresponding age range of the children in each

stage. Describe each stage by explaining how a child in that stage would solve a moral dilemma.

3. “No Child Left Behind” means that each child in school will be given the opportunity to learn, and the level of learning will be monitored and remediated when

necessary. When children do not meet the objectives that have been set, school systems make difficult decisions about a student’s future. Explain the apparent conflict

between social promotion and retention.

FROM CHAPTER FOURTEEN: “Psychosocial Development in Middle Childhood”

4. (a) How do children’s relationships with peers change in middle childhood, and how do they choose their friends during this period?
(b) Define and explain the differences between hostile aggression, instrumental aggression, and relational aggression. Give examples of each.


Chapter One in our text presents six fundamental aspects or “points” for which consensus regarding the development of children and adolescents has emerged (See “An

Emerging Consensus” – page 18-20). Briefly define and discuss each concept and provide an example you have learned that demonstrates your understanding of each