Middle childhood is when children understand how they “measure up” in comparison to their peers. As the brain matures, children begin thinking logically, planning, evaluating, and applying strategies to solve problems. As we know, intelligence may be defined in many different ways. Answer the following questions in at least 150 words each question. Include at least ONE textual refrence from the sources posted.
2. What types of “messages” would you emphasize to a school-aged child about intelligence, and what are some of the factors that can impact a child’s academic performance and beliefs about his or her potential to succeed out in the world?
Formal education is a new experience for a school-aged child, and it should be approached with the responsibility of helping the child to develop their cognitive skills. Some of the messages about intelligence I would consider emphasizing for school-aged children include basing their reasoning on experiences relating to the problems they are addressing. This is because, at this stage, the children are still learning from the concrete aspects of the world. As they progress in this stage, the message will emphasize gaining intelligence on classification, identity, reversibility and reciprocity, and cognitive skills incorporated into the curriculum to enhance their problem-solving capacities (Paris, 2022). A child’s experience is a factor that influences their academic performance, and their environments majorly impact it at home
