ways in which cognitive development is interconnected with physical and brain development.

Blume, L. B., & Zembar, M. J. (2007). Middle childhood to middle adolescence. Upper Saddle River, NJ: Pearson [Vital Source e-reader].
Chapter 3, “Physical Development in Middle Childhood”
In this chapter, the author explains the patterns and milestones that mark physical development in middle childhood. Focus on the hallmarks of physical and brain maturation during this period, as well as phases in motor skill acquisition and the relationships between physical development and healthy lifestyles in children.
Chapter 4, “Cognitive Development in Middle Childhood”In this chapter, the author defines cognitive development, discusses various theoretical approaches to cognitive development, and outlines the cognitive changes and milestones that occur during middle childhood. Focus on the ways in which cognitive development is interconnected with physical and brain development.

Hellmich, N. (2006, September 26). Do thin models warp girls’ body image? USA Today, p. 01A. Retrieved from the Academic Search Complete database: http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=J0E264882295506&site=ehost-live&scope=site
In this article, the effects of media images on young girls’ body image are described. Focus on ways that media images can influence the physical and cognitive development of children, as well as how media and culture might be used to promote health and well-being.

Optional Resources

Course Text: Blume, L. B., & Zembar, M. J. (2007). Middle childhood to middle adolescence. Upper Saddle River, NJ: Pearson [Vital Source e-reader].
Chapter 2, “Perspectives on Middle Childhood”

Levine, M. P., & Smolak, L. (2009). Recent developments and promising directions in the prevention of negative body image and disordered eating in children and adolescents. In L. Smolak & J. K. Thompson (Eds.), Body image, eating disorders, and obesity in youth: Assessment, prevention, and treatment (2nd ed., pp. 215–238). Washington, DC: American Psychological Association.
Retrieved from the PsycBOOKS database: http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pzh&AN=2008-16704-011&site=ehost-live&scope=site

As you learned this week, issues related to health and well-being assume great importance during middle childhood. The habits and practices that children adopt during this period can have profound effects on their physical and mental health and development for years to come. Thus, understanding how concepts including physical activity, play, exercise, sports, nutrition, and body status factor into the lives of children is critical toward optimizing their outcomes across all domains—physical, cognitive, affective, and social.

Imagine that you have been asked to deliver a presentation to a group of your peers on how to promote health and well-being in children during middle childhood. What strategies, methods, or activities might you recommend to achieve this goal? Why do you think these would be effective?

Based on knowledge gained from the Learning Resources this week, create a 6- to 10-slide PowerPoint presentation that identifies and explains specific strategies, methods, or activities for the promotion of health and well-being in middle childhood. Be sure to explain how and why each strategy, method, or activity would help optimize a child’s development across one or more domains.

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