Late Childhood Development PDF

 LATE CHILDHOOD (the intermidiate schooler) MODULE 21  PHYSICAL DEVELOPMENT OF THE INTERMIDIATE SCHOOLERS LATE CHILDHOOD Ages 9 through 12 May call this stage as “Preteens” Physical changes during this stage is fairly unpredictable among children in this age g...

 LATE CHILDHOOD (the intermidiate schooler) MODULE 21  PHYSICAL DEVELOPMENT OF THE INTERMIDIATE SCHOOLERS LATE CHILDHOOD Ages 9 through 12 May call this stage as “Preteens” Physical changes during this stage is fairly unpredictable among children in this age group  LATE CHILDHOOD Intermediate schoolers have more control over their bodies compared to primary school, becoming more active and able to choose their hobbies or sports. In late childhood, children seem busy with school, friends, and exploring activities, yet their physical development progresses at a leisurely pace.  EARLY PUBERTY Starts with girls being about two years ahead of boys in physical maturity. For girls, budding breasts are the first sign of puberty, with periods starting as early as 8 or as late as 13. Begins when the brain triggers the release of sex hormones, leading to changes in both girls and boys.  SOME CHANGES GIRLS BOYS Small lumps from behind the nipple may occur, which sometime could be painful but May also have swelling on their chest but tends BREAST eventually, the pain goes away. to go away within a year or two. It is normal for one breast to develop more slowly than the other. The vulva starts in increase a bit. Subtle increase in testicle size. The vagina gets longer. Penis and scrotum start to grow. GENITALS The uterus gets bigger. Semen may be released when he is awake or even during sleep. Hair will start to grow and become thicker. HAIR Hair will start to grow in the armpits and New hair will also grow in the armpits and pubic area GROWTH pubic areas. around the genitals. May start developing chest and facial hair.  HEIGHT, WEIGHT AND MUSCLE DEVELOPMENT Children in late childhood gain 2.3 to 3.2 kilograms per year, mainly due to muscle, bone, and organ growth. Height increases by about 2 ½ inches annually, with occasional growth spurts that lead to increased appetite.  HEIGHT, WEIGHT AND MUSCLE DEVELOPMENT Body structures like muscles, liver, and skeleton develop steadily, while organs like the brain and intestines mature at different rates. Body fat increases to prepare for adolescence, happening earlier and in larger amounts for girls.  HEIGHT, WEIGHT AND MUSCLE DEVELOPMENT Girls may appear “chubby,” while boys develop leaner muscle mass. These body composition differences are normal and become more noticeable during adolescence.  MOTOR SKILLS At ages 10 or 11, children become more coordinated and often learn sports like swimming, basketball, and running. Physical skills bring them enjoyment and a sense of achievement. Boys are generally more nimble in large muscle activities compared to girls.  MOTOR SKILLS Despite being more active, children in late childhood are still not physically mature. They prefer active play over sitting or standing for long periods as they are still refining their motor skills. By age 8, fine motor skills improve, leading to better handwriting with smaller, more even letters and  MOTOR SKILLS Children may create crafts or play instruments like the piano or guitar with greater control. In fine motor tasks, girls tend to perform better than boys.  INSECURITIES Girls, may become concerned about their weight and decide to eat less. Boys, may become aware of their stature and muscle size and strength  IMPLICATIONS TO CHILD- CARE, EDUCATION AND PARENTING Provide ample opportunities at home and in school for physical exercises and sports. Encourage children to participate in varied worthwhile activities until they are able to discover the ones they are interested in.  IMPLICATIONS TO CHILD- CARE, EDUCATION AND Develop aPARENTING strong emotional attachment with your children so as to address any insecurities and social concerns. Since children in this stage have more control over their eating habits, provide them with healthier food  LATE CHILDHOOD (the intermidiate schooler) MODULE 22  COGNITIVE DEVELOPMENT OF THE INTERMIDIATE SCHOOLERS  LATE CHILDHOOD According to Jean Piaget; Concrete operational thinkers can now organize thoughts effectively. They can only logically perceive immediate situations. They can apply what they’ve learned to situations they can manipulate. Their reasoning and logical thinking are still limited.  INITIAL COGNITIVE CHARACTERISTICS Schoolwork has become more complicated, reading texts are longer, and problem-solving is a daily activity. Their ability to use logic and reasoning helps them think about what they want and how to achieve  INITIAL COGNITIVE CHARACTERISTICS They become interested in talking about the future or potential careers. They develop special interests in collections, hobbies, and sports. They can understand concepts without needing direct hands-on  READING DEVELOPMENT Because of the presence of previous knowledge, they now have a wide vocabulary which enables them to understand the meaning of unknown words through context clues “Reading to Learn” Stage  READING DEVELOPMENT Consider who the child is - his/her personality traits and personal preferences when choosing a book. Make a selection with the child in mind; choose an informational book or a novel in an area of specific interest. Choose books that encourage discussion and insight-building  ATTENTION Older children have longer and more flexible attention span compared to younger children. Attention is dependent on how much required by the given task. Older children can concentrate and focus more for long periods of hours.  CREATIVITY Children are naturally curious and open to exploring new things. Creativity comes naturally to them, but they need guidance and support from parents, teachers, and others. They perform best when tasks are broken into smaller, manageable  CREATIVITY Creativity in children in encouraged when the activities: encourage different responses from each child; celebrate uniqueness; break stereotypes; value process over product;  CREATIVITY reduce stress and anxiety in children; support to share ideas, not only with the teacher / parent but also with other children; and minimize competition and external rewards. THE IMPACT OF MEDIA The impact of the use of television and other media like computer has gained popularity because students are given more opportunity to: communicate effectively in speech and in writing; work collaboratively; THE IMPACT OF MEDIA use technological tools; analyze problems, set goals, and formulate strategies for achieving those goals; and seek out information or skills on their own, as needed, to meet their goals.  LATE CHILDHOOD (the intermidiate schooler) MODULE 23 SOCIO-EMOTIONAL DEVELOPMENT OF THE INTERMEDIATE SCHOOLERS At the end of this module , you should be able to; identify the socio-emotional characteristics of children in their late childhood determine the qualifies of family life that affect older children’s development including changes in family interacttions. interview a parent regarding their child’s socio-emotional development Understanding Self Competence , Self identity And Self concept One of the most widely recognized characteristics of this period of development is the acquisation of feeling of self competence.This is what Erik Erikson referred to when he described the developmental task of middle childhood - the social crisis industry versus inferiority. Industry refers to the drive to acquire new skills and do meaningful "work." During late childhood, children can now describe themselves with internal and psychological characteristics and traits. They most likely employ more social comparison - distinguishing themselves from others. In dealing with other children, they show increase in perspective taking. This ability increases with age. It enables them to; (a) judge others' intentions, purposes and actions, (b) give importance to social attitudes and behaviors and (c) increase skepticism of others' claims. Emotional Development The same with other areas of development, children in this stage, show improved emotional understanding, increased understanding that more than one emotion can be experienced in a single experience. Emotional Intelligence has four main areas: Developing emotional self-awareness Managing emotions (self-control) Reading emotions (perspective taking) Handling emotions (resolve problems) Si Ana, isang batang babae na nasa ikaapat na baitang, ay nagsimulang magpakita ng mas malaking tiwala sa sarili sa paggawa ng kanyang mga takdang-aralin. Dati ay nahihirapan siyang tapusin ang mga ito, ngunit ngayon ay mas determinado na siyang magsikap at humingi ng tulong kung kinakailangan. Nakapag-aral na rin siyang mag-isa at nakakapag-isip na ng mga paraan upang maayos ang mga problema niya. Naiintindihan na rin niya ang damdamin ng kanyang mga kaklase at nakakapagpakita na siya ng pakikiramay sa  kakayahan sa sarili (paggawa ng takdang-aralin), pagkakakilanlan sa sarili (determinasyon at pagiging independiyente), at konsepto ng sarili (positibong pananaw sa sarili at kakayahan). Building Friendships As children go through their late childhood, the time they spend in peer interaction increases. For them, good peer relationships are very important. The approval and belongingness they receive contributes to the stability and security of their emotional development. There are five types of peer status: Popular - frequently nominated as the bestfriend and one who is rarely disliked by peers Average - receive an average number of positive and negative nominations from peers Neglected -very seldom nominated as bestfriend but is not really disliked Rejected -infrequently nominated as a bestfriend but one who is also disliked by peers Controversial -frequently nominated as a best friend but at the same time is disliked by peers Popular children have the following skills which peers find very positive and as a result they become the most favored in the group: 1. They give out reinforcement. 2. They act naturally. 3. They listen carefully and keep open communication. 4. They are happy and are in control of their negative emotions. 5. They show enthusiasm and concern for others. On the other hand, here are the characteristics of neglected children and why the group or majority of the peers develop negative feelings toward them: 1. They participate less in the classroom. 2. They have negative attitudes on school tardiness and attendance. 3. They are more often reported as being lonely. 4. They are aggressive FAMILY Family support at this stage is crucial. If children do not find a supportive family when they find their interest (e.g. in hobbies like riding a bike or playing a musical instrument) they can easily get frustrated. Big Ideas This module stresses that: During late childhood, a wide variety of biological, psychological and social changes take place across the developmental domains. As children progress through late childhood, the family environment remains extremely important, while the community environment - including the school also becomes a significant factor in shaping the child's development. During late childhood, peers have an THANK YOU THANK YOU THANK YOU