Middle & Late Childhood Development PDF

LESSON 5: MIDDLE & LATE CHILDHOOD [7 TO 1 1 YEARS OLD] LYRA M. ALUNES- TACIO SY 2024- 2025; SECOND SEMESTER  A critical period where there is the need to achieve  Sense of competence gives the child the enthusiasm to learn skill, information and values  Success in this...

LESSON 5: MIDDLE & LATE CHILDHOOD [7 TO 1 1 YEARS OLD] LYRA M. ALUNES- TACIO SY 2024- 2025; SECOND SEMESTER  A critical period where there is the need to achieve  Sense of competence gives the child the enthusiasm to learn skill, information and values  Success in this stage gives him a sense of control and sense of self-esteem.  When properly guided, develops a sense of maturity A. PHYSICAL DEVELOPMENT  Height & weight Bo d y Gro wt h & Ch a n ge Children grow an average of 2 to 3 inches a year until the age of 11 years; Average girl is 4 ft, 9 inches tall Then during middle and late childhood, the child gains 5 to 7 pounds a year; Rationale for the increase in weight? Muscle mass increases Boys are usually stronger than girls due to a greater number of muscle cells.  Children need opportunities, support and guidance to Learn physical skills necessary for group and accomplish task in this stage… organized games; Learn to get along with agemates and members of his family and community; Learn fundamental skills in reading, writing and numeracy; Develop appropriate masculine or feminine social roles; Learn concepts/ skills necessary for everyday living; Develop a healthy concept; Develop a conscience, a sense of right and wrong, and values according to their culture B. COGNITIVE DEVELOPMENT Concrete Operational Thought [7 to 11 years old] Involves the use of logic in concrete ways Concrete means tangible (perceive using the senses Therefore, the use of logic to solve problems involving the physical world Eg: Cause and effect, size, and distance : Rude friends Cla s s ific a t io n As children’s vocabularies grow, they are able to classify hierarchies and arrange objects into a variety of classes and subclasses. Sorting toys based on colors, then by size and shape Sorting fruits according to vitamins they give  Id e n t it y Understanding that objects have qualities that do not change even if the object is altered in some way.  Reversibility Child learns that something that has been changed can be returned to their original state. 5+3= 8; 8-5=3 Conservation Ability to understand that changes in one quality can be compensated by changes in another quality. LANGUAGE DEVELOPMENT Allows them to perform cognitive tasks  By grade 5, vocabulary has grown to 40, 000 words 2023 Can think of things in less literal ways Fruits, ice cream Can crack jokes “I goed there”---- I went there CHILDREN WITH DISABILITY  Neurodevelopment al Disorders (NDD) Learning disabilit y is a specific impairment of academic learning t hat int erferes wit h a specific aspect of 2023 school work and t hat reduces academic performance significant ly. Dyslexia: Difficulty in the area of reading Common difficulties are: Difficulty with phonological processing Sounds, spelling, and rapid visual and verbal processing 2023 May reverse letters Difficulty reading from left to right Difficulty associating letter names and their sounds Parietal and Occipital lobes of the brain Dysgraphia: Difficulty in the area of writing, often associated with dyslexia Common difficulties are: Cannot sound out phonemes and 2023 cannot write them Parietal lobe Dys c a lc u lia  A pattern of difficulties characterized by problems processing numerical information, learning arithmetic facts, and performing accurate or fluent calculations. 2023 Attention-deficit/ Hyperactivity Disorder Signs of Inattention: a. difficulty & avoidance of tasks that sustains attention [Conversation, Reading] b. failure to follow instructions [Result: failure to complete 2023 school work and other ruties] c. Disorganization [difficulty keeping things in order, poor time management, sloppy & messy work] d. lack of attention to detail e. easily distracted & forgetfulness Attention-deficit/ Hyperactivity Disorder Signs of Hyperactivity: a. excessive movements b. fidgetting/ squirming c. leaving one’s seat when remaining seated is required d. difficulty waiting one’s turn for something e. interrupting and intruding on others Au t is m Sp e c t ru m Dis o rd e rs First symptoms frequently involve delayed language development, often accompanied by: lack of social interest or unusual social interactions (e.g., pulling individuals by the hand without any attempt to look at them) odd play patterns (e.g., carrying toys around but never playing with them) And unusual communication patterns (e.g., knowing the alphabet but not responding to own name). Deafness may be suspected but is typically ruled out. Au t is m Sp e c t ru m Dis o rd e rs During the second year, odd and repetitive behaviors and the absence of typical play become more apparent. Since many typically developing young children have strong preferences and enjoy repetition (e.g., eating the same foods, watching the same video multiple times), distinguishing restricted and repetitive behaviors that are diagnostic of autism spectrum disorder can be difficult in preschoolers. The clinical distinction is based on the type, frequency, and intensity of the behavior (e.g., a child who daily lines up objects for hours and is very distressed if any item is moved) C. SOCIO-EMOTIONAL DEVELOPMENT Indust ry vs Inferiorit y Children become indust rious or busy doing, planning, playing, achieving, get t ing along wit h friends (of same gender). 2023 A t ime of compet ence where t hey achieve and see how much t hey can do as compared t o t heir peers Self-understanding Self- c onc e p t Have a m ore re alis t ic s e ns e of s e lf (s e lf- c onc e p t ) t han t hos e in e arly c hild hood 2 0 2 3 Ad d e d t o t he ir s e lf- c onc e p t is t he ap p rais al from t e ac he rs , p e e rs , and p are nt s.  D. EXTREMES OF INTELLIGENCE  Int ellect ual Dis ab ilit y  Gift e d ne s s In t e lle c t u a l Dis a b ilit y Dis o rd e r (IDD) deficits in general mental abilities and impairment in everyday adaptive functioning, in comparison to an individual’s age, gender, and socioculturally matched peers. 2023 Has a usual IQ of 70 below on a traditional IQ test Has difficulty adapting to everyday life Onset is during the developmental period Giftedness People whose abilities outshine others Whiz kid in class, the star athlete, the natural musician, the natural mathematician 2023 IQ: Above Average to Superior Alexandra Nechita, an art prodigy  Lesson 5: Middle and Late Childhood Th a n k yo u ! Lyra M. Alune s - Ta c io The picture can't be displayed. l.a lu n e s -t a c io @b s u.e d u.p h The picture can't be displayed. Benguet St at e Universit y The picture can't be displayed. Km. 6 , Ba lili, La Trin id a d , Be n gu e t