Child and Adolescent

Learners and Learning

Principles
PHYSICAL
DEVELOPMENT IN LATE
CHILDHOOD
(THE INTERMEDIATE
SCHOOLER)
Intended Learning
Outcome

Identify different Discuss ways and Design a simple

physical practices which will exercise program
characteristics of aid children in appropriate for
intermediate successfully intermediate school
schoolers. developing physically
children.
 PHYSICAL
DEVELOPMEN -It identify different physical
T IN LATE
characteristics of intermediate
CHILDHOOD
schoolers. And discuss ways and
practices which will aid children in
successfully developing physically.
 PHYSICAL
DEVELOPMEN -Late Childhood is generally defined as
T IN LATE ages 9 through 12. Others, may call
CHILDHOOD
this stage as preteens physical
changes during this stage is fairly
unpredictable among children in this
age group.
 PHYSICAL The steady and gradual changes
DEVELOPMEN
happening in the children at this stage,
T IN LATE
specially with their increasing
CHILDHOOD
familiarity with school work and other
possible activities provide them with a
greater opportunity to develop their
motor skill functioning.
 PHYSICAL Intermediate schoolers have more
DEVELOPMEN
control over their bodies than they have
T IN LATE
when they were in primary school. They
CHILDHOOD
become more active and have greater
liberty to choose the hobbies or sports
that they want to get involved in.
 PHYSICAL
DEVELOPMEN Chidren in the late childhood
T IN LATE stages seem to be in murry-they
CHILDHOOD
get busy with the school work,
imeacting with their friends,
exploring other posable activities.
 PHYSICAL
DEVELOPMEN This may also be the stage when
T IN LATE Puberty may begin. Puberty is a
CHILDHOOD period in which the body
undergoes physical changes and
becomes capable of sexual
reproduction.
EARLY PUBERTY
PHYSICAL GIRLS BOYS

BREAST • Small lumps from behind

the nipple may occur,
•May also have
which sometimes could swelling on their
be painful but eventually,
the pain goes away. 
chest but tends to
go away within a
• It is normal for one breast year or two.
to develop more slowly
than the other.
EARLY PUBERTY
PHYSICAL GIRLS BOYS

Genitals •  The vulva starts in

increase a bit. 
• Subtle increase in
testicle size 
• The vagina gets longer.
• Penis and scrotum start to
grow. 
• The uterus gets bigger
• Semen may be released
when he is awake or even
during sleep.
EARLY PUBERTY
PHYSICAL GIRLS BOYS

Hair Growth •  Hair will • Hair will start to grow and

start to grow in become thicker. 
the armpits and
• New hair will also grow in the
pubic areas. armpits and pubic area
around the genitals. 

• May start developing chest

and facial hair.
WEIGHT, HEIGHT
AND MUSCLE During late childhood, a child’s weight on average,

DEVELOPMENT may be 2.3 to 3.2 kilograms per year. Weight

increase was mainly due to the increase in size of
skeletal and muscular systems as well as several
organs. An average of 2 ½ inches in height and an
average of an inch I head circumference each
year.
Children during this stage may experience growth
spurts – sudden boosts in height and weight,
which are usually accompanied by increase in
appetite and food intake
WEIGHT, HEIGHT
AND MUSCLE
Girls appears to be chubby while
DEVELOPMENT
boys tend to have more lean body
mass per inch height than girls.
These are all normal part of
development. These differences in
the body composition become more
significant during adolescence.
MOTOR SKILLS
During this stage, movements or the
muscles and bones become more
coordinated. At the age of 10 or 11 years,
most children will have learned to play
sports like swimming, basketball, volleyball
and running. These physical skills become
a source of pleasure and great
achievement to the children. In activities
that use large muscle activities, boys tend to
be nimbler that girls
MOTOR SKILLS
From the age of 8, children show greater
coordination in writing. Their motor skills
develop gradually which may be evidenced
by the size of the letters and numbers. Font
size becomes smaller and are more even.
They may even produce good quality crafts
or have greater control in playing
instruments like the piano or guitar. In this
skill, girls usually surpass the boys.
INSECURITIES
Children may start worrying a lot
about their appearance at this
stage. Girls, in particular, may worry
about their weight and decide to eat
less. Boys, meanwhile, might
become conscious of their height,
strength, and size of their muscles.
INSECURITIES
Parents and instructors must be extremely
careful when interacting with these kids
because this stage might lead to insecurities.
The correct activities must be created in order
to steer kids in the right directions. Children
must have the chance to participate in valuable
activities that:
promote healthy growth, give them a feeling of
accomplishment; and reduce the risk of certain
diseases.
Implications to Child-Care, Education and Parenting

Provide ample Encourage children to

participate in varied worthwhile
opportunities at home and
activities until they are able to
in school for physical
discover the ones they are
exercises and sports. interested in.

Develop a strong emotional Since children in this stage

attachment with your children have more control over their
so as to address any
eating habits, provide them
insecurities and social concerns.
with healthier food choices.
 Child and Adolescent
Learners and Learning
Principles
COGNITIVE
DEVELOPMENT IN LATE
CHILDHOOD (THE
INTERMEDIATE
SCHOOLER)
 COGNITIVE Since children in this stage are already in their
DEVELOPMEN late childhood, rapid development of mental
T IN LATE skills is evident. According to Jean Piaget,
CHILDHOOD concrete operational thinkers can now
organize thoughts effectively, although, they
can only logically perceive the immediate
situation. They can apply what they have
learned to situations and events that they can
 INTENDED LEARNING
OUTCOMES

Examine the Discuss important Enumerate ways on how

cognitive factors that affect the teachers can promote

cognitive development creativity in the learning

characteristics of
environment, learning
intermediate of intermediate school
activities and instructional
children
school children. materials
 Initial Cognitive Characteristics
-Intermediate school children greatly enjoy the cognitive abilities that they can
now utilize more effectively as compared to their thinking skills during their
primary years.
-Their ability to use logic and reasoning gives them chances to think about
what they want and how to get it. They now become very interested in talking
about the future or even their potential careers.
-They develop special interest in collections, hobbies and sports. They are even
capable of understanding concepts without having direct hands-on experiences.
 Initial Cognitive Characteristics

Reading Development

Attention
ABSTRACTION
Creativity

The Impact of Media

Media and Aggression

 Reading Development
-Children in this stage, is marked by a wide application of
word attack. Because of the presence of previous knowledge,
they now have a wide vocabulary which enables them to
understand the meanings of unknown words through
context clues- this is the “Reading to Learn” stage in reading
development.
 Attention
- Older children have longer and more flexible attention span
compared to younger children. Their span of attention is
dependent on how much is required by the given task. In terms of
school work, older children can concentrate and focus for long
periods of hours especially if they are highly interested in what
they are doing.
 Creativity

“CREATIVITY is not the finding of a

thing, but making Something out of it
after it is found.”
–James Russell Lowell
 Creativity
-Children at his stage are open to explore new things.
Creativity is innate in children, they just need a little
guidance and support from parents, teachers and
people around them. They are usually at their best
when the work is done in small pieces.
 Creativity in
Encourage different responses from each child,

children is celebrate uniqueness,

encouraged break stereotypes,

value process over product,

when the reduce stress and anxiety in children,

support to share ideas, not only with the

activities: teacher/parents but also with other children,

minimize competition and external rewards

 The Impact of Media

“Television viewing is a highly complex, cognitive

activity During which children are actively
involved in learning.”
(Anderson and Collins, 1988)
 The Impact of Media

The dream of having a television unit in every

classroom started in the 1950’s. It was
considered as one of the first technological
advancements in schools.
 The Impact of Media

The dream of having a television unit in every

classroom started in the 1950’s. It was
considered as one of the first technological
advancements in schools.
 The impact of the
use of television and communicate effectively in speech and in writing,

other media like the

computer has gained work collaboratively,

popularity because use technological tools,

students are given analyze problems, set goals, and formulate

more opportunity strategies for achieving those goals,

to: seek out information or skills on their own, as

needed, to meet their goals
 Media and Agression

Violence and aggression are often dubbed as one of

the results of media. According to the Public Health
Summit in 2000, the following are some of the
negative results of media:
 Media and Agression
-Children will increase anti-social and aggressive behavior.
-Children may become less sensitive to violence and those who suffer
from violence.
 -Children may view the world as violent and mean, becoming
more fearful of being a victim of violence.
 -Children will desire to see more violence in entertainment and real
life
-Children will view violence as an acceptable way to settle conflicts.
 Media and Agression
The school and the home provide children with unlimited access to
media, not only televisions and computers, but also videos, movies,
comic books and music lyrics. The responsibility now lies with the
parents, teachers and the whole community. It should be a collective
effort among the factors working together to support children in
every aspect of development.
Implications to Child Care,
Education and Parenting
Children have varying intelligence profiles. These profiles may be based on
influences on learning and achievement. Parents, child-care providers and teachers
should be able to recognize these through:

being an eager understanding how to use

creating an atmosphere
the children’s natural
participant in where risks can be
curiosity to help make the
children’s growth and appropriate developmental taken and discoveries
development leaps in their skills and made while children
abilities remain safe.
 Child and Adolescent
Learners and Learning
Principles
SOCIO-ECMOTIONAL
DEVELOPMENT IN LATE
CHILDHOOD (THE
INTERMEDIATE
SCHOOLER)
 INTENDED LEARNING
OUTCOMES

identify the socio- determine qualities of

interview a parent
emotional family life that affect
regarding their child’s
characteristics of older children’s
development including socio-emotional
children in their late
change in family development
childhood stage;
interactions
 SOCIO-
ECMOTIONAL At this period of socio-emotional
DEVELOPMEN development, children are spending less
T IN LATE
time in the home. The bulk of their time is
CHILDHOOD
spent outside the home, either alone or
with other children, rather than with adults.
They are already used to interacting
with different ages and gender.
UNDERSTANDING SELF-
COMPETENCE, SELF-IDENTITY, AND
SELF CONCEPT
-One of the most widely recognized characteristics of this period of
development is the acquisition of feelings of self competence.
-This is what Erik Erikson referred to when he describe the
developmental task of middle childhood-industry vs. inferiority.
-The child should have a growing sense of competence.
UNDERSTANDING SELF-
COMPETENCE, SELF-IDENTITY, AND
SELF CONCEPT
- They should be offered chances to both fail and succeed, along with
sincere feedback and support.
-During late childhood, children can now describe themselves with internal
and psychological characteristics and traits.
-They most likely to employ more social comparison.
-In dealing with other children, they show increase in perspective taking.
 a. judge others’
intentions, purposes, and
actions.

b. give importance to
social attitudes and
behaviors
Perspective taking
c. increase skepticism of
others’ claim enables them to:
 EMOTIONAL DEVELOPMENT
Another milestone is the development of the
children’s emotional intelligence.
Emotional Intelligence has 4 main areas
-Children in this stage, show
improved emotional a.Developing emotional self-awareness
understanding. b.Managing emotions (Self-control)
-They also show greater c.Reading emotions (Perspective taking)
ability to show or conceal d.Handling emotions (resolve problems)
emotions, utilize ways to
redirect feelings and a
capacity for genuine empathy
 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. Peer size also increases
and less supervision by adults I required.
 1. Popular
frequently nominated as
the bestfriend and one
who is rarely disliked by
peers
2. Average
receive an average
number of positive and Five types of peer
negative nominations
from peers status
 3. Neglected
very seldom nominated as
bestfriend but I not rarely
disliked
4. Rejected
infrequently nominated
as a bestfriend but one
who is also disliked by Five types of peer
peers
status
 5. Controversial

frequently nominated as a
best friend but at the same
time is disliked by peers

Five types of peer

status
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.
Popular children have the following skills which peers
find very positive and as a result they become the most
favored in the group:

4. They are happy and are in control of their

negative emotions.
5. They show enthusiasm and concern for others.
Characteristics of neglected children and why
the group or majority of the peers develop
negative feelings toward them:
1. They participate les in the classroom.
2. They have negative attitudes on school
tardiness and attendance.
3. They are more often reports as being lonely.
Characteristics of neglected children and why the group or
majority of the peers develop negative feelings toward them:
4. They are aggressive:
A. In boys:
- They become impulsive, have problems in being attentive and
disruptive.
- They are emotionally reactive and slow to calm down.
- They have fewer social skills to make and maintain friends.
 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. If
families are a primary support system, failures and
setbacks become temporary and surmountable rather
than something that is attributed to personal flaws or
 Family

This time is a critical time for children to develop a

sense of competence. This time is a critical time
for children to develop a sense of competence. A
high-quality adult relationship, specifically, family
relationships enable them so successfully go
through this stage of development.
 During late childhood:
— Wide variety of
biological, psychological,
and social changes.
— Family environment is
very important.
— Peers has an important
role.
Big Ideas
 Implications to Child Care,
Education and Parenting
Teacher & Parents should:

gain understanding provide opportunities remind children that

of their child’s socio- for children to build friendships have their

emotional strengths ups and downs and that

relationships with
occasional conflicts and
and weaknesses. teachers and fellow
arguments can be
classmates
healthy.
Implications to Child Care,
Education and Parenting
Teacher & Parents should:

design activities that allow

children to work on their model healthy
own and discover relationships
activities and hobbies that
they enjoy
 Thank you!
BARGAMENTO, ALLONA DALLES, TRISSIA
JESSA FUENTES LAURENTE, MARRIEL
MIASCO, CLARISA PERAYO, CHRISTIAN
SANTOS, LESLEY VILLABAN, JANE