2.

07b
October 28, 2016
THE SCHOOLAGE YEARS
DR. MARIA CIELO B. MALIJAN
Department of Pediatrics

TOPIC OUTLINE) PHYSICAL AND MOTOR GROWTH

I. Introduction
II. Developmental Theories
III. Physical and Motor Growth
IV. Cognitive, Thinking and Language
V. Social and Emotional Development
INTRODUCTION
 Covers 6 – 12 years old (6 – 11, Nelson) Characterized by
activation and change
 A time for earnest searching, of goal-directed exploration
and of increasingly, sophisticated decision-making
 This is a period for preparation and rehearsal, of debuts and
fine performances and of trials and errors
 It leads to a critical moment called “readiness for
adolescence”
DEVELOPMENTAL THEORIES
Psychosexual Latency Stage  The erogenous area is
(FREUD) still in the phallic area
but there is a decrease in
sex interest.
 Increasing accumulation
of knowledge and
physical development
 Sublimations of sexual
feelings into age-
appropriate activities
Psychosocial Industry Vs.  Tries to master all he
(ERIKSON) Inferiority can
 Receptive to all he is
taught and responds
accordingly
 Develops mastery and
competency
Cognitive Concrete  Thinking is logical
(PIAGET) Operational  Able to relate external
Period events to each other
 Properties, classes and
relations, numbers
 Rapid intellectual
development
 Mastery of the physical
world
 Discrete achievements
in learning and
understanding develop
into a predictable
sequence
Moral Conformity  Law and order
(KOHLBERG)
 US:LS ratio is 1
 Exfoliation of temporary teeth, eruption of permanent teeth
 Development of sinuses
 Lymphoid tissues develop into adult size
 Rapid bone growth
 Sexual maturation (breast budding in females and growth of
the penis in males)
 Improvement of neuromotor control (sports)
 Slowed brain growth, myelinization is complete by 7
years old
 Body habitus tends to remain relatively stable (endomorph,
ectomorph and mesomorph)
 Muscular strength, coordination and stamina increase
 Ability to perform complex-pattern movements
 Sedentary habits are associated with an increased risk of
obesity and cardiovascular disease
 Sexual organs are physically immature
 Masturbation is common
 Sexual experimentation in permissive societies
COGNITIVE, THINKING, LANGUAGE
 The child develops increasingly complex ways to handle and
process experiences to thinking that uses abstract and
conceptual understanding
 Language:
o Grammatical rules, esthetics of language (puns, play on
words, jokes, word games)
o Syntax – employ complex sentences, conversation and
discourse (narratives or expository discourse)
 Children apply rules based on observable phenomena
 Schooling: attention and receptive language affect each other
 Development of academic skills: language, memory and
attention
 First 2 years of elementary schooling: reading, writing, basic
math
 Third or fourth grade: use of the fundamentals to learn
increasingly complex materials
 Intellectual activity extends beyond the classroom
 Becoming experts in the field of their own choosing
 Capabilities of organizing and categorizing according to
certain tributes without awareness of underlying principles
 Understanding conservation that progresses from number to
mass to weight to volume
 Can solve problems when the elements of a problem are
physically evident
 Working memory is present at 6 years old (Memory is
critical to cognitive development)

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SOCIAL AND EMOTIONAL DEVELOPMENT

 Being aware of their own feelings and experiences as private
and distinct from those of others
 Seeing themselves through the eyes of another person and
consider the thoughts and feelings of another
 Shifting away from egocentrism accompanies the
development of mature communication skills and of moral
standards and empathy
 Moral realism: absolute sense of rules and the notion of
imminent punishment (break rules = punishment)
 Moral reciprocity: rules can be arbitrary and are important
in judging right and wrong
 Definition of friendship in terms of what they themselves
might gain
 Development of sense of competency and mastery of
concrete skills and relationships
 The children can consider multiple factors that enable them
to evaluate themselves and perceive others’ evaluation of
themselves.
 Self-esteem becomes a central issue.
 Increasing separation from the parents and finding
acceptance in the peer group and negotiating challenges in
the outside world
 Sexual energies are channeled away toward the pursuit of
socially accepted accomplishments © Beatrix Betts
 Social and emotional development proceeds in 3 contexts:
o Home, school and neighborhood Kapit lang! Hindi Nya tayo pababayaan.  #LabanPamantasan
 Regular chores provide an opportunity to contribute to the
family in a meaningful way.
 Siblings play critical roles as competitors, loyal supporters
and role models.
 School – development of teacher and peer relationships
allowing social competence
 Issues of conformity
 “Dress rehearsals” – hero worship and adoption of adult-like
dress and mannerisms

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