Saint Michael College of Caraga

Nasipit, Agusan del Norte

Name: __HONEYLYN V. CASING____ Date: __9-11-22___________

Year Level: _________BSED-SCI-1_________ Score: ____________

EDUC. 1- THE CHILD AND ADOLESCENT LEARNER AND LEARNING PRINCIPLE

TASK 4

I- Activity 4

Direction: Study the situations given below. If you were the teacher, how will you keep help these
learners cope with their socioemotional difficulties.

Situation:

Dear Teacher,

I am really heart broken. My 8- year old daughter is feeling lonely, isolated and friendless. It
seems that she has felt this way for quite a while. She says that she mostly spends time alone that she
has no friends because no one wants to play with her.
She tags along, but is usually left out eventually. She can become angry if things don’t always go
her way and also teary. I don’t know where to turn to help her- the thought that she finds school painful
is heartbreaking.

Sincerely,

Worried Mother

Every teacher stands as a second parent. My purpose as a teacher is to give light and hope to every students, I am
the candle that light up their way. As a Teacher I will teach them with different coping strategies like I will expose
the children to kid-rich environments for example playgrounds or park so that they can see and met other people and
socialize. I will also create a play group in my class and let the children mingle with their classmates and if .they hit
other children, I will remind them that their behavior hurts others and last I will coordinate with the parents and other
teachers so that the children will have greater opportunity to interact with other children.
II- Think about It

Direction: Read more on the physical development of primary schoolers. Focus on the current issue on
children about “Obesity” and write a short article about it.

Title: The Covid-19 pandemic worsened an already dire childhood obesity epidemic

Article: Pediatricians have seen it over and over again in the last few months -- kids who have put on 5,
sometimes 10, at times even 20 pounds -- since the onset of the pandemic.

In a year filled with so much tragedy and suffering, it would be easy to dismiss a few extra pounds in a
child or to think of weight gain as a problem to be solved once the pandemic recedes. But the weight
gain we are seeing in kids is neither trivial nor can it wait.

The specifics leading to weight gain vary. Sometimes it's Dad, who recently took over the cooking and
may be overfeeding the kids; other times it's Grandma, who has been spoiling them now that they're
home; for still others, favorite sports are no longer an option, or they've stopped going outside
altogether.
Through the many stories we hear in our practices, one fact remains: The pandemic created the perfect
conditions for kids to gain weight, and they have.

Higher rates of obesity

It's children in these very same communities who had higher rates of obesity prior to the onset of the
pandemic, and who are most at risk for its lifelong consequences. In the United States, 18.5% of all
children ages 2 to 19, or 13.7 million kids, currently have obesity. For Hispanic children, the prevalence
of obesity is 25.8%, compared to 22% for non-Hispanic Blacks and 14.1% for non-Hispanic White kids,
according to the US Centers for Disease Control and Prevention.

Further, while Covid-19 has in general spared the majority of the pediatric population, it is children who
suffer from obesity who are most at risk for its severe complications, including intubation and ICU
admission.
Beyond Covid-19, the growing list of complications from childhood obesity is known to include diabetes,
fatty liver disease, high cholesterol, chronic renal disease, musculoskeletal problems and decreased self-
esteem, among many others.

Previously healthy kids are sick

Though these may seem like distant downstream consequences, they are manifesting themselves right
now. Over the last few months, our clinics have filled with previously healthy children who now have
high blood pressure, elevated markers for pre-diabetes and diabetes, children who have purposely
started to skip meals after noting their own weight gain and children for whom the extra pounds have
translated into new onset sleep apnea.

The American Academy of Pediatrics recently urged its more than 60,000 pediatrician members to
continue to screen, counsel and treat obesity as it arises, even in a pandemic, via interim guidance. But
pediatricians can't turn this crisis around alone.
As we begin the work of guiding families to build healthier habits, a rise in mental health conditions like
depression and anxiety in both kids and their parents, as well as the very same disruptions that led kids
to gain weight in the first place, make obesity harder to treat.

Mental health issues make it worse

Depression can make it very difficult to plan meals, just like anxiety can at times lead to overeating. And
recommending that a child eat more vegetables is an impossibility to a mother who has no access to
fresh fruits and vegetables and is simply trying to feed hungry bellies and keep the lights on; and indoor
physical activity can be a herculean task for a family of eight living in a single room.

Like many problems, the childhood obesity epidemic has been long in the making and acutely worsened
by the Covid-19 pandemic. As we start to envision a post-pandemic world, however, we have an
opportunity to make meaningful improvements in childhood obesity and thereby in the long-term
health of a generation.
Now is the time to back national health recommendations with the financial relief parents need to
implement them. Schools, too, will need improved and sustained funding if they are to provide healthy
school meals to the many children who have spent the better part of 2020 at home. We must also find
ways to keep afloat the many small primary care offices across this country that provide primary care
services and serve as safety nets for the most vulnerable among us.

Though a vaccine will soon be available to many people, and the end of the pandemic seems more
tangible, the consequences of the disruption to life will stay with us for years to come. The health of a
generation of children depends on our foresight, investment and commitment now.

References: By Dr. Edith Bracho-Sanchez and Dr. John Rausch, CNN Health

III- Formative Test

Direction: Read and answer the following questions carefully.

1. What are the physical characteristics of children in their primary school years?
The physical characteristics of children in their primary school are:

Boys and girls become leaner and stronger

Obesity can become a problem for some children of this age group.
Increase height and weight.
Gender differences in motor skill performance are apparent.
This is a period of relative calm and predictability in physical development.

2. What were the common ideas regarding cognitive development of primary schoolers?

Cognitive development means how children think, explore and figure things out. It is the development
of knowledge, skills, problem solving and dispositions, which help children to think about and
understand the world around them. Brain development is part of cognitive development. These are the
cognitive development of primary schoolers:

They begin to see things from other school-age children's perspectives and begin to understand how
their behavior affects others.
They are developing their oral language skills, acquiring new vocabulary and sentence structures.
They can compose sentences with five or more words.
They enjoy planning and building.
They understand concepts of space, time, and dimension.
They understand concepts like yesterday, today, and tomorrow. They know left and right.
They begin to develop a sense of self-confidence and mastery of their learning.
They are learning to read and write and can sound out simple words.
They begin to reason and argue.
They can perform simple addition and subtraction.
They can distinguish fantasy from reality.
They have increased memory, attention span, and impulse control.

3. Are there new ideas regarding cognitive development which you found intriguing ?

The new ideas regarding cognitive development which I found intriguing is the concept of schemata
which schemata is a mental representations or concepts. As children receive new information they are
constantly creating, modifying, organizing, and reorganizing schemata. So as the children are learning
new things they are putting it with the information they already know. Cognitive development theory
also have a perspectives about gender, Once the schema is developed, children are expected to behave
in ways consistent with traditional gender roles. The motivating force guiding children's gender-linked
conduct, as in cognitive developmental theory, relies on gender-label matching in which children want
to be like others of their own sex.

4. With the advent of the computer age, do you think cognitive development is affected? Explain your
answer.

Yes, the computer age has definitely affected cognitive development, in both positive and negative
ways. Like my son he learned about Alphabet, shape and color thru computer. These tend to improve
cognitive development.

On the other hand, too many have replaced socializing in person with virtual interaction and have
become dependent on their computer. As a result, my son became antisocial and don’t have a self-
control, don’t have patience. There are high levels of technology addiction in society. This retards
cognitive development in the same way as substance abuse, even to the point of physically damaging
the brain.

For most people, computer technology has perverted and damaged their brains to the level of onset
dementia. It is a pandemic far worse than COVID.