Late Childhood

❖ Physical Development
❖ Cognitive Development
❖ Socio-Emotional Development
 Physical
Development
LATE CHILDHOOD
(Intermediate Schooler - ages 9-12 y/o)

➢ Children in these stages always seem

to be in a hurry, get so busy with their
school work, interacting with their
friends, exploring other activities. This
period of physical development
seems to take on leisurely pace (in a
relaxed way).
 Physical Development
PHYSICAL- relating to the body of a person;
existing in a form that you can touch or see.

COMPARISON:
Between girls and boys, generally girls
are way ahead than boys for 2 years,
they begin early on their physical
changes, examples:
a. Telarch (Budding of breast)- initial
sign
 Physical Development
b. Menarch (Menstruation)- start their
period as early as 8 and some as late as 13.
c. Pubarch - first appearance of hair at
puberty.

* Both girls and boys follow same

bodily structure development which
are the: liver, muscles, skeletons,
kidneys and face. Other structures:
Brain, intestines and other organs.
 Physical Development
STATISTICAL:
a) Weight: average of 7 lbs.
b) Height: 2 ½ inches
c) Head circumference: average of an inch each year.
• In General, children at this stage have growth
spurts ( shoot, burst, rush)
Example: - sudden boost in height and weight
- increase in appetite and food intake
- increase in body fats (preparation for
growth that occurs during adolescence,
(occurs earlier in girls).
 Physical Development
APPEARANCE:
GIRLS: appears to be “chubby”
BOYS: appears leaner in body mass

*These are all normal part of

development, But this body
composition becomes very significant
during adolescence. Children at this
age becomes concern about their
Physical Appearance. Also,
insecurities are high in this stage.
 Physical Development
*Therefore, as Parents, Teachers, Caregivers and
Significant Others, We must be very conscious
when dealing with these children. Give activities
that will guide them into worthwhile activities
such as:
✓ Promote healthy growth
✓ Give them a feeling of
accomplishment
✓ Reduce the risk of certain diseases
 Physical Development
*Another; advance development of their Fine
and Gross Motor Skills.

*Exercises or Activities that can be done are:

❑ Biking
❑ Running
❑ Playing Basketball, etc.

This are better done when there is

an interaction with friends and
family and it is more fun.
 Cognitive
Development
 Cognitive Development
Initial Cognitive Characteristics
❑ Their thinking skills have become
more effective as compared
during their primary years. Their
school work is now more
complicated.
❑ They now become very interested
in talking about the future or even
their potential careers. They
develop special interest in
collection, hobbies and sports.
 Cognitive Development
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.
Cognitive Development

Attention
Longer and more flexible attention
span. Their span of attention is
dependent on how much is
required by the given task.
 Cognitive Development
Creativity
"CREATIVITY is not the finding of a thing, but
making something out of it after it is found."
-James Russell Lowell

- Children at this stage are open to

explore new things. They are
usually at their best when the work
is done in small pieces.
 Cognitive Development
Creativity in children in encouraged when the
activities:
➢ encourage different responses from each
child.
➢ celebrate uniqueness.
➢ break stereotypes.
➢ value process over product
➢ reduce stress and anxiety in children.
➢ support to share ideas, not only with the
teacher / parent but also with other
children.
➢ minimize competition and external rewards.
 Cognitive Development
The Impact of the Media
"Television viewing is a highly complex,
cognitive activity during which children
are actively involved in learning"
(Anderson and Collins, 1988)

The dream of having television

unit in every classroom started in
the 1950's. It was considered as
one of the first technological
advancement in schools.
 Cognitive Development
The impact of the use of television and other media
has gained popularity because students are given
more opportunity to:
- communicate effectively in speech and
in writing
- work collaboratively
- use technological tools
- analyze problems, set goals, and
formulate strategies for achieving
those goals
- seek out information or skills on
their own, as needed, to meet their
goals.
 Cognitive Development
Media and Aggression
-violence and aggression are often dubbed as one of the result
of media.
According to the PUBLIC HEALTH SUMMIT in 2000, the following
are some of the negative results of media:
> 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.
 Cognitive Development
*Having a role model is extremely important for
children at this stage. It gives children an adult to
admire and emulate.
Teachers...
➢ need to be an eager participant in children's
growth and development.
➢ must understand how to use the children's natural
curiosity to help make the appropriate
development leaps in their skills and abilities.
➢ must create an atmosphere where risks
can be taken and discoveries made while
children remain safe.
Socio – Emotional
Development
The Self
❖ The Development of Self Understanding
➢ During late childhood:
✓ Defining one’s “self” shifts to using internal
characteristics or personality traits.
✓ Children recognize social aspects of the
self
✓ Social comparison increases
The Self
❖Self-Esteem and Self-Concept
✓ Self-esteem: global evaluations of the self
✓ Self-concept: domain-specific evaluations
of the self

❖Children with high self-esteem

✓ Do not necessarily perform better in
school
✓ Have greater initiative (can be positive or
negative)
The Self
❖Four Ways to Improve Self-Esteem
✓ Identify causes of low self-esteem
✓ Provide emotional support and social
approval
✓ Help child achieve
✓ Help child cope
The Self
❖ Self-Efficacy: belief that one can master
a situation and produce favorable
outcomes

❖ Increased capacity for self-regulation

✓ Deliberate efforts to manage one’s
behavior, emotions, and thoughts,
leading to increased social
competence and achievement
The Self
❖Industry vs. Inferiority (Erickson)
✓ Industry: children become interested
in how things work

✓ Inferiority: parents who see their

children’s efforts as mischief may
encourage inferiority
 Peers
❖ Developmental Changes:
✓ Reciprocity becomes increasingly important in
peer interchanges during elementary school
✓ Size of peer group increases
✓ Peer interaction is less closely supervised by
adults
✓ Children’s preference for same-sex peer
groups increases
 Peers
❖ Five Types of Peer Status
1. Popular Children – frequently nominated as the
best friend and one who is rarely
disliked by peers.
2. Average Children – receives an average number of
positive and negative
nominations from peers.
3. Neglected Children – very seldom nominated as best
friend but is not really disliked
4. Rejected Children – infrequently nominated as a
best friend but one who is also
disliked by peers.
5. Controversial Children – frequently nominated
as best friend but at the
same time is disliked by
peers.
Positive characteristics
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
Negative characteristics
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. 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 fever social skills to make and maintain
friends.
 Families
❖ Developmental Changes in Parent-Child
Relationships
➢ Parents spend less time with children
during late childhood
➢ Parents support and stimulate
children’s academic achievement
➢ Parents use less physical forms of
punishment as children age
 Families
❖ Parents as Managers
✓ Parents manage children’s opportunities,
monitor behavior, and initiate social
contact
✓ Important to maintain a structured
and organized family environment
 Families
❖ Stepfamilies
➢ Remarriages involving children has grown steadily
in recent years

✓ Half of all children from a divorced family will

have a step-parent within 4 years

✓ More than 75% of adolescents in established

stepfamilies describe their relationships with
stepparents as “close” or “very close”

✓ Relationships usually better with custodial

parents than with stepparents