fo 285 Late Childhood UNIT 5 (The Intermediate Schooler) ~ Heidi Grace L. Borabo, PhD eo Physical Devel tof th MODULE I Ime Sede 7 EARNING OUTCOMES ‘At the end of this Module, you should be able to: identify the different physical characteristics of intermediate schoolers. discuss ways and practices which will aid children in successfully developing physically. design a simple exercise program app intermediate school children. Tien a Late childhood is generally defined as ages 9 through 12. Others, may call ihis stage as preteens. Physical changes during this stage is fairly unpredictable among children in this age gtouP- ‘The steady and gradual changes (pictures of children in in children at this stage, their increasing familiarity ork and other possible ropriate forUnit ~ Late Chitdhood M fodule 21 ~ Physical Development of intermediate Schoolers 287 what aspect do gi i yO pect do girls and boys in the late childhood stage differ? ———EEE scan) cer their bodies than they active and get Intermediate schoolers have more control ov we when they were in primary school. They become mor have greater liberty to choose the hobbies or sports that they want to involved in. Children in their late childhood stage always seem to be in a hurry — they get so busy with their school work, interacting with their friends, exploring other yossible activities, but this period of physical development seems to take on a leisurely pace. “This may also be the stage when puberty may begin. Puberty is the period in which the body undergoes physical changes ‘and becomes capable of sexual reproduction. Early Puberty 3 On the average, girls are generally as much as two (2) years ahead of ty, although these developments may be boys in terms of physical maturi child is to puberty. Puberty may begin early. determined by how close @ Budding breasts for girls ~ which is the initial sign of puberty. Some girls ‘may also start with their arly as 8 and some as Jate 13. Puberty’s changes start ones, Here are some chant ig early puberty. menstrual period as ¢: when the brain triggers the production of sex ges that may happen to both girls and boysThe Child and Adolescent Leamers and Learning Principles 288 ee ; Girls Boys Breast * Small Tumps from behind + May also have swelling on the nipple may occur, which their chest but tends to go away sometime could be painful but within a year or two eventually, the pain goes away. * Itis normal for one breast to develop more slowly than the other. ; Genitals "The vulva starts in increase a bit. |" Subtle increase in testicle size * The vagina gets longer. * Penis and scrotum start to | "The uterus gets bigger. grow. = Semen may be released when] he is awake or even during} sleep. | Hair Growth | = Hair will start to grow in the = Hair will start to grow and armpits and pubic areas. become thicker. = New hair will also grow in the | armpits and pubic area around the genitals, * May start developing chest and facial hair. Source Ne Height, Weight and Muscle Development During late childhood, a child's weight on average, may be 2.3 to 3.2 kilograms per year. Weight increase was mainly due to the increase in sie of skeletal and museular systems as well as several organs, An average of 2 % inches in height and an average of an inch in 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. Many of the bodily structures like the liver, muscles, skeletons, | kidneys and face follow a normal curve of development for both girls and boys. Other structures like the brain, intestines and other organs and bodily systems mature at their own time, thus, affecting growth patterns. Increase in body fats also occurs in prep; occurs during adolescence. The body fat ine and is greater in quantity. aration for the growth that Se occurs earlier in girls Girls appear to be “chubby” while boys tend to have more leantata unit 5 - Late Childhood Module “ mass per inch of height than girls. are all normal part of evelopment These differences body composition become more 4 nificant during adolescence. 3 yotor Sills During this stage, movements of the muscles and bones become ore coordinated. At the age of 10 or II years, most children will have jeamed to play sports like swimming, basketball, volleyball and running. his physical skills become a source of pleasure and great achievement to the children. In activities that use large muscle activities, boys tend to be more nimble than girls. Although a significant increase in physical activity may occur in this sage, children in their late childhood is far from being physically mature. ‘They become overwhelmed when sitting or standing too long than when running, jumping or playing actively. This is because they need time to refine their skills so they prefer active rather than passive movements. From the age of 8, children show greater coordination in writing. Their fine 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 skills, girls usually surpass the boys. Insecurities At this stage, children may become very concerned about their physical appearance. Girls especially, may become concerned about their weight and decide to eat less. Boys may become aware of their stature and muscle size and strength. Since this stage can bring about insecurities, parents and teachers must be very conscious about their dealings with these children. ‘Appropriate activities must be designed so that children will be guided in the right direction, Children must be given opportunities to engage themselves in worthwhile activities that: sd «promote healthy growth, + give them a feeling of accomplishment, and = reduce the risk of certain diseases._ a The Child and Adolescent Leamers and Learning Principles Implications to child-care, education and parenting During this stage, children are more physically active however, they Still have a lot of physical maturity to undergo. Here are some points to consider for health-care providers, teachers and parents. ¢ Provide ample opportunities at home and in school for physical exercises and sports. e Encourage children to participate in varied worthwhile activities until they are able to discover the ones they are interested in. ¢ Develop a strong emotional attachment with your children so as to address any insecurities and social concerns. e Since children in this stage have more control over their eating habits, provide them with healthier food choices.“ Late Chil INIT 5 = \Idhood Intermediate Schooler) ~ Heidi Grace L, Borabo, PhD MODULE } Cognitive Development of he Intermediate Schoolers —— echoolers At the end of this Module, you should be able to: | * examine the cognitive characteristics of intermediate school | children. « discuss important factors that affect the cognitive development of intermediate school children, * enumerate ways on how teachers can promote creativity in the learning environment, learning activities and instructional materials. (gD Since children in this stage are already in their late childhood, rapid development of mental skills is evident. According to Jean Piaget, 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 re reasoning and logical thinking are is still very limited. But with = dance and nurturance from parents, teachers and the rest of fhe comma these children can easily succeed in their intellectual endeavors.ti SGT pial Cognitive Characteristics Intermediate schoo| rey can NOW utilize a Btcatly enjoy the cognitive abilities that jing their primary years “Their cee ee o IT § 4 reading texts have oan School work are now more complicated, wvoryday part of their lives, Onger, problem solving has become an Their ability to use logic and rea about what they want and how to get i jn talking about the future or even th special interest in collections, hobbie of understanding con soning gives them chances to think it. They now become very interested ir potential careers, They develop . , Sand sports. They are even capable €pts without having direct hands-on experiences. 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 awide vocabulary which enables them to understand the meanings of unknown words through context clues — this is the “Reading to Learn” Stage in reading development. They are no longer into the fairy tales and magic type of stories but are more interested in longer and more complex reading materials (e.g. fiction books and series books). The website www.readingrockets.org listed a few strategies in choosing age-appropriate books for intermediate schoolers. In choosing books appropriate to their age, consider the following: e Consider who the child is — his or her personality traits and personal preferences when choosing a book. « Make a selection with the child in mind; choose an informational book or a novel in an area of specific interest. ¢ Choose books that encourage discussion and insight-building. 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 more for long periods of hours especially if they are highly interested in what they are doing.298 les Child and Adotescent Learner and Learning PrN? Creativity i is not the bes I CREATIVITY is no! ofitafier 15 foun “cussell Lowell ce finding, of a thing. BNE making ‘something out Tames reativit Creativit ings. new thin: to explore nd_support from Children at this stage are ope 7 in chil ittle guidan ee is innate in children, they just need al eguldane ually at eir best ople aroun . arents, teachers and when the work is done in small pieces. es raged when the activities: in children is enco - id; ATerent responses from each chil encourage di celebrate uniqueness; break stereotypes; value process over product; a reduce stress and anxiety in children; support to share ideas, not only with the teacher / parent but also with other children; and 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 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 other media like the computer has gained popularity because student its 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; and seek out information or skills on their own, as needed, to meet their goals,ose n Aggression Sone of the results: of yiotonee and aggression are often dubbed it 200, the following, are According to the Public Health Summit ta pois : ive results of media: ete of the ney ; fe Children will increase ant soclal and apy fe Chiller may become less sensitive 10 viole’ sutter from violence, fe Children may view the world as violent and me more tearful of being a victim of violence. sasive behavior nice and those whe san, becoming, fe Children will desire to see more violence in entertainment and real lite, e Children will view violence as an acceptable v contlicts, ay lo settle h unlimited access The school and the home provide children wit movies, qo media, Not only televisions and computers, but also videos, comic books and music lyri The responsibility now lies with the parents, teachers nd the whole community, It should be a collective effort among the factors working together to support children in every aspect of development. at this stage dan adult to Having a role model is extremely important for child of transition (from childhood to adolescence). Children ni admire and emulate, Role models also provide them with motivation to succeed, One of the most important roles of teachers is to become a very good role model to children. 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 participant in children’s growth and development; understanding how to use the children’s natural curiosity to help make the appropriate developmental leaps in their skills and abilities; and n be taken and creating an atmosphere where ri discoveries made while children remain srrr OF NIT 5 Late Childhood !) (The Intermediate Schooler) - Heidi Grace L. Borabo, PhD en Socio-Emotional Development of the MODULE } Intermediate Schoolers PLOTS At the end of this Module, you should be able to: . © identify the socio-emotional characteristics of children in their late childhood stage. determine the qualities of family life that affect older children’s development including changes in family interactions. interview a parent regarding their child’s socio-emotional development. (GA Te At this period of socio-emotional development, children are spending less time in the home. The bulk of their time i8 spent outside the home, either alone or with other children, rather than with adults. Older children have already familiarized themselves with other children. They are already used to interacting with different ages and gender. For niany of them, these social networks are not only sources of social support but also different forms of learning.308 Leaming FY" J The Child and Adolescent Learners an Building Friendships As children £° through their late childhood, the time they spend in peer 8. action inerea For them, good pect relationships are Very important. The approval and belongingness they receive contributes to the stability and security of their emotional development. Peer size inter: also increases and less supervision by adults is required. At this stage, children prefer to belong to same-sex peer groups. There are five types of peer status: . e Popular ~ frequently nominated as the bestfriend and one who is rarely disliked by peers Average — receive an average number of positive and negative nominations from peers Neglected — very seldom nominated as bestfriend but is not really disliked .d — infrequently nominated as a bestfriend but one who Rejecte is also disliked by peers Controversial — frequently nominated as a be i wversial — fr est fri same time is disliked by peets ae Popular children have the followi: i | wing skills which Positive and as a result they become the most favored in tt as cca 1. They give out reinforcement. ati 2. They act naturally. 3. They listen carefully and keep open communicati Jon. 4, They are h; and are in control of ¢1 ive emotion: y lappy and are in control of their negative tions. 5. They show enthusiasm and concern for other ce TS.ra Unit § Late Childhood Modula 23 ~ Bocio-t otional Davelopmant of the Iniasrwdats Geddes an the other hand, here are the charncteristies of neglected children a “majority of the peers develop negative feelings ae majority of the peers develop neg , chy the group OF t and why mms toward th : i 1. They participate less in the classroom, >. They have negative attitudes on school tardiness and 2. They attendan 3. They are more olten reported as being lonely, 4, They are aggressive. a, In boys: = They become impulsive, have problems in being attentive and disruptive. = They are emotionally reactive and slow to ealm down, ~ They have fewer social skills to make and maintain friends, Family ‘amily 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 deficits. This tim e is a critical time for children to develop a sense of competence, A high-quality adult relationship, ‘pecificaly, family relationships enable them to successfully go through this stage of development, Big Ideas This module stresses that: a wide variet iologi Psychological and social pahewceioal developmental domains, 40%310 The Child and Adolescent Leamers and Learning Principles Implications to C ‘hild Care, Education and Parenting en's socio-emotional competency should be Primary school childr id's developmental age, Health-care viewed in the context of the chil teachers and parents should be able to derstanding of their child's socio-emotional strengths provider © gain un and weaknesses by encouraging children to talk about their feelings without doing it forcefully provide opportunities for children to build relationships with teachers and fellow classmates; remind children that friendships have their ups and downs and that occasional conflicts and arguments can be healthy; design activities that allow children to work on their own and discover activities and hobbies that they enjoy; and e model healthy relationships. (© A. Study the illustration on the left. It shows some of the factors that may result in some degree of emotional stress to intermediate school-age children. What can you say to kids who may be experiencing these things? Write a letter to them. cD My dear child,