MODULE 8 - Prof Ed 1A

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF.ED.1A-1STSEM-2021-2022
College: Teacher Education

Campus: Bayombong
DEGREE BSED, COURSE Prof. Ed. 1-A

PROGRAM BSMATH NO.
CRASH-
COURSE
SPECIALIZATION COURSE The Child and Adolescent Learners and
TITLE Learning Principles
YEAR LEVEL BSED TIME 3HRS WK IM 8
2A&2B, FRAME NO. NO.
BSMATH 3
I. UNIT TITLE/CHAPTER TITLE:
Unit IV. Development of the Learners at the Various Stages
II. LESSON TITLE:
4. Middle Childhood (The Primary Schooler)

a. Physical Development of Primary Schoolers
b. Cognitive Development of the Primary Schoolers
c. Socio-emotional Development of Primary Schoolers
III. LESSON OVERVIEW
All the developmental theories which we lengthily discussed dwelt on the

developmental process after birth. None of them was concerned with what
development went on before birth. To make the description of human development
complete, it may be good to understand the beginnings of the child and adolescent,
learners. This is the concern of this Unit and module
IV. DESIRED LEARNING OUTCOMES
At the end of this module, the students are expected to:

 describe the different physical characteristics of early school-aged children
in your own words
 enumerate ideas on how you can apply the concepts in this module in the
teaching-learning process.
 Discuss several ways on how to encourage an age-appropriate active
physical lifestyle to primary school children
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V. LESSON CONTENT
Physical Development of Primary Schoolers

Physical growth during the primary school years is slow but steady. During this stage,
physical development involves: 1) having good muscle control and coordination, 2)
developing eye-hand coordination, 3) having good personal hygiene and 4) being aware
of good safety habits. In this developmental stage, children will have started their elementary
grades. Specifically, their primary years – Grades 1 – 3.
Height and Weight
This period of gradual and steady growth will give children time to get used to the
changes in their bodies. An average increase in height of a little over two inches a year in both
boys and girls will introduce them to many different activities that they can now do with greater
accuracy.
Weight gain averages about 6.5 pounds a year. Most children will have slimmer
appearance compared to their preschool years because of the shifts in accumulation and
location of their body fat, although girls tend to develop additional fat cells relative to muscle
cells. A child’s legs are longer and more proportioned to the body than they were before.
A number of factors could indicate how much a child grows, or how much changes in the
body will take place: genes, food, climate, exercise, medical conditions and diseases /
illnesses.
Bones and Muscles
Childhood years are the peak bone-producing years - bones grow longer and
broader. This is the best time for parents and teachers to educate children of good
dietary and exercise habits to help them have strong, healthy bones throughout their
lives. Replacement of primary teeth, also known as baby teeth, with permanent teeth
occur around ages 6 to 7 years and up until age 12, most children will have all their
primary teeth replaced. Many lifestyle factors, like nutrition and physical activity, can
substantially influence the increase of bone mass during childhood,
Because children's bones have proportionately more water and protein-like
materials and fewer minerals than adults, ensuring adequate calcium intake will greatly
help them in strengthening bones and muscles.
Large muscle control is at bigger play over fine motor. Some may still have
difficulty holding a pencil properly or coloring inside the lines. We have to limit writing
time, since children may develop a negative attitude towards writing.
Bone and muscle growth are still not complete during this stage. Most activities
which use heavy pressure will be very difficult for growing bones, muscles and
ligaments. If students are engaging in too much strenuous activities to test their
strengths, teachers may suggest or provide more coordinated physical activities or
competition or rotate players during sports or games.
Motor Development
Young school-aged children are gaining control over the major muscles of their bodies.
Most children have good sense of balance. They like testing their muscle strength and skills.
They enjoy doing real-life tasks and activities. They pretend and fantasize less often because
they are more in time with everything that is happening around them.
Performing unimanual (requiring the use of one hand) and bi-manual (requiring the use
of two hands) activities becomes easier. Children’s graphic activities, such as writing and
drawing are now more controlled but are still developing. Motor development skills include
coordination, balance, speed, agility and power.
Coordination: is a series of movements organized and timed to occur in a particular way to
bring about a particular result.
Balance: is the child’s ability to maintain the equilibrium or stability of his/her body in different
positions. Balance is a basic skill needed especially in this stage, when children are very active.
During this time, children have improved balancing skills. Static balance is the ability to
maintain equilibrium in a fixed position, like balancing on one foot. Dynamic Balance is the
ability to maintain equilibrium while moving.
Speed: is the ability to cover a great distance in the shortest possible time.
Agility: is one’s ability to quickly change or shift the direction of the body. This skill is extremely
important in most sports.
Power: is the ability to perform a maximum effort in the shortest possible period.
Some Issues Affecting Physical Development
Obesity: this is becoming a major concern for parents and health care providers, since it seems
it becoming a trend. Childhood obesity may be linked to a number of health-related
consequences. Evidence also shows that overweight and obese children are likely to stay
obese well into their adulthood and are more prone to develop non-communicable diseases like
diabetes and some cardiovascular diseases at much younger age.
Childhood Nutrition: malnutrition remains a major health issue in the Philippines. This has
been proven to have serious effect on the physical and mental development of children. For
most Filipino children, poverty is the chief reason why they do not get the nutrients and energy
required for their age.
Sleep: primary school-age children need 9 to 11 hours of sleep every day (including daytime
naps). Sometimes, due to their schedule in school, midday naps or siesta is not possible
anymore. Poor and inadequate sleep may result to mood swings, behavioral problems such as
hyperactivity and cognitive problems which may impact their ability to concentrate in school.
Cognitive Development of Primary Schoolers

Jean Piaget’s Concrete Operational Stage
Concrete Operation is the third stage in Piaget’s theory of cognitive development. It

spans form age 7 to approximately 11 years old. During this time, children have better
understanding of their thinking skills. Children begin to think logically about concrete events,
particularly their own experiences, but have difficulty understanding abstract or hypothetical
concepts, thus most of them still have a hard time at problem-solving.
Logic
Concrete operational thinkers, according to Piaget, can already make use of inductive
logic. Inductive logic involves thinking from a specific experience to a general principle. But at
this stage, children have great difficulty in using deductive logic or beginning with a general
principle leading to specific event.
Reversibility
One of the most important developments in this stage is an understanding of reversibility
or awareness that actions can be reversed. An example of this is being able to reverse the
order of relationships between mental categories (example: 3+4=7 and 7-4=3).
Cognitive Milestones
Elementary-aged children encounter developmental milestones. This is the stage

when they leave behind egocentric thinking and start to develop a more mature way of
looking at things, which greatly enhances children's problem-solving skills, Piaget calls
this process DECENTRATION. They develop certain skills within a particular time
frame. The skills they learn are in a sequential manner, meaning they need to
understand numbers before they can perform a mathematical equation. They can
already take on complex, sequential and symbolic-based tasks. At this stage, reasoning
is still immature, they have ease in identifying the here and now. Each milestone that
develops is dependent upon the previous milestone they achieved. Up until age 8, a
child learns new skills at a rapid pace. Once they reach the age of 8, the skills they
learn start to level off so there is a steady increase of new skills.
Specifically, young primary school-aged children can tell left from right. Their
ability to speak and express themselves develops rapidly. In school, they share about
themselves and their families. During play, they practice using the words and language
they learn in school. They start to understand time and days of the week. They enjoy
rhymes, riddles, and jokes. Their attention span is longer. They can follow more
involved stories. They are learning letters and words. By six, most can read words or
combinations of words.
Information-Processing
Several theorists argue that like the computer, the human mind is a system that can
process information through the application of logical rules and strategies. They also believe
that the mind receives information, performs operations to change its form and content, stores
and locates it and generates responses from it.
Implications to Child Care, Education and Parenting
Children have varying intelligence profiles. These profiles may be based on influences of
learning and achievement. Parents, child care providers and teachers should be able to
recognize these by:
 helping children draw on their strengths and promote growth in their weaknesses;
 planning lessons that cater to multiple intelligences based on instructional objectives;
 encouraging children to read more every day to increase their vocabulary;
 bringing children to museums, art exhibits and historical landmarks to widen their
perspective about the world and people; and
 lessening children’s screen time and increasing their personal and face-to-face
interactions.
Socio-Emotional Development of Primary Schoolers
Erik Erikson’s Fourth Stage of Psychosocial Development
Industry and Inferiority is the psychosocial crisis that children will have to resolve in
this stage. Industry refers to a child’s involvement in situations where long, patient work is
demanded of them, while inferiority is the feeling created when a child gets a feeling of failure
when they cannot finish or master their school work.
Understanding the Self
One’s self-concept is the knowledge about the self, such as beliefs regarding
personality traits, physical characteristics, abilities, values, goals and roles. It also involves a
sense of belonging and acceptance, a sense of good and a sense of being capable of doing
good.
Having a healthy self-concept does not mean that a child thinks he/she is better than
others. It means that he/she like himself/herself, feels accepted by his/her family and friends
and believes that he/she can do well.
School Years
In the transition from pre-elementary to primary school, children tend to become

increasingly self-confident and able to cope well with social interactions, they are not focused on
themselves anymore but are also aware of the needs and desires of others. The issues of
fairness and equality before important to them as they earn to care for people who are not part
of their families. Characteristics like loyalty and reliability are being considered a well as
responsibility and kindness.
Building Friendship
Children during this stage, most likely belong to a peer group. Peer Groups are
characterized by children who belong approximately to the same age group. It is found along
the stages of childhood through adolescence. But for children, until the age of seven or eight,
they think of themselves more than others.
Primary school children prefer to belong to peer groups of the same gender. Many
children will use their surroundings to observe and mingle with other children. Some will see this
as an opportunity to make friends while others remain a bit of a loner.
Behavior
Some adults may perceive that some children’s behavior towards other children as
antisocial. When children poke, pull, hit or kick other children when they are first introduced, it is
fairly normal. Remember that children at this stage are still forming their own world Antisocial
views and other children may seem like a curiosity that they need to explore. Parents and
teachers can help children make friends. You can consider the following:
 Expose the children to kid-rich environments;

 Create a play group in your class and let the children mingle with their
classmates;
 When your children hit other children, remind them that their behavior hurts;
 Coordinate with the parents and other teachers so that the children will have
greater opportunity to interact with other children.
Self-Control
Once children reach school age, they begin to take pride in their ability to do things and
their capacity to exert effort. They like receiving positive feedback from their parents and
teachers. This becomes a great opportunity for parents and teachers to encourage positive
emotional responses from children by acknowledging their mature, compassionate behaviors.
Implications to Child Care, Education and Parenting
Primary school children’s socio-emotional competency should be viewed in the context

of the child’s developmental age. Health-care providers, teachers and parents should be able
to:
 gain understanding of their child’s socio-emotional strengths and weaknesses by

observing the child’s behavior at home;
 work collaboratively with the child’s parents and health-care provider to expand
one’s insights on the child’s development;
 provide a supportive setting where children have opportunities to practice
emotional regulation and social skills with peers;
 give children activities when thy can practice taking turn, sharing and playing
cooperatively;
 be a role model of healthy emotions and expressing these emotions appropriately;
and
 demonstrate calmness and staying in control of one’s own feelings.
VI. LEARNING ACTIVITIES
1. Compare the motor skills or a pre-school child with a primary school-child.
Preschool Primary School-Age

Child
Fine motor skills
Gross motor skills
2. Study the situation given below. If you were the teacher, how will you help these
learners cope with their socio-emotional difficulties?
A.
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 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 so painful is heartbreaking.
Sincerely,
Worried Mother
- Socio-emotional difficulties are problems with attention and of

conduct or social relationship which is the obvious problem or matter in this
situation. Upon reading the letter of the mother, the learner can be perceived to
be unsocial. If I were the teacher of the child, I will talk to her privately and ask
questions about how is the environment of their home since I do believe that
everything that is happening at home directly affects a child. I will talk to the
parents since at her case, they should including me as her teacher, need to be
stay in tune with the needs of the children to help shape a strong socio-
emotional health.
Some of the specific things I will do as the teacher is to provide
activities and opportunities to learn socio-emotional skills such as groupings
B.
Dear Teacher,
I am a really proud parent. My little boy is in a primary grade and he is
doing a lot better than his classmates. He sometimes becomes restless in school –
he says he knows what the teacher is talking about. Some teachers even suspects
that he is gifted. But there seem to be a problem.
He is bossy. He always orders people around – his classmates and people
at home. How could I help him be comfortable in school and lessen his
bossiness?
Sincerely,
Worried Mother
VII. ASSIGNMENT
1. Research on the difference in the cognitive development of boys and girls. Write
some major points in their respective development.
Boys Girls
VIII. REFERENCES
A. Books
1. Bergin, C. and Bergin D. 2018. Child and Adolescent Development in your
Classroom (3rd ed.) USA: Cengage Learning
2. Bergin, C.C. and Bergin, D.A. 2015.Child and Adolescent Development in your
Classroom : Cengage Learning. Stamford USA
3. Kandel, D.B., Parent-adolescent relationships and adolescent independence in
the US and Denmark, Journal of Marriage and theFamily, 69, 348-358
4. Marion, Marian. Guidance of Young Children, USA: Pearson Merrill-Prentice Hall,
2007.
5. Ormrod, J.E.2011. Educational Psychology: Developing Learners (7 th Ed.)
Boston:Pearson/Ally & Bacon.
6. Preschoolers Cognitive Development. USA: Magna Systems, 2007.
7. Preschoolers Pyhsical Development. USA: Magna Systems, 2006.
8. Santrock, John, W. 2002. Life-Span Development, 8 th ed., New York: McGraw-
Hill Companies.
9. Trawick, Smith, Jeffrey. 2006. Early Childhood Development A Multicultural

Perspective USA: Prentice Hall, 4th edition.
10. Woolfolk, Anita .2013. Educational Psychology. Pearson Education Inc.: New
Jersey.
B. e-Resources
1. http://www.cdipage.com/development.htm
2. http://www.yale.edu/ynhti/curriculum/units/1980/5/80.05.03.x/htm1#f
3. http://www/squidoo.com/folicacidpregnant

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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

College: Teacher Education

DEGREE BSED, COURSE Prof. Ed. 1-A

I. UNIT TITLE/CHAPTER TITLE:

Unit IV. Development of the Learners at the Various Stages

II. LESSON TITLE:

4. Middle Childhood (The Primary Schooler)

III. LESSON OVERVIEW

All the developmental theories which we lengthily discussed dwelt on the

IV. DESIRED LEARNING OUTCOMES

At the end of this module, the students are expected to:

Physical Development of Primary Schoolers

Some Issues Affecting Physical Development

Cognitive Development of Primary Schoolers

Concrete Operation is the third stage in Piaget’s theory of cognitive development. It

Elementary-aged children encounter developmental milestones. This is the stage

Socio-Emotional Development of Primary Schoolers

Erik Erikson’s Fourth Stage of Psychosocial Development

In the transition from pre-elementary to primary school, children tend to become

 Expose the children to kid-rich environments;

Primary school children’s socio-emotional competency should be viewed in the context

 gain understanding of their child’s socio-emotional strengths and weaknesses by

VI. LEARNING ACTIVITIES

1. Compare the motor skills or a pre-school child with a primary school-child.

Preschool Primary School-Age

- Socio-emotional difficulties are problems with attention and of

9. Trawick, Smith, Jeffrey. 2006. Early Childhood Development A Multicultural

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