MODULE 22 - COGNITIVE DEVELOPMENT OF THE INTERMEDIATE SCHOOLERS

By the end of this module, students should be able to evaluate the cognitive
characteristics of students in intermediate schools, discuss the major factors influencing
the cognitive development of these students, and enumerate the strategies teachers
can use to encourage creativity in the classroom, in learning activities, and in
instructional materials.

Considering that they are already in their late childhood, children of this era are
obviously growing their cerebral talents swiftly. According to Jean Piaget, concrete
operational thinkers could now organize their thoughts effectively, but their ability to
objectively evaluate their immediate environment was still restricted. With their acquired
knowledge, people can change events and situations. Their ability to reason and think
is, therefore, still severely restricted. However, if they receive the proper guidance and
support from their parents, teachers, and the community at large, these kids can excel
in school.

Initial Cognitive Characteristics

Compared to their primary school thinking talents, intermediate school students
now feel it easier to apply their cognitive abilities, which they highly appreciate. Their
curriculum has grown more complex, kids are reading longer books, and they now face
challenges on a daily basis.
Their ability to reason and use logic enables them to determine what they want
and how to acquire it. They now seem quite eager to discuss the future and even
possible careers. Hobbies, collectibles, and sports are their main interests. Even in the
absence of firsthand knowledge, they are able to fully understand concepts.

Reading Development
Children in this period are characterized by a broad use of words. This is the
"Reading to Learn" stage of reading development; because of their prior knowledge,
kids now have a large vocabulary and can deduce the meaning of unfamiliar words from
context. Fairy tales and magical stories no longer appeal to them; instead, they are
drawn to longer, more intricate reads (fiction books and series volumes, for example).
 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:
 When selecting a book, take the child's personality, interests, and
characteristics into account.
 Choose a book with the child in mind; go for an educational book or a novel
with a particular interest.
 Select books that promote debate and the development of new insights.

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.

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. Creativity is innate in
children, they just need a little guidance and support from parents. teachers and people
around them. They are usually at their best when the work is done in small pieces.
Creativity in children is 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; 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 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;
and
  seek out information or skills on their own, as needed, to meet their goals.
Media and Aggression
Violence and aggression are often dubbed as one of the results 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.
Children have unrestricted access to media both at school and at home,
including televisions, computers, comic books, movies, videos, and song lyrics. It is now
the parents', teachers', and community's collective responsibility. In order to assist
children in every area of their development, all the components involved should operate
in concert. For children going through this phase of transition (from childhood to
adolescence), having a role model is crucial. Children need an adult role model to look
up to and emulate. They are also inspired to excel by role models. Becoming an
excellent role model for the kids is one of the most significant responsibilities of
instructors.
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
 creating an atmosphere where risks can be taken and discoveries made while
children remain safe.