Late Childhood

(The Intermediate Schooler)

 Physical Development Of The
Intermediate Schooler

Physical Changes
• On the average, girls are generally as much as two (2)
years ahead of boys in terms of maturity, Puberty
maybe more early.
• Budding Breast

• Some girls may start their

menstrual period as early as
8 and some as late 13
• Many of the bodily structures like the liver,muscles,skeleton,kidneys,and
facefollow a normsl curve for development for both girls and boys.
• And others structures like the brain,intestine and other organs and
bodily system mature at their own time,
thus,affecting growth pattern.
• Children gain an average of 7 pounds in weight, and average
of 2 ½ inches in height and an average of an inch in head
circumference each year.

• Children at this stage has growth spurts- sudden boost in

height and weight, which are usually accompanied by increase
in appetite and food intake.
• Increase in body fat also occur in preparation in for growth
that occurs during adolescence

• The body fat increase occurs early in girls is greater in

quantity.
• Girls appear to be “chubby”
while boys tend to have more
lean body mass per inch of
height than girls.
 Cognitive Development Of The Intermidiate
Schooler

INITIAL COGNITIVE CHARACTERISTICS

• Their thinking skills have become more effective as compared during

their primary years.
• They now become very interested in talking about the future or
even their potential careers. They develop special interest in
collections, hobbies and sports.
 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 of
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
• 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.
• Creativity- is innate in
children, they just need a
little guidance and
support from parents,
teachers, and people
around them.
•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
 THE IMPACT OF MEDIA

1. Effectively speech and in writing

2. Work collaboratively
3. Use technical tools
4. Analyze problems, set goals, and
formulate for achieving those goals
5. Seek out information or skilss on their
own, as needed, to meet their goals.
 MEDIA AND AGGRESSION

-according to public health summit

in 200, 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
 Socio-Emotional Development Of the
Intermediate Schoolers
UNDERSTANDING SELF-COMPETENCE, SELF-IDENTITY, AND
SELF-CONCEPT

• One of the most widely recognized characteristics of this

period of development is the acquisition of feelings of
self-competence. This is what Erik Erikson referred to
when he described the developmental task of middle
childhood ‒ the social crisis industry versus inferiority.
Industry refers to the drive to acquire new skills and do
meaningful “work”.
• During late childhood, children
can now describe themselves
with internal and psychological
characteristics and traits.
They most likely employ more
social comparison ‒
distinguishing themselves from
others. In dealing with other
children, they show increase in
perspective-taking. This ability
increases in age.
Perspective-taking enables the
child to:

• a. judge others intentions,

purposes and actions;
• b. give importance to social
attitudes and behaviors and to;
• c. increase skepticism of
other’s claims.
 Emotional Development

• Similar to the other areas of

development,children in this
stage show emotional
understanding, increased
understanding that more than
one emotion can be
experienced in a single
experience.
• They may also show greater ability to show conceal emotions,
utilize ways to redirect feelings and a capacity for genuine
emphanty.

• Another milestone in this stage is the development of the

children's emotional intellegince(EQ)which involves the ability to
monitor feelings if oneself and others and use this to guide and
motivate behavior.
Emotional Intelligence has four main
areas:

Developing emotional self-awareness

•Managing emotions (self-control)
•Reading Emotions(perspective taking)
•Handling Emotions(resolve problems)
 Socio-Emotional Development Of the
Intermediate Schoolers

 Building Friendships
- As children go through their late childhood, the time
they spend in peer interaction increases. For them,
good peer relationships are very important
There are five types of Peer Status:

• Popular ‒ frequently nominated as the

best friend and one who is rarely disliked by
peers.
• Average ‒ receives an average number of
positive and negative nominations from
peers.
• Neglected ‒ very seldom nominated as
best friend but is not really disliked.
• Rejected ‒ infrequently nominated as best
friend but one who is also disliked by peers.
• Controversial ‒ frequently nominated as
best friend but at the same time is disliked
by peers.
• Popular children which peers find very positive
have the following skills and as a result they
become the
most favored in the group:

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.
• On the other hand, here are the characteristics of why the group or majority
of the peers develop negative feelings toward rejected children.

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 fewer social skills to make and maintain friends
FAMILY
• Family support is crucial at this
stage which characterized by
success and failure. If children
do not find a supportive family
when they find their interest ex:
in hobbies like riding a bike or
playing a musical instrument they
can easily get frustrated.