THE LATE CHILDHOOD/THE INTERMEDIATE SCHOOLER

A. PHYSICAL DEVELOPMENT OF THE INTERMEDIATE SCHOOLERS

• Late childhood is generally defined as ages 9 to 12

• This stage is called PRETEENS
• Physical changes during this stage is fairly unpredictable among
children in this age group
• Intermediate schoolers have more control over their bodies
• 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 and other possible activities
• 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
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 2. HEIGHT, WEIGHT, AND MUSCLE DEVELOPMENT

 During late childhood, a child’s weight on average may be 2.3 to

3.2 kilos per year.
 Weight increase due to the increase in size of skeletal and
muscular systems as well as other organs.
 An average of 2 ½ in height and weight which are accompanied
by increase in appetite and food intake.
 3. MOTOR SKILLS

 At the age of 10 or 11 most children learned to play sports like swimming,

basketball, volleyball and running.

 During this stage, movement or the muscles and bones become more
coordinated although a significant increase in physical activity may occur in
this stage, children in their late childhood is far from being physically mature.

 Motor skills allow the child to enter into the peer group participation.

 Motor skills give prestige value to school going children which contributes to
their heightened self image.

 Motor skills contribute to total development of children such as social,

emotional, physical and mental development.
 4. INSECURITIES
 At this stage, children are very concerned about their physical
appearance
 Girls may become concerned about their weight while boys are
concerned of their stature, muscle in size and strength.
 Since this stage can bring about insecurities, parents and teachers must
be very conscious about their dealings with their kids and students.
 Appropriate activities must be designed so that children will be guided
into the right direction.
 Children must be given opportunities to engage themselves in
worthwhile activities that:
a. promote healthy growth,
b. give them a feeling of accomplishment and
c. reduce the risk of certain diseases.
 IMPLICATIONS TO CHILD-CARE,
EDUCATION AND PARENTING

 Provide ample opportunities at home, and in school for physical

exercises and sports.

 Encourage children to participate in varied worthwhile activities

until they are able to discover the one’s they are interested in.

 Develop a strong emotional attachment with your children so as

to address any insecurities and social concerns.

 Children in this stage have more control over their eating habits,
provide them with healthier food choices.
B. COGNITIVE DEVELOPMENT OF THE INTERMEDIATE SCHOOLERS

 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
manipulate.

 Their reasoning and logical thinking are still very limited. But with proper
guidance and nurturance from parents, teachers and the rest of the community,
these children can easily succeed in their intellectual endeavors.
 COGNITIVE CHARACTERISTICS OF THE INTERMEDIATE SCHOOLERS
Initial Cognitive Characteristics
 Their school work are now more complicated, reading texts have become
longer, problem solving has become an everyday part of their lives.
 Their ability to use logic and reasoning gives them chances to think about
what they want and how to get it.
 They are now become very interested in talking about the future or even
their potential carreers.
 They develop special interest in collections, hobbies and sports.

FACTORS THAT AFFECT THE COGNITIVE DEVELOPMENT:

1. Reading Development
 This is the “READING TO LEARN” stage, they are now have a wide
vocabulary which enables them to understand the meanings of unknown
words through context clues.
 They are no longer in 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.
 STRATEGIES IN CHOOSING AGE-APPROPRIATE BOOKS FOR INTERMEDIATE
SCHOOLERS

 Consider who the child is- his or her personality traits and personal
preferences in choosing a book.

 Make 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 sight-building.

2. Attention
 Their span of attention is dependent on how much is required by the given task.
 Older children can concentrate and focus more for a longer period of hours
especially if they highly interested in what they are doing.

3. Creativity
 Children at this stage are open to explore new things.
 They are usually at their best when the work is done in small pieces.
 Creativity is innate in children, they just need a little guidance and support from
parents, teachers and people around them.

Creativity in children is encouraged when the activities:

 Encourage different responses from each child;
 Celebrate uniqueness;
 Break stereotypes;reduce stress an anxiety in children;
 Value process over product
 Support to share ideas, not only with the teacher/parent but also with other
children; and
 Minimize competition and external rewards.
4. The Impact of Media
 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 chieving their
goals; and
 Seek out formation or skills on their own, as needed, to meet their goals.

5. Media and Aggression

 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.
 IMPLICATIONS TO CHILD CARE, EDUCATION AND PARENTING

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 remains safe.
 C. SOCIO-EMOTIONAL DEVELOPMENT OF THE INTERMEDIATE
SCHOOLERS
 At this period of socio-emotional development, children are spending less time
in the home.
 The bulk of their time is spent outside the home, either alone or with other
children, rather than with adults.

SOCIO EMOTIONAL CHARACTERISTICS OF CHILDREN IN THEIR LATE CHILDHOOD

STAGE:
1. Understanding Self-Competence, Self-Identity and Self-Concept
 period of development of acquisition of feelings of self-competence
 Erik Erikson referred to when he described the developmental task of middle
childhood-the social crisis INDUSTRY vs. INFERIORITY
 Industry refers to the drive to acquire new skills and do meaningful “work”.
 Varied opportunities must be provided in order for children to develop a sense
of perseverance.
 They should be offered chances to both fail and succeed, along with sincere
feedback and support.
 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 increase with age. It eanables them to:

 Judge others’ intentions, purposes and actions,

 Give importance to social attitudes and behaviors and
 Increase skepticism of others’ claims.

2. Emotional Development
 Children in this stage show improved emotional understanding,
increased understanding that more than one emotion can be
experienced in a single experience.
 They may also show greater ability to show or conceal emotions, utilize
ways to redirect feelings and a capacity for genuine empathy.
 Another milestone in this stage is the development of the children’s
EMOTIONAL INTELLIGENCE (EQ), which involves the ability to monitor
feelings of oneself and others to guide and motivate bahavior.

FOUR AREAS OF EMOTIONAL INTELLIGENCE:

1. Developing emotional self-awareness
2. Managing emotions (self control)
3. Reading emotions (perspective taking)
4. Handling emotions (resolve problems)

3). Building Friendships

 The time they spend in peer interaction increases.
 The approval and belongingness they receive contributes to the stability and
security of their emotional development.
 At this stage, children prefer to belong to same-sex peer groups.
 Five types of peer status
1. Popular - frequently nominated as the bestfriend and one who is rarely disliked
by peers
 They give out reinforcement
 They act naturally
 They listen carefully and keep open in communication
 They are happy and are in control of their negative emotions
 They show enthusiasm and concern for others.
2. Average - receive an average number of positive and negative
nomination from peers
3. Neglected – very seldom nominated as bestfriend but is not really
disliked
 They participate less in the classroom.
 They have negative attitudes on school tardiness and attendance
 They are more often reported lonely
 They are agrresive

4. Rejected – infrequently nominated as a bestfriend but one who is also disliked

by peers
5 Controversial – frequently nominated as a bestfriend but at the same time is
disliked by peers
 FAMILY support at this stage is crucial.
 If the children do not find supportive family when they find their
interest they can easily get frustrated.
 This time is a critical time for children to develop a sense of
competence.
 A high quality adult relationship, specifically family relationship
enable them to successfully go through this stage of
development.
 IMPLICATIONS TO CHILD CARE, EDUCATION AND PARENTING

 Gain understanding of their child’s socio-emotional strengths and

weaknesses by

 Encouraging children to talk about their feelings without doing it forcefully

 Provide opportunities for children to build relationship with teachers and

fellow classmates;

 Remind children that friendship 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

 Model healthy relationships.

 SUMMARY

 During late chilhood, a wide variety of biological, psychological and

social changes take place across the developmental domains.

 As children progress the late childhood, the family environment remains

extremely important, while the community environment-including
school-also becomes a significant factor in shaping the child’s
development.

 During late childhood, peers have an increasingly strong impact on

development; peer acceptance becomes very important to well-being.
 PRESENTED BY THE SOCIAL SCIENCE MAJOR:

• RAMOS, BRYAN
• PERALTA, AVONNE
• ASUIT, HAYDEE
• GAOAT, CHRISTIAN CJ
• DE GUIA, MAY ANNE
• VALDEZ, TRISHA
• RAMIREZ, GINA GRACE