MIDDLE

CHILDHOOD
LLANES,MARIZ
MONARES,MATT NIEL
PARENO,GLEN DANIEL
FESTIN,SIEGFRED
 01
PHYSICAL
DEVELOPMENT
Middle Schooler
● 6-12 years old
● The stage where the child undergoes so many
different changes.
- Height-grow approximately 8 centimeters
- Weight-gain 2.3k per year
- Appearance
- Visual
- Hearing
- Motor Abilities
● Children in this stage receive less attention than
those children in infancy or early childhood.
Gross Motor Skills
● At this stage children rapidly improves gross motor skills. This requires them
to have much more large movement skills such as walking and running in a
much longer period of time which in here ,children uses large muscles.
● As we come to notice children are much more faster,often clocking more than
eighteen feet per second.
● They can also jump higher and farther
● Also the control of their gross motor skills are much more refined wherein the
main cause of this is the increase in their flexibility.
● Boys develop gross motor skills faster than girls at this stage
FINE MOTOR SKILLS
● Fine Motor Skills increase as a result in the development of the brain.
● At this stage children continue to hone their fine motor skills,children
shows more dramatic improvements over their printed handwriting and
the ability to write the letters in cursive.
● We can also see here the way that they draw or are much more focused
on details and much more complex.
● Other than drawing and writing,during this stage children learns to use
their hands to manual activities,such as arts and crafts which includes
scrapbooking,building models,creating beads and such.
● Children are much more involved with technology wherein they become
skillful over hand-eye coordination activities such as computer and video
games.
Overall Motor Skills Development
● Children Loves to move a lot-they run,skip,hop,jump,tumble roll and dance.
Unimanual- require the use of one hand
Bimanual- require the use of two hands
● Motor development skills includes coordination,agility,speed,balance
and power
Overall Motor Skills Development
● Coordination-series of movements organized and time to occur in a particular
way
● Balance-child’s ability to maintain stability in different positions.
Static Balance-maintain fixed positions.
Dynamic Balance-maintain while moving.
● Speed-ability to cover great distance in the shortest period of time.
● Agility-ability to quickly change or shift the body’s direction.
● Power-ability to perform a maximum effort in the shortest amount of time.
During this stage, physical development
involves:

1. Having good muscle control and

coordination.
2. Developing eye-hand coordination.
3. Having good personal hygiene.
4. Being aware of good healthy habits
5. Height and weight.
Factors Affecting Physical development

● Genes
● Food
● Climate
● Exercise
● Medical conditions
● Illnesses
 AGE GROSS MOTOR SKILLS FINE MOTOR SKILLS

3 months Learns to support head. Plays with hands

6 months Rolls over. Hold toys with a whole hand palmar

grasp.

9 months Sits up without support and may Picks up toys with a pincer grasp.
start to crawl. (thumb and first finger).

12 months Stands up and may start to take Develops a primitive tripod grip
first steps. (thumb and two fingers).

15 months Begins to walk unassisted. Able to put one brick on top if

another.

2 years Runs and walks up and down stairs Able to use zipper and build a tower
with two feet to a step. of 5-6 bricks.

3 years Able to maneuver around and catch Holds a crayon with control and is
objects. able to draw a face.

4 years Balances and controls a tricycle. Able to fasten/unfasten buttons and

build a tower of 10 or more bricks.

5 years Climbs, skips and hops. Has good pencil control and can
color in neatly.
02
COGNITIVE
DEVELOPMENT
COGNITIVE DEVELOPMENT
1. What is cognitive development of
primary schoolers?

● They begin to see things from other

school-age children’s perspectives and
begin to understand how behavior affects
others.
● They are developing their oral language
skills, acquiring new vocabulary, and
sentence structures.
● They enjoy planning and building.
● They understand concept of space, time
and dimension.
COGNITIVE DEVELOPMENT
2. Why is cognitive development
important?

● Cognitive development provides children with the means

of paying attention to thinking about the world around
them.
● Cognitive development encompasses a child’s working
memory, attention, as well as a child’s ability to manage
and respond to the experiences and information they
experience on a daily basis.
COGNITIVE DEVELOPMENT
3. What is the most important stage of
cognitive development?

● Piaget considered the concrete stage a major turning

point in the child’s cognitive development because it
marks the beginning of logical or operational thought.
● This means the child can work things out internally in
their head (rather than physically try things out in the
real world).
 CONCRETE OPERATION

● Is the third stage of Piaget’s theory of

cognitive development. It spans from ages 7
to approximately 11 years.
● In this developmental stage, 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.
 According to Piaget;
1. Logic - Concrete operational thinkers, according to piaget, can
already make use of inductive logic but at this stage, children have
difficulty in using deductive logic.
Inductive logic- Involves thinking from specific experience to a
general principle.
Deductive logic- Using a general principle to determine the
outcome of a specific event.
2. Reversibility- One of the most important developments in this
stage is an understanding of reversibility, or awareness that actions
can be reversed.
3. Cognitive Milestones- They develop certain skills within a
particular time frame. The skills they learn are in sequential
manner, meaning they need to understand numbers before they
can perform a mathematical question.
 Young Primary-Aged children can do the following:

1. Can tell left from right

2. Can able to speak and express themselves

3. In school, they share about themselves and their families

4. During play, they practice using the words about language they
learn from school

5. They start to understand times and days of the week

6. They enjoy rhymes, riddles and jokes

7. Their attention span is longer

8. They are learning letters and words

9. They can follow more involved stories

10. By six, most can read words or combination of words

Factors Affecting Cognitive development

● Environment
● Parent/Guardian
● Educator
● Friends
● Learning aids
 03
SOCIO-EMOTIONAL
DEVELOPMENT
Erik Erikson: Industry Versus Inferiority
● According to Erikson, children in middle childhood are very busy or
industrious. They are constantly doing, planning, playing, getting
together with friends, achieving. This is a very active time and a time
when they are gaining a sense of how they measure up when
compared with friends. Erikson believed that if these industrious
children can be successful in their endeavors, they will get a sense of
confidence for future challenges. If not, a sense of inferiority can be
particularly haunting during middle childhood.
● To help children have a successful resolution in this stage, they should
be encouraged to explore their abilities.
Identity and Self Esteem
● The personal identity of children becomes more complex, multi-
faceted and abstract.
● More accordingly to their perceived personality characteristics and
psychological qualities.
● Children is able to differentiate their positive qualities and the less
desirable ones.
● They compare themselves from others through:
Appearance Physical abilities
Intelligence Artistic abilities etc.
● Self-esteem-reflecting their feelings of personal worthiness
Children might see themselves as very much capable in some
areas but not in others.
Identity and Self-Esteem:A reminder
● For Parents,mentors,and teachers, self-esteem is a very important topic to
learn and to know about.
● They must look out for challenges and problems that might come and
negatively affect the child’s view about himself/herself(over-all self image and
self-esteem) and help address those problems and assess the children early on
so that they may not contribute to the permanence of the child’s low self-
esteem in the future.
● Communicate with the child,show them you love them,show to them that
there are other ways to be successful in life so they themself can internalize
this understanding and make it as a refuge or a stepping stone when
challenges appear and discouragement manifests in their minds.
SOCIO-EMOTIONAL DEVELOPMENT
● During this stage children gains ground in terms of their ability to
recognize their and others emotions,much more in control about their
own emotions both expressively and in language
● As children practice interpreting people’s complex-emotional
display,their perspective abilities and empathy skills increase.
● Upon this stage children becomes capable of sarcasm and similarly
subtle and contradictory emotional displays
● Empathy skills have to do with children’s ability to sympathize with
another person’s emotions so deeply that they start feeling those same
emotions.
Emotional and Social Development
● During middle childhood, peer friendships take on a more prominent role
than ever before.
● Children develop increased interpersonal awareness.As a result, they
become better at reading and responding to other kids' emotions, and
understanding other kids' intentions and needs; why they behave in
specific ways at specific times.
● Children grow closer together because they respect the other child's
kindness, humor, loyalty, fearlessness, intellect, etc. Mutual trust and
willingness to support each other are the hallmarks of these friendships.
Emotional and Social Development
● Most children of this age also begin forming peer groups, which are circles
of friends where they spend most of their time playing, talking, and
socializing.
● Some children struggle to develop close friendships or find secure
positions within peer groups. In some of these cases, children are
physically or emotionally harmed by bullies who taunt, tease, threaten or
actually violently assault them.
● As a rule, children will continue to model the choices, beliefs, and
behaviors of the adults or older youth who are present in their family.
Children will also continue to derive most of their emotional support,
nurturing, and affection from their families.
Moral Development
● Moral development involves children learning how to tell the difference
between right and wrong; to use this knowledge to arrive at appropriate
decisions when faced with complicated choices; and to have the
strength and independence to act in accordance with that right decision
(to "do the right thing") despite the fact that it may not be a convenient
thing to do. Thus leading to moral reasoning.
Moral Development

● Ideal Reciprocity- a method for determining what is "fair" based on an

appreciation of equality between relationship partners, and a desire to
treat others well because ideally, they would similarly want to treat you
that well too
● People are more familiar with the idea of ideal reciprocity when it is
phrased as the "golden rule" (e.g., "Do unto others as you would have
done unto you").
 Distributive Justice and Evolving Concepts of Fairness

● Middle childhood aged children's increasingly more refined social appreciation also leads them
to develop an evolving sense of "distributive justice" what it means to fairly distribute a valued
resource of some sort (cookies, money, etc.) across a number of group members.
● Prior to middle childhood, between ages 5 and 6, most children believe that all goods should be
strictly equally distributed.This is a self-centered version of fairness which is scarcely able to
tolerate sharing at all
● By about age 7, children will typically have expanded their thinking to include the concept of
merit. Children start to believe that the idea of fairness should be tempered with an
appreciation for how hard people work or the quality of the results they have achieved.
● By age 8, most children's distributive thinking will have typically expanded to incorporate the
concept of need; the idea that genuinely needier or more disadvantaged people should receive a
greater share of resources than people who are less in need.
Bronfenbrenner’s Environmentally Influenced Morality

● Often, families purposefully choose to instill certain moral beliefs or ideas in their
children because these ideas are an integral part of their heritage or history. These
teachings may carry implicit moral understandings about the nature of fairness.
● Children raised in religious families or religiously influenced cultures are taught and
become influenced by religious teachings regarding morality. Most organized religions
are very direct and explicit in providing moral guidance to children and adults
● Religious moral teachings are delivered in the form of:
Stories sermons and lessons
Songs etc.
● Children learn in part by modeling the behavior and attitudes of other trusted adults
and older peers with whom they interact. On this basis, children often learn to agree
with and make moral decisions based upon their observation of family members' and
friends' actions and statements.
Sources:

● https://courses.lumenlearning.com/wmopen-lifespandevelopment/chapter/emotional-and-
social-development-in-middle-childhood/
● https://www.gracepointwellness.org/1272-child-development-theory-middle-childhood-8
-11/article/37693-kohlbergs-stages-continued
● https://www.slideshare.net/khimdelacruz07/ca-28409263
● https://www.slideshare.net/khimdelacruz07/ca-28409263