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The Late Childhood ( The Intermediate Schooler) Group IV

Child and Adolescent: the late childhood

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Page 1: Child and Adolescent: the late childhood

The Late Childhood ( The Intermediate Schooler)

Group IV

Page 2: Child and Adolescent: the late childhood

PHYSICAL CHANGES

Page 3: Child and Adolescent: the late childhood

BOYS

Page 4: Child and Adolescent: the late childhood
Page 5: Child and Adolescent: the late childhood

GIRLS

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COGNITIVE DEVELOPMENT

6 + 4 = 10 10 – 6 = 4

Page 8: Child and Adolescent: the late childhood

INITIAL COGNITIVE CHARACTERISTICS

• They greatly enjoy the cognitive abilities that they can now

utilize.

• Their thinking skills have become more effective as compared

during their primary years.

• Their school work is now more complicated.

• Problem-solving has become an everyday part of their lives.

• They now become very interested in talking about the future or

even their potential careers.

• They develop special interest in collections, hobbies and sports.

Page 9: Child and Adolescent: the late childhood

READING DEVELOPMENT

Children in this stage, is marked by a wide

application of word attack. They now have a wide

vocabulary. They are no longer into the fairy tales and magic type of

stories but are more interested in longer and more complex reading

materials such as fiction 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.

Page 10: Child and Adolescent: the late childhood

CREATIVITY

They are open to explore new things.

Creativity in children in 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

• Minimize competition and external rewards.

Page 11: Child and Adolescent: the late childhood

MEDIA AND AGGRESSION

Violence and aggression are often dubbed as one of the results of media.

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.

Page 12: Child and Adolescent: the late childhood

TEACHERS…

• Need to be an eager participant in children’s growth

and development

• Must understand how to use the children’s natural

curiosity to help make the appropriate

developmental leaps in their skills and abilities

• Must create an atmosphere were risk can be taken

and discoveries made while children remain safe.

Page 13: Child and Adolescent: the late childhood

SOCIO-EMOTIONAL DEVELOPMENT

• Children are spending less time in home and bulk of time spent outside the home. They are already used to interacting with different ages and gender.

• One of the most widely recognized characteristics of this period is the acquisition of feelings of self competence.

• Erickson’s Industry VS. Inferiorty

• They most likely employ more social comparison – distinguishing themselves from others.

• 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 others’ claims.

Page 14: Child and Adolescent: the late childhood

EMOTIONAL DEVELOPMENT

• Emotional intelligence

- Ability to monitor feelings and emotions of oneself and others

- Four main areas:Developing emotional self-

awareness Managing emotions (self-control) Reading emotions (perspective

taking) Handling emotions (resolve

problems)

Page 15: Child and Adolescent: the late childhood

BUILDING FRIENDSHIP

- the time they spend in peer interaction increases. At this stage, children prefer to belong to same-sex peer groups.

5 Types of Peer Status:• Popular – frequently nominated as the bestfriend 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 bestfriend but is not

really disliked • Rejected – infrequently nominated as a bestfriend but one who

is also disliked by peers• Controversial - frequently nominated as a best friend at the

same time is disliked by peers.

Page 16: Child and Adolescent: the late childhood

FAMILY

- family support is crucial at this stage which characterized by success and failure. This time is a critical time for children to develop a sense of competence. A high-quality adult relationship, specifically, family relationship enables them to successfully go through this stage of development.