This is the stage between 6 to 12 years old. Children in this stage receive less attention than children in infancy or early childhood. The support of the family and friends of the child is very important during this phase of development.

1. ENERGY LIFT
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
DEVELOPMENT OF THE
LEARNERS AT VARIOUS
STAGES
(MIDDLE CHILDHOOD, LATE CHILDHOOD AND
ADOLESCENCE)

2. ENERGY LIFT
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END

4. OBJECTIVES
Understand the needs of the child
according to the levels of growth
and development.
Analyze the physical, emotional, social
and intellectual needs of middle
childhood, late childhood and
adolescence.
should be able to explain the related
theories in middle childhood, late
childhood and adolescence.
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
At the end of the discussion, the
students should be able to:

5. ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
MIDDLE
CHILDHOOD
6-12
(THE PRIMARY
SCHOOLER)

6. MIDDLE CHILDHOOD
• This is the stage between 6 to 12
years old. Children in this stage
receive less attention than children
in infancy or early childhood. The
support of the family and friends of
the child is very important during
this phase of development.
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END

7. PHYSICAL DEVELOPMENT
OF THE PRIMARY PUPIL
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
• Physical development involves
many factors:
 Height, weight, appearance,
visual, hearing and motor
abilities. Primary school
children undergo many
different changes as they
go through this stage of
development.

8. • HEIGHT AND WEIGHT
• BONES AND MUSCLES
• MOTOR DEVELOPMENT
 coordination
 balance/static and
dynamic balance
 speed
 agility
 power
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END

9. COGNITIVE DEVELOPMENT
OF PRIMARY SCHOOLERS
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
 Jean Piagnet is the foremost
theorist when it comes to
cognitive development.
According to him,
intelligence is the basic
mechanism of ensuring balance
in the relations between the
person and the environment.
Everything that a person
experience is a continuous

10. Jean Piaget’s Concrete
Operational stage
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
 Concrete operation is
the third stage of
Piagnet’s theory of
cognitive development.
It spans from 7 to
approximately 11 years,
children have better
understanding of their
thinking skills.

11. Jean Piaget’s Concrete
Operational stage
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
 LOGIC
 REVERSIBILITY
 COGNITIVE MILESTONE
 INFORMATION PROCESSING
SKILLS

12. SOCIO-EMOTIONAL DEVELOPMENT
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
 The developmental
theorist, Erik Erikson,
formulated eight stages
of man’s psychological
development. Each stage
is regarded as a
‘psychological crisis’
which arise and demands
resolution before the
next stage could be

13. SOCIO-EMOTIONAL DEVELOPMENT
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
 Preschool children
belong to the fourth
stage of erikson’s
psychological stage.
Children have to resolve
the issue on industry
vs. inferiority

14. STAGE O
ERIK ERIKSON FOURTH STAGE
OF PSYCHOSOCIAL
DEVELOPMENT
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
 Industry vs. inferiority is
the psychosocial crisis that
children will have to resolve
in this stage. Industry refers
to a childs involvement in
situations where long, patient
work is demanded to them,
while inferiority is the
feeling created when a child
gets a feeling of failure when

15. STAGE O
UNDERSTANDING THE
SELF
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
 One’s self-concept is
the knowledge about the
self, such us beliefs
regarding personality
traits, physical
characteristics,
abilities, values, goals
and roles.

16. STAGE O
SCHOOL YEARS
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
 In the transition from pre-
elementary to primary school,
children tend to become
increasingly self-confident
and able to cope well with
social interactions. The
issues of fairness and
equality become important to
them as they learn to care
for people who are not part

17. STAGE O
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
ANTI-SOCIAL BEHAVIOR
 when children poke,
pull, hit or kick other
children when they are
first introduced, it is
fairly normal. Children
at this age are still
forming their own views
and other children may
seem like a curiosity
that they need to

18. STAGE O
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
 SELF-CONTROL
 once children reach
school age, they begin
to take pride in their
ability to do things and
capacity to exert
effort. They like
receiving positive
feedback from their
parents and teachers.

19. ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
LATE
CHILDHOOD
9-12

20. ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END

21. ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
STAGE O
 9-12 yrs old
 A “troublesome age” by
which a children are no
longer willing to do what
they are told to do.
 there is a gang spirit in
this stage in which the
major concern is the
acceptance by the age-mates
in a group, there is a team
spirit in play activities

22. ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
STAGE O
 7-11 yrs. old
 Part of Jean Piagnet’s Theory
of Cognitive Development
 The child have overcome most
of the limitation of the
previous stage, and his
thought is both more logical
and flexible.
 The child have the ability to
understand PRINCIPLES OF
CONSEVATION, and think in a
CONCRETE OPERATIONAL
STAGE

23. ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
STAGE O
 The older child is
capable of SERIATION or
the ability to order
objects to somee
quantitative dimension
(e.g., from smallest to
biggest, shortest to
longest)
 A child in this stage
can also solve

24. ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
STAGE O
 4-11 YRS OLD
 Part of Lawrence Kohlberg’s
Theory of Moral Development.
 The primary consideration of
children at the
preconventional level is the
act to the self
 In this stage, behaviors are
motivated by self-interest,
avoidance of punishment, or
the attainment of rewards.
PRECONVENTIONAL
MORALITY

25. ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
STAGE O
 Punishment and obedience
orientation occurs at stage
1, wherein children at this
age define good and bad in
terms of obedience or
disobedience to rules and
authority figure
 Instage 2, REWARD
ORIENTATION emerge, wherein
children may believe well
and do good deeds in
PRECONVENTIONAL
MORALITY

26. ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
STAGE O
 6-11 YRS OLD
 Part of Sigmund Freud’s
Psychosexual Theory of
Development
 In this stage, there is a
temporary repression of the
libido
 The sexual and aggressive
drives are now expressed in
socially accepted forms (
LATENCY STAGE

27. ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
STAGE O
 Peer relationships and
the school are the
child’s primary
preoccupations.
 The ID,EGO AND SUPEREGO
is balanced.
 This is also the period
of RELATIVE CALM
LATENCY STAGE

28. ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
STAGE O
 6-11 YRS OLD
 Part of Erik Erikson’s
Psychosocial Theory of
Development
 The school is the main
preoccupation of children
at this age, this period
is thought of as a time of
“apprenticeship” or
learning and developing
INDUSTRY vs INFERIORITY

29. ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
STAGE O
 Children begin to engage
more seriously in
hobbies, extra
curricular activities
and other lessons.
 COMPETENCE AND
MOTIVATION DEVELOPS
INDUSTRY vs INFERIORITY

30. ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
STAGE O
 4 AND ABOVE
 One of the Theory in
Learning of Lv Vygotsky
 Effective guidance
involves the transfer of
responsibility from
tutor to learner
SCAFFOLDING

31. ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
ADOLESCENCE
(THE HIGH SCHOOL LEARNERS)

32. STAGES OF ADOLESCENCE:
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
1. EARLY ADOLESCENCE –
CHARACTERIZED BY PUBERTY
MOSTLY OCCURING BETWEEN
AGES 10 AND 13
3. LATE ADOLESCENCE –
WHICH MARKS THE
TRANSITION INTO ADULTHOOD
2. MIDDLE ADOLESCENCE –
CHARACTERIZED BY IDENTITY
ISSUES WITHIN THE AGES OF
14 AND 16.

33. DEFINING ADOLESCENCE
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
ADOLESCENCE IS A PERIOD OF
TRANSITION IN TERMS OF
PHYSICAL, COGNITIVE AND
SOCIO-EMOTIONAL CHANGES,
PHYSICAL TRANSITION BEING
PARTICULARLY COUPLED WITH
SECUAL TRANSFORMATION.
ASPECTS OF INDIVIDUALITY
IN ADOLESCENT DEVELOPMENT
IS UNIQUES TO EACH
INDIVIDUAL

34.  PUBERTAL CHANGES
 GROWTH SPURTS
 SEXUAL MATURITY
 SECULAR TREND
 ADOLESCENT
SLEEPING HABIT
 EXPLORATION
 IDEAL BODY
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END

35. COGNITIVE DEVELOPMENT
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
IT DEMONSTRATES HOW THE
COGNITIVE CAPACITY OF THE
ADOLESCENT ALLOWS HIS/HER TO
GO BEYOND THE SENSIBLE AND
CONCRETE TO DWELL ON WHAT IS
ABSTRACT, HYPOTHETICAL,
MULTIDIMENSIONAL AND
POSSIBLE.
Piagnet’s Formal Operational
Thinker

36. FORMAL OPERATIONAL
THINKING CONSISTS:
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
1.PROPOSITIONAL THINKING
2.RELATIVISTIC THINKING
3.REAL VERSUS POSSIBLE

37. SIEGLER’S INFORMATION-
PROCESSING SKILLS
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
AS AN INFORMATION PROCESSING
THEORIST, SIEGLERS VIEWS THE
INFLUENCE OF THE ENVIRONMENT ON
THINKING. HE SEES COGNITIVE
GROWTH, NOT AS STAGES OF
DEVELOPMENT BUT MORE SEQUENTIAL
ACQUISITION OF SPECIFIC KNOWLEDGE
AND STRATEGIES FOR PROBLEM
SOLVING.

38. METACOGNITION
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
 THIS INVOLVES THE
ABILITY TO THINK
ABOVE THINKING.

39. OVERACHIEVERS
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
ACHIEVEMENTS AND IQ TESTS ARE
STANDARD MEASURES OF THE
LEARNERS ABILITIES, AS WELL
AS POTENTIAL FOR SUCCESS IN
GIVEN AREAS. IQ TESTS ARE
BENEFICIAL INSTRUMENT IN
IDENTIFYING LEARNING
DEFICIENCIES IN LEARNERS.

40. UNDERACHIEVERS
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
THOSE LEARNERS WHOSE
PERFOMANCES ARE MEASURED
BELOW THE IQ LEVEL.
 2 TYPES OF UNDERACHIEVERS
A. WITHDRAWN UNDERACHIEVERS
B. AGGRESSIVE UNDERACHIEVERS

41. PARENTAL INVOLVEMENT
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
THE OVERACHIEVERS’
PARENTS ARE:
 Positive attitude about learning
school, and intellectual
activities
 Harmonious and supportive
relationships, inclusive of
open, enjoyable interaction
within the family.

42. PARENTAL INVOLVEMENT
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
THE UNDERACHIEVERS’
PARENTS ARE:
 AUTHORITARIAN, RESTRICTIVE AND
REJECTING ATTITUDES.
 INDIFFERENCE AND
DISINTERESTEDNESS IN ACADEMIC
AND EXTRACURRICULAR ACTIVITIES
OF THEIR CHILDREN.

43. POSSIBLE ADOLESCENT
BEHAVIOR
ABOUT US
OBJECTIVES
TOPIC 1
TOPIC 2
TOPIC 3
END
 EGOCENTRISM
 IDEALISM