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Late childhood
- 2. OBJECTIVES Students are expected to learn 95% of the following after the discussion: 1. To list common names used by parents, educators, and psychologists as indicators of the important characteristics of the late childhood years 2. To describe the patterns of physical, motor, speech and emotional development in late childhood 3. Explain the influence of new social groupings acquired in late childhood 4. Describe the different hazards of children might encounter in late childhood due to the carry-over from the early childhood 5. Discuss new conditions in the lives of older children that influence the degree of happiness they experience
- 4. 6 – 12 years of age
- 5. Puberty
- 6. Names used by Parents ■ Troublesome age ■ Sloppy age ■ Quarrelsome age
- 7. Names used by Educators ■ Elementary school ■ Critical period in the achievement drive
- 8. Names used by Psychologist ■Gang age ■Play age
- 9. DevelopmentalTasks of Late Childhood ■ Physical Development – Height – Weight – Body Proportions – Homeliness – Muscle-Fat Ratio – Teeth
- 10. Skills of Late Childhood ■ Self-Help Skills ■ Social-Help Skills ■ School Skills ■ Play Skills
- 11. Speech Improvement ■ Areas of Improvement – Vocabulary Improvement ■ GeneralVocabulary ■ SpecialVocabulary – Pronunciations – Forming Sentences
- 12. Speech Improvement ■ Improvement in Comprehension – Content of Speech – Amount ofTalking
- 13. Emotions and Emotional Expressions in Late Childhood ■ Periods of Heightened Emotionality ■ Beginnings of Emotional Catharsis
- 14. Social Groupings and Social Behavior in Late Childhood ■ Characteristics of Children’s Gangs ■ Effects of Gang Belonging ■ Companions in Late Childhood ■ Sociometric Status ■ Leaders in Late Childhood
- 15. Play Interests and Activities in Late Childhood ■ Constructive Play ■ Exploring ■ Collecting ■ Games and Sports ■ Amusements
- 16. Increase in Understanding ■ Stage of Concrete Operations by Piaget ■ Social Concepts – Cultural Stereotypes – EmotionalWeightings
- 17. Moral Attitudes and Behavior ■ Development of Moral Codes ■ Role of Discipline in Moral Development
- 18. Essentials of Discipline for Older Children ■ Aids in building moral code ■ Rewards ■ Punishment ■ Consistency
- 19. Moral Attitudes and Behavior ■ Development of Moral Codes ■ Role of Discipline in Moral Development ■ Development of Conscience
- 20. Conscience vs Guilt vs Shame ■ Conscience - conditioned anxiety response to certain kinds of situations and actions which has been built up by associating certain acts with punishments ■ Guilt – special kind of negative evaluation that occurs when an individual acknowledge that his behavior is at variance with a given moral value to which he feels obligated to conform ■ Shame – the unpleasant emotion reaction of an individual to an actual or presume negative judgment of himself by others, resulting self-depreciation
- 22. Misdemeanors ■ Ignorance of what is expected of them ■ Misunderstanding of the rules ■ Children’s testing of authority ■ Attempts to assert their independence ■ Children’s conformity to gang misbehavior
- 23. Interests in Late Childhood ■ Effects of interests 1. Influence the form and intensity of aspirations 2. Interests can and do serve as a strong motivating force 3. Achievements are always influenced by the kind and intensity of the individual’s interest 4. Interests often established in childhood often become a lifetime interest
- 24. Sex-roleTyping
- 25. Changes in Family Relationships ■ Effects of Family Relationships 1. Children’s work in school and attitudes 2. Social Adjustments outside the home 3. Role-playing in the home sets the pattern for role-playing outside the home 4. Type of child-training method used in the home influences the role-playing of older children 5. Home training is responsible for sex-role typing 6. Children’s aspiration and achievements in different areas of their lives are greatly influenced by their parents’ attitudes 7. Creativeness or conformists in their behavior is greatly affected by their home training
- 26. Personality Changes ■ Factors affecting self-concepts – Ordinal Positions – Unstable home environment – Unstable social environment
- 27. Personality Changes ■ Development of Ideal Self-Concepts ■ Search for Identity
- 28. Personality Changes ■ Factors affecting the Self-Concept – Physical Conditions – Body build – Names and Nicknames – Socioeconomic Status – School environment – Social Acceptance – Success and Failures – Sex – Intelligence
- 29. Hazards in Late Childhood ■ Physical Hazards – Sex-inappropriate Body Build – Accidents – Physical Disabilities – Awkwardness – Homeliness
- 30. Hazards in Late Childhood ■ Psychological Hazards – Speech Hazards – Emotional Hazards – Social Hazards – Play Hazards – Conceptual Hazards – Moral Hazards – Hazards Associated with Interests – Hazards in Sex-Role typing – Family-Relationship Hazards – Hazards in Personality Development
- 31. Happiness in Late Childhood