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Child and Adolescent: the late childhood

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The Late Childhood ( The Intermediate Schooler)
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.
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.

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Child and Adolescent: the late childhood

  1. 1. The Late Childhood ( The Intermediate Schooler) Group IV
  2. 2. PHYSICAL CHANGES
  3. 3. BOYS
  4. 4. GIRLS
  5. 5. 6 + 4 = 10 10 – 6 = 4
  6. 6. 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.
  7. 7. 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.
  8. 8. 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.
  9. 9. 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.
  10. 10. 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.
  11. 11. 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.
  12. 12. 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)
  13. 13. 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.
  14. 14. 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.

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