Cognitive development of intermediate schoolers
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This document summarizes cognitive development in intermediate schoolers. It discusses that intermediate schoolers are in late childhood and think concretely. Their thinking skills are more effective than in primary years. At this stage, reading development involves applying word attack skills widely. Older children have longer attention spans than younger children. Creativity is encouraged through activities that celebrate uniqueness and minimize competition. The impact and effects of media use are also discussed, including how it can increase aggression but also improve communication and research skills when used appropriately. Teachers must understand child development to support students' growth.
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Cognitive development of intermediate schoolers
This document discusses cognitive development in children during the concrete operational stage according to Jean Piaget. During this stage, children's thinking abilities become more logical and organized. They can apply lessons and think systematically about direct experiences and manipulate objects. Their attention spans increase and they develop better reading, problem-solving, and creativity skills. The document also discusses the impact of media like television on children's aggression and behavior. It emphasizes the importance of guidance from teachers, parents and role models during this stage of development.
Physical development of the intermediate Pupil module 21
Late childhood is described as a period of calm before the physical changes of adolescence. Girls generally start puberty around two years earlier than boys, with budding breasts as an initial sign. Children gain an average of 7 pounds and 2.5 inches each year, with growth spurts accompanied by increased appetite. Both girls and boys see increases in body fat in preparation for adolescent growth, with girls seeing earlier and greater increases. This stage is also characterized by advancing motor skills and interests in physical activities shared with friends and family.
Cognitive develoment of intermediate schoolers
Intermediate schoolers are in the concrete operational stage of cognitive development. Their thinking skills are more effective than in primary school as they can organize thoughts logically about immediate situations. Their reading skills have developed through applying word attack techniques. Their attention spans are longer and more flexible compared to younger children. Creativity is encouraged through activities that celebrate uniqueness, reduce competition, and support sharing ideas with peers and teachers. The document discusses the impact of media such as television and computers in schools, noting benefits like opportunities for collaboration, problem solving, and independent learning. However, media is also linked to increased aggression and anti-social behavior in children as well as greater desire to see and engage in violence.
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The document discusses cognitive development in adolescents. It notes changes in thinking patterns marked by new cognitive skills from the brain's increasing weight and refining connections between hemispheres. Another development is myelination concentrating brain cells in prefrontal areas. Accompanying these changes, adolescents begin acquiring abilities like spatial awareness and abstract thinking. Piaget's theory of formal operational thinking shows how adolescents can think hypothetically and consider multiple dimensions and possibilities. The document also discusses various cognitive capacities and trends in adolescents.
Socio emotional devt. of intermidiate schoolers
During late childhood and early adolescence, children spend less time at home and more time outside with peers. They develop a sense of self-competence and industry as they acquire new skills. It is important for children to be provided varied opportunities to develop perseverance through successes and failures with sincere feedback. As children progress through this stage, they can describe themselves using internal traits and engage in more social comparisons, while also improving perspective-taking abilities such as understanding intentions and importance of social behaviors. Building friendships becomes important for emotional development and security. Family support is crucial to help children view failures as temporary rather than personal flaws.
Child and Adolescent - The Primary Schooler
Middle childhood, from ages 6 to 12, is a time of significant physical, cognitive, and socio-emotional development. Children experience steady physical growth and develop gross motor skills. Cognitively, they progress to concrete operational thought and can apply inductive logic. Socio-emotionally, primary schoolers develop through Erikson's industry versus inferiority stage and prioritize school experiences, enjoying time with friends. Their development is influenced by natural maturation as well as environmental and genetic factors.
Cognitive development of infants and toddlers
It talks about how Infants psychological processes involved in thinking and knowing develop into young children.
Educ 1 Learning Module COMPLETED.pdf
This learning module provides an overview of key concepts related to child and adolescent learners and learning principles. It is divided into four modules that cover basic concepts of human development, developmental theories, development at various stages, and learning theories. The first topic introduces the 14 Learner-Centered Psychological Principles developed by the American Psychological Association, which are divided into cognitive/metacognitive, motivational/affective, developmental/social, and individual difference factors. The principles emphasize that learning is most effective when the learner constructs their own understanding, thinks strategically, and is influenced by environmental context. Future teachers are asked to consider how to apply each principle through classroom activities.
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Cognitive development of intermediate schoolers
This document discusses cognitive development in children during the concrete operational stage according to Jean Piaget. During this stage, children's thinking abilities become more logical and organized. They can apply lessons and think systematically about direct experiences and manipulate objects. Their attention spans increase and they develop better reading, problem-solving, and creativity skills. The document also discusses the impact of media like television on children's aggression and behavior. It emphasizes the importance of guidance from teachers, parents and role models during this stage of development.
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Late childhood is described as a period of calm before the physical changes of adolescence. Girls generally start puberty around two years earlier than boys, with budding breasts as an initial sign. Children gain an average of 7 pounds and 2.5 inches each year, with growth spurts accompanied by increased appetite. Both girls and boys see increases in body fat in preparation for adolescent growth, with girls seeing earlier and greater increases. This stage is also characterized by advancing motor skills and interests in physical activities shared with friends and family.
Cognitive develoment of intermediate schoolers
Intermediate schoolers are in the concrete operational stage of cognitive development. Their thinking skills are more effective than in primary school as they can organize thoughts logically about immediate situations. Their reading skills have developed through applying word attack techniques. Their attention spans are longer and more flexible compared to younger children. Creativity is encouraged through activities that celebrate uniqueness, reduce competition, and support sharing ideas with peers and teachers. The document discusses the impact of media such as television and computers in schools, noting benefits like opportunities for collaboration, problem solving, and independent learning. However, media is also linked to increased aggression and anti-social behavior in children as well as greater desire to see and engage in violence.
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During late childhood and early adolescence, children spend less time at home and more time outside with peers. They develop a sense of self-competence and industry as they acquire new skills. It is important for children to be provided varied opportunities to develop perseverance through successes and failures with sincere feedback. As children progress through this stage, they can describe themselves using internal traits and engage in more social comparisons, while also improving perspective-taking abilities such as understanding intentions and importance of social behaviors. Building friendships becomes important for emotional development and security. Family support is crucial to help children view failures as temporary rather than personal flaws.
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Middle childhood, from ages 6 to 12, is a time of significant physical, cognitive, and socio-emotional development. Children experience steady physical growth and develop gross motor skills. Cognitively, they progress to concrete operational thought and can apply inductive logic. Socio-emotionally, primary schoolers develop through Erikson's industry versus inferiority stage and prioritize school experiences, enjoying time with friends. Their development is influenced by natural maturation as well as environmental and genetic factors.
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This document summarizes physical, cognitive, and socio-emotional development in intermediate schoolers. Physically, puberty begins and girls mature earlier than boys. Cognitively, thinking skills improve and attention spans lengthen. Creativity flourishes when activities encourage uniqueness. Socio-emotionally, self-identity strengthens and emotional intelligence grows. Building friendships becomes important, with popular children demonstrating positive skills like listening and concern for others. Family support remains crucial during this developmental period.
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This document summarizes the physical development of infants and toddlers. It discusses the major areas of development from birth to age 2 including:
- Cephalocaudal and proximodistal motor development which describes how infants develop control of their upper body before lower body.
- Important milestones in gross and fine motor skills like grasping, rolling over, sitting, crawling, walking and hand-eye coordination.
- Rapid brain development and myelination which increases neural connections and speed of information processing.
- Emergence of reflexes in newborns and their purpose in survival before voluntary control.
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This document discusses physical development in preschoolers between ages 3-5. It explains that during this stage children experience significant growth and achieve motor milestones. They develop gross motor skills like running, jumping, and balancing. Fine motor abilities also increase as they learn to use their hands for activities like drawing, catching balls, and other manipulations. The document also notes the importance of nutrition, sleep, and artistic expression for preschoolers' development.
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This document discusses the situation of Filipino children and young persons. It notes that drug use, drinking, and smoking have declined among youth aged 15-24 based on survey findings. However, HIV cases among youth remain a concern. The document also discusses that Filipino youth rank lowest internationally in areas of citizen participation and economic opportunity based on a global youth well-being index. It concludes by stating the number of children and youth considered at-risk in the Philippines.
Educ 201 issues on human development
The document discusses three key issues in human development:
1) Nature vs nurture - the degree to which human behavior is determined by genetics or environment.
2) Continuity vs discontinuity - whether development is a gradual, continuous process or abrupt stages.
3) Stability vs change - whether personality traits remain constant or change over the lifespan.
It also summarizes research on how conditions in the womb and during early fetal development can influence health and traits throughout life, known as the field of fetal origins. This emerging area of science views pregnancy as a formative period that can impact future disease risk and is opening up new opportunities for prenatal prevention of health issues.
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The document discusses socio-emotional development from infancy through early childhood. It describes the key milestones in socio-emotional development that most children reach between birth and 4 years old, including developing the ability to recognize and express basic emotions, engage in social interactions, gain self-awareness and self-regulation skills, and explore pretend play and independent activities. The caregiver's role in properly responding to an infant's needs and cues is also emphasized as important for healthy socio-emotional growth.
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Social and emotional development involves acquiring skills like identifying and understanding one's own feelings, reading others' emotions, and learning behaviors that help school success. These skills are best developed in preschool when building positive social skills and relationships is easier than trying to fix problems later. Preschoolers who are aggressive or rejected can face issues in school and life. Positive social-emotional development provides a lifelong learning base and prevents future difficulties better than trying to remedy problems later.
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Middle childhood, between ages 6-12, involves significant physical, cognitive, and socio-emotional development. Physically, children experience steady growth in height and weight and motor skills improve. Cognitively, they progress from concrete to more abstract thought. Socio-emotionally, peer relationships become important as children's self-concept and understanding of themselves and others develops. The support of family and teachers is important during this stage of learning and social development.
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Erikson's Stages of Psychosocial Development
Erik Erikson proposed 8 psychosocial stages of development across the lifespan. Each stage involves resolving a "crisis" between two opposing tendencies, with a positive resolution leading to the development of virtues. The stages include: (1) Trust vs. Mistrust in infancy, (2) Autonomy vs. Shame and Doubt in early childhood, (3) Initiative vs. Guilt in preschool, (4) Industry vs. Inferiority in school age, (5) Identity vs. Role Confusion in adolescence, (6) Intimacy vs. Isolation in young adulthood, (7) Generativity vs. Stagnation in adulthood, and (8) Ego Integr
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This document discusses several online educational resources and tools for teachers, including websites, portals, blogs, and digital platforms. It provides examples like EducatorsTechnology.com, which is a blog site that is a rich repository of curated tools and applications for educators. It emphasizes having an open mindset when using digital tools, as they are continually evolving. It encourages teachers to explore tools, be creative in their uses, and help develop students' critical thinking.
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Piaget's theory of cognitive development posits that adolescents develop formal operational thinking, allowing them to think more abstractly. Formal operations involve proportional, relativistic, and hypothetical thinking. Adolescents can also use deductive logic and think about abstract concepts. Their problem-solving skills become more systematic. While girls often feel more confident in reading and social skills, boys tend to feel more confident in athletics and math. Adults can help adolescents make better decisions by expanding their options and weighing consequences, and by helping them understand how emotions affect thinking. Moral development occurs through modeling caring behavior, perspective-taking, and community volunteering.
Module 19 cognitive development
This document provides an overview of Jean Piaget's theory of cognitive development in primary school aged children. It discusses Piaget's life and background, focusing on his observations of his own children which informed his theories. It then describes the concrete operational stage from ages 7-11, where children begin logical thinking about concrete concepts but struggle with abstract ideas. Key developments include understanding reversibility and inductive/deductive reasoning. Cognitive milestones are outlined, such as understanding time, attention span, and early reading skills. The document also briefly discusses information processing models of memory.
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The socio-emotional development of infants and toddlers occurs through intrapersonal and interpersonal relationships. Intrapersonally, infants begin to develop self-awareness, emotions, and gender identity between birth and 3 months of age. Interpersonally, attachment develops as infants smile at and can be comforted by familiar adults by 3-6 months. Between 6-9 months, infants express different emotions, distinguish friends from strangers, and respond to language and gestures. Imitation and self-regulation become more important from 9-12 months as infants mimic actions and show anxiety when separated from caregivers.
The Late Childhood
This document summarizes physical, cognitive, and socio-emotional development in intermediate schoolers. Physically, puberty begins and girls mature earlier than boys. Cognitively, thinking skills improve and attention spans lengthen. Creativity flourishes when activities encourage uniqueness. Socio-emotionally, self-identity strengthens and emotional intelligence grows. Building friendships becomes important, with popular children demonstrating positive skills like listening and concern for others. Family support remains crucial during this developmental period.
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This document summarizes the physical development of infants and toddlers. It discusses the major areas of development from birth to age 2 including:
- Cephalocaudal and proximodistal motor development which describes how infants develop control of their upper body before lower body.
- Important milestones in gross and fine motor skills like grasping, rolling over, sitting, crawling, walking and hand-eye coordination.
- Rapid brain development and myelination which increases neural connections and speed of information processing.
- Emergence of reflexes in newborns and their purpose in survival before voluntary control.
The document outlines physical, sensory, language and cognitive skills infants and toddlers typically acquire at
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This document discusses physical development in preschoolers between ages 3-5. It explains that during this stage children experience significant growth and achieve motor milestones. They develop gross motor skills like running, jumping, and balancing. Fine motor abilities also increase as they learn to use their hands for activities like drawing, catching balls, and other manipulations. The document also notes the importance of nutrition, sleep, and artistic expression for preschoolers' development.
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The document discusses three key issues in human development:
1) Nature vs nurture - the degree to which human behavior is determined by genetics or environment.
2) Continuity vs discontinuity - whether development is a gradual, continuous process or abrupt stages.
3) Stability vs change - whether personality traits remain constant or change over the lifespan.
It also summarizes research on how conditions in the womb and during early fetal development can influence health and traits throughout life, known as the field of fetal origins. This emerging area of science views pregnancy as a formative period that can impact future disease risk and is opening up new opportunities for prenatal prevention of health issues.
Socio emotional development of infants and toddlers
The document discusses socio-emotional development from infancy through early childhood. It describes the key milestones in socio-emotional development that most children reach between birth and 4 years old, including developing the ability to recognize and express basic emotions, engage in social interactions, gain self-awareness and self-regulation skills, and explore pretend play and independent activities. The caregiver's role in properly responding to an infant's needs and cues is also emphasized as important for healthy socio-emotional growth.
Socio-Emotional Development of Preschoolers
Social and emotional development involves acquiring skills like identifying and understanding one's own feelings, reading others' emotions, and learning behaviors that help school success. These skills are best developed in preschool when building positive social skills and relationships is easier than trying to fix problems later. Preschoolers who are aggressive or rejected can face issues in school and life. Positive social-emotional development provides a lifelong learning base and prevents future difficulties better than trying to remedy problems later.
middle childhood
Middle childhood, between ages 6-12, involves significant physical, cognitive, and socio-emotional development. Physically, children experience steady growth in height and weight and motor skills improve. Cognitively, they progress from concrete to more abstract thought. Socio-emotionally, peer relationships become important as children's self-concept and understanding of themselves and others develops. The support of family and teachers is important during this stage of learning and social development.
Learners with Exceptionalities
This document discusses terminology and categories related to learners with exceptionalities. It defines key terms from the World Health Organization like impairment, disability, and handicap. It also outlines categories of exceptionalities including cognitive/academic difficulties, social/emotional/behavioral difficulties, physical disabilities, sensory impairments, and giftedness. Specific conditions are described within each category like dyslexia, ADHD, autism, and visual impairments. Approaches for supporting learners with exceptionalities are also mentioned such as people-first language, instructional accommodations, consultation, encouragement, and patience.
Erikson's Stages of Psychosocial Development
Erik Erikson proposed 8 psychosocial stages of development across the lifespan. Each stage involves resolving a "crisis" between two opposing tendencies, with a positive resolution leading to the development of virtues. The stages include: (1) Trust vs. Mistrust in infancy, (2) Autonomy vs. Shame and Doubt in early childhood, (3) Initiative vs. Guilt in preschool, (4) Industry vs. Inferiority in school age, (5) Identity vs. Role Confusion in adolescence, (6) Intimacy vs. Isolation in young adulthood, (7) Generativity vs. Stagnation in adulthood, and (8) Ego Integr
Online resources, educational sites, and portals
This document discusses several online educational resources and tools for teachers, including websites, portals, blogs, and digital platforms. It provides examples like EducatorsTechnology.com, which is a blog site that is a rich repository of curated tools and applications for educators. It emphasizes having an open mindset when using digital tools, as they are continually evolving. It encourages teachers to explore tools, be creative in their uses, and help develop students' critical thinking.
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- 1. MODULE 22 “Cognitive development of intermediate schoolers" Prepared by: Rommel B. Ferrer
- 2. MODULE 22 INTERMEDIATE SCHOOLERS "Children in this stage are already in their late childhood.”
- 3. MODULE 22 INTERMEDIATE SCHOOLERS Concrete operational Thinker can now organized thoughts effectively, although they can only logically perceive the immediate situation.
- 4. MODULE 22 Initial cognitive characteristics Their thinking skills have become more effective as compared during their primary years.
- 5. MODULE 22 Reading development Children in this stage, is marked by a wide application of "word attack"
- 6. MODULE 22 Attention Older children have longer and more flexible attention span compared to younger children.
- 7. MODULE 22 Creativity Children at this stage are open to explore new things.
- 8. MODULE 22 Creativity in children is encourage when the activities: Encourage different responses from each child. Celebrate uniqueness Value process over product.
- 9. MODULE 22 Creativity in children is encourage when the activities (continued…): Reduced stress and anxiety in children. Support to share ideas, not only with teacher/parents but also with other children. Minimize competition and external rewards.
- 10. MODULE 22 The impact of Media
- 11. MODULE 22 The impact of Media It was considered as one of the first technological advancement in school. The impact of the use of television and computer has gained popularity because the students are given more opportunity to:
- 12. MODULE 22 Communicate writing. effectively in speech and Work collaboratively Use technological tools Analyze problems, set goals, and formulate strategies for achieving those goals. Seek out information or skills on their own, as needed, to meet their goals.
- 13. MODULE 22 Media and Aggression Violence and aggression are often dubbed as one of the result of media.
- 14. MODULE 22 Negative results of media Children… will increase anti-social and aggressive behavior. may become less sensitive to violence and those who suffer from violence. may view the world as violent and mean, becoming more fearful of being a victim of violence.
- 15. MODULE 22 Negative results of media (continued…) Children… children will desire to see more violence in entertainment and real life. children will view violence as an acceptable way to settle conflicts.
- 16. MODULE 22 Role of Teachers.. Need to be an eager participants 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 where risks can be taken and discoveries made while children remain safe.
- 17. MODULE 22 End
- 18. MODULE 22 Sources Child and Adolescent Development by Brenda B. Corpuz et al. Images: Courtesy of www.google.com