ABS-CBN Memories with Zab Ademarrab and 6 others. September 18 at 9:45pm · PINOY MANO-MANO: Celebrity Boxing Challenge (2007-2008). Hosted By Cesar Montano & Bayani Agbayani

1. 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

3. Characteristics

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