2. Physical development
involves many different factors,
height, weight, appearance,
visual, hearing and motor abilities.
Primary school children undergo many different
changes as they go through this stage of
development. This could be caused by different
factor; both natural and environment.
Physical growth during the primary school
year is slow but steady. During this stage.
Physical development involves:
• Having good muscle control and coordination,
• Developing eye-hand coordination,
• Having good personal hygiene and
• Being aware of good safety habits.
PHYSICAL DEVELOPMENT OF THE PRIMARY PUPIL
3. Height and Weight In this development stage, children
will have started their elementary grade. Specifically their
primary year – Grades 1 to 3
This period of gradual and steady growth will give
children time to get used to the changes in their bodies.
An average increase in height of a little over two inches a
year in both boys and girl will introduce them to many
different activities that they can now do with greater
accuracy.
Weight gain average about 6.5 pounds a year. Most
children have slimmer appearance compared to their
preschool years because of the shifts in accumulation
and location of their body fats. A child’s legs are longer
and more proportioned to the body than they were before.
Factors could indicate how much a child grows, or how
much change in the body will take place:
> genes > exercise
> food > medical conditions
> climate > diseases / illnesses
PHYSICAL DEVELOPMENT OF THE PRIMARY PUPIL
4. Bones and Muscles
Children years are peak bone-producing
years. This is the best to teach children of
good dietary and exercise habits to help them
have strong. Healthy bones throughout their
lives. Many lifestyle factors, like nutrition and
physical activity. Can substantially influence
the increase of bone mass during childhood
PHYSICAL DEVELOPMENT OF THE PRIMARY PUPIL
Because children’s bones have proportionately
more water and protein-like materials and
fewer minerals than adults, ensuring
adequate calcium intake will greatly help them
in strengthening bones and muscle.
5. Motor Development
Young school-age children are gaining control
over the major muscle of their bodies. Most
children have a good sense of balance. They
like testing their muscle strength and skills.
They enjoy doing real life tasks and activities.
They pretend and fantasize less often because
they are more attuned with everything that is
happening around them.
Children in this age love to move a lot – they
run, skip, hop jump, tumble, roll and dance.
Performing Unimanual (require the use one
hand)
Bi-manual (require the use of two hand)
Graphics activities, such as writing, drawing.
PHYSICAL DEVELOPMENT OF THE PRIMARY PUPIL
6. Motor Development Skills
Coordination is a series of movement
organized and timed to occur in a particular
way to bring about a particular result
(strickland, 2000)
Balance is the child ability to maintain the
equilibrium or stability of his/her body in
different position. Static balance is a fixed
position. Dynamic balance is a moving.
Speed is the ability to cover a great distance
in the shortest possible time.
Agility is one’s ability to quickly change or
shift the direction of the body.
Power is the ability to perform a maximum
effort in the shortest possible period.
PHYSICAL DEVELOPMENT OF THE PRIMARY PUPIL
7. Jean Piaget 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 process of assimilation and accommodations.
Piaget described four main period in cognitive development. For
Piaget, intellectual ability is not the same at different age.
Cognitive Development of Primary
Schoolers
Concrete operation is the third stage in Piaget theory
of cognitive development.
Logic
> Inductive logic involves thinking from specific
experience to a general principle. But at this stage,
children have a great difficult in using deductive logic
or using a general principle to determine the outcome
of a specific event.
Reversibility one of the most important development
in this stage is an understanding of reversibility, or
awareness that action can be reversed. An example of
this is being able to reverse the order of relationships
between mental categories.
8. Cognitive Development of Primary Schoolers
Cognitive Milestones
Elementary-age children encounter
development milestones. They develop certain skills
within a particular time frame. The skills they learn
are in a sequential manners, meaning they need to
understand numbers before they can perform a
mathematical equation.
9. COGNITIVE DEVELOPMENT OF PRIMARY
SCHOOLERS
Information-Processing Skills
Several theorists argue that like the computer,
the human mind is a system that can process
information through the application of logical
rules and strategies. They also believe that the
mind receives information, performs operations
to change its form and content, stores and
locates it and generates responses from it.
11. Erik Erikson’s Fourth Stage of Psychosocial Development
Industry vs. inferiority is the psychosocial crisis that children will have to
resolve in this stage. Industry refers to a child involvement in situation
where long, patient work is demanded of them, while inferiority is the
feeling created when a child gets a feeling of failure when they cannot
finish or master their school work.
Socio-Emotional Development
In this stage, children will most
likely, have begun going to
school. School experiences
become the priority, with
children so doing school work.
The encouragement of parents
and caring education helps to
build a child’s sense of self-
esteem, strengthening their
confidence and ability to interact
positively in the world.
12. Socio-Emotional Development
Understanding the Self
One’s self-concept is the
knowledge about the self, such
as beliefs regarding personality
traits, physical characteristics,
ability, values, goals and roles.
its also involves a sense of
belonging and acceptance, a
sense of good and sense of being
capable of doing good. Having a
healthy self-concept does not
mean that a child thinks he is a
better than others. It means
that he likes himself, feels
accepted by his family and
friends and believes that he can
do well.
13. Socio-Emotional Development
Primary school children’s self-concept influenced not only by their parents. But
also by the growing number of the people they begin to interact with, including
teachers and classmate. Children have a growing understanding of their place
in the world. They already know that they can please their parents and
teachers. They are comfortable and show confidence in doing things they are
good at, but also show frustration in things that they find difficult.
School Years
In the transition from pre-elementary to primary, children tend to
become increasingly self-confident and able to cope well with social
interactions. They are not focused on themselves anymore but are also aware of
the needs and desires of others. The issue of fairness and equality become
important to them as they learn to care for people who are not part of their
families. Characteristics like loyalty and dependability are being as well as
responsibility and kindness
14. Socio-Emotional Development
Building friendships
Making friends is a crucial but very part of children’s social and emotional
growth. As soon as they are able to walk and talk, they will tend to show natural
inclination to be around other children.
Children, during this stage, most likely belong to a peer group. Peer groups
are characterized by children who belong approximately to the same age group and
same social economic status. It is found along the stage of childhood though
adolescence. But for children, until the age of seven or eight, they think of
themselves more than that others. They may play well with groups but may need
some times to paly alone.
Primary school children prefer to belong to peer groups of the same gender.
• Children use surrounding to observe and mingle with other children.
• Opportunity to make friends while others remain a bit of a loner.
15. Socio-Emotional Development
Antisocial Behavior
Some adult may perceive that some children’s behavior towards other children as
antisocial. When children poke, pull, hit or kick other children when they are first
introduced, it is fairly normal. Remember that children at this age are still forming
their own world views and other children may seem like a curiosity that they need to
explore.
Parents and teachers can help children make friends. ff.
• Expose the children to kid-rich environment (e.g. playgrounds, parks).
• Create a play group in your class and let the children mingle with their classmate
• When your children hit other children, remind them that their behavior hurt others
• Coordinate with the parents and other teacher so that the children will have greater
opportunity to interact with other children.
Self-control
Once children reach school age, they begin to take pride in their ability to do
things and their capacity to exert effort. They like receive positive feedback from their
parents and teachers. This become a great opportunity for parents and teachers to
encourage positive emotional responses from children by acknowledging their mature,
17. Physical Changes
children in their childhood stage always seem to be in a hurry. They get so busy
with their school work, interacting with their friends, exploring other possible
activities, but this period of physical development seems to take on a leisurely pace.
girls are generally two (2) years ahead of boys in terms of physical maturity.
PUBERTY MAY BEGIN EARLY FOR GIRLS
BUDDING BREAST
>which is initial sign of puberty.
MENSTRUAL PERIOD
>as early as 8 and some as late 13 years old.
many of the bodily structure like the liver, muscles, skeleton, kidneys and
face follow a normal curve of development for both girls and boys. Other structures
like the brain, intestines and other organs and bodily mature at their own time.
CHILDREN
>gain an average of 7 lbs.in weight and average of 2 ½ inches in height and
average of an inch in head circumference each year.
>stage have growth spurts.
Physical Development of the Intermediate Pupil
18. HEIGHT AND WEIGHT
>are usually accompanied by increase in appetite and food intake.
>increase in body fats also occurs in preparation for growth that occurs during
adolescence.
>body fat increase occurs earlier I girls and greater in quantity.
GIRLS
>appear to be “chubby”
BOYS
>tend to have more lean body mass per inch of height than girls.
These are all normal part of development. These differences in body
composition become very significant during adolescence.
Children may become concerned about their physical appearance .Girls
may become concerned about their weight and decide to eat less. Boys become
aware of their stature and muscle size and strength.
Physical Development of the Intermediate Pupil
19. PARENTS AND TEACHERS
>must be very conscious about their dealing with these children.
>appropriate activities must be designed so that children will be guided into the
right direction.
Children must be given opportunities to engage themselves in worthwhile:
*promote healthy growth
*give them a feeling of accomplishment
*reduce the risk of certain diseases
MUSCLES STRENGTH AND STAMINA
>Increase as they are offered physical activities
For instance : *biking
*running
*playing basketball
Physical Development of the Intermediate Pupil
21. Initial Cognitive Characteristics
Intermediate school children greatly enjoy the cognitive ability that they can now
utilize.
• Thinking skill have become more effective as compared during their primary years
• School work is now more complicated
• Reading texts have become longer; problem solving has become an everyday part of
their lives.
Reading Development
Children in this stage, is marked by a wide application of word attack. Because of
the presence of previous knowledge, they now have a wide vocabulary, which enable
them to understand the meaning of unknown words though context clues ( this is the
“reading to learn” stage in reading development.)
Attention
Older children have longer ad more flexible attention span compared to young
children. Their span of attention is dependent on how much is required by the given
task. In terms of school work, older children can concentrate and focus more for longer
period of hours especially if they are highly interested in what they are doing.
Cognitive Development Intermediate Schoolers
22. Creativity
Children at this stage are open to explore new things. Creativity is innate in children,
they just need a little guidance and support from parents, teachers and people
around them. They are usually at their best when the work is done in small piece.
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 / parents but also with other
children.
• Minimize competition and external rewards.
Cognitive Development Intermediate Schoolers
“CREATIVITY is not finding of a thing but
making something out of it after it is found”
-James Russell Lowell
23. The Impact of Media
The dream of having a television unit in every classroom started in the
1950’s. It was considered as one of the first technological advancement in schools.
The impact of the use of television and other media like the computer has gained
popularity because students are given more opportunity to:
• Communicate effectively in speech and in writing
• 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
Cognitive Development Intermediate Schoolers
“Television viewing is a highly complex, cognitive activity
during which children are actively involved in learning”
- (Anderson and Collins, 1988)
24. Media and Aggression
Violence and aggression are often dubbed as one of the results of media.
According to the Public Health Summit in 2000, the following are some of the
negative results of media:
• Children will increase anti-social and aggression behavior.
• Children may become less sensitive to violence and those who suffer from violence.
• Children may view the world as violent and mean become 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.
The school and the home provide children with unlimited access to media, like videos,
movies, comic books and music lyrics.
Having a role model is extremely important for children at this stage of transition (from
childhood to adolescence). it gives children an adult to admire and emulate. Also provide
them with motivation to succeed. One of the most important roles of teachers is to
become a very good role model to children.
Cognitive Development Intermediate Schoolers
25. 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 where risks can be taken and discoveries made while
children remain safe.
Cognitive Development Intermediate Schoolers
27. Understanding Self-Competence, Self-Identity and Self-
Concept
One of the most widely recognized characteristics of this period of development
is the acquisition of feeling self-competence. This is what erik erikson referred to
when he described the developmental task of middle childhood – the social crisis
industry versus inferiority.
Industry refers to the drive to acquire new skills and do meaningful “work”
The child should have a growing sense of competence. Definition of self and
accomplishment vary greatly according to interpretation in the surrounding
environment. Varied opportunities must be provided in order for children to develop a
sense of perseverance.
During late childhood, children can now describe themselves with internal and
psychological characteristics and traits.
Perspective taking enables the child to:
a) Judge other’s intentions, purposes and actions,
b) Give importance to social attitudes and behaviors and to
c) Increase skepticism of other’s claims.
Socio-emotional Development of Intermediate Schoolers
28. Emotional Development
Similar to the other areas of development, children in this stage show improved
emotional understanding, increased understanding that more than one emotion can
be experienced in a single experience.
Another milestone in this stage is the development of the children’s
emotional intelligence (EQ), which involves the ability to monitor feelings of oneself
and others and use this to guide and motivate behavior.
Emotional Intelligence has four main areas:
• Developing emotions self-awareness
• Managing emotion (self-control)
• Reading emotions (perspective taking)
• Handing emotions (resolve problem)
Socio-emotional Development of Intermediate Schoolers
29. Building Friendships
As children go through their late childhood, the time they spend in peer
interaction increases. For them good peer relation are very important. The approval
and belongingness they receive contribute to the stability and security of their
emotional development. Peer size also increases and less supervision by adults is
reqired.
At this stage, children prefer to belong to same-sex peer groups.
There are five types of peer Status:
• Popular – frequently nominated as the best friend 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 best friend but is not really disliked
• Rejected – infrequently nominated as a best friend but one who is also disliked by
peers
• Controversial – frequently nominated as a best friend but at the same time is dislike
by peers.
Socio-emotional Development of Intermediate Schoolers
30. Popular children which peers find very positive have the following skills and as a
result they become the most favored in the group:
1. They give out reinforcement.
2. They act naturally.
3. They listen carefully and keep open communication.
4. They are happy and are in control of their negative emotions.
5. They show enthusiasm and concern for others.
Characteristics of why the group or majority of the peers develop negative feeling
toward rejected children:
1. They participate less in the classroom.
2. They have negative attitude on school tardiness and attendance.
3. They are more often reported as being lonely.
4. Aggressive.
a.In Boys:
> They become impulsive, have problems in being attentive and disruptive.
> They are emotionally reactive and slow to calm down.
> They fewer social skills to make and maintain friends.
Socio-emotional Development of Intermediate Schoolers
31. Family
support is at this stage which characterized by success and failure. If children
do not find a supportive family when they find their interest.
For instance:
hobbies like riding a bike or playing a musical instrument
are seen as a primary support system, failure and setbacks become
temporary and surmountable rather than something that is attributed to personal
flaws or deficits. The time is a critical time for children to develop a sense
competence. A high-quality adult relationship enables them to successfully go
through this stage of development.
Socio-emotional Development of Intermediate Schoolers
