School age 5 10 years
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This document discusses characteristics of children ages 5-10 and implications for educators. During this stage, children develop a stronger sense of identity, can better assess their own abilities, and recognize power dynamics with peers. Their play becomes more social, competitive, and focused on demonstrating skills. Children at this age want teachers who are good listeners, know how to have fun, and are respectful. Educators should provide authentic feedback, support for children struggling with peer acceptance, and opportunities promoting inclusion and collaboration.
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The Williamsburg Northside Preschool in Brooklyn, New York is based on the Reggio Emilia Model. Here, we discuss the role of the school and its teaching model in teaching kids values to promote individuality among them.Childhood
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School age 5 10 years
- 1. JK/SK and School age Children Connecting to Curriculum Winter 2013 Maria Roberts ECEP 234
- 2. During Middle Childhood (5-10 years) • Children develop a sense of who they are • Children begin to accurately assess their own abilities • Children begin to recognize their power or lack of power compared to their peers • Children begin to be able to control their own behaviour more consistently
- 3. • Children begin to seek acceptance from peers • Children recognize appropriate and inappropriate behaviour • Children recognize their cultural, racial, ethnic backgrounds as different or similar to others
- 4. Characteristics of Play • Orderly, more logical, and more patterned than the play of preschoolers • Rule governed • More realistic • Less dominated by the world of make-believe
- 5. • More intensely social • More frequently group focused • Designed to demonstrate emerging intellectual, physical, and social skills • More competitive.
- 6. What do 5-10 year olds want in a teacher? • Suggestions from Children • A good listener and supportive • Someone who knows how to have fun • Someone who is respectful of our feelings
- 7. Implications for Staff Members • Provide authentic feedback to children rather than empty praise • Provide supportive intervention to children who have been rejected or have difficulty being accepted by their peers • Accept children’s feelings rather than deny or belittle their importance
- 8. • Do not stereotype or use labels • Provide opportunities to involve different ethnic and cultural backgrounds, social classes, ages, abilities and genders in experiences • Provide opportunities for groups to work together on activities that require collaboration, cooperation and compromise
- 9. Roles of Educators Educators take on a variety of roles in the program, for example: • Facilitator • Supporter • Director • Advocate • Peacemaker 2-9
- 10. Curriculum • Conceptualize and implement appropriate curriculum • Use observations, child development, and theories to support curriculum 2-10
- 11. Schools It’s important to develop relationships with school teachers and administrators Why? 2-11