Republic of the Philippines

President Ramon Magsaysay State University

Masinloc Campus
Masinloc, Zambales

College/Department COLLEGE OF TEACHER EDUCATION

Course Code EdCk 4
Course Title THE TEACHER AND THE SCHOOL
CURRICULUM
Place Of The Course In The Program MAJOR
Semester & Academic Year FIRST SEMESTER, AY 2020-2021
Instructor ARMANDO E. ECLARINAL JR
MODULE NO. 7
Physical, Cognitive and Socio-Emotional Developments of Intermediate Schoolers

INTRODUCTION

The steady and gradual changes happening in children at this stage, especially with
their increasing familiarity with school work and other possible activities provide them
with a greater opportunity to develop their motor skill functioning.
Since children in this stage are already in their late childhood, rapid development of
metal skills is evident. According to Jean Piaget, concrete operational thinkers can now
organize thoughts effectively, although, they can only logically perceive the immediate
situation. They can apply what they have learned to situations and events that they can
manipulate.
Thus, their reasoning and logical thinking are still very limited. But with proper
guidance and nurturance from parents, teachers and the rest of the community, these
children can easily succeed in their intellectual endeavors.
At this period of socio-emotional development, children are spending less time in
the home. The bulk of their time is spent outside the home, either alone or with other
children, rather rather than with adults. Older children have already familiarized
themselves with other children. They are already uaed to interacting with different ages
and f\gender. For many of them, these social networks are not only sources of social
support but also different forms of learning.

INTENDED LEARNING OUTCOMES (CILO)

At the end of the semester 75% of the students have attained 80 % proficiency level:
 Demonstrate an understanding of a teacher as an individual member of
society grounded on a personal unifying philosophy.
• Posses the characteristics as a facilitator of learning in the classroom and
as a partner of the home and the community in the education of the child.
 • Demonstrate an understanding of development of the global teacher as
one who can teacher multicultural groups of children, is familiar with the
educational practices and the use of educational technology.
• Explain the concepts of teaching and learning.
• Cultivate the habit of reflective thinking
• Demonstrate collaborative, interactive and “hand-on-mind-on”
metacognitive activities.

DISCUSSION

PHYSICAL DEVELOPMENT OF INTERMEDIATE SCHOOLERS

Physical Changes
Children in their late 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 leisurely pace.
On the average, girls are generally as much as two (2) years ahead of boys in terms
of physical maturity. Puberty may begin early. Budding breasts for girls- which is the initial
sign of puberty. Some girls may also start with their menstrual period as early as 8 and
some as late 13.
Many of the bodily structures like the liver, muscles, skeletons, 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 systems mature at their own time, thus
affecting growth patterns.
Children gain an average of 7 pounds in weight and average of 2 ½ inches in height
and an average of an inch in head circumference each year. Children at this stage have
growth spurts-sudden boost in height and weight, which are usually accompanied by
increase in appetite and food intake. Increase ion body fats also occurs in preparation for
the growth that occurs during adolescence. The body fat increase occurs earlier in girls and
is greater in quantity.
Girls appear to be “chubby” while 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
comparison become very significant during adolescence.
At this stage, children may become very concerned about their physical appearance.
Girls, especially, may become concerned about their weight and decide to eatless. Boys may
become aware of their stature and muscle size and strength.
Since this stage can bring about insecurities, parents and teachers must be very
conscious about their dealings 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 activities that:
  Promote healthy growth
 Give them a feeling of accomplishment
 Reduce the risk of certain diseases

This stage is also characterized by advance development of their fine and gross motor
skills. Muscle strength and stamina increase as they are offered different physical activities.
Children may become more interested in physical activities where they can interact
with friends and family. Activities which they can share with parents (e.g. biking, running,
playing basketball) show children that exercising can be fun.

COGNITIVE DEVELOPMENT OF INTERMEDIATE SCHOOLERS

Initial Cognitive Characteristics

Intermediate school children 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. Reading texts have become longer; problem-solving
has become an everyday part of their lives.
Their ability to use logic and reasoning give them chances of thinking about what
they want
and how to get it. They now become very interested in talking about the future or even
their potential careers. They develop special interest in collections, hobbies and sports.
They are even capable of understanding concepts without having direct hands-on
experiences.

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 enables them to
understand the meanings of unknown words through context clues (This is the “Reading to
Learn” Stage in reading development.) They are no longer into the fairy tales and magic
type of stories but are more interested in longer and more complex reading materials, e.g.
fiction books and series 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.
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.

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 a small pieces.
Creativity in children encouragement 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.

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 advancements 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

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 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
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, not only
televisions and computers, but also videos, movies, comic books and music lyrics. The
responsibility now lies with the parents, teachers and the whole community. It should be a
collective effort among the factors working together to support children in every aspect of
development
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. Role
models also provide them with motivation to succeed. One of the most important roles of
teachers to become a very good role model to children.

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.

SOCIO-EMOTIONAL DEVELOPMENT OF INTERMEDIATE SCHOOLERS

Understanding Self-Competence, Self-Identity and Self-Concept

One of the most widely recognized characteristics of this period of development is
the acquisition of feelings of 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. The child’s definitions of self
and accomplishment vary greatly according to interpretations in the surrounding
environment. Varied opportunities must be provided in order for children to develop a
sense of perseverance. They should be offered chances to both fail and succeed, along with
sincere feedback and support.
During late childhood, children can now describe themselves with internal and
psychological characteristics and traits. They most likely employ more social comparison –
distinguishing themselves from others. In dealing with other children, they show increase
in perspective-taking. This ability increases with age. 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.

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. They may also show greater ability to show or conceal
emotions, utilize ways to redirect feelings and a capacity for genuine empathy.
Another milestone in this stage is the development of the children’s emotional
intelligence (EQ), which involves the ability to monitor feelings os oneself and others and
use this to guide and motivate behavior. Emotional Intelligence has four main areas:
• Developing emotional self-awareness
• Managing emotions (self-control)
• Reading emotions (perspective taking)
• Handling emotions (resolve problems)

Building Friendships
As children go through their late childhood, the time they spend in peer interaction
increases. For them, good peer relationships 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 required. 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 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 rarely disliked.
•Rejected – infrequently nominated as a bestfriend but one who is als dislioked by
peers.
•Controversial – frequently nominated as a bes friend but at the same time is
disliked by peers.

Popular children which peers find very positive have the following skills and as a
result they
become 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 other.
On the other hand, here are the characteristics of why the group or majority of the
peers develop negative feelings towards rejected children:
1. They participate less in the class.
2. They have negative attitudes 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 have fewer social; skills to make and maintain friends.
Family
Family support is crucial at this stage which characterized by success and
failure. If children do not find a supportive family when they find their interest (e.g. in
hobbies like riding a bike or playing a musical instrument) they can easily get frustrated. If
families are seen as a primary support system, failures and setbacks become temporary
and surmountable rather than something that is attributed to personal flaws or deficits.
This time is a critical time for children to develop a sense of competence. A high-quality
adult relationships specifically, family relationship enables the \m to successfully go
through this stage of development.

Big Ideas:
This Module stresses that:
 During late childhood, a wide variety of biological, psychological and social
changes take place across the developmental domains.
 As children progress through late childhood, the family environment remains
extremely important, while the community environment – including the
school – also becomes a significant factor in shaping the child’s development.
 During the childhood, peer have an increasingly strong impact on
development; peer acceptance becomes very important to well-being.

ACTIVITY (Answer in separate sheet/s of paper.)

(If the activity/exercise does not permit due to safety and health reasons brought about by
CoVid-19 pandemic, DOH and IATF protocols and some other constraints, reading
documentaries, articles, other learning materials, and sharing ideas with friends,
classmates, neighbors and community stakeholders through cellphones and on-line would
suffice/complement).

Part I: Physical Development:

Activity 1:
Observe children in their late childhood (ages 9 to 12). Discuss the common
characteristics that you have observed.
Activity 2
1. What initial characteristics of children ages 9 to 12 did you observe?
2. What activities were commonly done by these children which help them to develop
physically?
3. Based on your observations and readings, do boys follow a different growth pattern
compared to the girls? Explain your answer.

Part II: Cognitive Development:

Activity 1: Comment
Write your understanding on the statement below:

INTELLIGENCE is…
• The ability to create an effective product or offer a service that is valued in a culture;
• A set of skills that makes it possible for a person to solve problems in life;
• The potential for finding or creating solutions for problems, which involves
gathering new knowledge.
-Howard Gardner

Activity 2 – Discussion Questions:

1. What kind of intelligences is being referred to by Howard Gardner?

2. What intelligence do you think is the most evident in this stage of development?
3. Do these intelligences vary among children in terms of age and gender?

Activity 3 – The Learning Environment

1. Write the definitions of the following word based on how you understood it.
a. Concrete operational thinkers
b. “Reading to Learn” Stage (in Reading Development)
c. Attention Span
d. Creativity

2. What can teachers do to help encourage creativity in children? Consider the

following areas in the teaching – learning process:

Part III: Socio-Emotional Development

Activity 1 – Memory Recall
1. Recall a significant event that happened to you during your Grade 4, 5 or 6. Write
a very brief story of what happened.

Activity 2 - Discussion Questions:

1. Why was this event so significant?
2. What do you think were the factors that made you react or feel that way?
3. How do you think this event has affected you socially and emotionally?
4. Thinking about it, do you think you could have acted or felt differently?

Activity 3 - Application
1. Based on the readings and researches that you have, what are the factors which greatly
affect the socio-emotional development of children in their late childhood stage.
2. Interview a parent or a teacher of an intermediate schooler. Use the questions below as
your guide. Write conclusions and insights.
Name of parent: (optional) _______________________________
Age and Grade level of the Child: __________________________
Gender of the Child: ____________________

Questions:
a. What were some marked changes in your child as he/she reached the intermediate level
(Grades 4 to 6)
b. How can you describe his/her interactions with parents, sibling(s) – if any, teachers and
peer?
c. What can you say about your child’s self-confidence and self-esteem?
d. What activities in the home do you do to help your child interact with people around
him/her?

REFLECTION

What are the concepts / ideas I learned from this module.

A. Physical Development of Intermediate Schoolers
B. Cognitive Development of Intermediate Schoolers
C. Socio-Emotional Development of Intermediate Schoolers

SUGGESTED READINGS
Researches on Intermediate Schoolers

RESOURCES
Bilbao, Purita P. et. al., The Teaching Profession. (2008). Lorimar Publishing Incorporated,
Quezon, City, Manila.

Prepared by:

ARMANDO E. ECLARINAL JR., MAED

Instructor

Noted:

MYRA LIZA O. VIZCARRA, EdD

Program Chairperson

Recommending Approval:

DR. ZENVI ANN MACALINAO

Chairman/ Professional Education
IM Review Committee
Approved:

DR. JESSIE S. ECHAURE

Vice President, Academics and Student Affairs