SCHOOL AGE (6-11 years old)

PIAGETS COGNITIVE DEVELOPMENT

CONCRETE OPERATION STAGE

Involves mastering the logical operations that were missing in the preoperational stagebecoming able to perform mental action on objects, such as adding and subtracting.
Seriation enables children to arrange items mentally along a quantifiable dimension such
as length or weight.
Transitivity which describes the necessary relations among elements in a series. Lacking
the concept of transitivity, the preoperational child will need to rely on perceptions to answer
the questions.
The school-age child overcomes much of the egocentrism of the preoperational period,
becoming better and better at recognizing other peoples perspectives.
Appear more logical than preschoolers because they now possess a powerful arsenal of
actions in the head.

FREUDS PSYCHOSEXUAL STAGE

LATENCY PERIOD

The sex instinct is dormant, temporarily sublimated in school activities, hobbies, and sports
and in developing friendships with members of the same sex.
This stage is brought about partly by parents attempts to punish or discourage sexual
activity in their young children. If parental suppression is successful, children will repress
their sexual drive and direct their psychic energy toward school, friendships, hobbies, and
other nonsexual activities.
Reinforce through constant suppression by parents and teachers and by internal feelings of
shame, guilt and morality.

ERIKSONS PSYCHOSOCIAL STAGE

For school-age children, their wish to know becomes strong and is tied to their basic striving
for competence.
As children work and play, they begin to form a picture of themselves as competent or
incompetent. These self-images are the origin of ego identity-that feeling of I or me-ness
that evolves more fully during adolescence.
Industry vs. Inferiority

Attitudes and behaviors of parents and teachers largely determine how well children
perceive themselves to be developing and using their skills. If children are scolded,
ridiculed, or rejected, they are likely to develop feelings of inferiority and inadequacy. Praise
and reinforcement foster feelings of competence and encourage continued striving.

Industry means willingness to remain busy with something and to finish a

job. School-age children learn to work and play at activities directed
toward acquiring job skills and toward learning the rules of cooperation.
If their work is insufficient to accomplish their goals, they acquire a sense of Inferiority.

School age
children
develop the
basic strength
of
competence:

that is, the

confidence to
use ones
physical and
cognitive
abilities to
solve the

problems that
accompany
school age.
References

Bernstein,
D.A., & Nash,
P. W. (2008).
Essentials of
Psychology

th

4 ed. Boston,
MA: Houghton
Mifflin
Company
Ciccarelli, S.K., &
White J.N. (2012).
rd
Psychology 3 ed.

Upper Saddle River,

New Jersey:
Prentice Hall

Feist, J., &

Feist, G.J.
(2008).
Theories of

Personality
th
7 ed. New
York, NY:
McGraw-Hill.

Schultz, D., &

Schultz, S.E.
(2013).
Theories of
Personality
th
10 ed.

Belmont, CA:
Wadsworth.
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