Late Childhood

> 9 – 12 yrs. Old

> a TROUBLESOME AGE by which a children are no longer
willing to do what they are told to do
> at this stage that the children acquire the rudiments of
knowledge that are considered as essential for
successful adjustment to adult life
> there is a gang spirit in this stage in which the major concern
is the acceptance by the age-mates in a group;
there is a team spirit in play
activities and creative works
Middle Childhood (6-8)
?-?-?-?-?
Late Childhood (9-12)
Physical Social Cognitive Emotional

Variety of Enjoyment, group Considers ideas Positive, caring

activities, work, individual and emotions of environment,
frequent rest work, rotation of others, attention praise and
periods, skill roles, cooperative span, cautious or encouragement,
learning through work, attention adventurous, all experience
play, focus on from decision making success.
fundamental teacher/coach, opportunities, (Including parent
gross motor leadership simple support of these
skills, opportunities. instructions, needs).
modification of opportunities for
rules and creativity and
equipment, no exploration.
warm-up,
progressive
activities, full
participation.

Middle Childhood (6-8)

Physical Social Cognitive Emotional

Variety of Enjoyment, Leadership skills, Positive, caring

activities, more individual work, differing environment,
complex motor rotation of roles, reasoning skills, praise and
skills, strength, cooperative work, use of analogies encouragement,
balance and independent in explanation, all experience
coordination, responsibility, decision-making success
small warm-up, problem solving and problem (including parent
progressive activities, solving support of these
activities, leadership opportunities, needs), use of
catering to opportunities, fair individual role models,
different growth play, shared identify, social success in
rates. expectations, comparison. meeting
team culture. challenges,
feeling of self-
worth, mood
swings.

Late Childhood (9-12)

Late Childhood’s PHYSICAL
DEVELOPMENT, MENTAL
and COGNITIVE
DEVELOPMENT, and
EMOTIONAL DEVELOPMENT
 Related Theories in
Late Childhood (9-12)
Concrete Operational Stage
> 7 – 11 yrs. Old
> Part of jean Piaget’s Theory of Cognitive Development
> The child have overcome most of the limitations of the previous
stage, and his thought is both more logical and flexible.
> In this stage, the child have the ability to understand PRINCIPLES
OF CONSERVATION, and think in a reversible and
operational fashion.
> The older child is capable of SERIATION or the ability to order
objects to some quantitative dimension
(e.g., from smallest to biggest, shortest to
longest).
> CLASSIFICATION or recognizing hierarchical relations between
sets and subsets is also emerge on this stage.
> A child in this stage can also solve TRANSITIVE REASONING.
Preconventional Morality
> 4 – 11 yrs. Old
> Part of Lawrence Kohlberg’s Theory of Moral Development
> The primary consideration of children at the preconventional
level is the act to the self.
> In this stage, behaviors are motivated by self-interest, avoidance
of punishment, or the attainment of rewards.
> PUNISHMENT and OBEDIENCE ORIENTATION occurs at stage 1,
wherein children at this age define good and bad in
terms of obedience or disobedience to rules and authority figure.
> In stage 2, REWARD ORIENTATION emerge, wherein children
may behave well and do good deeds in anticipation of a reward.
Latency Stage
> 6 – 11 yrs. Old
> Part of Sigmund Freud’s Psychosexual Theory of Development
> In this stage, there is a temporary repression of the libido
> The sexual and aggressive drives are now expressed in socially
accepted forms (REPRESSION and SUBLIMATION).
> Peer relationships and the school are the child’s primary
preoccupations.
> The id, ego, and superego is balanced.
> This is also the period of RELATIVE CALM
Industry versus INFERIORITY
> 6 – 11 yrs. Old
> Part of Erik Erikson’s Psychosocial Theory of Development
> The school is the main preoccupation of children at this age, this
period is thought of as a time of APPRENTICESHIP
or learning and developing knowledge and skills.
> This is the time when the children begin to engage more
seriously in hobbies, extra curricular activities,
and other lessons.
> In this stage, COMPETENCE and MOTIVATION develops.
Scaffolding
> 4 and above
> One of the Theory in Learning of Lev Vygotsky
> Scaffolding is a form of learning that student help and assist
other students to learn, which is easier for the students to
learn from one another than a teacher at times.
> By providing instructions and help in he context of the learner's
activity, tutors provide a structure to support the learner's
problem solving.
> Effective guidance involves the transfer of responsibility from
tutor to learner.