→ Gray matter - composed of cell bodies, dendrites, and axon

OUTLINE terminals of neurons

→ Thinning in puberty = maturation of brain + synaptic pruning
I. Introduction V. Psychosocial
→ Synaptic pruning eliminates weaker synaptic
a. Physical and Motor Development
connections while keeping and strengthening more
Growth a. Emotional Issues
pertinent connections in order to ​make way for growth,
b. CNS Maturation b. Self in Society
II. Psychosexual Development VI. Failures of or better development
III. Cognitive Development Development → If pruning does not occur: autism
IV. Morality Development VII. References → Thickening in frontal and temporal areas → areas associated
a. Piaget’s Interpretation with language
of Rules → Perception of what the child sees, hears, feels
b. Kohlberg’s Stages of → Expression of his/her thoughts
Moral Development → School aged children have better command of
c. Giligan’s Study language than when they were younger
LEGENDS II. PSYCHOSEXUAL DEVELOPMENT
-books ● Psychoanalytic theory
-mentioned by the lecturer but was not in the ppt/lecture notes → Sigmund Freud​ – Father of Psychoanalysis
- from old transes → ‘Latent’ or ‘Quiescent’ period
→ Period for school age or middle childhood
-take note for exam → Development of ​sex hormones → ​rises due to endogenous
production
OBJECTIVES → Gradual upsurge starts at ​8 yrs. old ​→ ​peaks at puberty
→ Children engage in sexual play with self and others
● To describe physical changes among school age children
− Girls: Age 7 or 8
● To discuss different developmental changes and influences in
− Boys: Age 9 or 10
school age children
→ In retrospective interviews with homosexual adults: pinpoint
→ Psychosexual
middle childhood as the time ​sexual ​preference was
→ Cognitive
established
→ Morality
→ Emergence of ​sexual awareness - expression of disgust
→ Psychosocial
and shame; ​strong sense of​ ​modesty
● To discuss common issues in school age
→ ​Seen in older school age children
I. INTRODUCTION → Age 3 (before school age)​: Adoption of ​firm gender
A. PHYSICAL AND MOTOR GROWTH identity
● Growth and development in discontinuous spurts → Expression of their ​maleness or femaleness by choices
of role models and friends
→ No exact age group
→ Gender identity determined through ​socialization
● Yearly Growth​: 7 lbs. and 2.5 inches per year
− Characteristics are determined by play
● Age 7​: Upper and lower body ​ratio reaches 1​ and stable
o Boys: play involving the outdoors, competition, and
→ Recall: In infants and in toddlers, the ratio is not yet 1:1
disputes in large and heterogeneous groups
● Height velocity peak​:
= Their fascination with legal procedures and
→ Girls: 11-12 years
experience at generating fair arbitration of
→ Boys: 12-14 years
disputes
● Sexual maturation​ begins:
o Girls: play exercising verbal skills and showcasing
→ Girls​ with ​breast budding
academic achievement
→ Boys​ with ​growth of penis
→ Age 8:​ Same-sex groupings are polarized
● Neuromotor Control​: Marked in school age/middle childhood
→ Opposite gender having ‘cooties’ are avoided or teased
→ School aged children are very active in school because − Clear separations between children of different
of the development of their neuromotor control genders
● Sports are important part of life for most children → Pre-adolescence – disgust and avoidance towards the
B. CNS MATURATION opposite sex gradually gives way to admiration from a
● Rapid development after birth continuous to middle childhood distance ( Crushes are established!)
→ Also into adolescence and early adulthood → School age girls – budding attraction to movie stars and
→ Maturation of the brain ends at age 21: Implies good rock idols
impulse control and good judgment − Serves as group interaction and help identify identity
● Myelination of white matter continues into adulthood → Preoccupation with sexual themes – possibility of sexually
→ Finer motor control stimulating experiences
→ White matter - composed of axons connecting different → Prone to sexual abuse or witnessing sexual acts
parts of grey matter; transmits signals − Primal scene: Parents allow children to sleep with
● Peak of cortical grey matter development at about 12 years of them
age
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 → It is important that children should be protected from
any stimulating videos or pictures that can affect them.
→ Children are stimulated but have no idea what is going on
and later on, become affected by it; this may make them
prone to abuse.
2021A Trans
Nice to know: Phallic Phase
● Prior to latent phase
● Where ​Oedipus complex​ (for boys) and ​Electra complex​ (for
girls) happens
● Child became aware of anatomical sex differences which sets
in motion the conflict between erotic attraction, resentment,
rivalry, jealousy and fear
III. COGNITIVE DEVELOPMENT
● Jean Piaget​: Piaget’s Theory of Cognitive Development
→ School-age: ​3rd Stage: The Concrete Operational Stage
● 2-7 y/o: Operational Thought
→ Pre-school age: already understand causality but make meaning
of experiences using ​idiosyncratic/egocentric​ logic
▪ a child thinks everything happens because they thought about
it happening
− e.g. A 4 y/o who is instructed to jump jumps however she
wants and does any action ​she​ considers as jumping
→ School age: master important operations that increase their
objectivity​ and ability to be ​conventional​; no longer egocentric
− e.g. A 7 y/o does exactly what was requested by his doctor
during a physical examination, but he refuses to lift his
shirt during the exam because he has a sense of modesty
● Symbolic play (2-11 y/o)
→ Make-believe characters​ (​e.g. roleplaying as heroes)
→ Plays an important role in child’s emotional life
→ Aids the child in the adjustment to reality
▪ Helps them understand how and why things happen
▪ Adjust play to how they understand the world
▪ Assimilate the external world to his own desire
→ Serves as catharsis
▪ Basis for psychotherapy with young children
● 7-11 y/o: Concrete Operational Thinking
→ Classification​ – ability to group objects or concepts
▪ e.g. grouping a dog, cat, and rabbit together as pets
▪ e.g. understanding that “red blocks” are a subclass of
“wooden blocks”
→ Conservation – ability to recognize constant qualities/quantities
even when the material undergoes changes in morphology
▪ e.g. knows that ice, when melted, still has the same volume
→ Concrete logical operations – enables child to deal
systematically with hierarchies, categories, series and
sequences, alternative, equivalent ways of getting to the same
place, reciprocal relationships
▪ Composition​ – combining elements leads to another class
▪ Associativity – combinations may be made in different orders
with the same result
▪ Reversibility – being able to return mentally to an earlier point
in the process
− e.g. concept of death
→ Concrete Operation
▪ child is able to appreciate more than 1 dimension (e.g. a box
has 6 dimensions)
▪ able to solve problems that are physically evident
▪ can arrange series or ​seriate things according to any one of
their several properties → ​Seriation
3 most important mental operations:
→ Logical operations – crucial to mastering basic reading and math
skills, and for social interaction with its increasing complexity of
group, games and rules
→ Successful school age period → ability to perform the specific
concrete operations themselves, able to communicate about
them in conventional ways
▪ Joining society and sharing conventions
[HLC] 1.03 Group X: Aquino, Bulan, Bunao, Burgos, Busog | Editor: Aguiting
● Content of Thought (3-12 y/o)
→ 3 y/o: ​Animism​ – believes sun and moon are alive like people
→ older child: ​Artificialism – believes that the sun and moon
resulted from actions of an outside belief or an act of God
→ even older: ​Participation – continuing connection or some
participation between human activities and those things
●
IV. MORALITY DEVELOPMENT
● Appreciation of consequences and justice
● Point of transition:
→ From egocentric and idiosyncratic and often harsh system of
evaluation of behaviors by punishment
→ To an adoption of internalized rules for evaluating behavior
A. PIAGET’S INTERPRETATION OF RULES
→ Permits the child to understand the spirit of a rule and to make a
subjective moral judgements
→ School age children now have an internalized set of rules. These
are rules that they learn at home from the disciplining of parents,
and they are applied when they go to school.
→ e.g. don’t hurt other children
● Year 2-11: Moral Judgement and Behavior
→ Actions are judged differently depending on the level of maturity
of a child.This is termed the ​subjective conception of
responsibility.
→ Until age 10​: guilt is determined by the nature of motive
→ For a less mature child​: guilt is determined by the amount of
damage caused; the motive of the action is ignored
● Case​: August, a little boy, noticed that his father’s inkpot was
empty. One day, when his father was away, he thought of filling the
inkpot so as to help his father and so that he would find it full when
he came home. But while he was opening the inkpot he made a big
blot on the tablecloth. Bryan, on the other hand, while his father had
gone out, it was fun to play with his father’s inkpot. First, he played
with his pen, the he made a little dot on the tablecloth.
● Question posed by Piaget​: Are the two children equally guilty?
→ August caused a great deal of damage of damage is less guilty
than B who engaged in an improper act which resulted in
negligible damage.
− Piaget calls this subjective conception of responsibility
since the child takes into account the motives of the
character in the story.
→ Bryan is guilty because he made a large stain, whereas the boy
playing with the pen is not guilty since his stain was so small.
B. KOHLBERG’S STAGES OF MORAL DEVELOPMENT
● Kohlberg​: “Conventional Morality” occuring in 2 stages
Stage 1: Interpersonal concordance
● A child measures behavior and judges it on the basis of whether it
pleases those he looks up to
→ Being called a “good girl/boy”
→ Wants to please their parents and teachers
Stage 2: Orientation toward authority
● Reflects the societal values of duty, respect, and law & order
→ Morals are set by the societal system instead of the
immediate societal context, which is the ​family.
→ The child makes moral judgments based on how well an
individual situation conforms to the rules of the social system.
C. GILIGAN’S STUDY
● Girls​ - value moral development
→ they use a narrative in which they can come to a solution through
conversation and interpersonal actions
→ value different aspects of the social experience
● Boys ​- quasi-mathematical system for evaluating moral choices
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● Case​: A man whose wife is gravely ill and whose survival depends 8. Ego Integrity vs. Despair (65 years above)
on receiving a specific medicine for his wife. The medicine is too
expensive and the pharmacist will not reduce the price. The man
breaks into the pharmacy and steals the medicine for his wife. What A. EMOTIONAL ISSUES
should happen to the man?
● Concern of ​Personal Worth
→ 11-year-old boy
→ Weighed the problem of law against stealing and a higher → Sense of competence, which can stem from:
law valuing life. ▪ Being scolded by teacher
→ 11-year-old girl ▪ Parents’ disappointment
→ Felt that the various parties needed to talk to each other, ▪ Insecurities regarding their place in family, peer group,
and could not render an opinion about what should happen and communities
to him. She was aware of the rules but found the conflict → Emotional risk:​ feeling inferior
was such that she felt that mediation was needed to reach ▪ Failure ​in one area may be compensated by
a resolution. accomplishments in another
→ Emphasized the need for a mediation of conflict − e.g. If a child doesn’t do well in academics, they may
be encouraged to try and see if they have potentials in
V. PSYCHOSOCIAL DEVELOPMENT doing sports, dancing, or music.
● Erik Erikson​ - Stages of Psychosocial Development ( 2021A Trans)
→ Erik Erikson posits that development rests upon the ▪ End of middle childhood:​ What am I good at? Can I get
resolution of 8 conflicts throughout the course of one’s life the job done?
→ The inability for an individual to resolve the conflict at a → Fear of vulnerability to catastrophic events
particular life stage results in negative outcomes ▪ Being out and about in the society
→ e.g. In Stage 4, the stage, involving Industry and ▪ Understanding of irreversibility and inevitability of death
Inferiority, being unable to resolve this conflict results in → Dreams ​- reflect effort to master their fears
feelings of inferiority with various manifestations ▪ Setting themselves up as heroes who save whole families
throughout life. or communities from robbers, murderers, fires, storms
● IN SCHOOL AGE CHILDREN: → If they are incompetent:​ overwhelmed by these fears
Stage 4: Industry versus Inferiority (5-13 years) ▪ Dreams are recurrent where they are attacked and
→ Discovery of pleasures of production victimized and helpless
→ Learning new skills and feeling a sense of pride in B. SELF IN SOCIETY
accomplishments
→ They identify with their teachers and imagine themselves in Achievement
various occupational roles ● Salient achievement: ​sense of oneself as a member of the
→ Know what they want when they grow up, dress up as society
→ Maturation is required
these occupations
→ Refining sense of self
→ Inability to resolve conflict: ​The Unprepared Child
→ Family
→ Develop inferiority and inadequacy
→ Peers
− educators have a crucial role in helping them overcome
→ School
this
→ Feeling that personal goals are not worthwhile, resulting in Family
a sense of inferiority ● Heinz Kohut​ – development of self occurs through process of
− In later years: work can become the main focus of life mirroring and idealization
at the expense of intimacy → Healthy narcissism ​– child needs grown-ups to admire
him/her and demonstrate attunement to his feelings.
2021A Trans → Child is ​egocentric​.
8 Stages of Life Cycles (Erik Erikson) → Able to look up to their parents and to other role models and
1. Trust versus Mistrust (infancy; 0-1 ½ y/o) to be like them without being distracted by their faults and
→ Concern: ease of feeding and the general physiological shortcomings
homeostasis of infant → Parents would show off their children by showing their
→ Consistent caregiving is given to the infant talents. Their reaction should be congruent to what the child
→ Feeding of the baby every 2 hours or whenever it cries sees ( 2021A Trans)
→ Inconsistent caregiving can lead to depression ● Parent’s role​ – consultant or facilitator
2. Autonomy vs. Shame (early childhood; 1 ½ - 3 y/o) → Coaching the child’s development of his/her own skills and
→ “Terrible twos” opinions
→ Success in this stage will lead to the virtue of will → Assisting as needed but allowing mistakes to be made and
→ Child learns to be independent independent striving to occur in a supportive environment
→ Period wherein toilet training happens
→ Shame = delinquent behavior ● Diana Baumrind​ – parenting styles classification
→ Defiance and conduct disorders will start to develop → Authoritative style​ – high responsivity & high
3. Initiative vs. Guilt (preschool; 3-5 years) demandingness
→ “Overcompensation” or “showing-off” ▪ Tend to have the ​best outcome
→ Out of impulses → Neglectful/uninvolved parent​ - Low responsivity/low
→ If not resolved properly, guilt can result to inhibitions demandingness
→ Time wherein the oedipal & electra complex happens → Permissive parent -​ High responsivity/low
4. Industry vs. Inferiority (5-13 years) demandingness
5. Ego Identity vs. Role Confusion (12-18 years) → Authoritarian style​ - Low responsivity/ high
6. Intimacy vs. Isolation (18-40 years) demandingness
7. Generativity vs. Stagnation (40-65 years) ▪ Predictive of positive outcome in some families
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Peers
● Peer group​ - could either be one of the most facilitating
influences in school age development or one of the most
disastrous/inhibiting
→ How to get along with others
→ Sense of ​competing and self-evaluation
o i.e. seeing how others are doing, social
comparison
→ Compromising
→ Learning the rules of the game
→ Protecting oneself from injury
● Pattern of behavior is established early
→ Aggression​ is associated with social rejection felt in
childhood.
→ Mothers whose ​1st child born in their 20s​ are more
likely to be aggressive.
School
● School - an ecological setting in which children learn
● Has ​4 aspects​:
1. Preparation
● Children arrive at school with diverse experiences
→ Middle class​ – educationally oriented (pre-school)
→ Poor, minority, inner-city families​ – been involved
with complex family relationships; exposed to
dangerous situations and hardships with less sense
of control
▪ Language barrier: Immigrant families may not
speak English
● Advantage to having had ​preschool experience​ – ​less
likely to need special education​ but preparation ​does not
ensure​ ​a​ ​positive school experience
● Parents’ involvement in the school should fit the culture
of the school.
2. Attunement to learning styles & needs
● Interaction around learning
→ Vygotsky​ – evolving mind in society to learn
successfully
▪ Framework – learning represents the ​transfer
of responsibility ​for reaching a particular goal.
▪ Zone of proximal development (ZPD)​ - the
distance between actual developmental level
and potential development
o Area at which a child is able to
accomplish a task with minimal adult
supervision (i.e. they are not doing a
task entirely alone, but they are not
entirely dictated by an adult either)
▪ Enhance success​: Rate of learning +
strengths/weakness + attunement to ZPD +
giving new materials appropriate to level
3. Concordance or discordance with Community
● Congruence between style of school and family
→ School​ - expectations on educational goals,
rules
→ Parents ​- regular attendance, respect,
motivation and achievement
● Problem: When child is unable to fulfill these
expectations
→ Misbehaving​ at school or at home - brought
the attention by counselors or mental health
professional
4. School as a Model
● Characteristics of effective schools:
→ Strong leadership
[HLC] 1.03 Group X: Aquino, Bulan, Bunao, Burgos, Busog | Editor: Aguiting
→ Orderly atmosphere not oppressive
→ Participation of teachers in decision-making
→ School staff have high expectation of students
→ Frequent monitoring of student progress
→ School size
▪ Overmanned​ - More students than role
opportunities
▪ Undermanned​ - More opportunities for
students to be involved in activities to take
initiative
● Negative impact of a large school​ – danger of
anonymity, high rate of dropping out, involvement in
antisocial behavior, and substance abuse
VI. FAILURES OF DEVELOPMENT
● Maturational deviations
→ Limit a child’s developmental progress
→ Possible hindrances to a child’s learning:
− Developmental disabilities
− Mental retardation
→ Unable to master learning or social tasks
→ In families with children needing special education:
→ Preoccupied with the needs of a specific child to the
point that other children are not given the same amount
of attention
→ Fail to develop independence and social integration
→ Challenge to mental health professionals:
→ Find arenas where handicapped children can be
competent and interact socially
→ Lowering expectations of performance (from school,
parents)
→ Encourage social interaction to maximize developmental
accomplishment
− e.g. Organization who holds Olympics for children with
disability
● Interference with learning
→ Immaturity or disorders of focus and/or attention (​e.g. ADHD,
anxiety, bipolar disorders, depression)
→ Impulse management
→ Learning dysfunction
→ Medication may be used to support
→ Concentration on competence and strategies for
becoming competent
● Inferiority and defeat
→ Emotional pitfalls of school age children
→ Child Depression
→ Outcome: Fail in school
− Treatment with assessment of developmental issues of
competence done by professionals
− Review how the child is viewed by their peers
− Assistance with social functioning and academic
mastery
→ Externalizing behavior → ​can be brought about by
poor impulse control
− Outward expressions of aggression, impulsivity,
insecurity, etc.
− Disrupting learning and social accomplishment
− May be viewed as a defense against a sense of failure
and inferiority
o “It’s better to be seen as bad than dumb.”
.
VII. REFERENCES
● Dr. Bocalbo’s PPT
● Dr. Bocalbo’s Lecture
● 2021B and 2021A Transes
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