Physical Development of Primary Schoolers

Children's physical development is easy to observe. Everyone who is around young children is in awe of a child's ability to go
from a stationary baby in a crib to a preschooler who runs, jumps, and climbs. Much of this dramatic development just happens
as children mature.
Why then, you may wonder, do caregivers even need to be concerned about children's physical growth and development?
Won't children learn to run or turn the pages of a book on their own? All they need is to see others do these tasks and try them
out. It certainly doesn't demand your direct involvement in the way that pointing out the letters of the alphabet or showing
children how to hammer a nail would. Or does it?
While it might not seem so obvious, physical development is not just a matter of biology. There is much of physical development
that is dependent on what we as adults do to ensure its progress. Indeed, physical development is as important a part of the
preschool curriculum as any academic skill. The reason for this is because physical development is a process that depends on
experience (Bredekamp, 2011). The many experiences you provide children in which they can explore, experiment, coordinate
and refine their physical skills lead to greater physical development.
You can support children's physical development by:
· Promoting children's gross motor development and fitness
· Promoting children's fine motor development
· Connecting children's physical development to the development of the whole child
Physical development involves many different factors, height, weight, appearance, visual, hearing, and motor abilities.
Primary school children undergo many different changes as they go through this stage of development.
Physical growth during the primary school years
is slow but steady.
During this stage, physical development involves:
1.having good muscle control and coordination
2. developing eye-hand coordination
3. having good personal hygiene
4. being aware of good safety habits

Cognitive Development of Primary Schoolers

During the period of cognitive growth in primary school children, these children begin to
think of themselves in more sophisticated ways. This thinking results in self-examination,
changing self-concept and self-esteem in children, as well as children comparing themselves to
others. The level of reasoning of children in primary schools can be said to be immature. For
example, they cannot solve problems properly (in children, the ability to solve problems depends
on the child’s age); because the process of problem solving requires abstract thinking. Abstract
thinking is the ability to imagine other perspectives or alternatives, and the ability to anticipate
needs and action. This means that children in this age group do not usually understand the
concept of time (that time changes). But cognitive skills mature rapidly and problem solving
skills advance accordingly; this implies that cognitive development includes an orderly and
predictable pattern. As regards education, we can learn as much about children’s cognitive
development from examining their incorrect answers to test items as from examining their
correct answers. Piaget and Vygotsky proposed better ways to understand children’s cognition
and cognitive development.
 Encourage kids to read. Reading can improve cognitive abilities in a number of ways, including helping kids expand their
knowledge base, increasing language skills, and improving concentration.
 Consider bilingual education. Research has demonstrated that learning a second language can offer a number of
cognitive advantages, including increased mental flexibility.
 Try to build intrinsic motivation. Try offering praise and encouragement when kids express interest in academic pursuits.
Extrinsic rewards, such as treats or toys, can get kids to do their homework, but such reinforcement won't necessarily
help kids build an internal love of learning. Instead of focusing on praising outcomes, such as good grades, instead, focus
your efforts on rewarding effort and hard work.

Socio-Emotional Development of Primary Schoolers

From the early childhood years to middle childhood, children undergo dramatic social and emotional changes. Just think of the
difference between a child at the age of two and one at the age of seven or eight. An enormous amount of change and growth
occurs during those intervening years. The typical two-year old is famous for having temper tantrums and clinging to parents.
Kids this age also struggle to do things on their own, have dramatic changes in mood, and often have a difficult time getting along
with other children. A two-year-old child also requires constant supervision, lest his burgeoning curiosity leads to trouble.

Fast forward to age seven and you'll see that the child has become quite adept at doing things independently and is probably
quite proud of such accomplishments. During middle childhood, kids become more competent and confident. Parents begin to
place trust in the child, allowing him to take on daily tasks such as selecting his own clothes and making his own breakfast.

Family friendships are still vital, but children are far less clingy at this age. Unlike the toddler years, when parental separation
often led to fits of crying, school-age children usually go to school calmly and without much drama. During the day, children
interact successfully with peers as well as listen to the teacher and follow directions.

While cognitive growth also plays an important role in this progression, a great deal of social and emotional growth also occurs
during middle childhood. As children start school, their social world becomes much larger. Where most of their previous social
interactions were primarily with family, the introduction of school opens up a whole new world of relationships with other
people. This offers kids a much richer and deeper pool of social experiences with both familiar and unfamiliar people.

Physical Development of Intermediate Schoolers

Children gain an average of 7 pounds in weight, and average of 2 1/2 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 in body fats also occurs in preparation for growth that occurs during adolescence. The body fats increase occurs earlier
in girls and is greater in quantity.

Children may become concerned about their physical appearance. Girls, especially, may become more aware of their weight and
decide to eatless. Boys may become aware of their stature and muscle size and strength.

Appropriate activities must be designed so that will be guided into the right direction. Engage themselves in worthwhile activities
that;

 promote healthy growth

 give them a feeling of accomplishment
 reduce the risk o certain disease
This stage is also characterized by advance development of their fine and gross motor skills.

Children may also become interested in physical activities where they interact with their friends and family. Activities which they
can share with their parents. show children that exercising can be fun.

Puberty is made up of a clear sequence of stages, affecting the skeletal, muscular, reproductive, and nearly all other bodily sys-
tems. Physical changes during puberty tend to be more gradual and steady. This is comforting to many parents who feel
childhood passes much too quickly.

Cognitive Development of Intermediate Schoolers

What is the nature of children's knowledge? How does their knowledge change with development? In pursuing these
fundamental questions in the study of cognitive development, researchers often expand their focus to include a range of
children's behaviors extending far beyond the standard meaning of knowledge.
Reading Development:
Children in this stage, is marked by a wide application of WORD ATTACK.
 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 a 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

Children in their late childhood have a rapid development of mental skills

Must understand how to use children’s natural curiosity to help make the appropriate developmental leaps In their skills and
abilities
Need to be an eager participant in children’s growth and development
ATTENTION:
Older children have longer and more flexible attention span
CREATIVITY:
Children at this stage are open to explore new things. Creativity is innate in children.

Socio-Emotional Development of Intermediate Schoolers

One of the most widely recognized characteristics of this period of development is the acquisition of feelings or self-competence.

Self-competence
refers to perceptions of ability in broad academic areas, such as how good of a student one is in general
described as the social crisis INDUSTRY VS. INFERIORITY.
Children show improved emotional understanding, increased understanding than more than one emotion can be experienced in
a single experience. They may also show greater ability to show/conceal emotions , utilize ways to redirect feelings and a
capacity for genuine empathy.

Self-identity and Self-concept

During late childhood, children can now describe themselves with internal and psychological characteristics and traits. The
employ social comparison- distinguishing themselves from others. The show increase in perspective-taking in dealing with other
children.

Perspective dealing enables a child to :

a. Judge other's intentions, purposes and actions
b. Give importance to social attitudes and actions
c. increase skepticism of other's claims

Children are spending less time in the home and the bulk of their time is spent outside the home, either alone or with other
children, rather than with adults.
 the recognition of one's potential and qualities as an individual
 is a collection of beliefs about oneself that includes elements such as academic performance, gender roles and sexuality,
and racial identity.

The core features of emotional development include the ability to identify and understand one’s own feelings, to accurately read
and comprehend emotional states in others, to manage strong emotions and their expression in a constructive manner, to
regulate one’s own behavior, to develop empathy for others, and to establish and maintain relationships.

Physical Development of Adolescence

Adolescence is a time of tremendous turbulence and perplexity and I would be surprised if there is anyone, who, when they
think back to the time when they were between twelve and seventeen or so, can really remember accurately how they felt at
that time. It seems to be something that most of us have just blacked out. I think many people can remember fairly accurately
how they felt when they were children and they can also have fairly good recollection how they felt then when they were adults
some time ago. But it’s very very difficult to evoke the feelings that you had when you were an adolescent.

I have learned a great deal. I have the foundation now to determine whether or not a child within my class is in the proper
developmental stage for their age category. The class has also taught me to take into consideration that every child comes from
a different environment and biological makeup and therefore each child will differ developmentally. When I do come across
these students in my class who do not contain the characteristics of a “normal” developing child, I can refer back to the
knowledge I’ve gained. I will refer back to Piaget’s and Vygotsky’s theories in particular, to try to relate with these students and
possibly make accommodations for their learning in my classroom. If their case is severe, I will recognize the need to have their
cognitive and socio-emotional development diagnosed so they can receive the proper education for their circumstance.
Furthermore, this course has served to be one of the most useful for me, and I am thankful for the knowledge that I take away
from it.
Cognitive Development of Adolescence

The foundation of cognitive development in adolescence is the ability to think, reason, and make choices. Children begin the
process of learning from the moment they are born. The ability for teens to think, reason, and make good choices is built on the
levels of development they have formed up to this point. During adolescence, the processes get much more complex.

Adolescence is the time when teens learn to use concrete skills to develop more complex or critical thinking skills. Children from
the age of 12 to 18 must take what they have learned in early childhood and figure out how to apply it to real life situations.
Adolescents must learn to reason, understand cause and effect, and relate actions and choices with responsibility.

Socio-Emotional Development of Adolescence

Adolescence is a time of big social and emotional development for your child. It helps to know what to expect and how to
support your child through the changes.
During adolescence, you’ll notice changes in the way your child interacts with family, friends and peers. Every teen’s social and
emotional development is different. Your child’s unique combination of genes, brain development, environment, experiences
with family and friends, and community and culture shape development.

Social changes and emotional changes show that your child is forming an independent identity and learning to be an adult.
Social changes
You might notice that your teen is:
 searching for identity: young people are busy working out who they are and where they fit in the world. This search can
be influenced by gender, peer group, cultural background, media, school and family expectations
 seeking more independence: this is likely to influence the decisions your child makes and the relationships your child has
with family and friends
 seeking more responsibility, both at home and at school
Emotional changes
You might notice that your teen:
 shows strong feelings and intense emotions at different times. Moods might seem unpredictable. These emotional ups
and downs can lead to increased conflict. Your child’s brain is still learning how to control and express emotions in a
grown-up way
 is more sensitive to your emotions: young people get better at reading and processing other people’s emotions as they
get older. While they’re developing these skills, they can sometimes misread facial expressions or body language