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3. Look‌‌for‌‌articles‌‌and‌‌studies,‌‌either‌‌online‌‌or‌‌printed,‌‌on‌‌the‌‌influences‌‌of‌‌family‌‌on‌‌cognitive‌‌ 
development.‌‌Share‌‌important‌‌points‌‌of‌‌your‌‌research‌‌in‌‌class.‌  ‌
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Module‌2
‌ 0:‌S‌ OCIO-EMOTIONAL‌D
‌ EVELOPMENT‌O
‌ F‌P
‌ RIMARY‌S‌ CHOOLERS‌  ‌
-Heidi‌‌Grace‌‌L.‌‌Borabo,‌‌MA.Ed.‌  ‌
 ‌
LEARNING‌‌OUTCOMES‌  ‌
At‌‌the‌‌end‌‌of‌‌this‌‌Module,‌‌you‌‌should‌‌be‌‌able‌‌to:‌  ‌
● Identify‌  ‌the‌  ‌different‌  ‌characteristics‌  ‌of‌  ‌primary‌  ‌school-aged‌  ‌children‌  ‌in‌  ‌this‌  ‌stage‌  ‌of‌‌ 
development.‌  ‌
● Discuss‌‌the‌‌different‌‌factors‌‌that‌‌affect‌‌the‌‌socio-emotional‌‌growth‌‌of‌‌the‌‌primary-schoolers‌  ‌
INTRODUCTION‌  ‌
The‌  ‌developmental‌  ‌theorist,‌  ‌Erik‌  ‌Erikson,‌  ‌formulated‌  ‌eight‌  ‌stages‌  ‌of‌  ‌man’s‌  ‌psychosocial‌‌ 
development.‌  ‌Each‌  ‌stage‌  ‌is‌  ‌regarded‌  ‌as‌  ‌a ‌ ‌“psychosocial‌  ‌crisis”‌  ‌which‌  ‌arises‌  ‌and‌  ‌demands‌  ‌resolution‌‌ 
before‌‌the‌‌next‌‌stage‌‌can‌‌be‌‌achieved.‌  ‌
Preschool‌‌   children‌‌ belong‌‌ to‌‌ the‌‌ fourth‌‌ stage‌‌ of‌‌ Erikson’s‌‌ psychosocial‌‌ stage.‌‌ Here,‌‌ children‌‌ have‌‌ 
to‌‌resolve‌‌the‌‌issue‌‌on‌I‌ ndustry‌‌vs.‌‌Inferiorty.‌  ‌
 ‌
ACTIVITY‌  ‌
1. Observe‌‌primary‌‌schoolers‌‌during‌‌their‌‌play‌‌time‌‌(recess‌‌or‌‌lunch‌‌break).‌‌Take‌‌note‌‌of‌‌their:‌  ‌
● Behavior‌‌during‌‌play‌  ‌
___________________________________________________________________________‌
___________________________________________________________________________‌  ‌
● Communication‌‌with‌‌their‌‌peers‌  ‌
___________________________________________________________________________‌
___________________________________________________________________________‌  ‌
● Facial‌‌expressions,‌‌gestures‌‌and‌‌body‌‌language‌  ‌
___________________________________________________________________________‌
___________________________________________________________________________‌  ‌
2. Take‌‌   pictures‌‌
  of‌‌
  these‌‌
  children‌‌  during‌‌   playtime.‌‌  Paste‌‌ them‌‌ below‌‌ and‌‌ discuss‌‌ important‌‌ points‌‌ and‌‌ 
observations‌‌with‌‌your‌‌partner.‌  ‌
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ANALYSIS‌  ‌
Discussion‌‌Questions:‌  ‌
1. What‌‌were‌‌the‌‌common‌‌observation‌‌among‌‌these‌‌children‌‌when‌‌it‌‌comes‌‌to:‌  ‌
a. Behavior‌‌during‌‌play?‌  ‌
b. Communication‌‌with‌‌their‌‌peers?‌  ‌
c. Facial‌‌expressions,‌‌gestures‌‌and‌‌body‌‌language?‌  ‌
2. During‌  ‌the‌  ‌observation,‌  ‌were‌  ‌there‌  ‌difficulties‌  ‌that‌  ‌the‌  ‌children‌  ‌encountered‌  ‌while‌  ‌they‌  ‌were‌  ‌at‌‌ 
play?‌  ‌
 ‌
 ‌
ABSTRACTION‌  ‌
 ‌
Erik‌‌Erikson’s‌‌Fourth‌‌Stage‌‌of‌‌Psychosocial‌‌Development‌  ‌
  ‌Industry‌‌  vs.‌‌
  inferiority‌‌   is‌‌
  the‌‌
  psychosocial‌‌   crisis‌‌
  that‌‌   children‌‌   will‌‌
  have‌‌
  to‌‌
  resolve‌‌
  in‌‌
  this‌‌  stage.‌‌ 
Industry‌  ‌refers‌  ‌to‌  ‌a ‌ ‌child’s‌  ‌involvement‌  ‌in‌  ‌situations‌  ‌where‌  ‌long,‌  ‌patient‌  ‌work‌  ‌is‌  ‌demanded‌  ‌of‌  ‌them,‌‌ 
while‌  ‌inferiority‌  ‌is‌  ‌the‌  ‌feeling‌‌  created‌‌   when‌‌  a ‌‌child‌‌
  gets‌‌
  a ‌‌feeling‌‌
  of‌‌
  failure‌‌   when‌‌  they‌‌
  cannot‌‌   finish‌‌
  or‌‌ 
master‌‌their‌‌schoolwork.‌  ‌
  ‌In‌‌ this‌‌ stage,‌‌ children,‌‌ will‌‌ most‌‌ likely,‌‌ have‌‌ begun‌‌ going‌‌ to‌‌ school.‌‌ School‌‌ experiences‌‌ become‌‌ the‌‌ 
priority,‌  ‌with‌  ‌children‌  ‌so‌  ‌busy‌  ‌doing‌  ‌schoolwork.‌  ‌The‌  ‌encouragement‌  ‌of‌‌   parents‌‌   and‌‌
  caring‌‌  educators‌‌ 
helps‌  ‌to‌  ‌build‌  ‌a ‌ ‌child’s‌  ‌sense‌  ‌of‌  ‌self-esteem,‌  ‌strengthening‌  ‌their‌  ‌confidence‌  ‌and‌  ‌ability‌  ‌to‌  ‌interact‌‌ 
positively‌‌in‌‌the‌‌world.‌  ‌

 ‌
Understanding‌‌the‌‌Self‌  ‌
  ‌One’s‌  ‌self-concept‌  ‌is‌  ‌the‌  ‌knowledge‌‌ 
about‌  ‌the‌  ‌self,‌  ‌such‌  ‌as‌  ‌beliefs‌  ‌regarding‌‌ 
personality‌  ‌traits,‌  ‌physical‌  ‌characteristics,‌‌ 
abilities,‌‌   values,‌‌ goals‌‌ and‌‌ roles.‌‌ What‌‌ does‌‌ the‌‌ 
comic‌‌strip‌‌depict?‌  ‌
  ‌It‌‌  also‌‌ involves‌‌ a ‌‌sense‌‌ of‌‌ belonging‌‌ and‌‌ 
acceptance,‌  ‌a ‌ ‌sense‌  ‌of‌  ‌good‌  ‌and‌  ‌a ‌ ‌sense‌  ‌of‌‌ 
being‌  ‌capable‌‌   of‌‌
  doing‌‌   good.‌‌   Having‌‌   a ‌‌healthy‌‌ 
self-concept‌‌   does‌‌   not‌‌
  mean‌‌   that‌‌   a ‌‌child‌‌   thinks‌‌ 
he‌  ‌is‌  ‌better‌  ‌than‌  ‌others.‌  ‌It‌‌   means‌‌   that‌‌   a ‌‌child‌‌ 
thinks‌  ‌he‌  ‌is‌  ‌better‌  ‌than‌  ‌others.‌  ‌It‌  ‌means‌  ‌that‌‌ 
he‌  ‌likes‌  ‌himself,‌  ‌feels‌  ‌accepted‌  ‌by‌  ‌his‌  ‌family‌‌ 
and‌‌friends‌‌and‌‌believes‌‌that‌‌he‌‌can‌‌do‌‌well.‌  ‌
  ‌Primary‌‌   schools’‌‌   children’s‌‌   self-concept‌‌   is‌‌
  influenced‌‌  not‌‌
  only‌‌  by‌‌
  their‌‌  parents,‌‌
  but‌‌  also‌‌
  by‌‌
  the‌‌ 
growing‌‌   number‌‌   of‌‌  people‌‌   they‌‌   begin‌‌   to‌‌  interact‌‌ with,‌‌ including‌‌ teachers‌‌ and‌‌ classmates.‌‌ Children‌‌ have‌‌ 
a‌  ‌growing‌  ‌understanding‌  ‌of‌  ‌their‌  ‌place‌  ‌in‌  ‌the‌  ‌world.‌  ‌They‌  ‌already‌  ‌know‌  ‌that‌  ‌they‌  ‌can‌  ‌please‌  ‌their‌‌ 
parents‌‌   and‌‌   teachers.‌‌   They‌‌   are‌‌   comfortable‌‌   and‌‌   show‌‌   confidence‌‌  in‌‌
  doing‌‌   things‌‌
  they‌‌
  are‌‌
  good‌‌   at,‌‌
  but‌‌ 
also‌‌show‌‌frustration‌‌in‌‌things‌‌that‌‌they‌‌find‌‌difficult.‌‌   ‌
 ‌
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 ‌
School‌‌Years‌  ‌
  ‌In‌  ‌the‌‌
  transition‌‌   from‌‌   pre-elementary‌‌   to‌‌
  primary‌‌   school,‌‌  children‌‌   tend‌‌
  to‌‌
  become‌‌   increasingly‌‌ 
self-confident‌  ‌and‌  ‌able‌  ‌to‌  ‌cope‌  ‌well‌  ‌with‌  ‌the‌  ‌social‌  ‌interactions.‌  ‌They‌  ‌are‌  ‌not‌  ‌focused‌‌   on‌‌   focused‌‌
  on‌‌ 
themselves‌‌   anymore‌‌   but‌‌
  are‌‌   also‌‌  aware‌‌   of‌‌
  their‌‌   needs‌‌   and‌‌  desires‌‌  of‌‌
  others.‌‌ The‌‌ issues‌‌ of‌‌ ‌fairness‌‌ and‌‌ 
equality‌‌
  become‌‌   important‌‌   to‌‌  them‌‌   as‌‌
  they‌‌   learn‌‌   to‌‌
  care‌‌
  for‌‌
  people‌‌   who‌‌  are‌‌
  not‌‌  part‌‌
  of‌‌ their‌‌ families.‌‌ 
Characteristics‌‌like‌‌loyalty‌‌and‌‌dependability‌‌are‌‌being‌‌considered‌‌as‌‌well‌‌as‌‌responsibility‌‌and‌‌kindness.‌  ‌
 ‌
Building‌‌Friendships‌  ‌
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 ‌

Making‌‌friends‌‌is‌‌a‌‌crucial‌‌but‌‌very‌‌ 
important‌‌part‌‌of‌‌children’s‌‌social‌‌and‌‌ 
emotional‌‌growth.‌‌As‌‌soon‌‌as‌‌they‌‌are‌‌able‌‌to‌‌ 
walk‌‌and‌‌talk,‌‌they‌‌will‌‌tend‌‌to‌‌show‌‌natural‌‌ 
inclination‌‌to‌‌be‌‌around‌‌other‌‌children.‌  ‌

Children,‌‌during‌‌this‌‌stage,‌‌most‌‌likely‌‌ 
to‌‌belong‌‌to‌‌a‌‌peer‌‌group.‌P ‌ eer‌‌groups‌‌‌are‌‌ 
characterized‌‌by‌‌children‌‌who‌‌belong‌‌ 
approximately‌‌to‌‌the‌‌same‌‌age‌‌group‌‌and‌‌same‌‌ 
social‌‌economic‌‌status.‌‌It‌‌is‌‌found‌‌along‌‌the‌‌stages‌‌ 
of‌‌childhood‌‌through‌‌adolescence.‌‌But‌‌for‌‌ 
children,‌‌until‌‌the‌‌age‌‌of‌‌seven‌‌or‌‌eight,‌‌they‌‌think‌‌ 
of‌‌themselves‌‌more‌‌than‌‌that‌‌others.‌‌They‌‌may‌‌ 
play‌‌well‌‌with‌‌this‌‌groups‌‌but‌‌may‌‌need‌‌some‌‌ 
time‌‌to‌‌play‌‌alone.‌  ‌

Primary‌‌school‌‌children‌‌prefer‌‌to‌‌belong‌‌to‌‌peer‌‌groups‌‌of‌‌the‌‌same‌‌gender.‌‌Many‌‌children‌‌will‌‌ 
use‌‌their‌‌surroundings‌‌to‌‌observe‌‌and‌‌mingle‌‌with‌‌other‌‌children.‌‌Some‌‌will‌‌see‌‌this‌‌as‌‌an‌‌opportunity‌ 
to‌‌make‌‌friends‌‌while‌‌others‌‌remain‌‌a‌‌bit‌‌of‌‌a‌‌loner.‌  ‌

Antisocial‌‌Behavior‌‌   ‌
Some‌‌adult‌‌may‌‌perceive‌‌that‌‌some‌‌children’s‌‌behavior‌‌towards‌‌other‌‌children‌‌as‌‌antisocial.‌‌ 
When‌‌children‌‌poke,‌‌pull,‌‌hit‌‌or‌‌kick‌‌other‌‌children‌‌when‌‌they‌‌are‌‌first‌‌introduced,‌‌it‌‌is‌‌fairly‌‌normal.‌‌ 
Remember‌‌that‌‌children‌‌at‌‌this‌‌stage‌‌are‌‌still‌‌forming‌‌their‌‌own‌‌world‌‌views‌‌and‌‌other‌‌children‌‌may‌‌ 
seem‌‌like‌‌a‌‌curiosity‌‌that‌‌they‌‌need‌‌to‌‌explore.‌‌Parents‌‌and‌‌teachers‌‌can‌‌help‌‌children‌‌make‌‌friends.‌‌You‌‌ 
can‌‌consider‌‌the‌‌following:‌  ‌

● Expose‌‌the‌‌children‌‌to‌‌kid-rich‌‌environments‌‌(e.g.‌‌playgrounds,‌‌park).‌  ‌
● Create‌‌a‌‌play‌‌group‌‌in‌‌your‌‌class‌‌and‌‌let‌‌the‌‌children‌‌mingle‌‌with‌‌their‌‌classmates.‌  ‌
● When‌‌your‌‌children‌‌hit‌‌other‌‌children,‌‌remind‌‌them‌‌that‌‌their‌‌behavior‌‌hurts‌‌others.‌  ‌
● Coordinate‌‌with‌‌the‌‌parents‌‌and‌‌other‌‌teachers‌‌so‌‌that‌‌the‌‌children‌‌will‌‌have‌‌greater‌‌ 
opportunity‌‌to‌‌interact‌‌with‌‌other‌‌children.‌  ‌

Self-control‌  ‌

Once‌‌children‌‌reach‌‌school‌‌age,‌‌they‌‌begin‌‌to‌‌take‌‌pride‌‌in‌‌their‌‌ability‌‌to‌‌do‌‌things‌‌and‌‌their‌‌ 
capacity‌‌to‌‌exert‌‌effort.‌‌They‌‌like‌‌receiving‌‌positive‌‌feedback‌‌from‌‌their‌‌parents‌‌and‌‌teachers.‌‌This‌‌ 
becomes‌‌a‌‌great‌‌opportunity‌‌for‌‌parents‌‌and‌‌teachers‌‌to‌‌encourage‌‌positive‌‌emotional‌‌responses‌‌from‌‌ 
children‌‌by‌‌acknowledging‌‌their‌‌mature,‌‌compassionate‌‌behaviors.‌  ‌

 ‌

 ‌
APPLICATION‌  ‌
Study‌‌the‌‌situation‌‌given‌‌below.‌‌If‌‌you‌‌were‌‌a‌‌teacher,‌‌how‌‌will‌‌you‌‌help‌‌these‌‌learners‌‌cope‌‌ 
with‌‌their‌‌socio-emotional‌‌difficulties?‌  ‌

 ‌

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 ‌
Module‌‌21:‌‌PHYSICAL‌‌DEVELOPMENT‌‌OF‌‌THE‌‌INTERMEDIATE‌‌PUPIL‌  ‌
-Heidi‌‌Grace‌‌l.‌‌Borabo,‌‌MA.Ed.‌  ‌
 ‌
LEARNING‌‌OUTCOME‌  ‌
At‌‌the‌‌end‌‌of‌‌this‌‌Module,‌‌you‌‌should‌‌be‌‌able‌‌to:‌  ‌
● Identify‌‌the‌‌different‌‌physical‌‌characteristics‌‌of‌‌intermediate‌‌schoolers.‌  ‌
● Discuss‌‌ways‌‌and‌‌practices‌‌which‌‌will‌‌aid‌‌children‌‌in‌‌successfully‌‌developing‌‌physically.‌  ‌
● Design‌‌a‌‌simple‌‌exercise‌‌program‌‌appropriate‌‌for‌‌intermediate‌‌school‌‌children.‌  ‌
 ‌
INTRODUCTION‌  ‌
The‌‌steady‌‌and‌‌gradual‌‌changes‌‌happening‌‌in‌‌children‌‌at‌‌this‌‌stage,‌‌especially‌‌with‌‌their‌‌ 
increasing‌‌familiarity‌‌with‌‌schoolwork‌‌and‌‌other‌‌possible‌‌activities‌‌provide‌‌them‌‌with‌‌a‌‌greater‌‌ 
opportunity‌‌to‌‌develop‌‌their‌‌motor‌‌skills‌‌functioning.‌  ‌
 ‌
ACTIVITY‌  ‌
Take‌‌pictures‌‌of‌‌children‌‌in‌‌their‌‌late‌‌childhood‌‌(ages‌‌9‌‌to‌‌12).‌‌Make‌‌a‌‌collage‌‌and‌‌discuss‌‌the‌‌ 
common‌‌characteristics‌‌that‌‌you‌‌have‌‌   ‌
 ‌
  ‌

ABSTRACTION/GENERALIZATION‌  ‌
 ‌
Physical‌‌Changes‌‌   ‌
Children‌‌in‌‌their‌‌late‌‌childhood‌‌stage‌‌always‌‌seem‌‌to‌‌be‌‌in‌‌a‌‌hurry.‌‌They‌‌get‌‌so‌‌busy‌‌with‌‌their‌‌ 
schoolwork,‌‌interacting‌‌with‌‌their‌‌friends,‌‌exploring‌‌other‌‌possible‌‌activities,‌‌but‌‌this‌‌period‌‌of‌‌physical‌‌ 
development‌‌seems‌‌to‌‌take‌‌on‌‌a‌‌leisurely‌‌pace.‌  ‌
On‌‌the‌‌average,‌‌girls‌‌are‌‌generally‌‌as‌‌much‌‌as‌‌two‌‌(2)‌‌years‌‌ahead‌‌of‌‌boys‌‌in‌‌terms‌‌of‌‌physical‌‌ 
maturity.‌‌Puberty‌‌may‌‌begin‌‌early.‌‌Budding‌‌breast‌‌for‌‌girls‌‌–‌‌which‌‌is‌‌initial‌‌sign‌‌of‌‌puberty.‌‌Some‌‌girls‌‌ 
may‌‌also‌‌start‌‌with‌‌their‌‌menstrual‌‌period‌‌as‌‌early‌‌as‌‌8‌‌and‌‌some‌‌as‌‌late‌‌13.‌  ‌
Many‌‌of‌‌the‌‌bodily‌‌structures‌‌like‌‌the‌‌liver,‌‌muscles,‌‌skeletons,‌‌kidneys‌‌and‌‌face‌‌follow‌‌a‌‌normal‌‌ 
curve‌‌of‌‌development‌‌for‌‌both‌‌girls‌‌and‌‌boys.‌‌Other‌‌structures‌‌like‌‌the‌‌brain,‌‌intestines‌‌and‌‌other‌‌organs‌‌ 
and‌‌bodily‌‌systems‌‌mature‌‌at‌‌their‌‌own‌‌time,‌‌thus,‌‌affecting‌‌growth‌‌patterns‌‌   ‌
Children‌‌gain‌‌an‌‌average‌‌of‌‌7‌‌pounds‌‌in‌‌weight,‌‌an‌‌average‌‌of‌‌2‌‌½‌‌inches‌‌in‌‌height‌‌and‌‌an‌‌ 
average‌‌of‌‌an‌‌inch‌‌in‌‌head‌‌circumference‌‌each‌‌year.‌‌Children‌‌at‌‌this‌‌stage‌‌have‌‌growth‌‌spurts‌‌–‌‌sudden‌‌ 
boost‌‌in‌‌height‌‌and‌‌weight,‌‌which‌‌are‌‌usually‌‌accompanied‌‌by‌‌increase‌‌in‌‌appetite‌‌and‌‌food‌‌intake.‌‌ 
Increase‌‌in‌‌body‌‌fats‌‌also‌‌occurs‌‌in‌‌preparation‌‌for‌‌the‌‌growth‌‌that‌‌occurs‌‌during‌‌adolescence.‌‌The‌‌body‌‌ 
fat‌‌increase‌‌occurs‌‌earlier‌‌in‌‌girls‌‌and‌‌is‌‌greater‌‌in‌‌quantity.‌  ‌
 Girls‌‌appear‌‌to‌‌be‌‌“chubby”‌‌while‌‌boys‌‌tend‌‌to‌‌have‌‌more‌‌lean‌‌body‌‌mass‌‌per‌‌inch‌‌of‌‌height‌‌ 
than‌‌girls.‌‌These‌‌are‌‌all‌‌normal‌‌part‌‌of‌‌development.‌‌These‌‌differences‌‌in‌‌body‌‌composition‌‌become‌‌ 
very‌‌significant‌‌during‌‌adolescence.‌  ‌
At‌‌this‌‌stage,‌‌children‌‌may‌‌become‌‌very‌‌concerned‌‌about‌‌their‌‌physical‌‌appearance.‌‌Girls,‌‌ 
especially,‌‌may‌‌become‌‌concerned‌‌about‌‌their‌‌weight‌‌and‌‌decide‌‌to‌‌eat‌‌less.‌‌Boys‌‌may‌‌become‌‌aware‌‌of‌‌ 
their‌‌structure‌‌and‌‌muscle‌‌size‌‌and‌‌strength.‌  ‌
Since‌‌this‌‌stage‌‌can‌‌bring‌‌about‌‌insecurities,‌‌parents‌‌and‌‌teachers‌‌mut‌‌be‌‌very‌‌conscious‌‌about‌‌ 
their‌‌dealings‌‌with‌‌these‌‌children.‌‌Appropriate‌‌activities‌‌must‌‌be‌‌designed‌‌so‌‌that‌‌children‌‌will‌‌be‌‌guided‌‌ 
into‌‌the‌‌right‌‌direction.‌‌Children‌‌must‌‌be‌‌given‌‌opportunities‌‌to‌‌engage‌‌themselves‌‌in‌‌worthwhile‌‌ 
activities‌‌that:‌  ‌
● Promote‌‌healthy‌‌growth‌‌   ‌
● Give‌‌them‌‌a‌‌feeling‌‌of‌‌accomplishment‌  ‌
● Reduce‌‌the‌‌risk‌‌of‌‌certain‌‌diseases‌  ‌
This‌‌stage‌‌is‌‌also‌‌characterized‌‌by‌‌advanced‌‌development‌‌of‌‌their‌‌fine‌‌and‌‌gross‌‌motor‌‌skills.‌‌ 
Muscles‌‌strength‌‌and‌‌stamina‌‌increase‌‌as‌‌they‌‌offered‌‌different‌‌physical‌‌activities.‌  ‌
Children‌‌may‌‌become‌‌more‌‌interested‌‌in‌‌physical‌‌activities‌‌where‌‌they‌‌can‌‌interact‌‌with‌‌friends‌‌and‌‌ 
family.‌‌Activities‌‌which‌‌they‌‌can‌‌share‌‌with‌‌parents‌‌(e.g.‌‌biking,‌‌running,‌‌playing‌‌basketball)‌‌show‌‌ 
children‌‌that‌‌exercising‌‌can‌‌be‌‌fun.‌  ‌
 ‌
 ‌
APPLICATION‌  ‌
1. Being‌‌healthy‌‌physically‌‌greatly‌‌helps‌‌children‌‌to‌‌succeed‌‌in‌‌their‌‌everyday‌‌undertaking‌‌in‌‌their‌‌ 
late‌‌adulthood.‌  ‌
 ‌
Design‌‌a‌‌simple‌‌exercise‌‌program‌‌appropriate‌‌from‌‌children‌‌ages‌‌9‌‌to‌‌12.‌‌Divide‌‌your‌‌program‌‌into‌‌ 
three‌‌parts.‌  ‌
 ‌
Part‌‌1:‌W
‌ arm‌‌Up‌‌Activities:‌  ‌
● May‌‌include‌‌breathing‌‌exercise‌‌and‌‌stretching‌‌routines.‌  ‌
‌Part‌‌2:‌E‌ xercise‌‌Proper‌‌   ‌
● May‌‌consist‌‌of‌‌three‌‌to‌‌four‌‌sets‌‌of‌‌exercises‌‌which‌‌may‌‌focus‌‌on‌‌the‌‌following‌‌areas:‌‌(a)‌‌body‌‌ 
balance‌‌and‌‌posture,‌‌(b)‌‌endurance,‌‌(c)‌‌muscle‌‌strength‌‌and/or‌‌(d)‌‌agility.‌  ‌
‌Part‌‌3:‌C
‌ ooling‌‌Down‌‌or‌‌Quieting‌‌Activity:‌  ‌
● Includes‌‌another‌‌set‌‌of‌‌breathing‌‌and‌‌stretching‌‌exercises‌  ‌
 ‌
 ‌
_________________________________________‌  ‌
Title‌‌of‌‌Exercise‌  ‌
Part‌‌1:‌W ‌ arm‌‌Up‌‌Activities‌: ‌ ‌
______________________________________________________________________‌  ‌
______________________________________________________________________‌  ‌
______________________________________________________________________‌  ‌
______________________________________________________________________‌  ‌
______________________________________________________________________‌  ‌
Part‌‌2:‌E‌ xercise‌‌Proper‌: ‌ ‌
______________________________________________________________________‌  ‌
______________________________________________________________________‌  ‌
______________________________________________________________________‌  ‌
______________________________________________________________________‌  ‌
______________________________________________________________________‌  ‌
Part‌‌3:‌ ‌ ‌Cooling‌‌Down‌‌or‌‌Quieting‌‌Activity‌  ‌
‌______________________________________________________________________‌ 
‌______________________________________________________________________‌ 
‌______________________________________________________________________‌ 
‌______________________________________________________________________‌ 
‌______________________________________________________________________‌  ‌

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 ‌
2. As‌‌a‌‌teacher,‌‌what‌‌ideas‌‌can‌‌you‌‌give‌‌in‌‌order‌‌to‌‌help‌‌intermediate‌‌school‌‌children‌‌develop‌‌ 
physically?‌  ‌
● _______________________________________________________________________‌  ‌
● _______________________________________________________________________‌  ‌
● _______________________________________________________________________‌  ‌
● _______________________________________________________________________‌  ‌
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MODULE‌2 ‌ 2:‌C ‌ OGNITIVE‌D ‌ EVELOPMENT‌O ‌ F‌T‌ HE‌I‌ NTERMEDIATE‌P ‌ UPIL‌  ‌
LEARNING‌O ‌ UTCOMES:‌  ‌
A
‌ t‌t‌ he‌e‌ nd‌o ‌ f‌t‌ his‌m
‌ odule,‌y‌ ou‌s‌ hould‌b ‌ e‌a‌ ble‌t‌ o:‌  ‌
● Identify‌t‌ he‌d ‌ ifferent‌p ‌ hysical‌c‌ haracteristics‌o ‌ f‌i‌ntermediate‌s‌ choolers.‌  ‌
● Discuss‌  ‌ways‌  ‌and‌  ‌practices‌  ‌which‌  ‌will‌  ‌aid‌  ‌children‌  ‌in‌  ‌successfully‌  ‌developing‌‌ 
physically.‌  ‌
● Design‌a‌ ‌s‌ imple‌e‌ xercise‌p ‌ rogram‌a‌ ppropriate‌f‌ or‌i‌ntermediate‌s‌ chool‌c‌ hildren.‌  ‌
INTROCDUCTION‌  ‌
The‌‌   steady‌‌   and‌‌  gradual‌‌   changes‌‌ happening‌‌ in‌‌ children‌‌ at‌‌ this‌‌ stage,‌‌ especially‌‌ with‌‌ their‌‌ 
increasing‌‌   familiarity‌‌   with‌‌  schoolwork‌‌   and‌‌   other‌‌  possible‌‌
  activities‌‌ provide‌‌ them‌‌ with‌‌ a ‌‌greater‌‌ 
opportunity‌t‌ o‌d ‌ evelop‌t‌ heir‌m ‌ otor‌s‌ kill‌f‌ unctioning.‌  ‌
ACTIVITY‌  ‌
Take‌‌   pictures‌‌   of‌‌
  children‌‌   in‌‌
  their‌‌   late‌‌  childhood‌‌ ages‌‌ 9‌‌ to‌‌ 12.‌‌ Make‌‌ a ‌‌collage‌‌ and‌‌ discuss‌‌ 
the‌c‌ ommon‌c‌ haracteristics‌t‌ hat‌y‌ ou‌h ‌ ave‌o ‌ bserved.‌  ‌
 My‌o
‌ bservations:‌  ‌

 ‌
ANALYSIS‌  ‌
1. What‌i‌nitial‌c‌ haracteristics‌o ‌ f‌c‌ hildren‌a‌ ges‌9 ‌ ‌t‌ o‌1 ‌ 2‌d‌ id‌y‌ ou‌o ‌ bserve?‌  ‌
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2. What‌  ‌activities‌  ‌were‌  ‌commonly‌  ‌done‌  ‌by‌  ‌these‌  ‌children‌  ‌which‌  ‌help‌  ‌them‌  ‌to‌  ‌develop‌‌ 
physically?‌  ‌
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3. Based‌  ‌on‌  ‌your‌  ‌observations‌  ‌and‌  ‌readings,‌  ‌do‌  ‌boys‌  ‌follow‌  ‌a ‌ ‌different‌  ‌growth‌  ‌pattern‌‌ 
compared‌t‌ o‌t‌ he‌g‌ irls?‌E‌ xplain‌y‌ our‌a‌ nswer.‌  ‌
ABSTRACTION/GENERALIZATION‌  ‌
 ‌
Physical‌c‌ hanges:‌  ‌
Children‌  ‌in‌  ‌their‌  ‌late‌  ‌childhood‌‌   stage‌‌   always‌‌   seem‌‌   to‌‌  be‌‌  in‌‌
  a ‌‌hurry.‌‌  They‌‌   get‌‌
  so‌‌ 
busy‌  ‌their‌‌   schoolwork,‌‌   interacting‌‌   with‌‌  their‌‌   friends,‌‌   exploring‌‌   other‌‌   possible‌‌   activities,‌‌ 
but‌t‌ his‌p‌ eriod‌o ‌ f‌p ‌ hysical‌d ‌ evelopment‌s‌ eems‌t‌ o‌t‌ ake‌o ‌ n‌a‌ ‌l‌eisurely‌p ‌ ace.‌  ‌
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   or‌‌
  girls-‌‌
  which‌‌   is‌‌ 
the‌‌  initial‌‌  sign‌‌  of‌‌  puberty.‌‌   Some‌‌   girls‌‌
  may‌‌   also‌‌   start‌‌ with‌‌ their‌‌ menstrual‌‌ period‌‌ as‌‌ early‌‌ 
as‌8‌ ‌a‌ nd‌s‌ ome‌l‌ate‌1 ‌ 3.‌ 
Many‌‌   of‌‌
  the‌‌   bodily‌‌   structures‌‌   like‌‌  the‌‌   liver,‌‌   muscles,‌‌   skeletons,‌‌   kidneys‌‌   and‌‌ face‌‌ 
follow‌  ‌a ‌ ‌normal‌  ‌curve‌  ‌of‌  ‌development‌‌   for‌‌  both‌‌   girl‌‌
  and‌‌  boys.‌‌   Other‌‌   structures‌‌   like‌‌
  the‌‌ 
brain,‌  ‌intestine‌  ‌and‌  ‌other‌  ‌organs‌  ‌and‌  ‌bodily‌  ‌systems‌  ‌mature‌  ‌at‌  ‌their‌  ‌own‌  ‌time,‌  ‌thus‌‌ 
affecting‌g‌ rowth‌p ‌ atterns.‌  ‌
 Children‌‌   gain‌‌   an‌‌   average‌‌   of‌‌  7‌‌
  pounds‌‌   in‌‌  weight‌‌   and‌‌   average‌‌ 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   in‌‌
  body‌‌   fats‌‌ also‌‌ occurs‌‌ in‌‌ preparation‌‌ for‌‌ 
the‌  ‌growth‌‌   that‌‌   occurs‌‌   during‌‌   adolescence.‌‌   The‌‌   body‌‌   fat‌‌
  increase‌‌   occurs‌‌   earlier‌‌   in‌‌
  girls‌‌ 
and‌i‌s‌g‌ reater‌i‌n‌q ‌ uantity.‌  ‌
Girls‌‌   appear‌‌   to‌‌   be‌‌   chubby‌‌ while‌‌ boys‌‌ tend‌‌ to‌‌ have‌‌ more‌‌ lean‌‌ body‌‌ mass‌‌ per‌‌ inch‌‌ 
of‌  ‌height‌  ‌than‌  ‌girls.‌  ‌These‌  ‌are‌  ‌normal‌  ‌part‌  ‌of‌  ‌development.‌‌   These‌‌   differences‌‌   in‌‌
  body‌‌ 
composition‌b ‌ ecome‌v‌ ery‌s‌ ignificant‌d ‌ uring‌a‌ dolescence.‌  ‌
At‌  ‌this‌  ‌stage,‌  ‌children‌  ‌may‌  ‌become‌  ‌very‌  ‌concerned‌  ‌about‌  ‌their‌  ‌physical‌‌ 
appearance.‌  ‌Girls‌  ‌especially,‌  ‌may‌  ‌become‌  ‌concerned‌  ‌about‌‌   their‌‌   weight‌‌   and‌‌   decide‌‌   to‌‌ 
eatless.‌B ‌ oys‌m ‌ ay‌b ‌ ecome‌ a‌ ware‌o ‌ f‌t‌ heir‌s‌ tature‌a‌ nd‌m ‌ uscle‌s‌ ize‌a‌ nd‌s‌ trength.‌  ‌
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  ‌s ‌ ‌that‌  ‌children‌  ‌will‌  ‌be‌  ‌guided‌‌   into‌‌   the‌‌   right‌‌   direction.‌‌   Children‌‌   must‌‌   be‌‌   given‌‌ 
opportunities‌t‌ o‌e‌ ngage‌t‌ hemselves‌i‌n‌w ‌ orthwhile‌a‌ ctivities‌t‌ hat:‌  ‌
● Promote‌h ‌ ealthy‌g‌ rowth.‌  ‌
● Give‌t‌ hem‌a‌ ‌f‌ eeling‌o ‌ f‌a‌ ccomplishment.‌  ‌
● Reduce‌t‌ he‌r‌ isk‌o ‌ f‌c‌ ertain‌d ‌ iseases.‌  ‌
This‌‌   stage‌‌   is‌‌
  also‌‌   characterized‌‌   by‌‌   advanced‌‌   development‌‌   of‌‌
  their‌‌   fine‌‌   and‌‌   gross‌‌   motor‌‌ 
skills.‌ M
‌ uscles‌s‌ trength‌a‌ nd‌s‌ tamina‌i‌ncrease‌a‌ s‌t‌ hey‌a‌ re‌o ‌ ffered‌d ‌ ifferent‌p ‌ hysical‌a‌ ctivities.‌  ‌
  ‌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)‌s‌ how‌c‌ hildren‌t‌ hat‌e‌ xercising‌c‌ an‌b ‌ e‌f‌ un.‌  ‌
 ‌
APPLICATION:‌  ‌
1. Being‌‌   healthy‌‌   physically‌‌   greatly‌‌   helps‌‌   children‌‌   to‌‌   succeed‌‌   in‌‌
  their‌‌   everyday‌‌ undertaking‌‌ 
in‌t‌ heir‌a‌ dulthood.‌  ‌
Design‌  ‌a ‌ ‌simple‌  ‌exercise‌  ‌program‌  ‌appropriate‌  ‌for‌  ‌children‌  ‌ages‌  ‌9 ‌ ‌to‌  ‌12.‌  ‌Divide‌  ‌your‌‌ 
program‌i‌nto‌t‌ hree‌p ‌ arts:‌  ‌
 ‌
Part‌I‌‌w ‌ arm‌u ‌ p‌a‌ ctivities:‌  ‌
May‌i‌nclude‌b ‌ reathing‌e‌ xercises‌a‌ nd‌s‌ tretching‌r‌ outines.‌  ‌
Part‌I‌I‌E‌ xercise‌p ‌ roper:‌  ‌
-may‌‌   consist‌‌   of‌‌   three‌‌   to‌‌  four‌‌   sets‌‌   of‌‌
  exercises‌‌   which‌‌   may‌‌   focus‌‌   on‌‌   the‌‌   following‌‌ 
areas:‌a‌ )‌b ‌ ody‌b ‌ alance‌a‌ nd‌[‌ posture‌b ‌ )‌e‌ ndurance,‌c‌ )‌m ‌ uscle‌s‌ trength‌a‌ nd‌/‌ or‌d ‌ )‌a‌ gility.‌  ‌
  ‌ Part‌I‌II:‌c‌ ooling‌d ‌ own‌o ‌ r‌q ‌ uieting‌a‌ ctivity:‌  ‌
-includes‌a‌ nother‌s‌ et‌o ‌ f‌b ‌ reathing‌a‌ nd‌s‌ tretching‌e‌ xercises.‌  ‌
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Title‌o ‌ f‌e‌ xercise‌  ‌
Part‌I‌:‌w‌ arm‌u ‌ p‌a‌ ctivities:‌  ‌
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Part‌I‌I:‌E‌ xercise‌p ‌ roper:‌  ‌
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Part‌I‌II:‌c‌ ooling‌d ‌ own‌o ‌ r‌q
‌ uieting‌a‌ ctivity:‌  ‌
 ‌
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2. As‌  ‌a ‌ ‌teacher,‌  ‌what‌  ‌ideas‌  ‌can‌  ‌you‌  ‌give‌  ‌in‌  ‌order‌  ‌to‌  ‌help‌  ‌intermediate‌  ‌school‌  ‌children‌‌ 
develop‌p ‌ hysically?‌  ‌
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MODULE‌2 ‌ 2:‌C‌ OGNITIVE‌D ‌ EVELOPMENT‌O ‌ F‌I‌ NTEMEDIATE‌S‌ CHOOLERS‌  ‌
LEARNING‌O ‌ UTCOMES:‌  ‌
At‌t‌ he‌e‌ nd‌o ‌ f‌t‌ his‌m
‌ odule,‌y‌ ou‌s‌ hould‌b ‌ e‌a‌ ble‌t‌ o:‌  ‌
● Examine‌t‌ he‌c‌ ognitive‌c‌ haracteristics‌o ‌ f‌i‌ntermediate‌s‌ chool‌c‌ hildren.‌  ‌
● Discuss‌  ‌important‌  ‌factors‌‌   that‌‌  affect‌‌  the‌‌  cognitive‌‌  development‌‌   of‌‌
  intermediate‌‌ 
school‌c‌ hildren,‌  ‌
● Enumerate‌  ‌ways‌  ‌on‌  ‌how‌  ‌teachers‌  ‌can‌  ‌promote‌  ‌creativity‌  ‌in‌  ‌the‌  ‌learning‌‌ 
environment,‌l‌earning‌a‌ ctivities‌a‌ nd‌i‌nstructional‌m ‌ aterials.‌  ‌
 ‌
INTRODUCATION:‌  ‌
Since‌  ‌children‌  ‌in‌  ‌this‌  ‌stage‌  ‌are‌‌
  already‌‌   in‌‌
  this‌‌
  stage‌‌
  are‌‌
  already‌‌
  in‌‌
  their‌‌
  late‌‌  childhood,‌‌ 
rapid‌  ‌development‌  ‌of‌  ‌mental‌  ‌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 
can‌m
‌ anipulate.‌  ‌
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 
succeed‌i‌n‌t‌ heir‌i‌ntellectual‌e‌ ndeavors.‌  ‌
 ‌
ACTIVITY:‌  ‌
Write‌y‌ our‌u ‌ nderstanding‌o ‌ n‌t‌ he‌s‌ tatement‌b ‌ elow.‌  ‌
INTELLIGENCE‌i‌s‌… ‌ .‌  ‌
● The‌  ‌ability‌‌   to‌‌  create‌‌   an‌‌
  effective‌‌   product‌‌   or‌‌
  offer‌‌  a ‌‌service‌‌   that‌‌  is‌‌
  valued‌‌ 
in‌a‌ ‌c‌ ulture;‌  ‌
● A‌s‌ et‌o ‌ f‌s‌ kills‌t‌ hat‌m ‌ akes‌i‌t‌p ‌ ossible‌f‌ or‌a‌ ‌p ‌ erson‌t‌ o‌s‌ olve‌p ‌ roblems‌i‌n‌l‌ife;‌  ‌
● The‌  ‌potential‌  ‌for‌  ‌finding‌  ‌or‌  ‌creating‌  ‌solutions‌  ‌for‌  ‌problems,‌  ‌which‌‌ 
involves‌g‌ athering‌n ‌ ew‌k‌ nowledge.‌  ‌
● -‌ Howard‌G ‌ ardner‌  ‌
 ‌
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ANALYSIS:‌  ‌
Discussion‌Q ‌ uestions:‌  ‌
1. What‌k‌ ind‌o ‌ f‌i‌ntelligence‌i‌s‌b ‌ eing‌r‌ eferred‌t‌ o‌b ‌ y‌H ‌ oward‌G ‌ ardner?‌  ‌
2. What‌i‌ntelligence‌d ‌ o‌y‌ ou‌t‌ hink‌i‌s‌t‌ he‌m ‌ ost‌e‌ vident‌i‌n‌t‌ his‌s‌ tage‌o ‌ f‌d‌ evelopment?‌  ‌
3. Do‌t‌ hese‌i‌ntelligences‌v‌ ary‌a‌ mong‌c‌ hildren‌i‌n‌t‌ erms‌o ‌ f‌a‌ ge‌a‌ nd‌g‌ ender?‌  ‌
  ‌
INITIAL‌C ‌ OGNITIVE‌C ‌ HARACTERISTICS‌  ‌
Intermediate‌s‌ chool‌c‌ hildren‌g‌ reatly‌e‌ njoy‌t‌ he‌c‌ ognitive‌a‌ bilities‌t‌ hat‌t‌ hey‌c‌ an‌‌ 
now‌u ‌ tilize.‌T‌ heir‌t‌ hinking‌s‌ kills‌h ‌ ave‌b ‌ ecome‌m ‌ ore‌e‌ ffective‌a‌ s‌c‌ ompared‌d ‌ uring‌t‌ heir‌‌ 
primary‌y‌ ears.‌T‌ heir‌s‌ choolwork‌i‌s‌n ‌ ow‌m ‌ ore‌c‌ omplicated.‌R ‌ eading‌t‌ exts‌h ‌ ave‌b ‌ ecome‌‌ 
longer;‌p ‌ roblem-solving‌h ‌ as‌b ‌ ecome‌a‌ n‌e‌ veryday‌p ‌ art‌o
‌ f‌t‌ heir‌l‌ives.‌  ‌
Their‌a‌ bility‌t‌ o‌u ‌ se‌l‌ogic‌a‌ nd‌r‌ easoning‌g‌ ive‌t‌ hem‌c‌ hances‌o ‌ f‌t‌ hinking‌a‌ bout‌w ‌ hat‌‌ 
they‌w ‌ ant‌a‌ nd‌h ‌ ow‌t‌ o‌g‌ et‌i‌t.‌T‌ hey‌n ‌ ow‌b ‌ ecome‌v‌ ery‌i‌nterested‌i‌n‌t‌ alking‌a‌ bout‌t‌ he‌‌ 
future‌o ‌ r‌e‌ ven‌t‌ heir‌p ‌ otential‌c‌ areers.‌T‌ hey‌d ‌ evelop‌s‌ pecial‌i‌nterest‌i‌n‌c‌ ollections,‌‌ 
hobbies‌a‌ nd‌s‌ ports.‌T‌ hey‌a‌ re‌e‌ ven‌c‌ apable‌o ‌ f‌u‌ nderstanding‌c‌ oncepts‌w ‌ ithout‌h ‌ aving‌‌ 
direct‌h ‌ ands-on‌e‌ xperiences.‌  ‌
 ‌
READING‌D ‌ EVELOPMENT‌  ‌
C
‌ hildren‌i‌n‌t‌ his‌s‌ tage‌i‌s‌m ‌ arked‌b ‌ y‌a‌ ‌w‌ ide‌a‌ pplication‌o ‌ f‌w
‌ ord‌a‌ ttack.‌B ‌ ecause‌o ‌ f‌‌ 
the‌p ‌ resence‌o ‌ f‌p‌ revious‌k‌ nowledge,‌t‌ hey‌n ‌ ow‌h ‌ ave‌a‌ ‌w‌ ide‌v‌ ocabulary,‌w ‌ hich‌e‌ nables‌‌ 
them‌t‌ o‌u ‌ nderstand‌t‌ he‌m ‌ eanings‌o ‌ f‌u‌ nknown‌w ‌ ords‌t‌ hrough‌c‌ ontext‌c‌ lues‌(‌ this‌i‌s‌t‌ he‌‌ 
“Reading‌t‌ o‌L‌ earn‌“‌ stage‌i‌n‌r‌ eading‌d ‌ evelopment).‌T‌ hey‌a‌ re‌n ‌ o‌l‌onger‌i‌nto‌t‌ he‌f‌ airy‌t‌ ales‌‌ 
and‌m ‌ agic‌t‌ ypes‌o ‌ f‌s‌ tories‌b ‌ ut‌a‌ re‌m ‌ ore‌i‌nterested‌i‌n‌l‌onger‌a‌ nd‌m ‌ ore‌c‌ omplex‌r‌ eading‌‌ 
materials,‌e‌ .g.‌fi ‌ ction‌b ‌ ooks‌a‌ nd‌s‌ eries‌b ‌ ooks.‌  ‌
 ‌
ATTENTION:‌  ‌
Older‌c‌ hildren‌h ‌ ave‌l‌onger,‌a‌ nd‌m ‌ ore‌fl ‌ exible‌a‌ ttention‌s‌ pan‌c‌ ompared‌t‌ o‌‌ 
younger‌c‌ hildren.‌T‌ heir‌s‌ pan‌o ‌ f‌a‌ ttention‌i‌s‌d ‌ ependent‌o ‌ n‌h‌ ow‌m ‌ uch‌i‌s‌r‌ equired‌b ‌ y‌t‌ he‌‌ 
 given‌t‌ ask.‌I‌n‌t‌ erms‌o ‌ f‌s‌ choolwork,‌o ‌ lder‌c‌ hildren‌c‌ an‌c‌ oncentrate‌a‌ nd‌f‌ ocus‌m ‌ ore‌f‌ or‌‌ 
longer‌p ‌ eriod‌o ‌ f‌h‌ ours‌e‌ specially‌i‌f‌t‌ hey‌h ‌ ighly‌i‌nterested‌i‌n‌w ‌ hat‌t‌ hey‌a‌ re‌d ‌ oing.‌  ‌
 ‌
CREATIVITY‌  ‌
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 ‌
“CREATIVITY‌i‌s‌n ‌ ot‌t‌ he‌fi ‌ nding‌o ‌ f‌a‌ ‌t‌ hing,‌b ‌ ut‌m‌ aking‌s‌ omething‌o ‌ ut‌o‌ f‌i‌t‌a‌ fter‌i‌t‌i‌s‌f‌ ound”‌ 
● James‌R ‌ ussell‌L‌ owel‌ 
 ‌
Children‌a‌ t‌t‌ his‌s‌ tage‌a‌ re‌o ‌ pen‌t‌ o‌e‌ xplore‌n ‌ ew‌t‌ hings.‌C ‌ reativity‌i‌s‌i‌nnate‌i‌n‌‌ 
children,‌t‌ hey‌j‌ust‌n ‌ eed‌a‌ ‌l‌ittle‌g‌ uidance‌a‌ nd‌s‌ upport‌f‌ rom‌p ‌ arents,‌t‌ eachers‌a‌ nd‌p ‌ eople‌‌ 
best‌a‌ round‌t‌ hem.‌T‌ hey‌a‌ re‌u ‌ sually‌a‌ t‌t‌ heir‌b ‌ est‌w ‌ hen‌t‌ he‌w ‌ ork‌i‌s‌d ‌ one‌i‌n‌s‌ mall‌p ‌ ieces.‌  ‌
Creativity‌i‌n‌c‌ hildren‌i‌n‌e‌ ncouraged‌w ‌ hen‌t‌ he‌a‌ ctivities:‌  ‌
● Encourage‌d ‌ ifferent‌r‌ esponses‌f‌ rom‌e‌ ach‌c‌ hild.‌  ‌
● Celebrate‌u ‌ niqueness.‌  ‌
● Break‌s‌ tereotypes.‌  ‌
● Value‌p ‌ rocess‌o ‌ ver‌p ‌ roduct.‌  ‌
● Reduce‌s‌ tress‌a‌ nd‌a‌ nxiety‌i‌n‌c‌ hildren.‌  ‌
● Support‌t‌ o‌s‌ hare‌i‌deas,‌n ‌ ot‌o ‌ nly‌w ‌ ith‌t‌ he‌t‌ eacher/‌p ‌ arent‌b ‌ ut‌a‌ lso‌w ‌ ith‌o‌ ther‌c‌ hildren.‌ 
● Minimize‌c‌ ompetition‌a‌ nd‌e‌ xternal‌r‌ ewards.‌  ‌
 ‌
THE‌I‌ MPACT‌O ‌ F‌M ‌ EDIA‌  ‌
  ‌
“Television‌  ‌viewing‌  ‌is‌  ‌highly‌  ‌complex,‌  ‌cognitive‌  ‌activity‌  ‌during‌  ‌which‌  ‌children‌  ‌are‌‌ 
actively‌i‌nvolved‌i‌n‌l‌earning.”‌  ‌
 ‌
 ‌
Anderson‌a‌ nd‌C ‌ ollins,‌1 ‌ 988‌ 
 ‌
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The‌d ‌ ream‌o ‌ f‌h‌ aving‌a‌ ‌t‌ elevision‌u ‌ nit‌i‌n‌e‌ very‌c‌ lassroom‌s‌ tarted‌I‌‌1 ‌ 950’s.‌i‌t‌w ‌ as‌‌ 
considered‌a‌ s‌o ‌ ne‌o ‌ f‌t‌ he‌fi ‌ rst‌t‌ echnological‌a‌ dvancements‌i‌n‌s‌ chools.‌T‌ he‌i‌mpact‌o ‌ f‌t‌ he‌‌ 
use‌o‌ f‌t‌ elevision‌a‌ nd‌o ‌ ther‌m ‌ edia‌l‌ike‌t‌ he‌c‌ omputer‌h ‌ as‌g‌ ained‌p ‌ opularity‌b ‌ ecause‌‌ 
students‌a‌ re‌g‌ iven‌m ‌ ore‌o ‌ pportunity‌t‌ o:‌  ‌
● Communicate‌e‌ ffectively‌i‌n‌s‌ peech‌a‌ nd‌i‌n‌w ‌ riting.‌  ‌
● Work‌c‌ ollaboratively‌  ‌
● Use‌t‌ echnological‌t‌ ools.‌  ‌
● Analyze‌p ‌ roblems,‌s‌ et‌g‌ oals,‌a‌ nd‌f‌ ormulate‌s‌ trategies‌f‌ or‌a‌ chieving‌t‌ hose‌‌ 
goals.‌  ‌
● Seek‌o ‌ ut‌i‌nformation‌o ‌ r‌s‌ kills‌o‌ n‌t‌ heir‌o ‌ wn,‌a‌ s‌n ‌ eeded,‌t‌ o‌m ‌ eet‌t‌ heir‌‌ 
goals‌  ‌
 ‌
 ‌
MEDIA‌A ‌ ND‌A ‌ GGRESSION‌  ‌
Violence‌  ‌and‌‌   Aggression‌‌   are‌‌
  often‌‌   dubbed‌‌   as‌‌
  one‌‌   of‌‌  the‌‌  results‌‌   of‌‌
  media.‌‌   According‌‌   to‌‌ 
the‌P
‌ ublic‌H
‌ ealth‌s‌ ummit‌i‌n‌2 ‌ 000,‌t‌ he‌f‌ ollowing‌a‌ re‌s‌ ome‌o ‌ f‌t‌ he‌n ‌ egative‌r‌ esults‌o ‌ f‌m‌ edia:‌  ‌
● Children‌w ‌ ill‌i‌ncrease‌a‌ nti‌-‌ social‌a‌ nd‌a‌ ggressive‌b ‌ ehavior,‌  ‌
● 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 
being‌a‌ ‌v‌ ictim‌o ‌ f‌v‌ iolence.‌  ‌
● Children‌w ‌ ill‌d‌ esire‌t‌ o‌s‌ ee‌m ‌ ore‌v‌ iolence‌i‌n‌e‌ ntertainment‌a‌ nd‌r‌ eal‌l‌ife.‌  ‌
 ● Children‌w ‌ ill‌v‌ iew‌v‌ iolence‌a‌ s‌a‌ n‌a‌ cceptable‌w ‌ ay‌t‌ o‌s‌ ettle‌c‌ onflicts.‌  ‌
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 ‌‌
collective‌e‌ ffort‌a‌ mong‌t‌ he‌f‌ actors‌w ‌ orking‌t‌ o‌s‌ upport‌c‌ hildren‌i‌n‌e‌ very‌a‌ spect‌o ‌ f‌d‌ evelopment.‌  ‌
Having‌  ‌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  ‌is‌  ‌to‌‌ 
become‌a‌ ‌v‌ ery‌g‌ ood‌r‌ ole‌m ‌ odel‌t‌ o‌c‌ hildren.‌‌   ‌
 ‌
TEACHERS….‌  ‌
● Need‌t‌ o‌b ‌ e‌e‌ ager‌p ‌ articipant‌I‌‌c‌ hildren’s‌g‌ rowth‌a‌ nd‌d ‌ evelopment.‌  ‌
● Must‌  ‌understand‌  ‌how‌  ‌to‌  ‌use‌  ‌the‌  ‌children’s‌  ‌natural‌  ‌curiosity‌  ‌to‌  ‌help‌  ‌make‌  ‌the‌‌ 
appropriate‌d ‌ evelopmental‌l‌eaps‌i‌n‌t‌ heir‌s‌ kills‌a‌ nd‌a‌ bilities.‌  ‌
● Must‌‌   create‌‌   an‌‌ atmosphere‌‌ where‌‌ risks‌‌ can‌‌ be‌‌ taken‌‌ and‌‌ discoveries‌‌ made‌‌ while‌‌ 
children‌r‌ emain‌s‌ afe.‌  ‌
 ‌
APPLICATION:‌  ‌
1. Write‌t‌ he‌d ‌ efinitions‌o ‌ f‌t‌ he‌f‌ ollowing‌w ‌ ords‌b ‌ ased‌o ‌ n‌h
‌ ow‌y‌ ou‌u ‌ nderstood‌i‌t.‌  ‌
a. Concrete‌o ‌ perational‌t‌ hinkers‌  ‌
__________________________________________________________‌  ‌
b. “Reading‌t‌ o‌L‌ earn”‌s‌ tage‌(‌ ‌i‌n‌R ‌ eading‌D ‌ evelopment)‌  ‌
__________________________________________________________‌  ‌
 ‌
c. Attention‌s‌ pan.‌  ‌
 ‌
__________________________________________________________‌  ‌
d. Creativity‌  ‌
__________________________________________________________‌  ‌
2. What‌c‌ an‌a
‌ ‌t‌ eachers‌d
‌ o‌t‌ o‌h
‌ elp‌e‌ ncourage‌c‌ reativity‌i‌n‌c‌ hildren?‌  ‌
Consider‌t‌ he‌f‌ ollowing‌a‌ reas‌i‌n‌t‌ he‌t‌ eaching‌-‌ learning‌p
‌ rocess:‌  ‌
 ‌
 ‌
 ‌
 ‌
 ‌
 ‌
MODULE‌2 ‌ 3:‌S‌ OCIO-EMOTIONAL‌D ‌ EVELOPMENTOF‌I‌ NTERMEDIATE‌S‌ CHOOLERSL‌  ‌
  ‌ ‌
It‌i‌s‌d
‌ ifficult‌t‌ o‌m
‌ ake‌c‌ hildren‌m
‌ iserable‌w
‌ hen‌t‌ hey‌f‌ eel‌w
‌ orthy‌o
‌ f‌t‌ hemselves.‌  ‌
-Anonymous‌ 
 ‌
 ‌
 ‌
LEARNING‌O ‌ UTCOMES:‌  ‌
A
‌ t‌t‌ he‌e‌ nd‌o
‌ f‌t‌ his‌m
‌ odule,‌y‌ ou‌s‌ hould‌b
‌ e‌a‌ ble‌t‌ o:‌  ‌
● Identify‌  ‌the‌  ‌socio-emotional‌  ‌characteristic‌  ‌of‌  ‌children‌  ‌in‌  ‌their‌  ‌late‌  ‌childhood‌‌ 
stage.‌  ‌
● Determine‌  ‌the‌  ‌qualities‌  ‌of‌  ‌family‌  ‌life‌  ‌that‌  ‌affect‌  ‌older‌  ‌children‌  ‌in‌  ‌their‌  ‌late‌‌ 
childhood‌s‌ tage.‌  ‌
● Interview‌a‌ ‌p ‌ arent‌r‌ egarding‌t‌ heir‌c‌ hild’s‌s‌ ocio-emotional‌d ‌ evelopment.‌  ‌
 ‌
 ‌
INTRODUCTION:‌ 
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   than‌‌  with‌‌
  adults.‌  ‌Older‌‌   children‌‌   have‌‌   already‌‌ familiarized‌‌ 
themselves‌  ‌with‌  ‌other.‌  ‌They‌  ‌are‌  ‌already‌  ‌used‌  ‌to‌‌   interacting‌‌   with‌‌
  different‌‌   ages‌‌ 
and‌‌   gender.‌‌ For‌‌ many‌‌ of‌‌ them,‌‌ these‌‌ social‌‌ networks‌‌ are‌‌ not‌‌ nly‌‌ sources‌‌ of‌‌ social‌‌ 
support‌b ‌ ut‌a‌ lso‌d‌ ifferent‌f‌ orms‌o ‌ f‌l‌earning.‌  ‌
 ‌
ACTIVITY:‌  ‌
1. Paste‌  ‌a ‌ ‌picture‌  ‌of‌  ‌you‌  ‌when‌  ‌you‌  ‌were‌‌   in‌‌
  Grade‌‌   4,5,or‌‌  6.‌‌
  Recall‌‌
  a ‌‌significant‌‌ 
event‌t‌ hat‌h ‌ appened‌t‌ o‌y‌ ou.‌ W ‌ rite‌a‌ ‌v‌ ery‌b‌ rief‌s‌ tory‌o ‌ f‌w
‌ hat‌h ‌ appened.‌  ‌
 ‌

 ‌
 ‌
______________________________________________________________________‌
_‌  ‌
 ‌
ANALYSIS:‌  ‌
Discussion‌Q ‌ uestion:‌  ‌
A
‌ s‌y‌ ou‌s‌ hare‌s‌ tory‌w ‌ ith‌a‌ ‌c‌ lassmate,‌a‌ nswer‌t‌ he‌q ‌ uestion‌b ‌ elow:‌ 
1. Why‌w ‌ as‌t‌ his‌e‌ vent‌s‌ o‌s‌ ignificant?‌  ‌
2. What‌d ‌ o‌y‌ ou‌t‌ hink‌w ‌ ere‌t‌ he‌f‌ actors‌t‌ hat‌m ‌ ade‌y‌ ou‌r‌ eact‌o ‌ r‌f‌ eel‌t‌ hat‌w‌ ay?‌  ‌
3. How‌d ‌ o‌y‌ ou‌t‌ hink‌t‌ his‌e‌ vent‌h ‌ as‌a‌ ffected‌y‌ ou‌s‌ ocially‌a‌ nd‌e‌ motionally?‌  ‌
4. Thinking‌a‌ bout‌i‌t,‌d ‌ o‌y‌ ou‌t‌ hink‌y‌ ou‌c‌ ould‌h ‌ ave‌a‌ cted‌o ‌ r‌f‌ elt‌d
‌ ifferently?‌  ‌
 ‌
ABSTRACTION‌: ‌ ‌
 ‌
Understanding‌S‌ elf-‌C ‌ ompetence,‌S‌ elf-‌I‌ dentity‌a‌ nd‌S‌ elf-‌c‌ oncept‌  ‌
One‌‌   of‌‌
  the‌‌
  most‌‌   widely‌‌   recognized‌‌ characteristics‌‌ of‌‌ this‌‌ period‌‌ of‌‌ development‌‌ is‌‌ the‌‌ 
acquisition‌o ‌ f‌f‌ eelings‌o ‌ f‌s‌ elf-competence.‌T‌ his‌i‌s‌w ‌ hat‌E‌ rik‌E‌ rickson‌r‌ eferred‌t‌ o‌w ‌ hen‌‌   ‌
He‌d ‌ escribed‌t‌ he‌d ‌ evelopmental‌t‌ ask‌o ‌ f‌m‌ iddle‌c‌ hildhood-‌t‌ he‌s‌ ocial‌c‌ risis‌  ‌
  ‌industry‌  ‌versus‌  ‌inferiority‌. ‌ ‌Industry‌  ‌refers‌‌   to‌‌
  the‌‌
  drive‌‌
  to‌‌
  acquire‌‌   new‌‌  skills‌‌
  and‌‌   do‌‌ 
meaningful‌w ‌ ork.‌  ‌
 ‌
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  ‌of‌‌ 
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 
with‌s‌ incere‌f‌ eedback‌a‌ nd‌s‌ upport.‌  ‌
During‌  ‌the‌  ‌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  ‌other‌  ‌intentions,‌  ‌purposes‌  ‌and‌  ‌actions‌  ‌b)‌  ‌give‌‌ 
 importance‌  ‌to‌  ‌social‌  ‌attitudes‌  ‌and‌  ‌behavior‌  ‌and‌  ‌to‌  ‌c).‌  ‌increase‌‌   skepticism‌‌   of‌‌
  others’‌‌ 
claims.‌  ‌
 ‌
EMOTIONAL‌D ‌ EVELOPMENT‌  ‌
Similar‌‌   to‌‌
  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 
and‌a‌ ‌c‌ apacity‌f‌ or‌g‌ enuine‌e‌ mpathy.‌  ‌
Another‌  ‌milestone‌  ‌in‌  ‌this‌  ‌stage‌  ‌is‌  ‌the‌  ‌development‌  ‌of‌  ‌the‌  ‌children’s‌‌ 
emotional‌  ‌intelligence‌  ‌(EQ),‌‌   which‌‌   involves‌‌   the‌‌   ability‌‌   to‌‌
  monitor‌‌   feelings‌‌   of‌‌ 
oneself‌  ‌and‌  ‌others‌  ‌and‌  ‌use‌  ‌this‌  ‌guide‌  ‌and‌  ‌motivate‌  ‌behavior.‌  ‌Emotional‌‌ 
intelligence‌h ‌ as‌f‌ our‌m ‌ ain‌a‌ reas:‌  ‌
● Developing‌e‌ motional‌s‌ elf-awareness‌  ‌
● Managing‌e‌ motions‌(‌ self‌-‌ control)‌  ‌
● Reading‌e‌ motions‌(‌ perspective‌t‌ aking)‌  ‌
● Handling‌e‌ motion‌(‌ resolve‌p ‌ roblems)‌  ‌
BUILDING‌F‌ RIENDSHIPS‌  ‌
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,‌‌ 
children‌p‌ refer‌t‌ o‌b
‌ elong‌t‌ o‌s‌ ame-sex‌p ‌ eer‌g‌ roups.‌  ‌
There‌a‌ re‌fi ‌ ve‌t‌ ypes‌o ‌ f‌p
‌ eer‌s‌ tatus:‌  ‌
● Popular-‌  ‌frequently‌  ‌nominated‌  ‌as‌‌   the‌‌  best‌‌   friend‌‌   and‌‌   one‌‌   who‌‌   is‌‌
  rarely‌‌   disliked‌‌ 
by‌p ‌ eers.‌  ‌
● Average-‌‌   receives‌‌   an‌‌  average‌‌   number‌‌   of‌‌  positive‌‌ and‌‌ negative‌‌ nominations‌‌ from‌‌ 
peers‌  ‌
● Neglected‌–‌ ‌v‌ ery‌s‌ eldom‌n ‌ ominated‌a‌ s‌b ‌ est‌f‌ riend‌b ‌ ut‌i‌s‌n ‌ ot‌r‌ eally‌d ‌ isliked.‌  ‌
● Rejected-‌  ‌frequently‌  ‌nominated‌  ‌as‌  ‌a ‌‌best‌‌   friend‌‌   but‌‌   one‌‌   who‌‌   is‌‌
  also‌‌   disliked‌‌   by‌‌ 
peers.‌  ‌
● Controversial-‌  ‌frequently‌  ‌nominated‌  ‌as‌  ‌a ‌ ‌best‌  ‌friend‌  ‌but‌  ‌at‌  ‌the‌  ‌same‌  ‌time‌  ‌is‌‌ 
disliked‌b ‌ y‌p‌ eers.‌  ‌
Popular‌  ‌children‌  ‌which‌  ‌peers‌  ‌find‌  ‌very‌  ‌positive‌  ‌have‌  ‌the‌  ‌following‌  ‌skills‌  ‌ad‌  ‌as‌‌ 
result‌t‌ hey‌b ‌ ecome‌t‌ he‌m ‌ ost‌f‌ avored‌i‌n‌t‌ he‌g‌ roup:‌  ‌
1. They‌g‌ ive‌r‌ einforcement.‌  ‌
2. They‌a‌ ct‌n ‌ aturally.‌  ‌
3. They‌l‌isten‌c‌ arefully‌a‌ nd‌k‌ eep‌o ‌ pen‌c‌ ommunication.‌  ‌
4. Athey‌a‌ re‌h ‌ appy‌a‌ nd‌a‌ re‌c‌ ontrol‌o ‌ f‌t‌ heir‌n ‌ egative‌e‌ motions.‌  ‌
5. They‌s‌ how‌e‌ nthusiasm‌a‌ nd‌c‌ oncern‌f‌ or‌o ‌ thers.‌  ‌
On‌‌  the‌‌  other‌‌   hand,‌‌   here‌‌  are‌‌   the‌‌  characteristics‌‌   why‌‌   the‌‌ group‌‌ or‌‌ majority‌‌ of‌‌ 
the‌p ‌ eers‌d ‌ evelop‌n ‌ egative‌f‌ eelings‌t‌ oward‌r‌ ejected‌c‌ hildren:‌  ‌
1. They‌p ‌ articipate‌l‌ess‌i‌n‌c‌ lassroom.‌  ‌
2. They‌h ‌ ave‌n ‌ egative‌a‌ ttitudes‌o ‌ n‌s‌ chool‌t‌ ardiness‌a‌ nd‌a‌ ttendance.‌  ‌
3. They‌a‌ re‌m ‌ ore‌o ‌ ften‌r‌ eported‌a‌ s‌b ‌ eing‌l‌onely.‌  ‌
4. Aggressive‌  ‌
In‌b‌ oys:‌  ‌
- They‌‌   become‌‌   impulsive,‌‌   have‌‌   problems‌‌ in‌‌ being‌‌ 
attentive‌a‌ nd‌d ‌ isruptive.‌  ‌
- They‌  ‌are‌  ‌emotionally‌  ‌reactive‌‌   and‌‌   slow‌‌   to‌‌
  calm‌‌ 
down.‌  ‌
- They‌  ‌have‌  ‌fewer‌  ‌social‌  ‌skills‌  ‌to‌  ‌make‌  ‌and‌‌ 
maintain‌f‌ riends.‌  ‌
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 
bike‌  ‌or‌  ‌playing‌  ‌a ‌ ‌musical‌  ‌instrument)‌  ‌they‌  ‌can‌  ‌easily‌  ‌get‌  ‌frustrated.‌  ‌If‌  ‌families‌  ‌are‌  ‌seen‌  ‌as‌  ‌a ‌‌
primary‌‌ support‌‌ system,‌‌ failures‌‌ ang‌‌ setbacks‌‌ become‌‌ temporary‌‌ and‌‌ surmountable‌‌ rather‌‌ than‌‌ 
something‌‌   that‌‌
  is‌‌
  attributed‌‌   to‌‌ personal‌‌ flaws‌‌ or‌‌ deficits.‌‌ This‌‌ time‌‌ is‌‌ a ‌‌critical‌‌ time‌‌ to‌‌ develop‌‌ a ‌‌
sense‌  ‌of‌‌   competence.‌‌   A ‌‌high-quality‌‌   adult‌‌
  relationship,‌‌   specifically,‌‌   family‌‌   relationship‌‌   enables‌‌ 
them‌t‌ o‌s‌ uccessfully‌g‌ o‌t‌ hrough‌t‌ his‌s‌ tage‌o ‌ f‌d
‌ evelopment.‌  ‌
 ‌
Application‌  ‌
1. Based‌‌  on‌‌  the‌‌  readings‌‌  and‌‌  research‌‌  that‌‌ you‌‌ have‌‌ , ‌‌what‌‌ are‌‌ the‌‌ factors‌‌ which‌‌ greatly‌‌ affect‌‌ the‌‌ 
socio-emotional‌‌development‌‌of‌‌children‌‌in‌‌their‌‌late‌‌childhood‌‌stage.‌  ‌
 ‌
 ‌
 ‌
 ‌
 ‌
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 ‌
 ‌
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MODULE‌2
‌ 4-‌P
‌ HYSICAL‌D
‌ EVELOPMENT‌O
‌ F‌T‌ HE‌H
‌ IGHSCHOOL‌L‌ EARNERS‌  ‌
-Paz‌‌I.‌‌Lucido,‌‌Ph.D.‌  ‌
“ADOLESCENCE‌‌IS‌‌THE‌‌CONJUGATOR‌‌OF‌‌CHHILDHOOD‌‌AND‌‌ADULTHOOD”‌  ‌
- ‌Louise‌‌J.‌‌Kaplan‌ 
 ‌
 ‌
LEARNING‌‌OUTCOMES‌  ‌
At‌‌the‌‌end‌‌of‌‌this‌‌Module,‌‌you‌‌should‌‌be‌‌able‌‌to:‌  ‌
● Define‌‌adolescence.‌  ‌
● Describe‌‌the‌‌physical‌‌and‌‌sexual‌‌changes‌‌accompanying‌‌puberty.‌  ‌
● Identify‌  ‌the‌  ‌psychological‌  ‌consequences‌  ‌of‌  ‌early‌  ‌and‌  ‌late‌  ‌maturation‌  ‌in‌  ‌the‌  ‌period‌  ‌of‌‌ 
adolescence.‌ 
● Identify‌‌symptoms,‌‌causes‌‌of‌‌possible‌‌habit‌‌disorders‌‌and‌‌ways‌‌of‌‌coping‌‌with‌‌them.‌  ‌
 ‌
ACTIVITY‌  ‌
Share‌‌your‌‌real-life‌‌experiences‌‌along‌‌the‌‌following‌‌aspects:‌  ‌
● Individual‌  ‌perceptions‌  ‌whether‌  ‌your‌  ‌growth‌  ‌was‌  ‌slow‌  ‌or‌  ‌fast,‌  ‌smooth‌  ‌or‌  ‌by‌  ‌spurts,‌  ‌etc.‌  ‌any‌‌ 
sense‌‌   of‌‌  curiosity‌‌   or‌‌  concern‌‌   (especially‌‌   as‌‌   to‌‌  such‌‌   incidences‌‌   as‌‌  menstruation‌‌ for‌‌ girls‌‌ and‌‌ wet‌‌ 
dreams‌‌for‌‌boys)/‌  ‌
● How‌‌   your‌‌   self-image‌‌   (esteem)‌‌   was‌‌   affected‌‌   by‌‌   your‌‌ physical‌‌ growth‌‌ (possibly‌‌ too‌‌ thin‌‌ or‌‌ plump,‌‌ 
lanky‌‌or‌‌short,‌‌homely‌‌looking,‌‌etc.)‌  ‌
● Parental‌  ‌relationship‌  ‌during‌  ‌these‌‌   years,‌‌   as‌‌   you‌‌   may‌‌   have‌‌   sought‌‌   more‌‌   independence,‌‌   privacy,‌‌ 
etc.‌  ‌
 ‌
ANALYSIS‌  ‌
Answer‌‌the‌‌following‌‌as‌‌a‌‌group:‌  ‌
1. Was‌‌there‌‌anything‌‌common‌‌in‌‌the‌‌experiences‌‌shared?‌  ‌
2. Was‌‌there‌‌anything‌‌unique?‌  ‌
 ‌
ABSTRACTION‌  ‌
 ‌
Define‌‌Adolescence‌‌   ‌
The‌‌   period‌‌   of‌‌   adolescence‌‌   begins‌‌   with‌‌   biological‌‌ changes‌‌ of‌‌ puberty‌‌ and‌‌ ends‌‌ with‌‌ the‌‌ role‌‌ and‌‌ 
work‌‌   of‌‌
  adult‌‌   life.‌‌  The‌‌   specific‌‌   ages‌‌   for‌‌   this‌‌   period‌‌   vary‌‌   from‌‌   person‌‌   to‌‌   person‌‌   but‌‌   distinct‌‌ phases‌‌ have‌‌ 
been‌‌   identified.‌‌   The‌‌   event‌‌   of‌‌  puberty‌‌   may‌‌   come‌‌   early‌‌   for‌‌   some‌‌   and‌‌   late‌‌ for‌‌ some‌‌ others.‌‌ But‌‌ everyone‌‌ 
goes‌  ‌through‌  ‌these‌  ‌stages.‌  ‌These‌  ‌stages‌  ‌are:‌  ‌1).‌  ‌Early‌  ‌adolescence‌  ‌characterized‌  ‌by‌  ‌puberty‌  ‌mostly‌‌ 
occurring‌  ‌between‌  ‌ages‌  ‌10‌  ‌and‌  ‌13;‌  ‌2).‌  ‌Middle‌  ‌adolescence‌  ‌characterized‌  ‌by‌  ‌identity‌  ‌issue‌  ‌within‌‌   the‌‌ 
ages‌‌of‌‌14‌‌to‌‌16;‌‌and‌‌3).‌‌Late‌‌adolescence‌‌which‌‌marks‌‌the‌‌transition‌‌into‌‌adulthood‌‌at‌‌ages‌‌17‌‌and‌‌20.‌  ‌
Adolescence‌‌ is‌‌ a ‌‌period‌‌ of‌‌ transition‌‌ in‌‌ terms‌‌ of‌‌ physical,‌‌ cognitive‌‌ and‌‌ socio-emotional‌‌ changes,‌‌ 
physical‌  ‌transition‌  ‌being‌  ‌particularly‌  ‌coupled‌  ‌with‌  ‌sexual‌  ‌transformation.‌  ‌This‌  ‌Module‌  ‌is‌  ‌focused‌  ‌on‌‌ 
physical‌  ‌development‌  ‌that‌  ‌takes‌  ‌place‌  ‌during‌  ‌adolescence.‌  ‌All‌  ‌the‌‌   while,‌‌   the‌‌   aspect‌‌   of‌‌   individuality‌‌   in‌‌ 
adolescent‌‌   development‌‌   is‌‌ unique‌‌ to‌‌ each‌‌ individual,‌‌ although‌‌ there‌‌ are‌‌ common‌‌ issues‌‌ that‌‌ depend‌‌ on‌‌ 
race‌  ‌and‌  ‌culture,‌  ‌inclusive‌  ‌of‌  ‌dependence‌  ‌versus‌  ‌independence,‌  ‌changes‌  ‌in‌  ‌parent-adolescent‌‌ 
relationship,‌‌exploration,‌‌need‌‌for‌‌more‌‌privacy‌‌and‌‌idealization‌‌of‌‌others.‌  ‌
 ‌
Pubertal‌‌changes‌‌   ‌
In‌  ‌all‌  ‌cultures,‌  ‌biological‌  ‌change‌  ‌comprises‌  ‌the‌  ‌major‌  ‌transition‌  ‌from‌  ‌childhood‌  ‌to‌  ‌early‌‌ 
adolescence.‌  ‌This‌  ‌is‌‌   manifested‌‌   by‌‌  a ‌‌change‌‌   in‌‌  physical‌‌   appearance,‌‌   a ‌‌more‌‌   rapid‌‌   rate‌‌   of‌‌   development‌‌ 
(next‌  ‌to‌  ‌the‌  ‌speed‌  ‌of‌  ‌growth‌  ‌of‌  ‌the‌  ‌fetus‌  ‌in‌  ‌the‌  ‌uterus)‌  ‌known‌  ‌as‌  ‌growth‌  ‌spurts.‌  ‌The‌  ‌phenomenon‌‌ 
commonly‌‌results‌‌in‌‌a‌‌feeling‌‌of‌‌awkwardness‌‌and‌‌unfamiliarity‌‌with‌‌bodily‌‌changes.‌  ‌
In‌‌ addition,‌‌ alterations‌‌ in‌‌ sleeping‌‌ habits‌‌ and‌‌ parent-adolescent‌‌ relationship‌‌ may‌‌ be‌‌ experienced‌‌ 
accompanying‌‌puberty‌‌changes.‌  ‌
 ‌
The‌‌Growth‌‌Spurts‌  ‌
Throughout‌‌   life,‌‌   the‌‌   growth‌‌   hormone‌‌   conditions‌‌   gradual‌‌   increases‌‌   in‌‌ body‌‌ size,‌‌ and‌‌ weight,‌‌ but‌‌ 
hormone‌  ‌flooding‌‌   occurs‌‌   during‌‌   adolescence‌‌   causing‌‌   an‌‌   acceleration‌‌   known‌‌   as‌‌   the‌‌   growth‌‌   spurt.‌‌   Body‌‌ 
changes‌‌ include‌‌ change‌‌ in‌‌ body‌‌ dimensions‌‌ (leg‌‌ length,‌‌ shoulder‌‌ width,‌‌ trunk‌‌ length).‌‌ In‌‌ particular,‌‌ spurt‌‌ 
in‌‌height‌‌is‌‌ascribed‌‌to‌‌trunk‌‌growth‌‌rather‌‌than‌‌leg‌‌growth.‌  ‌
In‌  ‌girls,‌  ‌the‌  ‌growth‌  ‌spurt‌  ‌generally‌  ‌begins‌  ‌at‌  ‌age‌  ‌10‌  ‌reaching‌  ‌its‌  ‌peak‌  ‌at‌  ‌age‌  ‌11‌  ‌and-a-half,‌‌   a ‌‌
decreasing‌‌   at‌‌ age‌‌ 13,‌‌ while‌‌ slow‌‌ continual‌‌ growth‌‌ occurs‌‌ for‌‌ several‌‌ more‌‌ years.‌‌ Boys‌‌ begin‌‌ their‌‌ growth‌‌ 
spurt‌‌later‌‌than‌‌girls‌‌at‌‌around‌‌age‌‌12,‌‌reaching‌‌a‌‌peak‌‌at‌‌14‌‌and‌‌declining‌‌at‌‌age‌‌15‌‌and-a-half.‌  ‌
At‌  ‌age‌‌   16‌‌  and‌‌   ¼ ‌‌girls‌‌   reach‌‌   98‌‌   percent‌‌   of‌‌  their‌‌   adult‌‌   height,‌‌   while‌‌   boys‌‌   do‌‌  so‌‌  at‌‌   age‌‌   17‌‌
  and‌‌   ¼.‌‌ 
Growth‌  ‌in‌  ‌height‌  ‌is‌  ‌conditioned‌  ‌by‌‌   stages‌‌   in‌‌  bone‌‌   maturation.‌  ‌The‌‌   muscles‌‌   also‌‌   grow‌‌   in‌‌  terms‌‌   of‌‌
  size‌‌ 
and‌  ‌strength,‌  ‌while‌  ‌a ‌ ‌similar‌  ‌spurt‌  ‌occurs‌  ‌for‌  ‌weight,‌  ‌muscles‌  ‌size,‌  ‌head‌  ‌and‌  ‌face‌  ‌maturation,‌  ‌and‌‌ 
especially‌‌the‌‌development‌‌of‌‌the‌‌reproductive‌‌organs.‌‌   ‌
Briefly,‌‌   all‌‌
  the‌‌   muscular‌‌   and‌‌   skeletal‌‌   dimensions‌‌   appear‌‌   to‌‌
  take‌‌   part‌‌   in‌‌  the‌‌   growth‌‌   spurt‌‌ during‌‌ 
adolescence.‌  ‌
 ‌
Sexual‌‌maturity‌  ‌
The‌‌   series‌‌   of‌‌   hormonal‌‌   changes‌‌   accompanying‌‌ puberty‌‌ is‌‌ complex.‌‌ ‌Hormones‌‌ are‌‌ recognized‌‌ to‌‌ 
be‌  ‌powerful‌  ‌and‌  ‌highly‌  ‌socialized‌‌   chemical‌‌   substances‌‌   that‌‌   interact‌‌   with‌‌   bodily‌‌   cells.‌‌   The‌‌   triggering‌‌   by‌‌ 
hormones‌‌   of‌‌   the‌‌   hypothalamus‌‌   glands‌‌   on‌‌   hormones‌‌   of‌‌  the‌‌ pituitary‌‌ glands‌‌ signals‌‌ the‌‌ entire‌‌ process‌‌ of‌‌ 
sexual‌  ‌maturation.‌  ‌During‌  ‌the‌  ‌process,‌  ‌gonadotropic‌  ‌hormones‌  ‌are‌‌   secreted‌‌   by‌‌   the‌‌   anterior‌‌   pituitary,‌‌ 
which‌‌   lies‌‌  beneath‌‌   the‌‌   base‌‌   of‌‌   the‌‌   brain‌‌   and‌‌   are‌‌   situated‌‌   approximately‌‌   at‌‌  the‌‌   geometric‌‌ center‌‌ of‌‌ the‌‌ 
human‌‌   head.‌‌   ‌Gonads‌, ‌‌which‌‌ are‌‌ the‌‌ ovaries‌‌ in‌‌ the‌‌ female‌‌ and‌‌ the‌‌ testis‌‌ in‌‌ the‌‌ male,‌‌ are‌‌ then‌‌ stimulated‌‌ 
by‌  ‌the‌  ‌gonadotropic‌  ‌hormones,‌  ‌in‌  ‌turn‌  ‌stimulating‌  ‌their‌  ‌own‌  ‌hormones.‌  ‌When‌  ‌the‌  ‌male‌  ‌testis‌  ‌is‌‌ 
stimulated‌‌ by‌‌ the‌‌ gonadotropic‌‌ hormones,‌‌ ‌testosterone‌‌ is‌‌ secreted,‌‌ while‌‌ ‌estrogen‌‌ is‌‌ secreted‌‌ when‌‌ the‌‌ 
female‌‌ovary‌‌is‌‌stimulated.‌  ‌
Secondary‌‌   male‌‌   sex‌‌   characteristics‌‌   are‌‌   stimulated‌‌   by‌‌   ‌testosterone,‌‌   ‌comprised‌‌   by‌‌   the‌‌   growth‌‌ of‌‌ 
the‌‌   testis‌‌ and‌‌ scrotum‌‌ (recognized‌‌ to‌‌ be‌‌ the‌‌ first‌‌ sign‌‌ of‌‌ puberty),‌‌ penis‌‌ and‌‌ first‌‌ public‌‌ hair;‌‌ the‌‌ capacity‌‌ 
of‌  ‌ejaculation,‌  ‌the‌  ‌growth‌  ‌spurt,‌  ‌voice‌  ‌change,‌  ‌facial‌  ‌hair‌  ‌development/beard‌  ‌growth‌  ‌and‌  ‌continuing‌‌ 
growth‌  ‌of‌  ‌pubic‌  ‌hair.‌‌   The‌‌   acceleration‌‌   of‌‌   the‌‌   growth‌‌   of‌‌  the‌‌   penis‌‌   precedes‌‌   the‌‌   growth‌‌   spurt‌‌   in‌‌   height.‌‌ 
Pubic‌  ‌hair‌  ‌growth‌  ‌the‌  ‌first‌  ‌appearance‌‌   of‌‌   facial‌‌   hair‌‌   growth.‌‌   Occurring‌‌   late‌‌   in‌‌
  puberty,‌‌   the‌‌   lowering‌‌   of‌‌ 
the‌‌   voice,‌‌   caused‌‌   by‌‌   the‌‌   enlargement‌‌   of‌‌   the‌‌   larynx‌‌ and‌‌ double‌‌ lengthening‌‌ of‌‌ the‌‌ vocal‌‌ cords,‌‌ is‌‌ viewed‌‌ 
to‌‌be‌‌the‌‌most‌‌obvious‌‌aspect‌‌of‌‌adolescent‌‌development.‌  ‌
In‌  ‌girls,‌  ‌estrogen‌  ‌secretion‌  ‌triggers‌  ‌the‌  ‌beginning‌  ‌of‌  ‌breast‌  ‌enlargement,‌  ‌the‌  ‌appearance‌  ‌of‌‌ 
pubic‌‌   hair,‌‌   the‌‌   widening‌‌   of‌‌ the‌‌ hips,‌‌ a ‌‌growth‌‌ spurt,‌‌ and‌‌ ‌menarche‌‌ ‌(first‌‌ menstruation).‌‌ The‌‌ elevation‌‌ of‌‌ 
the‌‌   female‌‌   breast‌‌   is‌‌  the‌‌   first‌‌   external‌‌   sign‌‌   of‌‌   puberty‌‌   in‌‌
  girls,‌‌   while‌‌   the‌‌ growth‌‌ of‌‌ the‌‌ uterus‌‌ and‌‌ vagina‌‌ 
accompanies‌  ‌continued‌  ‌enlargement‌  ‌of‌  ‌the‌  ‌breast.‌  ‌Generally,‌  ‌girls‌  ‌achieve‌  ‌menarche‌  ‌beginning‌‌   11‌‌  to‌‌ 
11.5‌  ‌years‌  ‌(5‌  ‌percent),‌  ‌up‌  ‌to‌  ‌12‌  ‌and‌  ‌12.5‌  ‌years‌  ‌(25‌  ‌percent)‌  ‌and‌  ‌at‌  ‌age‌  ‌13‌  ‌(60‌  ‌percent).‌  ‌There‌  ‌are,‌‌ 
however,‌  ‌differences‌  ‌in‌  ‌reaching‌  ‌menarche‌  ‌in‌  ‌accordance‌  ‌with‌  ‌ethnic‌  ‌differences.‌  ‌Studies‌  ‌show‌  ‌that‌‌ 
African‌‌American‌‌and‌‌  European‌  ‌American‌  ‌girls‌  ‌may‌  ‌exhibit‌  ‌secondary‌  ‌sex‌  ‌activities‌  ‌as‌  ‌early‌  ‌as‌  ‌8.87‌‌ 
years‌‌and‌‌9.96‌‌years;‌‌menarche‌‌as‌‌early‌‌as‌‌11.6‌‌years‌‌and‌‌12.4‌‌years‌‌respectively.‌  ‌
In‌  ‌contrast‌  ‌with‌  ‌menarche,‌  ‌spermache‌  ‌signals‌  ‌the‌  ‌first‌  ‌sign‌  ‌of‌  ‌puberty‌‌   and‌‌   sexual‌‌   maturity‌‌   in‌‌ 
boys.‌  ‌At‌  ‌about‌  ‌age‌  ‌12‌  ‌or‌  ‌13,‌  ‌boys‌  ‌experience‌  ‌the‌  ‌enlargement‌  ‌of‌  ‌the‌  ‌testis‌  ‌and‌  ‌the‌  ‌manufacture‌  ‌of‌‌ 
sperm‌  ‌in‌  ‌the‌  ‌scrotum,‌  ‌most‌  ‌likely‌  ‌experiencing‌  ‌their‌  ‌first‌‌   ejaculation‌‌   of‌‌  semen-a‌‌   sticky‌‌   fluid‌‌   produced‌‌ 
the‌  ‌prostate‌  ‌gland.‌  ‌The‌  ‌need‌  ‌to‌  ‌discharge‌  ‌semen‌  ‌occurs‌  ‌more‌  ‌or‌  ‌less‌  ‌periodically‌  ‌following‌  ‌pressure‌‌ 
caused‌  ‌by‌  ‌the‌  ‌production‌‌   of‌‌  seminal‌‌   fluid‌‌   by‌‌   the‌‌   prostate‌‌   gland.‌‌   Nocturnal‌‌   emissions‌‌   or‌‌   “wet‌‌   dreams”‌‌ 
occur‌‌during‌‌sleep‌‌often‌‌caused‌‌by‌‌sexual‌‌dreams.‌  ‌
Masturbation‌‌   or‌‌  manipulation‌‌   of‌‌   physical‌‌   sexual‌‌   organs‌‌   is‌‌  caused‌‌ by‌‌ conscious‌‌ fantasizing,‌‌ both‌‌ 
among‌  ‌boys‌  ‌and‌  ‌girls.‌  ‌It‌  ‌is‌  ‌important‌  ‌to‌  ‌note‌  ‌that‌  ‌science‌  ‌and‌  ‌religion‌  ‌differ‌  ‌in‌  ‌their‌  ‌regard‌  ‌to‌‌ 
masturbation.‌  ‌Modern‌  ‌medical‌  ‌science‌  ‌sees‌  ‌it‌  ‌as‌  ‌an‌  ‌inevitable‌  ‌transitional‌  ‌phenomenon‌  ‌among‌‌ 
adolescents.‌‌   On‌‌ the‌‌ other‌‌ hand,‌‌ religion‌‌ generally‌‌ regards‌‌ it‌‌ as‌‌ gravely‌‌ sinful,‌‌ ascribing‌‌ sin‌‌ even‌‌ to‌‌ sexual‌‌ 
fantasies.‌  ‌To‌  ‌view‌  ‌the‌  ‌issue‌  ‌objectively,‌  ‌a ‌ ‌guild‌  ‌complex‌  ‌on‌‌   the‌‌   matter‌‌   is‌‌
  unhealthy‌‌   to‌‌   growth.‌‌   On‌‌   the‌‌ 
other‌  ‌hand,‌  ‌habitual‌  ‌masturbation‌  ‌is‌  ‌an‌  ‌aberration‌  ‌when‌  ‌it‌  ‌can‌  ‌inhabit‌  ‌the‌  ‌growing‌  ‌adolescent‌  ‌from‌‌ 
confidence‌  ‌in‌  ‌heterosexual‌  ‌(male-female‌  ‌friendship)‌  ‌relationship.‌  ‌In‌  ‌the‌  ‌end,‌‌   while‌‌   the‌‌   growing‌‌   youth‌‌ 
need‌  ‌not‌  ‌feel‌  ‌guilty‌  ‌about‌  ‌natural‌‌   sexual‌‌   urges,‌‌   they‌‌   need‌‌   to‌‌   be‌‌   forewarned‌‌   about‌‌   habitually‌‌   giving‌‌   in‌‌ 
these‌‌ urges.‌‌ Outgrowing‌‌ the‌‌ acts‌‌ of‌‌ masturbation‌‌ is‌‌ wholesome‌‌ especially‌‌ during‌‌ adulthood‌‌ when‌‌ males‌‌ 
and‌‌females‌‌need‌‌to‌‌relate‌‌to‌‌each‌‌other‌‌in‌‌mature‌‌relationship.‌  ‌
 ‌
The‌‌secular‌‌trend‌  ‌
The‌  ‌striking‌  ‌tendency‌  ‌for‌  ‌children‌  ‌to‌  ‌become‌  ‌larger‌  ‌at‌  ‌all‌  ‌ages‌‌   has‌‌   been‌‌   perceived‌‌   during‌‌   the‌‌ 
past‌‌   one‌‌   hundred‌‌   years.‌‌ Known‌‌ as‌‌ the‌‌ ‌Secular‌‌ Trend,‌‌ ‌the‌‌ phenomenon‌‌ ‌reflects‌‌ a ‌‌more‌‌ rapid‌‌ ‌maturation‌‌ 
compared‌‌   with‌‌   that‌‌   occurring‌‌   in‌‌   previous‌‌   millennia.‌‌   In‌‌  1880,‌‌ for‌‌ example,‌‌ the‌‌ average‌‌ age‌‌ at‌‌ which‌‌ girls‌‌ 
had‌  ‌their‌  ‌first‌  ‌menstrual‌  ‌period‌  ‌in‌  ‌well-nourished‌  ‌industrial‌  ‌societies‌  ‌was‌  ‌15‌‌   and‌‌   17‌‌   years.‌‌   This‌‌   is‌‌
  not‌‌ 
true,‌‌however,‌‌in‌‌depressed‌‌societies‌‌wherein‌‌this‌‌period‌‌is‌‌a‌‌bit‌‌later‌‌at‌‌about‌‌15.5‌‌years.‌  ‌
One‌‌   hundred‌‌   years‌‌   ago,‌‌   boys‌‌   reached‌‌   their‌‌   adult‌‌   height‌‌   at‌‌  ages‌‌   23‌‌   and‌‌   25‌‌   and‌‌   girls‌‌   at‌‌   ages‌‌   19‌‌   and‌‌   20.‌‌ 
Today,‌‌maximum‌‌height‌‌is‌‌reached‌‌between‌‌18‌‌and‌‌20‌‌years‌‌for‌‌boys‌‌and‌‌13‌‌and‌‌14‌‌for‌‌girls.‌  ‌
The‌‌   occurrence‌‌   of‌‌  the‌‌   secular‌‌   trend‌‌   is‌‌  ascribed‌‌   to‌‌   many‌‌   factors,‌‌   among‌‌   which‌‌ are:‌‌ the‌‌ complex‌‌ 
interaction‌  ‌of‌  ‌genetic‌  ‌and‌  ‌environmental‌  ‌influences,‌  ‌improvement‌  ‌in‌  ‌health‌  ‌care,‌  ‌improved‌  ‌living‌‌ 
conditions,‌  ‌and‌  ‌the‌  ‌control‌  ‌of‌  ‌infectious‌  ‌disease.‌  ‌Better‌  ‌nutrition‌  ‌is‌  ‌a ‌‌major‌‌   factor,‌‌   since‌‌   this‌‌   provides‌ 
more‌‌   protein‌‌   and‌‌   calories‌‌   for‌‌  humans‌‌ from‌‌ conception‌‌ upwards.‌‌ But‌‌ while‌‌ Third‌‌ World‌‌ countries‌‌ are‌‌ sill‌‌ 
experiencing‌  ‌their‌  ‌secular‌  ‌trends,‌  ‌industrialized‌  ‌countries‌  ‌appear‌  ‌to‌‌   experience‌‌   the‌‌   levelling‌‌   off‌‌   in‌‌
  the‌‌ 
achievement‌‌of‌‌physical‌‌maturation‌‌and‌‌greater‌‌height‌‌and‌‌weight‌‌at‌‌earlier‌‌ages.‌  ‌
 ‌
Adolescent‌‌sleeping‌‌habit.‌  ‌
Studies‌‌   show‌‌   that‌‌   teenagers‌‌   are‌‌   not‌‌   getting‌‌   enough‌‌ sleep‌‌ and‌‌ would‌‌ want‌‌ more‌‌ sleep.‌‌ Actually,‌‌ 
lack‌  ‌of‌  ‌sleep‌  ‌is‌  ‌likely‌  ‌caused‌  ‌by‌  ‌changes‌  ‌in‌  ‌adolescent‌  ‌behavioral‌  ‌patterns.‌  ‌Teens‌  ‌often‌  ‌stay‌  ‌up‌  ‌late‌‌ 
because‌  ‌they‌  ‌enjoy‌  ‌it,‌  ‌especially‌  ‌with‌  ‌the‌  ‌advent‌  ‌of‌  ‌Internet‌  ‌music‌  ‌listening,‌  ‌video‌  ‌watching,‌‌ 
message/photo/e-cam‌‌ communication,‌‌ chatting,‌‌ and‌‌ blogging.‌‌ About‌‌ 90‌‌ percent‌‌ of‌‌ teenager‌‌ high‌‌ school‌‌ 
student‌  ‌report‌  ‌going‌  ‌to‌  ‌bed‌  ‌later‌  ‌than‌  ‌midnight.‌  ‌Socializing‌  ‌with‌  ‌peers‌  ‌add‌  ‌to‌  ‌the‌  ‌problem,‌  ‌causing‌‌ 
difficulties‌‌in‌‌waking‌‌up‌‌early‌‌and‌‌causing‌‌teenagers‌‌to‌‌struggle‌‌to‌‌stay‌‌alert‌‌and‌‌function‌‌productively.‌  ‌
Shorter‌  ‌sleep‌  ‌time‌  ‌also‌  ‌contributes‌  ‌to‌  ‌increased‌  ‌level‌  ‌of‌  ‌depression,‌  ‌daytime‌  ‌sleepiness,‌  ‌and‌‌ 
problem‌  ‌with‌  ‌sleeping.‌  ‌The‌  ‌school‌  ‌and‌‌   teachers‌‌   should‌‌   therefore‌‌   take‌‌   time‌‌   to‌‌   impart‌‌   healthy‌‌   sleeping‌‌ 
habits,‌‌to‌‌prevent‌‌fluctuations‌‌in‌‌moodiness‌‌and‌‌anemic‌‌conditions‌‌among‌‌teens.‌  ‌
 ‌
Exploration‌‌   ‌
Instinctively,‌  ‌adolescents‌  ‌become‌  ‌aware‌  ‌of‌  ‌changes‌  ‌in‌  ‌sexuality,‌  ‌thus‌  ‌undergoing‌  ‌a ‌ ‌period‌  ‌of‌‌ 
exploration‌  ‌and‌  ‌adjustment.‌  ‌Learners‌  ‌from‌‌   sectarian‌‌   (religious‌‌   and‌‌   gender‌‌   exclusive)‌‌   schools‌‌   are‌‌   more‌‌ 
likely‌  ‌to‌  ‌consider‌  ‌sexual‌  ‌openness‌  ‌to‌  ‌be‌  ‌dangerous,‌  ‌if‌  ‌not‌  ‌sinful.‌  ‌The‌  ‌case‌  ‌is‌  ‌not‌  ‌perceived‌  ‌among‌‌ 
non-sectarian‌‌   or‌‌  gender‌‌   mixed‌‌   schools,‌‌   although‌‌ more‌‌ danger‌‌ exist‌‌ relating‌‌ to‌‌ heterosexual‌‌ relationship‌‌ 
and‌‌early‌‌pregnancy‌‌among‌‌students‌‌in‌‌non-exclusive‌‌schools.‌  ‌
The‌  ‌drug‌  ‌culture,‌  ‌especially‌  ‌in‌  ‌urbanized‌  ‌communities,‌  ‌presents‌  ‌a ‌ ‌serious‌  ‌danger‌  ‌to‌  ‌students‌‌ 
who‌‌are‌‌undergoing‌‌the‌‌exploratory‌‌phase‌‌of‌‌adolescent‌‌development.‌  ‌
 ‌
Pluses‌‌and‌‌minuses‌‌in‌‌early‌‌or‌‌late‌‌maturation‌  ‌
Early‌  ‌or‌  ‌late‌  ‌maturation‌  ‌deserves‌  ‌due‌  ‌consideration,‌  ‌as‌  ‌this‌  ‌can‌  ‌be‌  ‌a ‌ ‌factor‌  ‌for‌  ‌adolescent‌‌ 
acceptance‌‌   and‌‌   comfort‌‌   or‌‌
  satisfaction‌‌ with‌‌ his/her‌‌ body‌‌ image.‌‌ Among‌‌ girls,‌‌ physical‌‌ changes‌‌ are‌‌ more‌‌ 
dramatic,‌  ‌but‌  ‌perceptions‌  ‌of‌  ‌not‌  ‌being‌  ‌well‌  ‌developed‌  ‌as‌‌   compared‌‌   with‌‌   their‌‌   peers‌‌   can‌‌   be‌‌   cause‌‌   for‌‌ 
timidity‌‌   or‌‌   shyness,‌‌ if‌‌ not‌‌ frustration.‌‌ In‌‌ the‌‌ case‌‌ of‌‌ late‌‌ maturing‌‌ boys,‌‌ the‌‌ slack‌‌ in‌‌ growth‌‌ in‌‌ body‌‌ build,‌‌ 
strength,‌  ‌motor‌  ‌performance‌  ‌and‌  ‌coordination‌  ‌may‌  ‌inhibit‌  ‌their‌  ‌performance‌  ‌in‌  ‌curricular‌  ‌and‌‌ 
extra-curricular‌  ‌activities,‌  ‌such‌  ‌as‌  ‌in‌  ‌sports.‌  ‌Being‌  ‌physically‌  ‌weaker,‌‌   shorter‌‌   and‌‌   slimmer‌‌   would‌‌   make‌‌ 
them‌‌   less‌‌   apt‌‌ to‌‌ be‌‌ outstanding‌‌ in‌‌ leadership‌‌ activities‌‌ and‌‌ in‌‌ sport.‌‌ On‌‌ top‌‌ of‌‌ these,‌‌ late‌‌ maturing‌‌ teens‌‌ 
are‌‌   seen‌‌   by‌‌   their‌‌   peers‌‌   as‌‌
  being‌‌   more‌‌   childish,‌‌   more‌‌   inhibited,‌‌   less‌‌ independent,‌‌ less‌‌ assuring,‌‌ and‌‌ less‌‌ 
worthy‌‌of‌‌leadership‌‌roles.‌  ‌
Meanwhile,‌  ‌teens‌  ‌who‌  ‌develop‌  ‌faster‌  ‌than‌  ‌their‌  ‌peers‌  ‌may‌  ‌be‌  ‌overly‌  ‌conscious‌  ‌of‌  ‌this‌‌ 
phenomenon.‌  ‌It‌  ‌helps‌  ‌to‌  ‌know‌  ‌that‌‌   early‌‌   maturing‌‌   teens‌‌   undergo‌‌   a ‌‌more‌‌   intensive‌‌   growth‌‌   spurt‌‌   than‌‌ 
late‌‌   maturing‌‌   teens.‌‌   It‌‌
  can‌‌   be‌‌  a ‌‌great‌‌   plus‌‌   for‌‌   boys,‌‌   who‌‌   become‌‌   bigger‌‌   than‌‌   their‌‌ age,‌‌ more‌‌ muscular,‌‌ 
more‌  ‌physically‌  ‌attractive‌  ‌and‌‌   more‌‌   athletic.‌‌   It‌‌
  Is‌‌  obvious‌‌   that‌‌   the‌‌   early‌‌   maturing‌‌   teens‌‌   can‌‌   gain‌‌   social‌‌ 
advantage,‌  ‌in‌  ‌-esteem‌‌   and‌‌   greater‌‌   inner‌‌   poise.‌‌   But‌‌   there‌‌   are‌‌   also‌‌   some‌‌   disadvantages,‌‌   such‌‌   as‌‌   greater‌‌ 
expectation‌  ‌on‌  ‌the‌‌   part‌‌   of‌‌
  the‌‌   others,‌‌   resulting‌‌   in‌‌   lessening‌‌   the‌‌   experience‌‌   of‌‌  freedom‌‌   in‌‌
  more‌‌   steady‌‌ 
growth.‌‌   ‌
 ‌
The‌‌ideal‌‌masculine‌‌and‌‌feminine‌‌physiques‌  ‌
Most‌  ‌adolescents‌  ‌desire‌  ‌an‌  ‌“ideal‌  ‌body”‌  ‌which‌  ‌is‌  ‌the‌  ‌same‌  ‌as‌  ‌being‌  ‌physically‌  ‌attractive‌  ‌or‌‌ 
handsome‌‌   in‌‌   face‌‌   (features‌‌   of‌‌
  the‌‌   eyes,‌‌   nose,‌‌   lips,‌‌ hair,‌‌ etc.)‌‌ and‌‌ in‌‌ body‌‌ (tall‌‌ and‌‌ muscular‌‌ for‌‌ boys‌‌ and‌‌ 
tall‌‌and‌‌slender‌‌for‌‌girls).‌  ‌
In‌  ‌the‌  ‌developed‌  ‌countries‌  ‌like‌  ‌the‌‌   U.S.,‌‌   about‌‌   10‌‌   percent‌‌   of‌‌
  adolescents‌‌   have‌‌   been‌‌   known‌‌   to‌‌ 
take‌‌   anabolic‌‌ steroids‌‌ in‌‌ tablet‌‌ or‌‌ in‌‌ injectable‌‌ form‌‌ for‌‌ cosmetic‌‌ and‌‌ athletic‌‌ performance‌‌ purposes.‌‌ It‌‌ is‌‌ 
important‌  ‌to‌  ‌forewarn‌  ‌adolescents‌  ‌about‌  ‌the‌‌   severe‌‌   harmful‌‌   effects‌‌   of‌‌  long-term‌‌   use‌‌   of‌‌  steroids:‌‌   liver‌‌ 
dysfunction,‌  ‌cancer,‌  ‌and‌  ‌damage‌  ‌to‌  ‌the‌  ‌reproductive‌  ‌system.‌  ‌Short‌  ‌term‌  ‌effects‌  ‌are‌  ‌hair‌  ‌loss,‌  ‌severe‌‌ 
acne,‌‌   high‌‌   blood‌‌   pressure,‌‌   shrunken‌‌   testicles‌‌   and‌‌   low‌‌   sperm‌‌   production.‌‌   Girl‌‌   users‌‌   develop‌‌   irreversible‌‌ 
masculine‌  ‌characteristics,‌  ‌such‌  ‌as‌  ‌growth‌  ‌of‌  ‌facial‌  ‌hair.‌  ‌Steroids‌  ‌may‌  ‌also‌  ‌foster‌  ‌aggressive‌  ‌and‌‌ 
destructive‌‌behavior.‌‌Finally,‌‌giving‌‌up‌‌the‌‌drug‌‌may‌‌lead‌‌to‌‌depression‌‌and‌‌suicide.‌  ‌
 ‌
 ‌
Adolescents‌‌and‌‌nutrition‌  ‌
Necessary‌‌   for‌‌   adolescent‌‌   years‌‌   are‌‌   sufficient‌‌ amounts‌‌ of‌‌ vitamin‌‌ B12‌‌ (found‌‌ in‌‌ animal‌‌ proteins),‌‌ 
calcium,‌‌   zinc,‌‌   iron,‌‌   riboflavin‌‌   and‌‌ vitamin‌‌ D.‌‌ magic‌‌ diet‌‌ schemes‌‌ suggested‌‌ by‌‌ advertising‌‌ and‌‌ magazines‌‌ 
to‌‌
  lose‌‌   weight,‌‌   give‌‌   a ‌‌radiant‌‌   hair,‌‌   whiten‌‌   the‌‌   skin,‌‌   etc.‌‌   should‌‌ be‌‌ met‌‌ with‌‌ cautions.‌‌ The‌‌ vegetarian‌‌ fad‌‌ 
can‌  ‌also‌  ‌be‌  ‌disastrous‌  ‌especially‌  ‌to‌  ‌adolescents‌  ‌who‌  ‌need‌  ‌vitamins,‌  ‌minerals‌  ‌and‌  ‌protein‌  ‌which‌‌ 
vegetable‌‌   diets‌‌   cannot‌‌ provide.‌‌ Vegetable‌‌ intake‌‌ is‌‌ good,‌‌ but‌‌ this‌‌ should‌‌ be‌‌ balanced‌‌ with‌‌ food‌‌ intake‌‌ to‌‌ 
form‌‌high-quality‌‌nutrition‌‌including‌‌eating‌‌protein‌‌sources‌‌such‌‌as‌‌milk,‌‌dairy‌‌products‌‌and‌‌eggs.‌  ‌
It‌  ‌is‌  ‌recognized‌  ‌fact‌  ‌that‌  ‌teens‌  ‌are‌  ‌the‌  ‌poorest‌  ‌eaters‌  ‌among‌  ‌age‌  ‌groups,‌  ‌as‌  ‌they‌  ‌often‌  ‌skip‌‌ 
meals,‌‌frequently‌‌take‌‌snack‌‌foods‌‌(hamburger,‌‌fries,‌‌pizza,‌‌soft‌‌drinks,‌‌etc.)‌‌at‌‌fast-food‌‌eateries.‌  ‌
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The‌‌ideal‌‌body‌  ‌