Ed101 Module 7

Republic of the Philippines
CAPIZ STATE UNIVERSITY

Fuentes Drive, Roxas City, Capiz, Philippines
Tel. No. (036) 6214-578 Fax No. (036) 6214-578
website: www.capsu.edu.ph email address:
roxas@capsu.edu.ph
First Semester SY 2021-2022
Module in Ed 101
The Child
and
Adolescent Learners
And
Learning
Principles
Ellen Mae P. Delos Santos

Course Facilitator
Accredited: Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP)
Member: Philippine Association of State Universities and Colleges (PASUC)
Agricultural Colleges Association of the Philippines (ACAP)

Tel. No. (036) 6214-578 Fax No. (036) 6214-578
roxas@capsu.edu.ph
Module 7: Middle Childhood (The Primary Schooler)
Overview:
Middle childhood (usually defined as ages 6 to 12) is a time when children develop
foundational skills for building healthy social relationships and learn roles that will
prepare them for adolescence and adulthood. Evidence shows that experiences in early and
middle childhood are extremely important for a child’s healthy development and lifelong
learning. How a child develops during this time affects future cognitive, social, emotional,
language, and physical development, which in turn influences school readiness and later
success in life.
Learning Outcomes:
At the end of this module, you will be able to:
1. Describe the physical development of primary school pupils.
2. Describe the characteristics of children in the concrete operational stage.
3. Explain the importance of information-processing skills and how they affect the
child’s cognitive development.
4. State the cognitive milestones of primary school pupils.
5. Identify the different characteristics of primary school-aged children in socio-
emotional development
6. Discuss the different factors that affect the socio-emotional growth of the primary-
schoolers.
Discussion:
PHYSICAL DEVELOPMENT OF PRIMARY SCHOOLERS

During primary school, balance and agility improve,
allowing children to participate in more complex physical
activities. They can learn to skate, ride bikes, sail boats, dance,
swim and climb trees. Primary school kids also develop the ability
to hop on one foot, a skill not seen in preschool children.
Height and Weight

Child’s weight slightly increases during this stage but
slows down at the time of puberty stages. Girls and boy’s height
grow about 2 to 3 inches and gain about 7 pounds per year until
puberty. Skeletal bones and muscles broaden and lengthen, which
may cause children (and adolescents) to experience growing pains.
Skeletal growth in middle childhood is also associated with losing the deciduous teeth, or
baby teeth. Some primary school children believe they are either too fat or too thin
(skinny), even if they are within the healthy weight range for their height and age. At this
stage, primary school aged children become aware of how they look compared with other
children, and have begun to notice the media messages surrounding body image.

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roxas@capsu.edu.ph
Brain Development
Brain and nervous system developments continue during middle childhood. More
complex behavioral and cognitive abilities become possible as the central nervous system
matures. Brain development during middle childhood is characterized by growth of
specific structures where the brain is able to override a little bit functions like planning,
reasoning, social judgment, and ethical decision making. This period of brain growth
marks the beginning of a person’s ability to do problem solving, think critically, plan, and
control impulses. This brain development cycle also impacts short-term memory. A
middle school student can generally retain from 5 to 7 bits of information at one time, so
teachers should not try to cram too much information into one lesson. The more engaged
and “rich” the new information, the more likely it is that the new information will be
retained.
Gross Motor skills

Gross motor skills involve the use of large bodily
movements. Children love to run, jump, leap, throw, catch, climb,
and balance. Children play baseball, ride bikes, roller skate, take
karate lessons, take ballet lessons, and participate in gymnastics.
As school‐age children grow physically, they become faster,
stronger, and better coordinated. Consequently, during middle
childhood, children become more adept at gross motor activities.
Children who are 3 to 4 years old can climb up stairs using
a method of bringing both feet together on each step before
proceeding to the next step. By ages 4 to 5, children can go up and
down the stairs alone in the adult fashion. Their running continues
to smooth out and increase in speed.
Fine Motor skills

Fine motor skills involve the use of small bodily
movements. Children enjoy using their hands in detailed ways,
too. From early in preschool, children learn and practice fine
motor skills. Preschool children cut, paste, mold, shape, draw,
paint, create, and write. Children 3 to 5 years of age develop
better upper body mobility. As a result, their catching and
throwing abilities improve in speed and accuracy. In addition,
they can typically hit a stationary ball from a tee with a bat. As
whole body coordination improves, children of this age can now
peddle and steer a tricycle. They can also kick a larger ball
placed directly in front of their bodies.

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Ages 3 to 4 year- olds continue to refine their eating skills and can use utensils like
forks and spoons. Young children at this age can also use larger writing instruments, like
fat crayons, in a writing hold rather than just grasping them with their fist. During ages 4
to 5 years, children continue to refine fine motor skills and build upon earlier skills. For
instance, they can now button and unbutton their clothes by themselves. Ages 5-7 year-
olds begin to show the skills necessary for starting or succeeding in school, such as
printing letters and numbers and creating shapes such as triangles. They are able to use
paints, pencils and crayons with better control.
Some Issues Affecting Physical Development

1. Obesity. This is becoming a major concern for parents and health care providers,
since it seems its becoming a trend. According to the WHO (World Health
Organization)- Western Pacific Region. The Philippines is not spared from this
scenario, and the results of national nutrition surveys are showing slow but
increasing childhood overweight and obesity rates. Prevalence of overweight
among children 5-10 years old has risen from 5.8% in 2003 to 9.1% in 2013
2. Childhood Nutrition. Malnutrition remains a major health issue in the
Philippines. This has been proven to have serious effect on the physical and mental
development of children. For most Filipino children, poverty is the chief reason
why they do not get the nutrients and energy required for their age. School-age
children's diet should include a good supply of vitamins, minerals and protein
found in most fruits and vegetables to combat the trend of eating out and eating too
much which puts children at risk of increased consumption of soft drinks, sugary
and salty snacks like crackers and chips.
3. Sleep. Primary school-age children need 9 to 11 hours of sleep every day
(including daytime naps). Sometimes, due to their schedule school, midday naps or
siesta is not possible anymore. Because of this, children may need to go to bed
earlier rather than nap. Children's increased sports affiliation, extra-curricular
activities, TV, internet, computers and sometimes, intake of caffeinated products
could result to difficulty in falling asleep, disruptions in their sleep and sometimes
even nightmares Poor and inadequate sleep may result to mood swings, behavioral
problems such as hyperactivity and cognitive problems which may impact their
ability to concentrate in school.

Tel. No. (036) 6214-578 Fax No. (036) 6214-578
roxas@capsu.edu.ph
Part 1 Evaluation:
1. Paste 1 picture of you in your primary school days (6-12 years old). If you don’t have a
picture of yourself, you may select a picture of any of your relatives, just indicate who is
in the picture and your relationship to him/her. Write a description on the given areas.
Height (approx.)
Weight (approx.)
Activities you can do (6-10)
Based on observations you have made, what can you conclude about the general physical
characteristics of children in their primary school years?

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roxas@capsu.edu.ph
COGNITIVE DEVELOPMENT OF PRIMARY SCHOOLERS
They begin to see things from other school-age children’s perspectives and begin
to understand how their behavior affects others. They are developing their oral language
skills, acquiring new vocabulary, and sentence structures. They enjoy planning and
building. They understand concepts of space, time, and dimension.
Jean Piaget's Concrete Operational Stage

Concrete operation is the third stage of Piaget’s theory of cognitive development. It
spans from age 6 to approximately 11 years old. During this time, children have better
understanding of their thinking skills. Children begin to think logically about concrete
events, particularly their own experiences, but have difficulty understanding abstract or
hypothetical concepts, thus most of them still have a hard time at problem-solving.
Concrete operational thinkers, according to Piaget, can already make use of
inductive logic. Inductive logic involves thinking from a specific experience to a general
principle. But at this stage, children have great difficulty in using deductive logic or
beginning with a general principle leading to specific event.
An example of inductive logic would be noticing that every time you are around a
cat, you have itchy eyes, a runny nose, and a swollen throat. You might then reason from
that experience that you are allergic to cats.
One important development in this stage is an understanding of reversibility or

awareness that actions can be reversed. An example of this is being able to reverse the
order of relationships between mental categories.
An example of reversibility is that a child might be able to recognize that his or her
dog is a Labrador, that a Labrador is a dog, and that a dog is an animal.

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roxas@capsu.edu.ph
Another key development at this stage is the understanding

that when something changes in shape or appearance it is still the
same, a concept known as conservation. Kids at this stage understand
that if you break a candy bar up into smaller pieces it is still the same
amount at when the candy was whole. This is a contrast to younger
children who often believe that pouring the same amount of liquid into
two cups means that there is more.
Implications to Child Care, Education and Parenting

Children have varying intelligence profiles. These profiles may be based on
influences of learning and achievement. Parents, child care providers and teachers should
be able to recognize these by:
❖ helping children draw on their strengths and promote growth in their weaknesses;
❖ planning lessons that cater to multiple intelligences based on instructional objectives;
❖ encouraging children to read more every day to increase their vocabulary;
❖ bringing children to museums, art exhibits and historical landmarks to widen their
perspective about the world and people; and
❖ lessening children's screen time and increasing their personal and face-to-face
interactions.

Tel. No. (036) 6214-578 Fax No. (036) 6214-578
roxas@capsu.edu.ph
Part 2 Evaluation:
1. Write an essay (not less than 150 words) about the topic below. How do you think
cognitive development is affected by the advent of computer age?

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roxas@capsu.edu.ph
SOCIO-EMOTIONAL DEVELOPMENT OF PRIMARY SCHOOLERS
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 before the next stage can be achieved. Preschool children belong
to the fourth stage of Erikson's Psychosocial Stages. Here, children have to resolve the
issue on Industry vs. Inferiority.
As children enter primary school, they are faced with increased demands for
well-regulated and goal-directed activities such as complying with school rules and
following group instructions. This requires the child to apply self-regulation skills, and
inhibit behaviours that might impact their ability to participate in class. Children are also
required to make friends by initiating and sustaining positive relationships or even
display interpersonal problem-solving skills when conflict arises.
Erik Erikson's Fourth Stage of Psychosocial Development

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 master their school work. In this stage, children, will
most likely, have begun going to school. School experiences become the priority, with
children so busy doing school work. The encouragement of parents and caring educators
helps to build a child's sense of self-esteem, confidence and ability to interact positively in
the world.

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roxas@capsu.edu.ph
Understanding the Self

One's self-concept is the knowledge about the self, such as beliefs regarding
personality traits, physical characteristics, abilities, values, goals and roles. 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/ she is
better than others. It means that he/she likes himself/herself, feels accepted by his/her
family and friends and believes that he/she can do well.
Primary school children's
self-concept is influenced not only
by their parents, but also the by
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 also show frustration in things
that they find difficult.
School Years
In the transition from pre-elementary to primary school, children tend to become
increasingly self-confident and able to cope well with social interactions. They are not
focused on themselves anymore but are also aware of the 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. Characteristics like loyalty and reliability are being
considered as well as responsibility and kindness.

Tel. No. (036) 6214-578 Fax No. (036) 6214-578
roxas@capsu.edu.ph
Building Friendships
“What is a FRIEND? A single soul dwelling in two bodies” – Aristotle
Making friends is a crucial but very important part of children's social and
emotional growth. As soon as they are able to walk and talk, they will tend to show natural
inclination to be around other children. Children, during this stage, most likely belong to a
peer group. Peer groups are characterized by children who belong approximately to the
same age group. It is found along the stages of childhood through adolescence. But for
children, until the age of seven or eight, they think of themselves more than others. They
may play well with groups but may need some time to play alone. Primary school children
prefer to belong to peer groups of the same gender. Many children will use their
surroundings to observe and mingle with other children. Some will see this as an
opportunity to make friends while others remain a bit of a loner.
Antisocial Behavior
Some adults may perceive that some children's behavior towards other children as
antisocial. When children poke, pull, hit or kick other children when they are first
introduced, it is fairly normal. Remember that children at this stage are still forming their
own world views and other children may seem like a curiosity that they need to explore.
Parents and teachers can help children make friends. You can consider the following:
❖ Expose the children to kid-rich environments (e.g. playgrounds. park).
❖ Create a play group in your class and let the children mingle with their classmates.
❖ When your children hit other children, remind them that their behavior hurts others.
❖ Coordinate with the parents and other teachers so that the children will have greater
opportunity to interact with other children.

Tel. No. (036) 6214-578 Fax No. (036) 6214-578
roxas@capsu.edu.ph
Self-Control
Once children reach school age, they begin
to take pride in their ability to do things and their
capacity to exert effort. They like receiving
positive feedback from their parents and teachers.
This becomes a great opportunity for parents and
teachers to encourage positive emotional
responses from children by acknowledging their
mature, compassionate behaviors.
Implications to Child Care, Education and Parenting

The home environment provides the first step into emotional and social
development as children learn to manage strong emotions like anger or fear and navigate
around interpersonal relationships such as siblings or other extended family members.
The preschool environment provides a supportive setting where children have
opportunities to practice emotional regulation and social skills with their peers.
For example, learning how to take turns, share, and play cooperatively with their
peers. It would be helpful to speak with your child’s preschool teacher to gain a better
perspective of how your child functions in the school setting.
There are many ways that children develop social-emotional skills. This can be
through explicit teaching of social-emotional skills, or by observing and following the
behaviours of those closest to them.
Primary school children's socio-emotional competency should be viewed in the
context of the child's developmental age. Health-care providers, teachers and parents
should be able to:
❖ gain understanding of their child's socio-emotional strengths and weaknesses by
observing the child's behavior at home
❖ work collaboratively with the child's parents and health-care provider to expand one's
insights on the child's development.
❖ provide a supportive setting where children have opportunities to practice emotional
regulation and social skills with peers.
❖ give children activities when they can practice taking turns, sharing and playing
cooperatively.
❖ be a role model of healthy emotions and expressing these emotions appropriately.
❖ demonstrate calmness and staying in control of one's own feelings

Tel. No. (036) 6214-578 Fax No. (036) 6214-578
roxas@capsu.edu.ph
Part 3 Evaluation: Choose only 1 option.
The encouragement of parents and caring educators helps to build a child's sense of self-
esteem, confidence and ability to interact positively in the world.
As a future educator, reflect on how to give constructive feedback by making a/an

Option 1: infographic in giving effective feedback to a primary schooler. Cite only 3 or
more main points. Submit the infographic by sending the jpeg format. Your picture, name
and section should be seen on the infographic. You may get an idea on the examples
below.
You will be graded with the ff. criteria:

(1) 50%
(2) 25%
(3) 25%

Tel. No. (036) 6214-578 Fax No. (036) 6214-578
roxas@capsu.edu.ph
As a future educator, reflect on how to give constructive feedback by making a/an
Option 2: poem with 5 stanzas, 4 lines format. 3 or more main points should be evident on
your original poem composition.
Content- 50%
Creativity, Style, Originality- 20%
Coherence of form and structure - 30%
Total- 100%

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Republic of the Philippines

CAPIZ STATE UNIVERSITY

First Semester SY 2021-2022

Ellen Mae P. Delos Santos

CAPIZ STATE UNIVERSITY

Module 7: Middle Childhood (The Primary Schooler)

PHYSICAL DEVELOPMENT OF PRIMARY SCHOOLERS

Height and Weight

CAPIZ STATE UNIVERSITY

Gross Motor skills

Fine Motor skills

CAPIZ STATE UNIVERSITY

Some Issues Affecting Physical Development

CAPIZ STATE UNIVERSITY

Activities you can do (6-10)

CAPIZ STATE UNIVERSITY

COGNITIVE DEVELOPMENT OF PRIMARY SCHOOLERS

Jean Piaget's Concrete Operational Stage

One important development in this stage is an understanding of reversibility or

CAPIZ STATE UNIVERSITY

Another key development at this stage is the understanding

Implications to Child Care, Education and Parenting

CAPIZ STATE UNIVERSITY

CAPIZ STATE UNIVERSITY

SOCIO-EMOTIONAL DEVELOPMENT OF PRIMARY SCHOOLERS

The developmental theorist, Erik Erikson formulated eight stages of man's

Erik Erikson's Fourth Stage of Psychosocial Development

CAPIZ STATE UNIVERSITY

Understanding the Self

CAPIZ STATE UNIVERSITY

CAPIZ STATE UNIVERSITY

Implications to Child Care, Education and Parenting

CAPIZ STATE UNIVERSITY

Part 3 Evaluation: Choose only 1 option.

As a future educator, reflect on how to give constructive feedback by making a/an

You will be graded with the ff. criteria:

CAPIZ STATE UNIVERSITY

As a future educator, reflect on how to give constructive feedback by making a/an

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