LATE CHILDHOOD

(6-12 years old)

AUBREY-ANN L. FLORENCIO
1. Late childhood is the period for learning the basic skills in life.
2. The school-age child learns to win recognition by being able to do things. He takes pride
and pleasure in being able to accomplish a task.
3. The danger during this stage lie in a sense of inadequacy or inferiority.
Example: When a child is not able to approximate his peers performance, he consider himself
doomed to inadequacy or mediocrity.
4. Late childhood is also the stage of the child’s initiation to roles in society.
Example: He is made aware of his responsibilities to himself and to others.
5. Late childhood especially during the ages of 9 to 13 is the period for development of
personal friendship. Peer influence is beginning to affect the child’s values and interest at this
stage.
DEVELOPMENTAL TASKS OF
LATE CHILDHOOD

Children in their late childhood need opportunities,support and guidance so

that they can develop and accomplish the following:
1. Learn physical skills necessary for group and organized games.
2. Learn to get along with age-mates and members of his family and
community.
3. Learn fundamental skills in reading, writing, and numeracy
4. Develop appropriate masculine or feminine social roles.
5. Learn concepts/skills necessary for everyday living
6. Develop a healthy concept
DEVELOPMENTAL TASKS OF
LATE CHILDHOOD

7. Develop a conscience, a sense of right and wrong, and

values according to his culture.
8. Achieve personal independence by being able to
perform life skills.
9. Learn to perform the different roles expected to him.
10. Think rationally to adjust to situations, make decisions
and solve problems.
Physical Development of thePrimary
Pupil
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. This
couldbe caused by different factors; both natural
and environmental.
Physical growth during the primary school years
isslow but steady. During this stage,
physicaldevelopments involves :
1. Having good muscle control and coordination,
2. developing eye-hand coordination,
3. having good personal hygiene and4. being
aware of safety habits.
HEIGHT and WEIGHT

In this development stage, children will have

started their elementary grades, specifically their
primary years – Grades 1 to 3.This period of
gradual and steady growth will give children time
to get used of the changes in their bodies. An
average increase in height of a little over 2
inches a year in both boys and girls will introduce
them to many different activities that they can
nowdo with greater accuracy.
Weight gain averages about 6.5 pounds a year.Most
children will have slimmer appearance compared to their
preschool years because of the shifts in accumulation
and location of their body fats. A child’s legs are longer
and more proportioned to the body than they were
before.A number of factors could indicate how much a
child grows, or how much changes in the body will take
place: genes, food, climate, exercise, medical conditions
and diseases / illness.
BONES andMUSCLES

Childhood years are the peak bone-producing

years. This is the best time to teach of good
dietaryand exercise habits to help them have
strong, healthybones throughout their lives. Many
lifestyle factors, like nutrition and physical
activities, can substantially influence the increase
of bone mass during childhood.
MOTOR DEVELOPMENT

Young school-aged children are gaining control over the

major muscles of their bodies. Most children have agood
sense of balance. They like testing their muscle strength
and skills.Children in this stage love to move a lot – they
run, skip, hop, jump, tumble, roll and dance. Because their
gross motor skills are already developed, they can now
perform activities like catching a ball with one hand,
tying their shoelaces, they can manage zippers and
buttons.
HANDEDNESS

Performing unimanual (require theuse of one hand) and

bi-manual(require the use of two hands)activities
becomes easier. Children’sgraphic activities such as
writing and drawing, are now more controlled but are still
developing. They can print their names and copy simple
designs, letters and shapes.They hold pencils, crayons,
utensils correctly with supervision. Motor development skills
include coordination, balance, speed, agilityand power.
Coordination

Is a series of movements organized andtimed to

occur in a particular way to bring about
aparticular result. Children develop eye-hand
and eye-footcoordination when they play games
and sports.
Balance

Is the child’s ability to maintain the

equilibrium or stability of his/her body in
different positions.
Static balance- is the ability to maintain
equilibrium in afixed position, like balancing
on one foot.
Dynamic balance- is the ability to maintain
equilibriumwhile moving.
Speed- is the ability to cover a great
distance in theshortest possible time.
Agility- is one’s ability to quickly change or
shift thedirection of the body.
Power

Is the ability to perform a maximum effort

in theshortest possible time. All this skills are
vital in performing different activities,
games and sports. Development of these
skills may spell the difference between
success and failure in the future endeavor
of a child.
Cognitive Development of PrimarySchoolers

Jean Piaget is the foremost theorist when it comes

to cognitive development. According to him,
intelligence is the basic mechanism of ensuring
balance in the relations between the person and
the environment. Everything that a person
experiences is a continuous process of
assimilation and accommodations.
Jean Piaget’s Concrete Operational Stage

Concrete Operation is the third stage of Piaget’stheory of

cognitive development. It spans from 7 to approximately
11 years, children have better understanding of their
thinking skills.
• Logic Concrete operational thinkers, according
toPiaget, can already make use of inductive logic.
Inductive logic involves thinking from specific experience
to a general principles. But at this age, children have
great difficulties in using deductive logic or using a
general principle todetermine the outcome of specific
event.
Reversibility

One of the most important developments in this stage is

an understanding of reversibility, or awareness that can
action can be reversed.Example:Teacher: Jacob, do you
have a brother?
Jacob: Yes.
Teacher: What is his name?
Jacob: Marjun.
Teacher: Does Marjun have a brother?
Jacob: Yes.
Cognitive MilestoneElementary-aged children
encounter developmental milestone

The skills they learn are in a sequential manner,

meaning they need to understand numbers
before they can perform a mathematical
equation. Up until age 8, a child learn new skills at
a rapid pace. Specifically, young primary
school-aged children can tell left from right. They
are able to speak and express themselves
develops rapidly. By 6, most can read words or
combinations of words.
Information Processing Skills

Several theorist argue that like a computer, a

human mind is a system that can process
information through the application of logical
rules and strategies. They also believe that the
mind receives information, performs operations to
change its form and content, stores and locates it
and generate responses from it.
INTELLECTUAL DEVELOPMENT DURING
LATE CHILDHOOD

Intelligence is a complex accumulation of knowledge,

abilities, and skills acquired as the individual meets, copes
and interacts with his environment.
According to Cattell’s model of mentality, this is
“crystalized” intelligence, which consists of continuously
acquired patterns of adaptation to one’s culture
depending on one’s age and experience.
INTELLECTUAL DEVELOPMENT DURING
LATE CHILDHOOD

Arnold Gessell, a developmental

psychologist who strongly expressed the
importance of biological maturation in
development, characterized mental
development as behaviour or qualitative
patterning.
Socio-emotional Development

The developmental theorist, Erik Erikson,

formulated eight stages of man’s psychological
development . Eachstage is regarded as a
‘’psychological crisis’’ which arise and demands
resolution before the next stage could be
achieved. Preschool children belong to the fourth
stage of Erikson’s psychological stage. Children
have to resolve the issue on Industry vs. Inferiority.
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 to 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 priority,
with children so busy doing school work.
Understanding the Self One’s

Self-concept is the knowledge about theself, such us beliefs

regarding personality traits, physical characteristics, abilities,
values, goals and roles. Having a self-concept does not mean
that a child thinks he is better than others. It means that he
likehimself, feels accepted by his family and friends andbelieves
that he can do well. Primary school children’s self-concept is
influenced not only by their parents, but also with the growing
number of people they begin to interact with, including teachers
and classmates. Children have a growing understanding oft heir
place in the world.
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. The issues of
fairness and equality become important to them as they
learn to care for people who are not part of their families.
Building Friendships Making friends is a crucial but very
important of children’s social and emotional growth.
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 and
socialeconomic status.Primary school children
prefer to belong to a peer groups of the same
gender. Many children 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 loner.
Antisocial Behavior

When children poke, pull, hit or kick other children when

they are first introduced, it is fairly normal. Children at
this age 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. We can consider thefollowing: Expose the
children to kid rich environments (e.g.playgrounds,
park)
Self-control

Once children reach school age, they begin to

take pride in their ability to do things and
capacity to exert effort. They like receiving
positive feedback from their parents and
teachers. This become a great opportunity for
parents and teachers to encourage positive
emotional responses from children by
acknowledging their mature, compassionate
behaviors.
Keys to Rearing Successful Children

1. Stimulate your child’s interest.

2. Build your child’s esteem
3. Teach your child effective social skills.
4. Control the use of television
5. Strengthen your child’s conscience.
6. Teach your child to show love, express affection and develop healthy attitudes
toward sexuality.
7. Live in a good neighbourhood.
8. Set reasonable work and behaviour standards backed by appropriate
discipline.
Keys to Rearing Successful Children

9. Teach your child skills and competencies

10. Foster autonomy and independence.
11. Foster a warm relationship with your child built on good communication.
12. Make home conducive to studying.
The following are suggestions on how
the problems will be met and resolved:

1. Resolving conflict
2. Aggresiveness
3. Lying
4. Handling money
5. Bad language
6. Meeting home responsibilities
7. Meeting school responsibilities
8. Moral conflicts