MIDDLE CHILDHOOD

DEVELOPMENT

PROF. EDITHA C. MATEO

 MIDDLE CHILDHOOD
• Middle childhood is the stage when
children undergo so many different
changes- physically emotionally, socially
and cognitively.
• This is the stage between 6-12 years old.
Children in this stage receive less
attention than children in infancy or
early childhood. The support of the
family and friends of the child is very
important during this phase of
development
PHYSICAL
DEVELOPMENT OF THE
PRIMARY 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 could be caused by different
factors; both natural and
environmental.
Physical growth during the
primary school years is slow
but steady During this stage,
physical development involves:

1. Having good muscle control

and coordination,
2. Developing eye-hand
coordination,
3. Having good personal
hygiene and
4. Being aware of safety habits
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.
Several 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.
Childhood years are the peak
bone-producing years. This is
the best time to teach of good
dietary and exercise habits to
help them have strong, healthy
bones 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 a good sense of balance.
They like testing their muscle
strength and skills.
 MOTOR DEVELOPMENT
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.
 MOTOR DEVELOPMENT
•Performing unimanual (require
the use of one hand) and bi-
manual (require the use of two
hands) activities becomes
easier. Children graphic
activities such as writing and
drawing, are now more
controlled but are still
developing.
 MOTOR
DEVELOPMENT
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,
https://study.com/academy/lesson/perceptual-motor- speed, agility and power.
development-definition-skill-development.html
Definition of Terms
Coordination – is a series of movements
organized and timed to occur in a particular way
to bring about a particular result. Children
develop eye-hand and eye-foot coordination 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 a fixed position, like balancing in
one foot.
Definition of Terms
Dynamic Balance – is the ability to maintain equilibrium while
moving.
Speed – is the ability to cover great distance in the shortest possible
time
Agility – is one’s ability to quickly change or shift the direction of the
body.
Power – is the ability to perform a maximum effort in the shortest
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
PRIMARY SCHOOLERS
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
environment. Everything that a
person experiences is a continuous
process of assimilation and
accommodation.
Schema
A schema describes both
the mental and physical
actions involved in
understanding and
knowing. Schemas are
categories of knowledge
that help us to interpret
and understand the
world.
 Schema
For example, a child may have a
schema about a type of animal,
such as a dog. If the child's sole
experience has been with small
dogs, a child might believe that
all dogs are small, furry, and have
four legs. Suppose then that the
child encounters an enormous
dog. The child will take in this
new information, modifying the
previously existing schema to
include these new observations.
The process of taking in new
information into our already
existing schemas is known as
assimilation. The process is
somewhat subjective because
we tend to modify experiences
and information slightly to fit
in with our preexisting beliefs.
In the example above, seeing a
dog and labeling it "dog" is a
case of assimilating the animal
into the child's dog schema.
 Another part of adaptation
involves changing or
altering our existing
schemas considering new
information, a process
known as accommodation.
Accommodation involves
modifying existing schemas,
or ideas, as a result of new
information or new
experiences.
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