INTERMEDIATE

PUPILS
PHYSICAL
DEVELOPMENT
“THE PERIOD OF LATE
CHILDHOOD IS THE PERIOD
OF CALM BEFORE THE
GROWTH SPURT OF
ADOLESCENCE".
-ANONYMOUS
EARLY PUBERTY

On the average, girls are generally
 

as much as two (2) years ahead of

boys in terms of physical maturity.
 Puberty begin early.
Budding breast for girls – which is
the initial sign of puberty for girls

Some girls may also start menstrual

period as early as 8 and some as
late 13
Many of the bodily structures
like the liver, muscles,
skeletons, kidneys and face
follow a normal curve of
development for both girls
and boys.
Other structures like
the brain, intestine and
other organs and
bodily systems mature
at their own time,
thus, affecting growth
patterns.
Children gain an average of 7 pounds in weight ,
and average of 2 1/2 inch in head circumference
(height) each year.
Children at this stage have growth spurts (sudden
boost in height and weight) which are usually
accompanied by increase in appetite and food
intake.
Increase in body fats also
occurs in preparation for
growth that occurs
during adolescence.
The body fats increase
occurs earlier in girls and
is greater in quantity
Girls appear to be
chubby while boys
tend to have more lean
body mass per inch of
height than girls.
Children may become concerned about their
physical appearance.
Girls, especially, may become more aware of their
weight and decide to eat less. Boys may become
aware of their stature and muscle size and strength.
Appropriate activities must be designed so that will
be guided into the right direction.
Engage themselves in worthwhile activities that;
 promote healthy growth
 give them a feeling of accomplishment
 reduce the risk of certain disease
This stage is also characterized by advance development of
their fine and gross motor skills.
Muscle strength and stamina increase as they are offered
different physical activities.
 Children may also become interested in physical activities
where they interact with their friends and family.
 Activities which they can share with their parents. shows
children that exercising can be fun.
COGNITIVE
DEVELOPMENT
INTRODUCTION
Since children in this stage are already in their childhood,
rapid development of mental skills is evident.
According to Jean Piaget, concrete operational thinkers can
now organize thoughts effectively, although, they can
logically perceive the immediate situation.
They can apply what they have learned to situation and
events that they can manipulate.
INITIAL COGNITIVE
CHARACTERISTICS
 Intermediate school children greatly enjoy the abilities that
they can now utilize. Their thinking skills have become
more effective as compared during their primary years.
 Their school works is now complicated. Reading text have
become longer; problem solving have become every part
of their lives.
INITIAL COGNITION
Reading Development
Attention
Creativity
The Impact of Media
Media and Aggression
READING DEVELOPMENT
 Children in this stage, is marked by a wide application of
word attack. Because of previous knowledge, they have a
wide vocabulary which enables them to understand the
meaning of unknown words through context clues.
 This is the “Reading to learn” Stage in reading
development.
ATTENTION
Older children have longer and more flexible
attention span compare to younger children. Their
span of attention is dependent on how much they is
required by the giving task. In terms of school
works, older children can concentrate and focus
more for longer period of hours especially if they are
interested in what they are doing.
CREATIVITY
 Children at this stage are open
to explore new things.
“
Creativity is innate in children, “CREATIVITY is not the finding of a thing, but
they just need a little guidance making something out of it after it is found”
and support from parents, -James Russel Lowell
teacher and people around them.
They are usually at their best
when the work is done in small
pieces.
CREATIVITY IN CHILDREN IN
ENCOURAGED WHEN THE
ACTIVITIES
Encourage different responses from each child

 Celebrate uniqueness.
 Break stereotypes
 Value process over product
 Reduce stress and anxiety of children
 Support to share ideas, not only with the teacher / parent but also with other
children
 Minimize competition and external rewards
IMPACT OF MEDIA
 The dream of having a
television unit in every “Television viewing is a highly complex,
classroom started in the cognitive activity during which children are
actively involved in learning.”
1950’s. It was considered as
- (Anderson and Collins, 1988)
one of the first
technological advancement
in schools.
THE IMPACT OF THE USE OF TELEVISION AND
OTHER MEDIA LIKE THE COMPUTER HAS GAINED
POPULARITY BECAUSE STUDENTS ARE GIVEN
MORE OPPORTUNITY:
 Communicate effectively in speech and in writing.
 Work collaboratively.
 Use technological tools.
 Analyzed problems, set goals, and formulate strategies for
achieving those goals.
 Seek out information or skills on their own, as needed, to meet their
goals.
MEDIA AND AGGRESSION
Violence and aggression are often dubbed as one of the results of media.
According to the Public Health Summit in 2000, the following are some of the
negative results of media:
 Children will increase anti-social and aggressive behavior
 Children may become less sensitive to violence and those who suffer from
violence.
 Children may review the world as violent and mean.
 Children will desire to see more violence in entertainment and real life.
 Children will review violence as an acceptable way to settle conflicts.
 The school and the home provide children with unlimited access to
media, not only television 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 collective effort among the factors
working together to support children in every aspect of development.
 Having a 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 become a very good
role model to children
TEACHERS..
Need to be an eager participant in children’s growth and
 

development
 Must understand how to use the children’s natural curiosity to help
make the appropriate developmental leaps in their skills and
abilities.
 Must create an atmosphere where risks can be taken and discoveries
made while children remain safe.
SOCIO-
EMOTIONAL
DEVELOPMENT
 at this period of socio-emotional development
children are spending less time in the home. The
volk of their time is spent outside the home, either
alone or with other children, rather than with adults.
INTRODUCTION
  One of the most widely recognized characteristic of this period of
development is the acquisition of feelings of self competence. This is what
Erik Erickson referred to when he described the developmental task of middle
childhood- the social crisis industry versus inferiority. Industry refers to the
drive to acquire new skills and do meaningful work.
 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 environment. Varied opportunities must be provided in order for
children to develop a sense of perseverance. they should be offered chances for
both fail and succeed along with sincere feedback and support.
 During late 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 should increase in
perspective-taking. This ability increases with age. Perspective
taking enables the child to:
a. judge others intentions purposes and actions.
b. give importance to social attitude and behaviors.
c. increase skepticism of others claims.
EMOTIONAL DEVELOPMENT
  Show improved emotional understanding
 Increased understanding that more than one emotion can be experienced in a single
experience.
 Show greater ability to show conceal emotions
 Utilize ways to redirect feelings and a capacity for genuine empathy.

EMOTIONAL INTELLIGENCE

 Developing emotional self awareness

 Managing emotions
 Reading emotions
 Handling emotions
BUILDING FRIENDSHIPS
 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 of belongingness they receive
contribute to the stability and security of their emotional
development. Peer size also increases and less supervision of adults
is required. At this stage, children prefer to belong to same-sex peer
groups.
5 TYPES OF PEER STATUS
  POPULAR frequently nominated as the bestfriend and one who is rarely
dislike by peers.
 AVERAGE receives an average numbers of positive and negative nominations
from peers.
 NEGLECTED very seldom nominated as bestfriend but is not really disliked.
 REJECTED infrequently nominated as a bestfriend but one who is also dislike
by peers.
 CONTROVERSIALS frequently nominated as a best friend but as the same
time is disliked by peers.
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 they can easily get frustrated.
 If families are seen as primary support system, failures and setbacks
become temporary and surmountable rather than something that is
attributed to personal flaws or defects.