Unit 5 Late Childhood (The Intermediate Schooler)

Module 21 PHYSICAL DEVELOPMENT OF THE INTERMEDIATE PUPIL

-Heidi Grace L. Borabo, [Link].

“The period of late childhood is the period of calm before the growth spurt of
adolescence.”
-Anonymous

CHALLENGE

At the end of this Module, the students are expected to:

 Identify the different physical characteristics of intermediate schoolers
 Discuss ways and practices which will aid children in successfully
developing physically
 Design a simple exercise program appropriate for intermediate school
children

INTRODUCTION

The steady and gradual changes happening in children at this stage, especially
with their increasing familiarity with school work and other possible activities provide
them with a greater opportunity to develop their motor skill functioning.

DEFINITION

PHYSICAL CHANGES
-Children in their late childhood stage always seem to be in a hurry. They
get so busy with their school work, interacting with their friends, exploring other possible
activities, but this period of physical development seems to take on a leisurely pace.

APPLICATION

1. Being healthy physically greatly helps children to succeed in their everyday

undertaking in their late adulthood. Design a simple exercise program
appropriate for children ages 9 to 12. Divide your program into three parts:
 Part 1: WARM UP ACTIVITIES- May include breathing exercises
and stretching routines.

 Part 2: EXERCISE PROPER- May consist of three to four sets of

exercises which may focus on the following areas: a) body balance
and posture, b) endurance, c) muscle strength and/or d) agility.

 Part 3: COOLING DOWN or QUIETING ACTIVITY- includes

another set of breathing and stretching exercises.

2. As a teacher, what ideas can you give in order to help intermediate school
children develop physically?
REFLECTION
From the Module on the Physical Development of Intermediate School Children, I
learned that… Explained Why?
Module 22 COGNITIVE DEVELOPMENT OF INTERMEDIATE SCHOOLERS
-Heidi Grace L. Borabo, [Link].

“It is with children that we have the best chance of studying the development of
logical, mathematical, physical and faith knowledge.”
-Jean Piaget

CHALLENGE

At the end of this Module, the students are expected to:

 Examine the cognitive characteristics of intermediate school children
 Discuss important factors that affect the cognitive development of
intermediate school children
 Enumerate ways on how teachers can promote creativity in the learning
environment, learning activities and instructional materials

INTRODUCTION

Since children 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 can manipulate. 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 succeed in their intellectual endeavors.

DEFINITION

INITIAL COGNITIVE CHARACTERISTICS

-Intermediate school children greatly enjoy the cognitive abilities that they
can now utilize. Their thinking skills have become more effective as compared during
their primary years.

READING DEVELOPMENT
-Children in this stage, is marked by a wide application of word attack.
Because of the presence of previous knowledge, they now have a wide vocabulary.

ATTENTION
-Older children have longer and more flexible attention span compared to
younger children. Their span of attention is dependent on how much is required by the
given task.

CREATIVITY
-Is not the finding of a thing, but making something out of it after it is
found.–James Russell Lowell

THE IMPACT OF MEDIA

-Television viewing is a highly complex, cognitive activity during which children
are actively involved in learning.- Anderson and Collins, 1988
 APPLICATION

What can teachers do to help encourage creativity in children? Consider the

following areas in the teaching-learning process.

THE CREATIVE TEACHER

The designing of
The Learning Environment The Planning of Activities
Instructional Materials
REFLECTION

From the Module on the Cognitive Development of Intermediate School Children,

I learned that…
Module 23 SOCIO-EMOTIONAL DEVELOPMENT OF INTERMEDIATE SCHOOLERS
-Heidi Grace L. Borabo, [Link].

“It is difficult to make children miserable when they feel worthy of themselves.”
-Anonymous

CHALLENGE

At the end of this Module, the students are expected to:

 Identify the socio-emotional characteristics of children in their late
childhood stage
 Determine the qualities of family life that affect older children’s
development including changes in family interactions
 Interview a parent regarding their child’s socio-emotional development

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 children. They are already used to interacting with different ages and gender.
For many of them, these social networks are not only sources of social support but also
different forms of learning.

DEFINITION

UNDERSTANDING SELF-COMPETENCE, SELF-IDENTITY AND SELF-CONTENT

SELF COMPETENCE- One of the most widely recognized characteristics of this period
of development is the acquisition of feelings of self-competence.

INDUSTRY- Refers to the drive to acquire new skills and do meaningful “work”.

SOCIAL COMPARISON- Distinguishing themselves from others.

PERSPECTIVE-TAKING- This ability increases with age. Perspective taking enables

the child to: a) judge others’ intentions, purposes and action, b) give importance to

social attitudes and behaviors and to c) increase skepticism of others’ claims.

EMOTIONAL DEVELOPMENT
Similar to the 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.
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.
FAMILY
Family support is crucial at this stage which characterized by success and failure.
APPLICATION
-Based on the readings and researches that you have, what are the factors which
greatly affect the socio-emotional development of children in their late childhood stage.

FACTORS THAT GREATLY AFFECT THE SOCIO-

EMOTIONAL DEVELOPMENT OF
INTERMEDIATE SCHOOLERS
REFLECTION

From this Module on the Socio-Emotional Development of Intermediate

Schoolers, I learned that…
Unit 6 Adolescence (The High School Learner)
Module 24 PHYSICAL DEVELOPMENT OF THE HIGH SCHOOL LEARNER
-Paz I. Lucido, Ph.D.

“Adolescence is just one big walking pimple.”

-Carol Burnett

CHALLENGE

At the end of this Module, the students are expected to:

 Define adolescence
 Describe the physical and sexual changes accompanying puberty
 Identify the psychological consequences of early and late maturation in
the period of adolescence
 Identify symptoms, causes of possible habit disorder and ways of coping
with them

INTRODUCTION

Unconsciously, students who gain admission into high school may be unaware of
the dangers and stresses involved in their personal transition during the age of
adolescence. Indeed, it can be a rough time for them both at home and school, although
the kind of disturbing events adolescent students may likely meet head-on will depend
on the physical-social environment surrounding each individual learner.

DEFINITION

ADOLESCENCE- begins with biological changes of puberty and ends with role and
work of adult life. The specific ages for this period vary from person to person but
distinct phases have been identified.

PUBERTAL CHANGES- In all cultures, biological change comprises the major

transition from childhood to early adolescence.

THE GROWTH SPURTS- 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.

SEXUAL MATURITY- The series of hormonal changes accompanying puberty is

complex.

 Hormones- are recognized to be powerful and highly specialized chemical

substances that interact with bodily cells.
 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 gonatrotopic 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 female ovary is stimulated.
 Menarche- first menstruation.
 Spermache- signals the first sign of puberty and sexual maturity in boys.
THE SECULAR TREND

- The striking tendency for children to become larger at all ages has
been perceived during the past one hundred years.
- The phenomenon reflects a more rapid maturation compared with
that occurring in previous millennia.

ADOLESCENT SLEEPING HABIT

- 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 behavioural patterns.

EXPLORATION

- Instinctively, adolescents become aware of changes in sexuality,

thus undergoing a period of exploration and adjustments.

PLUSES AND MINUSES IN EARLY OR LATE MATURATION

- 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.

THE IDEAL MASCULINE AND FEMININE PHYSIQUES

- 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 tall and slender for girls).

ADOLESCENTS AND NUTRITION

- Necessary for adolescents years are sufficient amounts of vitamin

B12 (found in animal protein), 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.

THE IDEAL BODY

- It’s important that adolescents feel confident about their body

image. The physical features of the human body (facial looks, body
size, color of skin, etc.) depend on genetic heritage which must
generally be respected.
APPLICATION

1. Cite at least 5 big ideas from this Module. Give a concrete application of each in
your personal life.

BIG IDEAS FROM THIS CONCRETE APPLICATION

MODULE IN YOUR LIFE
1.

2.

3.

4.

5.
REFLECTION

JOURNAL ENTRY

Reflect on how as a future teacher can you foster the development of Adolescent
high school learners, such that the learners:

1. Become aware of the personal transition-problems and stresses springing from

physical changes affecting him/her as an adolescent.#
2. Can overcome possible problems and stresses as adolescents;
3. Are capable identifying the problems and stresses peculiar to Filipino high school
students, different from students of other cultures (e.g. Americans, Europeans,
etc.).
Module 25 COGNITIVE DEVELOPMENT OF THE HIGH SCHOOL LEARNER
-Paz I. Lucido, Ph.D.

“Adolescence is that time when I think it can be...”

-Anonymous

CHALLENGE

At the end of this Module, the students are expected to:

 Describe the theories of cognitive thinking and relate these to the phases
of teaching-and-learning
 Identify the avenues for the adolescent learner’s acquiring metacognition,
elevating his thinking ability base
 Define overachievement and underachievement and propose possible
solutions to underachievement.
 Explain the outcomes of the adolescent’s new thinking skills, inclusive of
egocentrism, idealism and increased argumentativeness

INTRODUCTION

Unconsciously, students who gain admission into high school may be unaware of
the dangers and stresses involved in their personal transition during the age of
adolescence. Indeed, it can be a rough time for them both at home and school, although
the kind of disturbing events adolescent students may likely meet head-on will depend
on the physical-social environment surrounding each individual learner.

DEFINITION

Similarly remarkable as the physical changes in the transitional period of

adolescence, are changes in thinking patterns. These changes are marked by the
acquisition of new cognitive skills due to the brain’s increasing in weight and refining
synaptic connections (technically known as the CORPUS COLLOSUM) which join and
coordinate the two hemispheres of the brain. Another brain development is the process
of continuous concentration of the brain cells in the PREFRONTAL CORTEX and
related temporal and parietal areas (technically known as MYELINATION).

PIAGET’S FORMAL OPERATIONAL THINKER

This demonstrates how the cognitive capacity of the adolescents allows him/her
to go beyond the sensible and concrete to dwell on what is abstract, hypothetical,
multidimensional and possible. In this realm of thought, the adolescent begins to attain
subtlety in thinking, entering the sphere of possible and futuribles. More specifically,
formal operational thinking consists in:

a) Propositional Thinking- making assertions outside visual evidence, and

stating what may be possible in things not seen by the eyes (for example,
whether an unseen object is red or green, big or small, flat or round);
b) Relativistic Thinking- subjectively making an opinion on facts involving
one’s own bias, prejudice of distortion of facts which may be either right or
wrong (for example, arguing for or against the superiority of the races,
whether white, brown, yellow or black);
c) Real versus possible- examining a situation and exploring the possible in
terms of situations or solutions (e.g. possible success in implementing a
student project or a school policy).
d) Combinational analysis- which is his taking stock of the effects of several
variables in a situation, testing one variable at a time, and not randomly.
e) Hypothetico-Deductive Reasoning- emerges in the adolescent reasoning
from general facts/situations to a particular conclusion.
f) Problem-Solving Thinker- this involves identifying problems and seeking
new and creative solutions for them.
SIEGLER’S INFORMATION-PROCESSING SKILLS

As in information-processing theorist, Robert Siegler views the influence of the

environment on thinking.

a. SPEED- in information processing, coupled with greater awareness and

control and acquired knowledge base a more efficient kind of thinking
compared with that of the child.
b. COMPLEXITY- by way of considering longer term implications and
possibilities beyond the here-and-now, and
c. INCREASED VOLUME- of information processing, coupled with LONGER
MEMORY SPAN.
d. METACOGNITION- this involves the ability to think above thinking, evidenced
by awareness of and capacity of identify one’s own thinking processes or
strategies- perception, comprehension, memory and problem solving.
e. DECLARATIVE- “I KNOW WHAT”
f. PROCEDURAL- “I KNOW HOW”

OVERACHIEVERS

Achievement and IQ tests are standard measurements of the learner’s ability, as

well as potentials for success in given areas.

UNDERACHIEVERS

Individuals whose performances are below the measured IQ levels are labelled
underachievers. WITHDRAWN ACHIEVERS are described as having a more
pronounced tendency to be passive (their overt behavior being submissive and docile).
AGGRESSIVE UNDERACHIEVERS tend to be talkative, if not disruptive and
rebellious.

POSSIBLE ADOLESCENT BEHAVIOR DURING COGNITIVE GROWTH

Accompanying cognitive growth are possible behaviors which need to be

understood for proper guidance of the adolescent.

1. EGOCENTRISM- this is the tendency among adolescents to think too much of

themselves, such as to be too sensitive to social acceptance of their apperance,
actions, feelings, ideas, etc.
2. IDEALISM- the adolescent opens thought on the possible, an avenue to possibly
imagining what is far-fetched and less ideal to situations at home, in school, and
in society.

DEVELOPING OCCUPATIONAL SKILLS

Generally, the high school curriculum tends to focus on academic cognitive

learning, neglecting attention to occupational skills.

1. REALISTIC- this personality type prefers practical tasks, often requiring physical
labor and motor coordination, and less of interpersonal skills, e.g. in construction
(carpenters, drivers, etc.)
2. INVESTIGATIVE- they prefer to think rather than act, being interested in tasks
that use conceptual skills, e.g. in the field of the sciences and technology
(chemists, scientists, technologists, etc.)
3. SOCIAL- they are social and tend to engage in interpersonal situations and
social interaction, e.g. in the social sciences (social workers, physicians,
broadcasters, etc.)
4. CONVENTIONAL- they prefer structured tasks, and can subject their needs to
those of others, e.g. in office jobs (clerks, manual, etc.)
5. ENTERPRISING- they are skilled and constructive in thoughts and actions, and
are capable of leading others, e.g. in business, industries (sales, enterprises,
etc.)
 6. ARTISTIC- they prefer unstructured tasks and may show ability for self-
expression, e.g. in the arts (artists, musicians, performers, etc.)

Adolescents can show abilities for gainful work, such as those who work part time or full
time in fast food restaurants as kitchen help, in retail stores as sales clerks and in
offices as messengers and utility personnel.

1. SELF-RELIANCE
2. ABILITY TO MANAGE MONEY
3. SOCIAL RESPONSIBILITY
4. MATURE WORK ORIENTATION
5. PERSONAL RESPONSIBILITY
6. POSITIVE ATTTUDES ABOUT WORK

EXTRACURRICULAR ACTIVITIES

School activities outside the subjects for classroom study are mechanisms for
further development of the adolescent student, allowing the acquisition of new attitudes
(such as discipline and motivation), knowledge (such as of organization, sports, etc.),
and skills (organizing, planning, time-managing, athletics, etc.)

APPLICATION

Give one important concept that you learned under each then give its application
in the teaching- learning process.

ONE CONCEPT LEARNED AN APPLICATION IN THE TEACHING-

LEARNING PROCESS
1. Piaget’s formal operation stage

2. Siegler’s Information Processing

Skills

3. Metacognition

4. Overachievement

5. Underachievement
REFLECTION

Reflect on the practices of your pasts teachers. Which ones encouraged your
cognitive development as an adolescent and which ones did not? As a future teacher,
what lessons have you learned from your past teachers regarding ways of enhancing
adolescents’ cognitive development?
Module 26 SOCIO-EMOTIONAL DEVELOPMENT
-Paz I. Lucido, Ph.D.

“Adolescence isn’t just about prom or wearing sparkly.”

-Jena Malone

CHALLENGE

At the end of this Module, the students are expected to:

 Identify the socio-emotional changes in the adolescent
 Describe how self-image develops among teens
 Determine the wholesome attitudes and values in teenage friendship
 Discern the causes of moral reasoning and feeling, while understanding
religiously-imposed morality
 Recognize the need of the adolescent for freedom and privacy, also
known as adolescent emancipation

INTRODUCTION

During adolescence, the teen shows manifestations of growth as he/she begins

to have friends in school, attend parties, goes to discos and keeps intimate friends with
the same or with the opposite sex. These external manifestations are signs of socio-
emotional growth which usher in self-knowledge, self-identity, social relationships, and
what tend to be different from females).

DEFINITION

SELF-UNDERSTANDING- physical and cognitive developments do not come in

isolation, but are accompanied by growth in self-image and maturation of feelings
among adolescents.

STEREOTYPES IN GENDER DIFFERENCES- Scholars make difference to

gender differences, self-esteem in achievement and leadership, while girls see
themselves better in terms of congeniality and sociability (Hattie & Marsh, 1996).

DEVELOPING SELF-ESTEEM- Some scholars see the roots of self-esteem in

the mother-child relationship.

FRIENDSHIP AND INTIMACY- Teenage friendship is a social system which can

be wholesome in terms of sharing of thoughts and feelings, caring for one another, and
responding to one another’s deeper psychological needs.

SEVERAL TYPES OF FRIENDSHIP

 Acquaintances who meet periodically;

 Companions who share common interest through regular contacts, and
 Intimates or best friends with depth of self-disclosure/ feelings/ caring, romantic
partners in intimate heterosexual relationship.

IDENTITY ISSUES- The active search which adolescents engage into try to gain
a new understanding of self along sexual, occupational, religious, political self-image is
referred to as identity issues.
PHASES OF IDENTITY STATUS

1. IDENTITY FORECLOSURE- This is the case of an adolescent who is the

follower, finding security in others not in his/her self.

2. MORATORIUM- This is the case of an adolescent searcher.

3. IDENTITY ACHIEVER- This is the point where the adolescent fully finds
himself/herself.

4. IDENTITY DIFFUSION- This is the case of the adolescent failing to find him/her.

PROMOTING A SENSE OF IDENTITY- It is clear that successful identity achievement

is crucial to developing an integrated personality.

STEREOTYPICAL GENDER ROLES- Several studies on gender stereotype show: On

emotional response, girls in early adolescence more time in forming intimate friendship.

ANTISOCIAL BEHAVIORS AMONG ADOLESCENTS- Gerald Patterson formulated a

developmental progression for anti-social behavior which takes into account
a) The importance of parental monitoring and decipline on the child in early
childhood
b) Involvement with peer and school work in middle childhood, and
c) Commentment with peer group in late childhood and adolescence

MORAL DEVELOPMENT- In his study ethics and topics that have interested moral
scientists through the ages, Lawrence Kholberg laid down three stages of moral
reasoning among adolescents:

1. CONVENTIONAL LEVEL- At this stage, the adolescent is able to understand

and conform to social conventions, consider the motives of peers and adults,
engage in proper behavior to please others, and follow the rules of society.

2. POST-CONVENTIONAL LEVEL- At this stage, the adolescent wishes to

conform to:

a) Law and order

b) The social contract
c) Universal ethical principle

DEVELOPMENT OF GUILT- guilt is a sense of feeling responsible for one’s actions,

particularly when harm has been done to oneself or others.

INFLUENCES IN MORAL BEHAVIOR- peers can encourage positive behaviors (e.g.

example of good study habits), although they can also encourage misconduct or
inappropriate behaviors (e.g. use of illegal drugs). Peer influence should not be
underestimated.
APPLICATION

Research on any teenage issues and pass a summary of the research by stating
the following:

a) Objectives of the research

b) Findings
c) Conclusions and
d) Recommendations

REFLECTION

Reflect on the practices of your pasts teachers. Which ones encouraged your
socio-emotional development as an adolescent and which ones did not? As a future
teacher, what lessons have you learned from your past teachers regarding ways of
enhancing adolescents’ socio-emotional development?