LATE CHILDHOOD (Intermediate Schooler)

In this phase children try to adjust to society and to their families like communicating with
individuals, friends, neighbors and etc. This stages represent

Particular transformation among children and different characteristic of stages shown by parents,
educators and psychologist.

PARENTS

 Troublesome age – Before this phase children are willing to o what their parents is
being told bug in this stage they are more influence by their peers rather than their
parents.
 Quarrelsome age - In this stage children fight with their family or siblings lead to that
lead to emotional confusion or chaos.
 Sloppy age - This stage is when they don’t care or being careless about their appearance.

EDUCATORS

 Elementary school age – It is a stage or time when it is expected to learn essential skills
in both academic and curriculum activities. They are developing fundamental skills in
reading, writing and calculating.
 Critical period in achievement drive - In this stage or time when children form a habit
of being achievers, overachievers and underachievers.

PSYCHOLOGIST

 Creative age – In this period of development Childe are trying to build and create new
things on their own.
 Play age – In this stage children are overlapping with activities or play activities.
 Gang age - In this stage children are making friends and learning to get along with their
age mates and being a member of group and their major concept is the acceptance of the
group.

Physical Development of the Intermediate Pupil

“The period of late childhood is the period of calm before growth spurt of adolescence.”
 The steady and gradual changes happening in children at this stage, especially with their
increasing familiarity with greater opportunities to develop their motor skill functioning.

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

PHYSICAL GROWTH AND MATURATION

 Girls are years ahead of boys in terms of physical maturity.
o Puberty may begin early.
o Budding of breasts for girls which is the initial sign of puberty.
o Some girls start with their menstrual period as early as 8 and some late 13.
 Many of the bodily structures like the muscles, skeletons kidneys and face follow a
normal curve of development for both girls and boys.
o Other structures like the brain, intestines and the organs and bodily systems
mature at their own time, thus, affecting growth patterns.
 Children gain an average of seven pounds of weight and average of 2 and half inches in
head circumference each year.
o Children at this stage have growth spurt.
o Boost in height and weight, which are usually accompanied by the increase in
appetite.
o Increase in body fats also occurs in preparation for the growth that occurs during
adolescence.
o The body fat increase occurs earlier in girls and is greater in quantity.

 Girls appear to be “chubby.”

 Girls may become concerned about their weight and decide to eat less.
 Boys tend have more lean body mass per inch of height than girls.
 Both boys and girls may become aware of their stature and muscle size and strength.
 This stage, children may become very concerned about their physical appearance. Since
this stage can bring about insecurities, parents and teachers must very conscious about
their dealings with these children.
Children must given opportunities to engage themselves in worthwhile activities that:
 Promote a healthy growth
 Give them a feeling of accomplishment
 Reduce the risk of certain diseases
 This stage children develop motor skills, muscle strength to promote healthy growth,
reduce risk of diseases and develop stamina through physical activities, which can be fun.

Cognitive Development of Intermediate Schoolers

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

• 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.
 Children need guidance and support to succeed in their intellectual endeavors.

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.

Logic and reasoning enable children to think about their future and develop special interests.

• Reading Development

Children in the “Reading to Learn” Stage have a wide vocabulary and are more interested in
longer and more complex reading materials.

• Attention

Older children have a longer and more flexible attention span, especially for school work.

• Creativity

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

Creativity innate, but needs guidance and support to thrive.

• 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.

The Impact Of Media

“Television viewing is a highly complex, cognitive activity during which children are actively
involved in learning.” – (Anderson and Collins, 1988)

The dream of having a television unit in every classroom started in the 1950’s. It was considered
as one of the first technological advancement in schools. Television and other media have gained
popularity due to increased 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 behaviors

• 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.

Schools, teachers, and the community should work together to support children in their
development. Activities should encourage creativity, break stereotypes, value process over
product, reduce stress and anxiety, and provide a role model for 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 OF THE INTERMEDIATE PUPIL

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

 AGES FROM 10 TO 14 YEARS OLD

 At this period of socio-emotional development, children are spending less time in home.
 The bulk of their time is spent outside the home either alone or with other children, rather
than with adults.
 Other 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.

ERIC ERIKSON (1902-1994)

 A STAGE THEORIST WHO TOOK FREUD’S CONTROVERSIAL PSYCHOSOCIAL

THEORY OF DEVELOPMENT

UNDERSTANDING SELF COMPETENCE, SELF IDENTITY AND SELF CONCEPT

 Erik Erikson’s most important idea is that during middle childhood, children acquire
feelings of self-competence and develop a sense of competence. This is achieved through
varied opportunities to fail and succeed, as well as support and guidance. As children
grow older, they begin to compare themselves to others, take on more perspective-taking
skills, and develop skepticism for others.

EMOTIONAL DEVELOPMENT

 Children in this stage show improved emotional understanding and empathy.

EMOTIONAL INTELIGENCE
  DEVELOPING EMOTIONAL SELF AWARENESS
 READING EMOTIONS (perspective talking)
 MANAGING EMOTIONS (self-control)
 HANDLING EMOTIONS (resolve problems)

BUILDING FRIENDSHIPS

 Peer interaction is essential for building friendships, resulting in increased stability and
security.

5 TYPES OF PEER STATUS

 POPULAR - frequently nominated as the best friend and one who is rarely disliked by
peers.
 AVERAGE - receives an average number of positive and negative nominations from
peers.
 NEGLECTED - very seldom nominated as best friend but is not really disliked.
 REJECTED - infrequently nominated as a best friend but one who is also disliked by
peers.
 CONTROVERSIALS - frequently nominated as a best friend but at the same time is
disliked by peers.

FAMILY

 Family support is essential for children to develop their interests, as failures and setbacks
become temporary and numb. A high-quality auk station is essential.

And there are 8 stages of Psychosocial development the first one is ;

1. Trust vs mistrust 8. Integrity vs despair

2. Autonomy vs shame and doubt
3. Initiative vs Guilt
4. Industry vs inferiority
5. Identity vs confusion
6. Intimacy vs isolation
7. Generativity vs stagnation
REFERENCES

 Piquero, L. C. (2020, March 20). Late Childhood | PDF | Puberty | Parenting. Retrieved May 15,
2023, from https://www.scribd.com/presentation/453013768/Late-Childhood
 Ampong, L. C. (2019, September 12). LATE CHILDHOOD Intermediate Schooler | PDF | Puberty |
Self Concept. Retrieved May 15, 2023, from
https://www.scribd.com/presentation/419891843/LATE-CHILDHOOD-intermediate-schooler-
pptx
 Bangsoy, S.-E. D. of I. (2018, November 7). Module 23. . .. . . Anong | PDF | Self Concept |
Clinical Psychology. Retrieved May 15, 2023, from
https://www.scribd.com/document/429664149/Module-23-Anong
 Kerala psc, L. C. (2017, April 9). Late Childhood. Retrieved May 15, 2023, from
https://unacademy.com/content/kerala-psc/study-material/social-work/late-childhood/
 BSEPhySci14, C. development of intermediate schoolers. (2016, October 26). Cognitive
Development of Intermediate Schoolers. Retrieved May 15, 2023, from
https://www.slideshare.net/BSEPhySci14/cognitive-development-of-intermediate-schoolers-
40193500