EDFD 167 Assignment 2 Group Presentation

Julia Hubble, Lily Beaver, Melanie Kent, Amanda La Scala, Bianca Filby & Catherine Ogan

Physical developmental milestones experienced during middle

childhood include:
Growth slows down and is at a steady rate.
Growth of adult teeth.
Possible onset of puberty.
Refinement of perceptual and motor skills (Zembar & Blume,
2009).
Some of the social and emotional milestones that occur based on
Vygotsky (1978) and Bronfenbrenners (1979) theories include:
Showing more independence from parents and family.
Starting to think about the future.
Start to form stronger, more complex relationships outside of
family.
Experience more peer pressure, more towards the older end of
middle childhood.
Social interaction increases through more sophisticated use of
language and expression (Goodacre et. al., 2009).
Behaviour learnt is increasingly appropriate for the different
situations they experience.
Start to show signs of sympathy and empathy towards others.
Become more responsible and independent.
According to Piagets (1929) theory, cognitive and intellectual
milestones include:
Learning better ways to describe experiences and talk about
thoughts and feelings.
Increased attention span.
Intelligence and thought is demonstrated through the use of
symbols and drawings, but then begins to become more logical
by the age of 11.
The achievement and consolidation of important academic skills
such as reading, writing and computing.
Children learn to play games by a set of rules.
Writing becomes smaller and more legible and drawings become
more organized and detailed.
Vocabulary increases.
Child learns basic skills that continue to refine throughout this
stage of the lifespan.

EDFD 167 Assignment 2 Group Presentation

Julia Hubble, Lily Beaver, Melanie Kent, Amanda La Scala, Bianca Filby & Catherine Ogan

SOCIAL IMPLICATIONS FOR LEARNING

Relationships with peers are generally a major part of school life
and are highly important in cultivating social/emotional
interactions in the future and being able to cope with people
within their exosystem (being the media, family friends,
neighbours, etc.). These interactions will also help children to
understand the ideals of their macrosystem (being the attitudes
and ideologies of their surrounding culture) as discussed in
Bronfenbrenners Ecological Theory.

Furthermore, this factor could also be related to the child's

culture, familial circumstances or their communication skills so as
Barbara Rogoff believes, we as educators must always be aware
of this when conversing with the child and be supportive and
respective of their home life at all times (unless it is unhealthy
and should be discussed).

If a child has a positive social life, and is able to interact

positively with their peers, teachers etc., then this will lead to a
generally positive impact on their learning. Having healthy
relationships with peers who are encouraging and also take pride
in their learning will lead to good learning outcomes in schoolaged children.

ENVIRONMENTAL IMPLICATIONS FOR LEARNING

Environmental factors, such as low SES, can cause a child to be
away from school for long periods of time due to travel expenses,
illness or other responsibilities. In this case they will not be
focusing on school, as they may be have their concentration on
other issues, which will cause them to fall behind in their work
resulting in not learning at the same rate as children who are at
school.

However, clean and safe environments mean children are more

likely to be healthy, and therefore attend school regularly and be
successful at school.

HEALTH IMPLICATIONS FOR LEARNING

A child in poor health may not be able to give their full attention
during class, may not be able to attend school due to being ill,
and may not have enough energy from not getting a proper
nights sleep the night before. Therefore that particular child will
unfortunately not be able to learn as best as they could have.

In contrast a child, whose parents are better off and are able to
afford medical bills & healthy nutritional food, will not be
disadvantaged and have the best possible learning outcomes.
They would have the energy to concentrate in class and be able
to take in all new information. They would attend school more
regularly and also be able to perform better in many more areas.

EDFD 167 Assignment 2 Group Presentation

Julia Hubble, Lily Beaver, Melanie Kent, Amanda La Scala, Bianca Filby & Catherine Ogan

SOCIETAL IMPLICATIONS FOR LEARNING

Modern societys expectations for schooling will allow for all sorts
of learning as they will be taught many life skills in regards to
academic achievement, social behavior, and emotional control.
Children can learn through their own personal experiences in
society, being positive or negative. Discrimination and bullying
can effect learning negatively as this might deter their attention
from school to other things.
If societal factors are positive, this can create more opportunities
for learning within the community.
FAMILIAL IMPLICATIONS FOR LEARNING
Any learning that the child encounters within the family is usually
transferred to the classroom.

They receive assistance from other individuals (for example,

parents & siblings) who help them achieve a level of thinking
they may not be able to reach on their own.

A positive family environment results in positive learning

outcomes in young children. Parents education can also play a
factor in learning, as well-educated parents can help their young
children learn, for example teaching them to read and write and
helping them with their homework.