Late Childhood 2

Felia Delos Santos & Erika Luyun
Late Childhood
9 to 12 years old
most children begin a rapid phase of transition
fromchildhoodto adolescence. The term
Puberty refers to a stage of biological
maturation where a boy or girl becomes capable
of reproduction.
The first signs of puberty usually begin to appear
The Skeletal & Muscular System

Growth averages 23 inches per year
Weight gain averages 57 lbs. each year
Muscle mass and strength gradually increase;
baby fat decreases
Ossification of bones
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Late Childhood
Body Growth and Change
The Brain
Brain volume stabilizes
Improved attention, reasoning, and cognitive control
Increases in cortical thickness
Activation of some brain areas increase while others
decrease
Shift from larger areas to smaller, more focal areas
due to synaptic pruning
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Late Childhood
Motor Skills
Motor development becomes smoother and more
coordinated
Physical skills are a source of great pleasure and
accomplishment for children
Physical action is essential for these children to
refine their developing skills
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Late Childhood
Motor Skills
They should be engaged in active rather than passive
activities.
In gross motor skills involving large muscle activity,
boys usually outperform boys rather girls
In fine motor skills, girls usually outperform boys
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Late Childhood
Concrete Operational Thought

is made up of operations, mental actions that
allow the child to do mentally what was done
before physically
Concrete operations are also mental actions
that are reversible
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Late Childhood
Cognitive Change
Concrete Operational Thought

Concrete operational child shows conservation
and classification skills
Concrete operational child needs clearly available
perceptual supports to reason; later in
development, thought becomes more abstract
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Late Childhood
Cognitive Change
Memory
Childrens long term memory improves during this
stage
Control processes or strategies such as rehearsal,
organization, and imagery are among the important
influences that are responsible for improved longterm memory
Childrens knowledge also influences their memory
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Late Childhood
Cognitive Change
Memory
Two important strategies: creating mental images and
elaborating on information
Elaboration: engaging in more extensive processing
of information
Fuzzy Trace Theory:
two types of memory representations:
Verbatim memory trace: precise details of
information
Gist: central idea of information
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Late Childhood
Cognitive Change
Metacognitive Knowledge
This is the segment of acquired knowledge that
involves cognitive matters, especially the way
the human mind works.
It is believed by many developmentalists that it
is beneficial to school learning
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Late Childhood
Cognitive Change
Cognitive Monitoring
This is the process of taking stock of what one
is currently doing, what will be done next, and
how effectively the mental activity is
unfolding
The source of much cognitive monitoring in
children is other people
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Late Childhood
Cognitive Change
Cognitive Monitoring
Instructional programs in reading comprehension,
writing, and math have been designed to foster
childrens cognitive monitoring of these activities
Reciprocal teaching is an instructional procedure
used to develop childrens cognitive monitoring
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Late Childhood
Cognitive Change
Thinking
Critical Thinking: thinking reflectively & productively,
& evaluating evidence
Few schools really teach critical thinking
Creative Thinking: the ability to think in novel and

unusual ways, and to come up with unique solutions to
problems
Convergent thinking: produces one correct answer
Divergent thinking: produces many different answers
to the same question
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Late Childhood
Cognitive Change
Strategies for Fostering Creativity:

Encourage brainstorming
Provide environments that stimulate creativity
Dont over control students
Encourage internal motivation
Build childrens confidence
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Late Childhood
Cognitive Change
Strategies for Fostering Creativity:

Guide children to be persistent and delay
gratification
Encourage children to take intellectual risks
Introduce children to creative people
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Late Childhood
Cognitive Change
Scientific Thinking:
Children tend to:
Ask fundamental questions about reality

Place a great deal of emphasis on causal mechanisms
Be more influenced by chance events than by
overall patterns
Maintain old theories regardless of evidence
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Late Childhood
Cognitive Change
Intelligence
Intelligence: problem-solving skills and the
ability to learn from and adapt to lifes everyday
experiences
Individual Differences: stable, consistent ways
in which people are different from each other
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Late Childhood
Cognitive Change
Intelligence Test
Binet Tests: designed to identify children with
difficulty learning in school
Mental age (MA): an individuals level of mental
development relative to others
Intelligence quotient (IQ): a persons mental age
divided by chronological age, multiplied by 100
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Late Childhood
Cognitive Change
Intelligence Test
Stanford-Binet Tests: revised version of the Binet
test
Scores approximate a normal distributiona bellshaped curve
Wechsler Scales: give scores on several composite
indices
Three versions for different age groups
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Late Childhood
Cognitive Change
Intelligence
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Late Childhood
Cognitive Change
Intelligence
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Late Childhood
Cognitive Change
Types of Intelligence
Sternbergs Triarchic Theory of Intelligence:
Intelligence comes in three forms:
Analytical intelligence: ability to analyze, judge,

evaluate, compare, and contrast
Creative intelligence: ability to create, design, invent,
originate, and imagine
Practical intelligence: ability to use, apply, implement,
and put ideas into practice
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Late Childhood
Cognitive Change
Gardners Eight Frames of Mind:
Verbal: ability to think in words and use language
to express meaning
Mathematical: ability to carry out mathematical
operations
Spatial: ability to think three-dimensionally
Bodily-Kinesthetic: ability to manipulate objects
and be physically adept
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Late Childhood
Cognitive Change
Gardners Eight Frames of Mind:
Musical: sensitivity to pitch, melody, rhythm, and tone
Interpersonal: ability to understand and interact
effectively with others
Intrapersonal: ability to understand oneself
Naturalist: ability to observe patterns in nature and
understand natural and human-made systems
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Late Childhood
Cognitive Change
Controversies and Issues in

Intelligence:
Heredity and genetics versus environment
(increasingly higher scores suggest role of
education)
Flynn effect
Bell curve: U.S. is developing large
underclass of intellectually deprived
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Late Childhood
Cognitive Change
Controversies and Issues in

Intelligence:
Racial and cultural bias
Use and misuse of IQ tests
Classifying types of mental retardation
Classification as being gifted
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Late Childhood
Cognitive Change
Evaluating Multiple-Intelligence
Approaches:
Pros:
Stimulated teachers to think more broadly about
childrens competencies
Motivated educators to develop programs that
instruct students in multiple domains
Contributed to interest in assessing intelligence
and classroom learning
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Late Childhood
Cognitive Change
Evaluating Multiple-Intelligence
Approaches:
Cons:
Multiple-intelligence views may have taken the
concept of specific intelligences too far
Research has not yet supported the different
types
Are there other types of intelligences?
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Late Childhood
Cognitive Change
Differences in IQ Scores
Influences of Genetics:
Heritability: the variance in a population that is
attributed to genetics
Heritability of intelligence is about .75
Problems:
Heritability index is only as good as the data
entered into the analysis
Assumes we can treat genetic and environmental
influences as separate
environment interact to influence intelligence
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Late Childhood
Cognitive Change
Influences of Genetics:
One strategy is to compare the IQs of identical

and fraternal twins
Most researchers agree that genetics and
environment interact to influence intelligence
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Late Childhood
Cognitive Change
Environmental Influences:
Communication of parents
Schooling
Flynn Effect: rapidly increasing IQ test
scores around the world
Increasing levels of education attained by more

people
Explosion of available information
Interventions designed to help children at

risk for impoverished intelligence
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Late Childhood
Cognitive Change
Developmental Characteristics
Troublesome age
Sloppy age
Quarrelsome age
Elementary school age
Critical period
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Late Childhood
Gang age
Age of Conformity
Creative age
Play age
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Late Childhood
Troublesome Age
The time when children are no longer willing to
do what they are told to do and when they are
more influenced by their peers than by their
parents and other family members
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Late Childhood
Sloppy Age
The time when children tend to be careless and
slovenly (sloppy, careless, disheveled, messy,
untidy, unkempt) about their appearance and
when their rooms are so cluttered that is
almost impossible to get into them.
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Late Childhood
Quarrelsome Age
The time when family fights are common
and when the emotional climate of the home
is from pleasant for all family members
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Late Childhood
Elementary School Age

The child is expected to acquire the
rudiments of knowledge that are
essential for successful adjustment to
adult life.
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Late Childhood
Critical Period (in the achievement drive)

A time when children form the habit of
being achievers, under-achievers or
over achievers.
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Late Childhood
Gang Age
Childrens major concern is acceptance
by their age mates and membership of
gang
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Late Childhood
Age of Conformity
Children are willing to conform to groupapprove standards in terms of appearance,
speech an behavior.
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Late Childhood
Creative Age
The time in life span when it will be
determined whether they will become
conformist or producers of new and original
work.
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Late Childhood
Play Age
Is an overlapping of play activities characteristics of
the younger and those characteristics of adolescence.
The extrovert nature naturally makes the child playful.
The social situation provided in school develops his
natural tendency to play.
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Late Childhood
Play Age
Group play and group activity make the child
more social, loyal and disciplined.
He is usually attracted to the school on
account of the play situation provided by it.
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Late Childhood
Play Age
He begins to acquire social virtues like friendship, cooperation & competition in group play w/ his own age mates.
His individualistic and ego-centric nature at this stage is
substantially reduced at this stage and instead he would
love to live in groups when the children engage themselves
in play activities.
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Late Childhood
Developmental Tasks
Physical development
Social development
Cognitive development
Emotional development
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Late Childhood
Physical Development
Variety of activities
more complex motor skills
Strength, balance and coordination
small warm-up
progressive activities,
catering to different growth
rates
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Late Childhood
developmental Task
Social Development
enjoyment
individual work
rotation of roles
cooperative work
independent responsibility
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Late Childhood
developmental Task
Social Development
problem solving activities
leadership opportunities
fair play shared expectations
team culture.
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Late Childhood
developmental Task
Cognitive Development
leadership skills
differing reasoning skills
use of analogies in explanation
decision-making and problem solving
opportunities
identify, social comparison
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Late Childhood
developmental Task
Emotional Development
use of role models
success in meeting challenges
feeling of self-worth
mood swings
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Late Childhood
developmental Task
Emotional Development
positive, caring environment
praise and encouragement
all experience success (including parent support
of these needs)
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Late Childhood
developmental Task
Developmental Hazards
Physical Hazards
Psychological Hazards
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Late Childhood
Physical Hazards
A type of hazard that involves
environmental hazards that can cause
harm with or without contact
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Late Childhood
Physical Hazards
Illness
Obesity
Sex-inappropriate body build
Accidents
Physical disabilities
Awkwardness
Homeliness
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Late Childhood
Illness
suffer mainly from occasional colds and
stomach upsets.
makes them irritable, demanding, and difficult
to live with
If sick for a long period of time, their school
work may suffer and they may fall behind their
peers in the learning skills.
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Late Childhood
Illness
in some cases, parents may become
intolerant in their attitudes towards the
illness of their children, complaining about
the extra work and the expense the
illnesses entail.
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Late Childhood
Illness
some children sometime pretend illness
children learn that when they are ill, they are not
expected to carryout their regular activities, home
disciplines are relaxed, they get more attention
than usual.
they repeat this technique, Imaginary or faked
illness, for avoiding regular activities or unpleasant
task.
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Late Childhood
Obesity
may be due to a glandular condition but it is more often
due to overeating
Studies of fat children have revealed that they eat
faster, take bigger bites and are more likely to ask for
second or third helping than their age-mates.
Obese children are more prone to diabetes
Girls are more likely than boys to be overweight
Pulmonary problems, diabetes, high blood pressure
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Late Childhood
Obesity
lack in socialization
lack in taking part in the active games.
display lack of interest in acquiring different play
skills
their playmates often tease them, calling them by
different funny names which make them feel inferior
Low self-esteem, depression, exclusion from peer
groups
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Late Childhood
Sex-Inappropriate Body Build

Sometimes girls with masculine body builds and
boys with girlish physiques are likely to the
ridiculed by their peers and pitied by adults.
This leads to personal and social maladjustments.
By contrast, a sex-appropriate body builds aids
to good adjustment.
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Late Childhood
Accidents
Older children who experience more than their share
of accidents, usually learn to be more cautious
this may lead to timidity on their part concerning all
physical activities and may even spread to other
areas of behavior.
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Late Childhood
Accidents
it develops into a generalized shyness that
affects social relationships, school work and
personalities
sometime accidents may leave permanent
physical scar, which will develop physical as well
psychological problems and maladjustments for
the children.
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Late Childhood
Physical Disabilities
Many physical disabilities occur as an aftereffect
of an accident
more common among boys than girls
The seriousness of the after effect of an
accident depends on the degree of the disability
and on the way others treat the child, specially
the members of the peer group
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Late Childhood
Physical Disabilities
Most disabled children become inhibited and ill at
ease in social situations
This results to poor social adjustments and this
affects their personal adjustments.
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Late Childhood
Awkwardness
Even As older children begin to compare themselves
with their age mates, they often discover that their
awkwardness and clumsiness prevent them from doing
what their playmates do or from keeping pace with
them in play.
This results, the start of thinking of themselves as
inferior to their playmates.
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Late Childhood
Awkwardness
Because the motor skills play such an important role
in childrens play and at school, the clumsy children
find themselves in many situations where their
awkwardness is apparent to themselves and to others
This reinforces their feeling of inadequacy which, in
time, lays the foundations for an inferiority complex.
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Late Childhood
Homeliness
not good-looking: plain or less than
pleasing in appearance a homely face
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Late Childhood
The hazards on stage are mainly the
ones that affect childrens social
adjustments, around which the
major developmental tasks of this
period are centered. They have a
powerful influence on childrens
personal adjustments and on their
developing personalities.
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Late Childhood
Speech
Emotional
Social
Play
Conceptual
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Late Childhood
Moral
Hazards associated with interests
Sex-role stereotyping
Family-relationship
Personality Development
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Late Childhood
Speech Hazards
Four common speech hazards in late childhood -
1) A smaller than average vocabulary handicaps
children in their school works as well as in their
communications with others;
2) Speech errors, such as mis-pronunciation and
grammatical mistakes, and speech defects, such as
stuttering or lisping;
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Late Childhood
Speech Hazards
Four common speech hazards in late childhood :
3) Children who have difficulty speaking the
language used in their school environment may be
handicapped in their efforts to communicate and
may be made to feel that they are different;
4) Egocentric speech and critical comments.
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Late Childhood
Emotional Hazards
Children are considered immature by both age
mates and adults if they continue to show
unacceptable patterns of emotional expression,
such as temper tantrum
if such unpleasant emotions as anger and jealousy
are so dominant in them, they become
disagreeable and unpleasant to be with.
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Late Childhood
Social Hazards
Five types of children whose adjustments are
affected by social hazards.
First, children who are rejected or neglected
by their peer group. They are deprived of
opportunities to learn to be social.
______________________________________________________
Late Childhood
Social Hazards
Five types of children whose
adjustments are affected by social
hazards.
Second, the voluntary isolates
who have little in common with
their peer group. They come to
think of themselves as having no
chance of acceptance by the
peers.
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Late Childhood
Social Hazards
Third, socially or geographically mobile, the
children who find the acceptance by already
formed gangs difficult.
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Late Childhood
Social Hazards
Fourth, the children against whom there is
group prejudice because of their race or
religion.
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Late Childhood
Social Hazards
fifth, the children become resentful and
disgruntled group members because they want
to be leaders of the group rather than the
followers.
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Late Childhood
Play Hazards
Children who lack social acceptance are deprived of
opportunities to learn the games and sports which are
essential for them to belong to their gang.
Children are sometimes fond of fantasizing or day
dreaming about some desirable events which are
unlikely to happen.
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Late Childhood
Play Hazards
Sometimes they are discouraged from
fantasizing because the parents find it to be a
waste of time.
They may also be discouraged from taking part in
games and sports or creative activities. Such
children may develop the habit of being rigid
conformist.
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Late Childhood
Conceptual Hazards
Children who have idealized self-concepts are
usually dissatisfied with themselves as they are
and with the way others treat them.
When their social concepts are based on
stereotypes, they tend to become prejudiced and
discriminatory in their treatment of others.
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Late Childhood
Conceptual Hazards
Because such concepts are emotionally weighted,
they are likely to persist and to continue to
affect childrens social adjustments unfavorably
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Late Childhood
Moral Hazards
Six hazards are commonly associated with the
development of moral attitudes and behavior
The development of a moral code based on peer
or mass - media concepts of right and wrong
which may not coincide with adult codes;
A failure to develop a conscience as an inner
control over behavior;
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Late Childhood
Moral Hazards
Inconsistent discipline which leaves children
unsure of what they are expected to do;
Physical punishment which serves as a model
of aggressiveness in children;
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Late Childhood
Moral Hazards
Finding peer approval of misbehavior so
satisfying that such behavior becomes
habitual;
Intolerance of the wrong-doings of others.
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Late Childhood
Hazards Associated with

Childhood Interests
Two common hazards associated w/ childhood
interests:
first, children may be uninterested in the things
that their age - mates regard as important
second, they may develop unfavorable attitudes
toward some interests that would be valuable to
them, as in the case of health or school.
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Late Childhood
Hazards in Sex - Role Typing

Two common hazards in sex-role typing
Failure to learn the elements of the sex roles
their age- mates regard as appropriate
unwillingness to play the approved sex roles
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Late Childhood
Family - Relationship Hazards

Conflicts among family members have two
serious effects on children
It weakens the family ties
Such children carry this problem outside the
home and thus become socially maladjusted.
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Late Childhood
Hazards in
Personality Development
Two serious hazards in personality development
first, the development of an unfavorable selfconcept, which leads to self rejection
second, the carry-over of ego-centrism from
early childhood.
Egocentrism is serious because it gives children a false

sense of their importance.
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Late Childhood
Related Theories in Late Childhood

Concrete operation Stage
Pre-conventional Morality
Latency Stage
Industry vs. Inferiority
Scaffolding
Concrete Operation Stage
7-11 years old

Part of Jean Piagets
Theory of Cognitive Development
The child have overcome most of the limitations of
the previous stage, and his though is both more
logical and flexible.
In this stage, the child has the ability to
understand Principles of Conservation and
operational fashion.
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Late Childhood
Related Theories
Concrete Operation Stage

The older child is capable of seriation or the ability to
order objects to some quantitative dimension
(e.g. from smallest to biggest, shortest to longest)
Classification or recognizing hierarchical relations

between sets and subsets is also emerge on this stage
A child in this stage can also solve transitive reasoning
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Late Childhood
Related Theories
Pre-Conventional Morality
4-11 years old
Part of Lawrence Kohlbergs Theory of Moral
Development
The primary consideration of children at the pre-
conventional level as the act to the self

In this stage, behaviors are motivated by self-
interest, avoidance of punishment or the attainment

of rewards
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Late Childhood
Related Theories
Pre-Conventional Morality
Punishment & Obedience Orientation occurs at

stage 1, wherein children at this age define
good and bad in terms of obedience or
disobedience to rules and authority figure.
In stage 2, reward orientation emerge, wherein
children may behave well and do good in
anticipation of reward
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Late Childhood
Related Theories
Latency Stage
6-11 years old
Part of Sigmund Freuds Psychosexual Theory of
Development
In this stage, there is a temporary repression of the
libido
The sexual and aggressive drives
are now expressed in socially
accepted forms
(repression and sublimation)
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Late Childhood
Related Theories
Latency Stage
Peer relationships and the school are the childs

primary preoccupations
The id, ego, and superego is balanced
This is also the period of
RELATIVE CALM
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Late Childhood
Related Theories
6-11 years old

Part of Erik Eriksons Psychosocial
Theory of Development
The school is the main preoccupation of
children at this age, this period is thought as a
time of apprenticeship or learning an developing
knowledge and skills
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Late Childhood
Related Theories
This is the time when the children begin to

engage more seriously in hobbies, extra
curricular activities, and other lessons.
In this stage, competence an motivation
develops
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Late Childhood
Related Theories
Scaffolding
One of the Theory in Learning of Lev Vygotsky

Scaffolding is a form of learning that student
help and assist others students to learn from
one another than a
teacher at times
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Late Childhood
Related Theories
Scaffolding
By providing instructions and help in the

context of the learners activity, tutors provide
a structure to support the learners problem
solving
Effective guidance involves the
transfer of responsibility from
tutor to learner
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Late Childhood
Related Theories

Late Childhood 2

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Late Childhood 2

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Felia Delos Santos & Erika Luyun

The Skeletal & Muscular System

Body Growth and Change

Body Growth and Change

Body Growth and Change

Body Growth and Change

Concrete Operational Thought

Concrete Operational Thought

Creative Thinking: the ability to think in novel and

Strategies for Fostering Creativity:

Strategies for Fostering Creativity:

Ask fundamental questions about reality

Analytical intelligence: ability to analyze, judge,

Controversies and Issues in

Controversies and Issues in

One strategy is to compare the IQs of identical

Increasing levels of education attained by more

Interventions designed to help children at

Elementary School Age

Critical Period (in the achievement drive)

Sex-Inappropriate Body Build

Hazards Associated with

Hazards in Sex - Role Typing

Family - Relationship Hazards

Egocentrism is serious because it gives children a false

Related Theories in Late Childhood

Concrete Operation Stage

7-11 years old

Concrete Operation Stage

Classification or recognizing hierarchical relations

conventional level as the act to the self

interest, avoidance of punishment or the attainment

Punishment & Obedience Orientation occurs at

Peer relationships and the school are the childs

Industry vs. Inferiority

6-11 years old

Industry vs. Inferiority

This is the time when the children begin to

One of the Theory in Learning of Lev Vygotsky

By providing instructions and help in the

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