PED 101 - The Primary ScLLLLLhooler.pptx
- 2. Physical development involves many different factors, height, weight, appearance, visual, hearing and motor abilities. Primary school children undergo many different changes as they go through this stage of development. This could be caused by different factor; both natural and environment. Physical growth during the primary school year is slow but steady. During this stage. Physical development involves: • Having good muscle control and coordination, • Developing eye-hand coordination, • Having good personal hygiene and • Being aware of good safety habits. PHYSICAL DEVELOPMENT OF THE PRIMARY PUPIL
- 3. Height and Weight In this development stage, children will have started their elementary grade. Specifically their primary year – Grades 1 to 3 This period of gradual and steady growth will give children time to get used to the changes in their bodies. An average increase in height of a little over two inches a year in both boys and girl will introduce them to many different activities that they can now do with greater accuracy. Weight gain average about 6.5 pounds a year. Most children have slimmer appearance compared to their preschool years because of the shifts in accumulation and location of their body fats. A child’s legs are longer and more proportioned to the body than they were before. Factors could indicate how much a child grows, or how much change in the body will take place: > genes > exercise > food > medical conditions > climate > diseases / illnesses PHYSICAL DEVELOPMENT OF THE PRIMARY PUPIL
- 4. Bones and Muscles Children years are peak bone-producing years. This is the best to teach children of good dietary and exercise habits to help them have strong. Healthy bones throughout their lives. Many lifestyle factors, like nutrition and physical activity. Can substantially influence the increase of bone mass during childhood PHYSICAL DEVELOPMENT OF THE PRIMARY PUPIL Because children’s bones have proportionately more water and protein-like materials and fewer minerals than adults, ensuring adequate calcium intake will greatly help them in strengthening bones and muscle.
- 5. Motor Development Young school-age children are gaining control over the major muscle of their bodies. Most children have a good sense of balance. They like testing their muscle strength and skills. They enjoy doing real life tasks and activities. They pretend and fantasize less often because they are more attuned with everything that is happening around them. Children in this age love to move a lot – they run, skip, hop jump, tumble, roll and dance. Performing Unimanual (require the use one hand) Bi-manual (require the use of two hand) Graphics activities, such as writing, drawing. PHYSICAL DEVELOPMENT OF THE PRIMARY PUPIL
- 6. Motor Development Skills Coordination is a series of movement organized and timed to occur in a particular way to bring about a particular result (strickland, 2000) Balance is the child ability to maintain the equilibrium or stability of his/her body in different position. Static balance is a fixed position. Dynamic balance is a moving. Speed is the ability to cover a great distance in the shortest possible time. Agility is one’s ability to quickly change or shift the direction of the body. Power is the ability to perform a maximum effort in the shortest possible period. PHYSICAL DEVELOPMENT OF THE PRIMARY PUPIL
- 7. Jean Piaget is the foremost theorist when it comes to cognitive development. According to him, intelligence is the basic mechanism of ensuring balance in the relations between the person and the environment. Everything that a person experience is a continuous process of assimilation and accommodations. Piaget described four main period in cognitive development. For Piaget, intellectual ability is not the same at different age. Cognitive Development of Primary Schoolers Concrete operation is the third stage in Piaget theory of cognitive development. Logic > Inductive logic involves thinking from specific experience to a general principle. But at this stage, children have a great difficult in using deductive logic or using a general principle to determine the outcome of a specific event. Reversibility one of the most important development in this stage is an understanding of reversibility, or awareness that action can be reversed. An example of this is being able to reverse the order of relationships between mental categories.
- 8. Cognitive Development of Primary Schoolers Cognitive Milestones Elementary-age children encounter development milestones. They develop certain skills within a particular time frame. The skills they learn are in a sequential manners, meaning they need to understand numbers before they can perform a mathematical equation.
- 9. COGNITIVE DEVELOPMENT OF PRIMARY SCHOOLERS Information-Processing Skills Several theorists argue that like the computer, the human mind is a system that can process information through the application of logical rules and strategies. They also believe that the mind receives information, performs operations to change its form and content, stores and locates it and generates responses from it.
- 11. Erik Erikson’s Fourth Stage of Psychosocial Development Industry vs. inferiority is the psychosocial crisis that children will have to resolve in this stage. Industry refers to a child involvement in situation where long, patient work is demanded of them, while inferiority is the feeling created when a child gets a feeling of failure when they cannot finish or master their school work. Socio-Emotional Development In this stage, children will most likely, have begun going to school. School experiences become the priority, with children so doing school work. The encouragement of parents and caring education helps to build a child’s sense of self- esteem, strengthening their confidence and ability to interact positively in the world.
- 12. Socio-Emotional Development Understanding the Self One’s self-concept is the knowledge about the self, such as beliefs regarding personality traits, physical characteristics, ability, values, goals and roles. its also involves a sense of belonging and acceptance, a sense of good and sense of being capable of doing good. Having a healthy self-concept does not mean that a child thinks he is a better than others. It means that he likes himself, feels accepted by his family and friends and believes that he can do well.
- 13. Socio-Emotional Development Primary school children’s self-concept influenced not only by their parents. But also by the growing number of the people they begin to interact with, including teachers and classmate. Children have a growing understanding of their place in the world. They already know that they can please their parents and teachers. They are comfortable and show confidence in doing things they are good at, but also show frustration in things that they find difficult. School Years In the transition from pre-elementary to primary, children tend to become increasingly self-confident and able to cope well with social interactions. They are not focused on themselves anymore but are also aware of the needs and desires of others. The issue of fairness and equality become important to them as they learn to care for people who are not part of their families. Characteristics like loyalty and dependability are being as well as responsibility and kindness
- 14. Socio-Emotional Development Building friendships Making friends is a crucial but very part of children’s social and emotional growth. As soon as they are able to walk and talk, they will tend to show natural inclination to be around other children. Children, during this stage, most likely belong to a peer group. Peer groups are characterized by children who belong approximately to the same age group and same social economic status. It is found along the stage of childhood though adolescence. But for children, until the age of seven or eight, they think of themselves more than that others. They may play well with groups but may need some times to paly alone. Primary school children prefer to belong to peer groups of the same gender. • Children use surrounding to observe and mingle with other children. • Opportunity to make friends while others remain a bit of a loner.
- 15. Socio-Emotional Development Antisocial Behavior Some adult may perceive that some children’s behavior towards other children as antisocial. When children poke, pull, hit or kick other children when they are first introduced, it is fairly normal. Remember that children at this age are still forming their own world views and other children may seem like a curiosity that they need to explore. Parents and teachers can help children make friends. ff. • Expose the children to kid-rich environment (e.g. playgrounds, parks). • Create a play group in your class and let the children mingle with their classmate • When your children hit other children, remind them that their behavior hurt others • Coordinate with the parents and other teacher so that the children will have greater opportunity to interact with other children. Self-control Once children reach school age, they begin to take pride in their ability to do things and their capacity to exert effort. They like receive positive feedback from their parents and teachers. This become a great opportunity for parents and teachers to encourage positive emotional responses from children by acknowledging their mature,
- 16. LATE CHILDHOOD
- 17. Physical Changes children in their 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. girls are generally two (2) years ahead of boys in terms of physical maturity. PUBERTY MAY BEGIN EARLY FOR GIRLS BUDDING BREAST >which is initial sign of puberty. MENSTRUAL PERIOD >as early as 8 and some as late 13 years old. many of the bodily structure like the liver, muscles, skeleton, kidneys and face follow a normal curve of development for both girls and boys. Other structures like the brain, intestines and other organs and bodily mature at their own time. CHILDREN >gain an average of 7 lbs.in weight and average of 2 ½ inches in height and average of an inch in head circumference each year. >stage have growth spurts. Physical Development of the Intermediate Pupil
- 18. HEIGHT AND WEIGHT >are usually accompanied by increase in appetite and food intake. >increase in body fats also occurs in preparation for growth that occurs during adolescence. >body fat increase occurs earlier I girls and greater in quantity. GIRLS >appear to be “chubby” BOYS >tend to have more lean body mass per inch of height than girls. These are all normal part of development. These differences in body composition become very significant during adolescence. Children may become concerned about their physical appearance .Girls may become concerned about their weight and decide to eat less. Boys become aware of their stature and muscle size and strength. Physical Development of the Intermediate Pupil
- 19. PARENTS AND TEACHERS >must be very conscious about their dealing with these children. >appropriate activities must be designed so that children will be guided into the right direction. Children must be given opportunities to engage themselves in worthwhile: *promote healthy growth *give them a feeling of accomplishment *reduce the risk of certain diseases MUSCLES STRENGTH AND STAMINA >Increase as they are offered physical activities For instance : *biking *running *playing basketball Physical Development of the Intermediate Pupil
- 21. Initial Cognitive Characteristics Intermediate school children greatly enjoy the cognitive ability that they can now utilize. • Thinking skill have become more effective as compared during their primary years • School work is now more complicated • Reading texts have become longer; problem solving has become an everyday part of their lives. 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, which enable them to understand the meaning of unknown words though context clues ( this is the “reading to learn” stage in reading development.) Attention Older children have longer ad more flexible attention span compared to young children. Their span of attention is dependent on how much is required by the given task. In terms of school work, older children can concentrate and focus more for longer period of hours especially if they are highly interested in what they are doing. Cognitive Development Intermediate Schoolers
- 22. Creativity Children at this stage are open to explore new things. Creativity is innate in children, they just need a little guidance and support from parents, teachers and people around them. They are usually at their best when the work is done in small piece. 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 in children • Support to share ideas, not only with the teacher / parents but also with other children. • Minimize competition and external rewards. Cognitive Development Intermediate Schoolers “CREATIVITY is not finding of a thing but making something out of it after it is found” -James Russell Lowell
- 23. The Impact of Media 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. The impact of the use of television and other media like the computer has gained popularity because students are given more opportunity to: • Communicate effectively in speech and in writing • Work collaboratively • Use technological tools • Analyze problems, set goals, and formulate strategies for achieving those goals • Seek out information or skills on their own, as needed, to meet their goals Cognitive Development Intermediate Schoolers “Television viewing is a highly complex, cognitive activity during which children are actively involved in learning” - (Anderson and Collins, 1988)
- 24. 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 aggression behavior. • Children may become less sensitive to violence and those who suffer from violence. • Children may view the world as violent and mean become more fearful of being a victim of violence. • Children will desire to see more violence in entertainment and real life. • Children will view violence as an acceptable way to settle conflicts. The school and the home provide children with unlimited access to media, like videos, movies, comic books and music lyrics. 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. 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. Cognitive Development Intermediate Schoolers
- 25. 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. Cognitive Development Intermediate Schoolers
- 26. SOCIO-EMOTIONAL DEVELOPMENT OF INTERMEDIATE SCHOOLER
- 27. Understanding Self-Competence, Self-Identity and Self- Concept One of the most widely recognized characteristics of this period of development is the acquisition of feeling self-competence. This is what erik erikson 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. Definition of self and accomplishment vary greatly according to interpretation in the surrounding environment. Varied opportunities must be provided in order for children to develop a sense of perseverance. During late childhood, children can now describe themselves with internal and psychological characteristics and traits. Perspective taking enables the child to: a) Judge other’s intentions, purposes and actions, b) Give importance to social attitudes and behaviors and to c) Increase skepticism of other’s claims. Socio-emotional Development of Intermediate Schoolers
- 28. 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. Another milestone in this stage is the development of the children’s emotional intelligence (EQ), which involves the ability to monitor feelings of oneself and others and use this to guide and motivate behavior. Emotional Intelligence has four main areas: • Developing emotions self-awareness • Managing emotion (self-control) • Reading emotions (perspective taking) • Handing emotions (resolve problem) Socio-emotional Development of Intermediate Schoolers
- 29. Building Friendships As children go through their late childhood, the time they spend in peer interaction increases. For them good peer relation are very important. The approval and belongingness they receive contribute to the stability and security of their emotional development. Peer size also increases and less supervision by adults is reqired. At this stage, children prefer to belong to same-sex peer groups. There are five 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 • Controversial – frequently nominated as a best friend but at the same time is dislike by peers. Socio-emotional Development of Intermediate Schoolers
- 30. Popular children which peers find very positive have the following skills and as a result they become the most favored in the group: 1. They give out reinforcement. 2. They act naturally. 3. They listen carefully and keep open communication. 4. They are happy and are in control of their negative emotions. 5. They show enthusiasm and concern for others. Characteristics of why the group or majority of the peers develop negative feeling toward rejected children: 1. They participate less in the classroom. 2. They have negative attitude on school tardiness and attendance. 3. They are more often reported as being lonely. 4. Aggressive. a.In Boys: > They become impulsive, have problems in being attentive and disruptive. > They are emotionally reactive and slow to calm down. > They fewer social skills to make and maintain friends. Socio-emotional Development of Intermediate Schoolers
- 31. Family support is at this stage which characterized by success and failure. If children do not find a supportive family when they find their interest. For instance: hobbies like riding a bike or playing a musical instrument are seen as a primary support system, failure and setbacks become temporary and surmountable rather than something that is attributed to personal flaws or deficits. The time is a critical time for children to develop a sense competence. A high-quality adult relationship enables them to successfully go through this stage of development. Socio-emotional Development of Intermediate Schoolers