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MODULE 22: Cognitive Development of Intermediate Schoolers: Longer Span, Interest Is Necessary)

Intermediate schoolers are in late childhood and can think concretely and logically about immediate situations using reasoning and logic, though abstract thinking remains difficult. Their thinking skills, vocabulary, and reading level have increased, and they have longer attention spans than younger children. Creativity is encouraged through activities that celebrate uniqueness and reduce stress. Media use has increased and can positively impact communication and collaboration skills but also increases risk of aggression if exposing children to excessive violence. Teachers must understand child development and use curiosity to support growth while keeping children safe.

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186 views2 pages

MODULE 22: Cognitive Development of Intermediate Schoolers: Longer Span, Interest Is Necessary)

Intermediate schoolers are in late childhood and can think concretely and logically about immediate situations using reasoning and logic, though abstract thinking remains difficult. Their thinking skills, vocabulary, and reading level have increased, and they have longer attention spans than younger children. Creativity is encouraged through activities that celebrate uniqueness and reduce stress. Media use has increased and can positively impact communication and collaboration skills but also increases risk of aggression if exposing children to excessive violence. Teachers must understand child development and use curiosity to support growth while keeping children safe.

Uploaded by

Darlyn Bangsoy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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MODULE 22: Cognitive development of intermediate schoolers

 INTERMEDIATE SCHOOLERS "Children in this stage are already in their late


childhood.”

 Concrete operational Thinker can now organize thoughts effectively, logically


perceive the immediate situation, applies what they have learned to
situations and events, they can manipulate. OPERATIONS to refer to reversible
abilities that the child has not yet developed. By reversible, Piaget referred to
mental or physical actions that can occur in more than one way, or in differing
directions. While in the concrete operations stage, older children cannot think
both logically and abstractly.

 Initial cognitive characteristics


 their thinking skills have become more effective as compared during their
primary years.
 They already have the ability to use LOGIC and REASONING but still can't
grasp abstract ideas.
 Starts to develop an interest in their future, hobbies, and sports.
 Capable in comprehending concepts even without first-hand experience

 Reading development
 Know the meaning of unknown words through context clues (WORD
ATTACK) thus they widen their vocabulary.
 They are no longer into fairytales and more into complex reading materials
(e.g. fictions and series)

 Attention (10-12 minutes, little evidence that their brains can be trained to develop a
longer span, interest is necessary)

 Older children have longer and more flexible attention span compared to
younger children.
 Span of attention is dependent on how much is required by the task at hand

 Creativity
 This is the stage wherein they are very investigative and exploratory of their
surroundings.
 Natural in every child it just needs a little guidance and support from parents
teachers and society.
 Creativity in children is encouraged when the activities:
 Encourage different responses from each child.
 Celebrate uniqueness
 Value process over product.
 Reduced stress and anxiety in children.
 Support to share ideas, not only with teacher/parents but also with
other children.
 Minimize competition and external rewards.

 The Impact of Media


 It was considered as one of the first technological advancement in school.
 The influence of the use of television and computer has gained popularity
because the students are given more opportunity to:
 Communicate writing. effectively in speech and
 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.

 Media and Aggression


 Violence and aggression are often dubbed as one of the result of media.

Negative results of media:


 increases anti-social and aggressive behavior.
 may become less sensitive to violence and those who suffer from
violence.
 may view the world as violent and mean, becoming 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.

 Role of Teachers
 Need to be eager participants 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.

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