Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED I-1STSEM-2020-2021

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE BSED COURSE NO. PROF ED 1

PROGRAM
SPECIALIZATION English, Filipino, COURSE THE CHILD AND ADOLESCENT
Mathematics, TITLE LEARNERS AND THE LEARNING
Social Studies PRINCIPLES
and Science
YEAR LEVEL 2 TIME FRAME 6HRS WK 12-13 IM 22
NO. NO.

I. UNIT TITLE/CHAPTER TITLE

I. Development of the Learners at Various Stages

II. LESSON TITLE: Late Childhood (The Intermediate Schooler)

1. Cognitive Development of the Intermediate Schoolers

III. LESSON OVERVIEW

Since children in this stage are already in their late childhood, rapid development of mental skills
is evident. According to Jean Piaget, concrete operational thinkers can now organize thoughts
effectively, although, they can only logically perceive the immediate situation. They can apply
what they have learned to situations and events that they can manipulate.

Thus, their reasoning and logical thinking are still very limited. But with proper guidance and
nurturance from parents, teachers and the rest of the community, these children can easily
succeed in their intellectual endeavors.

IV. DESIRED LEARNING OUTCOMES

a. to identify the different characteristics of primary school-aged children in this stage of

development; and,
b. to discuss the different factors that affect the socio-emotional growth of the primary-
schoolers.

V. LESSON CONTENT

MODULE 22
Cognitive Development of the Intermediate Schoolers

Initial Cognitive Characteristics

Intermediate school children greatly enjoy the cognitive abilities that they can now utilize
more effectively as compared to their thinking skills during their primary years. Their school

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NVSU-FR-ICD-05-00 (081220) Page 1 of 3
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED I-1STSEM-2020-2021

world is now more complicated, reading texts have become longer, problem solving has
become an everyday part of their lives.
Their ability to use logic and reasoning gives them chances to think about what they
want and how to get it. They now become very interested in talking about their future or even
their potential careers. They develop special interest in collections, hobbies and sports. They
are even capable of understanding concepts without having direct hands-on experiences.

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 wide vocabulary which enables them to
understand the meanings of unknown words through context clues – this is the “Reading to
Learn” in stage in reading development. They are no longer into the fairy tales and magic type
of stories but are more interested in longer and more complex reading materials (e.g. fiction
books and series books).

Attention
Older children have longer and more flexible attention span compared to younger
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 long periods of hours
specially if they are highly interested in what they are doing.

Reading Development
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 pieces.

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. 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 writing;

 Work collaboratively;
 Use technological tools;
 Analyze problems, set goals, and formulate strategies for achieving those goals; and
 Seek out information or skills on their own, as needed, to meet their goals.

The Impact of Media

Violence and aggression are often dubbed as one of the result 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 behavior;

 Children may become less sensitive to violence and those who suffer from violence;
 Children may view the word as violent and mean, becoming more fearful of being a
victim of violence;
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educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 2 of 3
 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED I-1STSEM-2020-2021

 Children will desire to see more violence in entertainment and real life;
 Children will view violence as acceptable way to settle conflicts.

VI. LEARNING ACTIVITIES:

a. Natural observation on intermediate school children

VII. ASSIGNMENT

a) As a future teacher, write some concrete steps that you can do in the classroom to
encourage your students to make reading a habit.

VIII. EVALUATION (Note: Not to be included in the student’s copy of the IM)

IX. REFERENCES

A. Books
1. Bergin, C. and Bergin D. 2018. Child and Adolescent Development in your Classroom (3rd ed.)
USA: Cengage Learning
2. Bergin, C.C. and Bergin, D.A. 2015.Child and Adolescent Development in your Classroom:
Cengage Learning. Stamford USA.
3. Corpuz, Brenda B. et.al. 2018. The Child and Adolescent Learners and Learning Principles:
OBE-PPST-Based, PAFTE Project Write. Lorimar Publishing Inc.
4. Kandel, D.B., Parent-adolescent relationships and adolescent independence in the US and
Denmark, Journal of Marriage and the Family, 69, 348-358
5. Marion, Marian. Guidance of Young Children, USA: Pearson Merrill-Prentice Hall, 2007.
6. Ormrod, J.E.2011. Educational Psychology: Developing Learners (7th Ed.) Boston: Pearson/Ally
& Bacon.
7. Preschoolers Cognitive Development. USA: Magna Systems, 2007.
8. Preschoolers Physical Development. USA: Magna Systems, 2006.
9. Santrock, John, W. 2002. Life-Span Development, 8th ed., New York: McGraw-Hill Companies.
10. Trawick, Smith, Jeffrey. 2006. Early Childhood Development A Multicultural Perspective USA:
Prentice Hall, 4th edition.
11. Woolfolk, Anita .2013. Educational Psychology. Pearson Education Inc.: New Jersey
B. e-Resources
1. http://www.cdipage.com/development.htm
2. http://www.yale.edu/ynhti/curriculum/units/1980/5/80.05.03.x/htm1#f
3. http://www/squidoo.com/folicacidpregnant

“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
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