EARLY PUBERTY

On the average, girls are generally as much as two (2)

years ahead of boys in terms of physical maturity,
although these developments may be determined by how
close a child is to puberty.

Puberty may begin early.

Budding breasts for girls- which is the initial sign in of

puberty.
Some girls may also start with their menstrual period as
early as 8 and some as late 13.

Puberty changes start when the brain triggers the

reproduction of sex hormones.
Here are some changes that may happen to both girls
and boys during early puberty.
 GIRLS
Genitals Hair Growth
Breast

•Small lumps from behind the nipple

may occur, which sometimes could be
painful but eventually, the pain goes
•Hair will start to grow in the armpits and
away.
pubic areas.
•The vulva starts increase a bit.
•It is normal for one breast to develop
more slowly than the other . •The vagina gets longer

•The uterus gets bigger.

 BOYS
Genitals Hair Growth
Breast

•Hair will start to grow and become

thicker.
•New hair will also grow in the armpits
•May also have swelling on their chest •Subtle increase in testicle size and pubic area around the genitals.
but tends to go away within a year or
two •Penis and scrotum start to grow •May start developing chest and facial
hair.
•Semen may be released when he is
awake or even during sleep.
MOTOR SKILLS
During in this stage, motor skills is
develop.
At the age of 10 or 11 years old , most
children will have learned to play sports
like swimming, basketball,
volleyball and running .

They prefer active rather than possive

movements.
 INSECURITIES
At this stage, children may
become very concerned about
their physical appearance.
Girls especially, may become
concerned about their weight and
decide to eat less.
Boys may become aware of their
stature and muscle size and
strength.
PARENTS AND
TEACHERS DO:

•Promote healthy growth

•Give them a feeling of accomplishment, and
•Reduce the risk of certain diseases.
INITIAL COGNITIVE
CHARACTERISTICS
•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 the 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 a wide vocabulary which enables them
to understand the meanings of unknown
words through context clues. Ex. Fairy tales
and novels.
This is the "Reading to Learn" Stage in reading
development.
ATTENTION

Older children have longer and more flexible

attention span compared to younger children.
Their span af attention is dependent on how
much is required by the given task.
CREATIVITY
"CREATIVITY is not the finding of a thing, but
making something out of it after it is found."
. -James Russell Lowell

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.
Creativity in children is 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/ parent but also with other children;
and
•Minimize competition and external rewards.
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 advancements 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;

•Anlyze 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.
Media and Aggression

Violence and aggression are often dubbed as one

of the results of media. According to the Public
Health Summit in 2009, 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 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.
 Understanding self
competence, Self-identity and
Self-concept
One of the most widely recognized characteristics of this period of development is the
acquisition of feelings of self competence. This is what Erik Erikson referred to whenhe
describe the developmental task of Middle childhood- The social crisis industry versus
inferiority.
 Emotional Development

The same with 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. They may also show greater ability to show or
conceal emotions utilize ways to redirect feelings and a capacity for genuine empathy.
(EQ)
•Developing emotional self-awareness

•Managing emotions (self-control)

•Reading emotions (Perspective taking)

•Handling emotiond (Resolve problems)

 BUILDING FRIENDSHIPS
As Children go through their late childhood,
the they spend in peer interaction increases.
For them, good peer relationships are very
important.
 THERE ARE FIVE TYPES OF PEER STATUS:

•POPULAR- Frequently nominated as the

bestfriend and one who is rare disliked by peers

•AVERAGE- Receive an average number of positive

and negative nominations from peers

•NEGLECTED- Very seldom nominated as

bestfriend but is not really disliked

•REJECTED- Infrequently nominated as a best

friend but at the same time is disliked by peers

•CONTRVERSIAL- Frequently nominated as a best

friend but at the same time is disliked by peers
 IMPLICATIONS TO CHILD CARE,
EDUCATION AND PARENTING
Primary school children's socio-emotional competency should
be viewed in the context of the child's developmental age.
Health-care providers, teachers and parents should be able to:

•Provides opportunities for children to

•Gain understanding of their •Design activities that allows
build relationships with teachers and
child's socio-emotional children to work on third own
fellow classmates;
strengths and weaknesses by and discover activities and
hobbies that they enjoy; and

• Encouraging children to talk about their •Remind children that friendship have
feelings without doing it forcefully their ups and downs and that occasional
•Model healthy relationships.
conflicts and arguments can be healthy;
 Family
Family support at this stage is crucial. If children
do not find a supportive family when they find
their interest (e.g. in hobbies like riding a bike or
playing a musical instruments) they can easily get
frustrated.
 Big Ideas
This module stresses that:

•During late childhood, a wide variety of biological,

psychological and social changes take place across
the developmental domains.
•As children progress through late childhood, the
family environment remaind extremely important,
while the community environment- including the
shool- also becomes a significant factor in shaping
the child's development.
•During late childhood, peers have an increasingly
strong impact on development; peer acceptance
becomes very important to well-being.
THANK YOU!