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Module 31 Prof Ed 1

This document discusses the physical, cognitive, and socio-emotional development of intermediate schoolers aged 9-12. Physically, intermediate schoolers are becoming more active and developing pubertal changes like growth spurts and changing voices. Their cognitive abilities are advancing to think more concretely and with greater attention spans. Socio-emotionally, they are forming stronger friendships and exploring their identities while still needing family support. The document provides strategies to promote creativity like hands-on learning, reading, and giving children free time and space to explore their imaginations.

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Carl Velacruz Onrubs
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258 views23 pages

Module 31 Prof Ed 1

This document discusses the physical, cognitive, and socio-emotional development of intermediate schoolers aged 9-12. Physically, intermediate schoolers are becoming more active and developing pubertal changes like growth spurts and changing voices. Their cognitive abilities are advancing to think more concretely and with greater attention spans. Socio-emotionally, they are forming stronger friendships and exploring their identities while still needing family support. The document provides strategies to promote creativity like hands-on learning, reading, and giving children free time and space to explore their imaginations.

Uploaded by

Carl Velacruz Onrubs
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MODULE 31: SYNTHESIS OF

PHYSICAL, COGNITIVE, AND


SOCIO-EMOTIONAL
DEVELOPMENT OF INTERMIDIATE
SCHOOLERS
Discuss knowledge of
characteristics of
intermidiate schoolers.

Discuss ways on how to


promote creativity learning

OBJECTIVES of intermidiate schoolers.

To determine the strategies


that are developmentally
appropriate of intermidiate
schoolers
INTERMIDIATE
SCHOOLERS
INTERMIDIATE SCHOOLERS

• They are considered as late childhood


stage, generally defined as ages 9-12
• May call this as preteens
• Playful
• Physically Active
INTERMIDIATE SCHOOLERS
• Intermidiate schoolers have more control over their bodies
thay they have when they were in primary school. They
become more active and have more active and have greater
liberty to choose the hobbies or sports than they want to get
involved in. Children in their late childhood seem to be in
hurry- They get so busy in their school works, interacting with
their friends, exploring other possible activities, but this
period of physical development seems to take on leisurely
pace. This may also be the stage when puberty may begin.
PHYSICAL DEVELOPMENT
OF INTERMIDIATE
BUSNESS PROFILE

SCHOOLERS
EARLY PUBERTY
• On average, girls are generally as much as two years ahead of
boys in terms of physical maturity, although these
developments may be determined by how close a child is to
puberty. Budding breast for girls-which is the initial sign of
puberty. Some girls may also start with their menstrual period
as early of 8 years old and some as late as 13 years old.
• Puberty’s changes starts when the brain triggers the
production of sex hormones. Here are some changes that may
happen to both boys and girls during early puberty.
CHANGES IN BOYS
DURING EARLY PUBERTY
• Height increases very quickly and layer than girls.
• Shoulders become broader.
• Muscles enlargement.
• Face Alters, Changes in face are more pronounce than
girls.
• Voice become lower and deeper.
• Facial hair and body hair start to grow.
• Testes produces sperm cells.
• Nocturnal immision occurs.
CHANGES IN GIRLS
DURING EARLY PUBERTY
• Height increases very quickly and earlier than boys.
• Hips become broader.
• Whole body gets curvier.
• Face Alters, Changes in face are more distinctive than
boys
• Voice becomes higher.
• Body hair start to grow.
• Ovaries produces egg cells..
• Menstruation occurs.
COGNITIVE DEVELOPMENT
OF INTERMIDIATE
SCHOOLERS
COGNITIVE DEVELOPMENT OF
INTERMIDIATE SCHOOLER
• Cognitive development means the growth of a
child’s ability to think and reason. This growth
happens differently from ages 12 to 18 years
old. They have develop the ability to think in
concrete ways. These things are called because
they’re done around objects and events.
INITIAL COGNITIVE DEVELOPMENT
• Thinker can now organize thoughts effectively,
although they can logically perceive the
immediate situation.
• Their thinking skills have more effective than
their primary years.
• The children in this stage marked by wide
application of “word attack”.
INITIAL COGNITIVE DEVELOPMENT
• Older children have no longer and more flexible
attention span compared to young children.
• Children in this stage are open to explore new
things. Encourage different response from each
child.
SOCIO-EMOTIONAL
DEVELOPMENT OF
BUSNESS PROFILE

INTERMIDIATE SCHOOLERS
SOCIO-EMOTIONAL DEVELOPMENT OF
INTERMIDIATE SCHOOLERS
• Social Emotional Development represents a
specific domain of child development. It is a
gradual, integrative process through which
children acquire the capacity to understand,
experience, express, manage emotions and to
develop meaningful relationships with others.
SOCIO - EMOTIONAL DEVELOPMENT
OF INTERMIDIATE SCHOOLERS
• At this period of social development
children are spending less-time in the
home. The volk of their time is spent
outside home, either alone or with other
children, rather than with adults.
CHARACTERISTIC OF SOCIO - EMOTIONAL
DEVELOPMENT OF INTERMIDIATE
SCHOOLERS
• Forms strong and complex friendships.
• Shows more interest in friends and less interest
in family.
• Explore identity.
• Family support is important at this stage
characterized by success and failure.
FACTORS AFFECTING WAYS ON HOW TO
PROMOTE CREATIVITYOF INTERMIDIATE
SCHOOLERS
• Learning influences by doing things and
discovery things.
• Set-up learning activities that allows to explore
their creativity in relevant, interesting and
worthwhile ways.
• Value creativity celebrate and reward- a teacher
given task or activities to a children and after
just give them reward and appreciation.
FACTORS AFFECTING WAYS ON HOW TO
PROMOTE CREATIVITYOF INTERMIDIATE
SCHOOLERS
• Encourage children to read for pleasure.
 reading can help children to understand and express
better, develop their logical thinking, and help them to
focus on learning new things.
• Give them free time and space.
 it is important to give them enough time or space to freely
explore their imaginations but it is also need your
guidance.
INDIVIDUAL DIFFERENCES FACTORS
• Learners have different strategies, approaches
and capabilities to learning.
• Some children have better ways and at different
levels.
• Some are simply smarter than others.
• Some have make no effort at all to earn good
grades in school.
• Every student needs to understand his or her
profile of strenght and weaknesses.
INDIVIDUAL DIFFERENCES FACTORS
• Learners have different strategies, approaches
and capabilities to learning.
• Some children have better ways and at different
levels.
• Some are simply smarter than others.
• Some have make no effort at all to earn good
grades in school.
• Every student needs to understand his or her
profile of strenght and weaknesses.
STRATEGIES AND APPROACHES
• Visual
 learn what they see such as video presentation, picture books, etc.
• Kinesthetic
 learns what they do, hands on. Ex. (Science Experiment, Sports,
Doing talents such as singing and dancing.)
• Auditory
 learn what they hear. Ex. (Music, Video Record, etc.)
THANKS

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