The Child & Adolescent Learners and Learning Principles

Lesson 8 Physical Development of the Primary

Schoolers (Middle Childhood)

Learning Outcomes
At the end of the lesson, you must have:

describe the physical development of primary schoolers

cite examples of activities that foster the physical development of primary
schoolers

Introduction

You have learned about the physical, cognitive, and socio-emotional development of
preschoolers in the previous lesson. This time, I will take you to the development of primary schoolers
in the 3 aspects.

You might have observed a primary schooler in your place or in a school. What have you
observed in her or his physical development? Take look at the next activity.

ACTIVATE

Paste your picture when you were an in the primary school age. Describe yourself as follows:

Body Shape:

Activities you would do:

 The Child & Adolescent Learners and Learning Principles

ACQUIRE

Physically, children of primary school age have good muscle control and coordination, develop
eye-hand coordination, have good personal hygiene, and are aware of good safety habits. They are
extremely active. But they easily get exhausted more easily because of too much mental and physical
exertions. They often spend time nail biting, pencil chewing, and fidgeting. It is important that busy
activities should be alternated with relaxing activities.

They gain an average of 6.5 pounds per year. They are slimmer compared to preschoolers. The
factors that affect their growth are genes, food, climate, exercise, and medical condition. Their bones
and muscles develop apparently. Childhood year is the peak in bone production. Bones are broader and
Longer. Children’s bones have more protein and water but fewer minerals compared to that of adults.
Large muscle control plays a lot than small muscle control. Permanent teeth start to replace the primary
teeth at 6 to 7.

Their motor development is characterized by easy performance of unimanual and bi-manual.

Graphic activities are more controlled yet developing. The display coordination, balance (static and
dynamic), speed, agility, and power. Here are the motor milestones of primary schoolers according to
(Bergin & Bergin, 2018).

Fine Motor Skills Gross Motor Skills

Zip and lace shoes Hop, jump rope

Learn piano or violin Skip on alternating feet, walk on a balance beam

Control pencil with finger and thumb,

Throwing, catching, and kicking become smoother
movement comes from the elbow

Write and draw with more control, but writing

looks choppy and uneven, letters are Begin to participate in organized games and sports,
somewhat masterd, but lowercase letters skate, ski, bike, and other specialized skills with
continue to be challenging through grade 3, training
especially letters with curves and slants
 The Child & Adolescent Learners and Learning Principles

APPLY

Activity 1
Name: Date:

Student Number: Section Code: Rating:

Instructions: Describe the physical development of primary schoolers and cite examples of activities
that foster the physical development of primary schoolers. (30 points)
 The Child & Adolescent Learners and Learning Principles

Lesson 9 Cognitive Development of the Primary

Schoolers (Middle Childhood)

Learning Outcomes
At the end of the lesson, you must have:

described the cognitive development of primary schoolers

cited examples of activities that foster the cognitive development of primary
schoolers

Introduction

It is important to provide for the cognitive developmental needs of children as they grow. Not
only does it provide appropriate assistance to develop full intellectual potential but also fosters
adaptability. In this lesson, you will be drawn to the different concepts involving the cognitive
development of primary schoolers. Take the activity below first.

ACTIVATE

In the box below, doodle anything that, for you, relates to cognitive development.
 The Child & Adolescent Learners and Learning Principles

ACQUIRE

Children think about concrete events, especially their experiences, but have difficulty in
understanding hypothetical concepts. They have a hard time solving problems. They can already think
inductively but could hardly think deductively. They develop the sense of reversibility.

They begin to leave the stage of egocentrism. This process is dubbed decentration. Certain skills
in a specific period blossom in a sequential way. Example is understanding of numbers before
performing mathematical equations. They understand complex, sequential symbolic-based tasks.
However, reasoning skill is still immature. Until 8, the child learns new skills at a rapid pace. The skills
they acquired, at 8, suddenly start to level off so steady increase of new skills is evident.

Corpuz (2018) suggested important reminders to parents, caregivers, and children about what
to do to children with varying intelligence profiles. Here are the suggestions:

➢ Help children draw on their strengths and promote growth in their weaknesses
➢ Plan lesson that cater to multiple intelligences based on instructional objectives
➢ Encourage children to read more every day to increase their vocabulary
➢ Bring children to museums, art gallery, and historical landmarks to widen their perspective
about the world and people
➢ Lessen children’s screen time and increase their personal face-to-face interactions

APPLY

Activity 1
Name: Date:

Student Number: Section Code: Rating:

Instructions: Please watch the video through this link https://www.youtube.com/watch?

v=BAjSPqxP6cw and describe the primary schoolers by supplying the data asked below.

Language and speech:

 The Child & Adolescent Learners and Learning Principles

Reasoning:

Activity 2
Name: Date:

Student Number: Section Code: Rating:

Instructions: Please watch another video through this link https://www.youtube.com/watch?v=7-

eRAxCXX3w. Describe the creativity that a primary schooler shows.
 The Child & Adolescent Learners and Learning Principles

Lesson 10 Socio-emotional Development of the

Primary Schoolers (Middle Childhood)

Learning Outcomes
At the end of the lesson, you must have:

described the situations related to the socio-emotional development of primary

schoolers
explained how socio-emotional development can be directly connected to the
cognitive developmental aspect of primary schoolers

Introduction

Are the cognitive development explicated in the previous lesson reflective of you when you were
a primary schooler? Do you observe the same in the children around you? This time let me take to the
socio-emotional development of the primary schoolers.

ACTIVATE

Before you proceed, try to see the following activity. Define the following terms according to Erik
Erikson’s perspective.

Industry

Inferiority

ACQUIRE

You have defined above the concept of industry and inferiority of Erik Erikson’s psychosocial
development. This crisis happen at age 5 to 12. It is the stage when the children already start going to
primary school. Parents, caregivers and educators should play their roles to foster the development of
children at this stage.

They begin to form a self-concept where understanding the self takes place. Self-concept is one’s
knowledge about the self. It is about beliefs, physical characteristics, personality traits, abilities, and
roles. It also talks about belonging and acceptance.

Healthy self-concept means he likes himself, feels that his family and the people around like
 The Child & Adolescent Learners and Learning Principles
him, and thinks that he can do well. Since they are growing, their increasing understanding also makes
them determine whether they can please their parents and teachers or not. They feel comfortable and
confident in doing things and feel frustrated or disappointed, otherwise.

As they grow the build friendships, they develop self control, and since they are still forming
their own world view, they likely show antisocial behavior. This is when they pull, poke, push, or kick
other children. When this happens, parents can expose the children to kid-rich environment like
playground and park. Teachers can create a playgroup in the classroom and let the child with
antisocial behavior mingle with other children. When the child hit other children, remind him or her
that such behavior hurts. And, the teacher may coordinate with the parents and other teachers so
that the children will have a greater opportunity to interact with other children.