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Cognitive DEVELOPMENT OF THE INTERMEDIATE SCHOOLER

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30 views14 pages

Cognitive DEVELOPMENT OF THE INTERMEDIATE SCHOOLER

Uploaded by

anovalexter
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 PPTX, PDF, TXT or read online on Scribd
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COGNITIVE DEVELOPMENT OF

THE INTERMEDIATE
SCHOOLER
LATE CHILDHOOD
COGNITIVE DEVELOPMENT OF THE
INTERMEDIATE SCHOOLER

• Since children in this stage are already in their late childhood, rapid
development of mental skills in 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.
COGNITIVE DEVELOPMENT OF THE
INTERMEDIATE SCHOOLER

• Thus their reasoning and logical thinking are is 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.
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 work are now more complicated, reading texts
have become longer, problem solving has become an everyday part 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 taking
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, is marked by 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-this is the “READING TO
LEARN” 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
book.)
READING DEVELOPMENT

• Listed a few strategies in choosing age-appropriate books for


intermediate schoolers. In choosing books appropriate to their age,
consider the following:
 consider who the child is – his/her personality traits and personal
preferences when choosing a book.
Make a selection with the child in mind; choose an informational
books or a novel in an area of specific interest.
Choose book that encourage discussion and insight-building.
ATTENTION

• Older children have longer and m ore 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 especially if they are highly interested in what they are doing.
CREATIVITY
• Children at this stage are open to explore new things. Creativity is inmate in children, they just
need a little guidance and support form parents, teachers and people around them. They are
usually at their best when the work done in small pieces.
Creativity in children is encouraged when the activities:
• Encourage different response form 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
• 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 writing;
• Work collaboratively;
• Use technological tools;
• Analyze problems, set goals and formulate strategies for achieving those goals;
and
• Seek out information 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 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 suffer form violence.
• Children may view the world as violent and means, becoming more fearful
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.
MEDIA AND AGGRESSION

• The school and the home provide children with unlimited access to
media, not only television and computers, but also video, movies,
comic book and music lyrics. The responsibility now lies with the
parents, teachers and the whole community. It should be a collective
effort among the factors working together to support children in
every aspect of development.
MEDIA AND AGGRESSION

• Having a role model is extremely important for children at this stage


of transition (from CHILDHOOD TO ADOLESCENCE). Children need an
adult to admire and emulate. Role models also provide them with
motivation to succeed. One of the most important roles of teachers
is to become a very good role model to children.
IMPLICATIONS TO CHILD CARE, EDUCATION
AND PARENTING
• Children have varying intelligence profiles. These profiles may be
based on influences on learning and achievement. parents., child-
care provides and teachers should be able recognize these through:
• Being an eager participant in children’s growth and development;
• Understanding how to use the children’s natural curiosity to help
make the appropriate developmental leaps in their skills and abilities;
and
• Creating an atmosphere where risks can be taken and discoveries
made while children remain safe.

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