DEVELOPMEN

T OF THE
LEARNER AT
VARIOUS
STAGES
A. LATE
CHILDHOOD
PHYSICAL
DEVELOPMENT
A.1
INTRODUCTION

•Late childhood is generally defined as

ages 9-12

•Others may call this stage as pre teens

•Physical changes during this stage is fairly

unpredictable among children in this age group
A.1

Intermidiate schooloers have more control

over their bodies than they have when they
were in primary schools. They become more
active and have greater liberty to choose the
hobbies or sports than they want to get
involved in.
A.1
EARLY PUBERTY

•On the average, girls are generally ag 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 began
early.
 • Breast • Small lumps from behind • May also have swelling
A.1 the nipple may occur, on thier chest but tends to
which somtime could be go away by year or two.
painful but eventually the
pain goes away.
• Genitals •The vulva starts increase •Subtle increase in testicle
a bit size
•The vagina gets longer •Penis & Scrotum starts to
•The uterus gets bigger grow
•Semen mat be released
when he is awake or even
during sleep
• Hair Growth •Hair will start to grow in •Hair will start to grow and
the armpits and pubic become thicker
areas •Pubic hairs and other
facial hairs
Height, Weight and Muscle Development

During late childhood, a child's weight on average, may be 2.3 to 3.2 kilograms per
year.
Weight increase was mainly due to the increase in size of skeletal and muscular
systems as well as several organs.
An average of 2½ inches in height and an average of an inch in head circumference
each year.
Children during this stage may experience growth spurts - sudden boosts in height
and weight, which are usually accompanied by increase in appetite and food intake.
Motor Skills

-During this stage, movements or the muscles and bones

become
more coordinated. At the age of 10 or 11 years, most children
will have learned to play sports
like swimming, basketball, volleyball and running. skills become
a the children. In activities that
use large muscle activities, boys tement be more nimble than
girls.
-A motor skill is a function that involves specific
movements of the body's muscles to perform a
certain task. These tasks could include walking,
running, or riding a bike. In order to perform this
skill, the body's nervous system, muscles, and
brain have to all work together.
Two types of Motor Skills
1. Gross motor skills
– require the use of large muscle groups
in our legs, torso, and arms to perform
tasks such as: walking, balancing, and
crawling.
2. Fine motor skills
– require the use of smaller muscle groups to perform smaller
movements. These muscles include those found in our wrists,
hands, fingers, feet and in our toes. Examples are writing,
drawing, and buttoning a shirts.
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.
COGNITIVE
DEVELOPMENT
 COGNITIVE
development of
the intermediate
schoolers
Cognitive
●Since children in this stage
DEVELOPMENT
are already in their late
OF THE
childhood, rapid development
INTERMEDIATE of mental skills is evident.
SCHOOLERS
 ● Intermediate school children
greatly enjoy the cognitive abilities
that they can now utilize more
Initial cognitive
effectively as compared to their
characteristics thinking skills during their primary
years
 ●Children in this stage, is
Reading
marked by a wide application
development of word attack.
Strategies in choosing age-appropriate books for
intermediate schoolers

Consider who the child Make a selection with

is – his or her the child in mind ; Choose books that
personality traits and choose an informational encourage discussion
personal preferences book novel in an area of and insight-building
when choosing a book specific interest.
OLDER CHILDREN HAVE
LONGER AND MORE
FLEXIBLE ATTENTION
SPAN COMPARED TO attention
YOUNGER CHILDREN.
creativity

Creativity is not the

finding of a thing, but Children at this stage
making something out are open to explore
of it after it is found by new things.
James Russell Lowell
 ●Encourage different responses
from each child
●Celebrate uniqueness
Creativity in ●Break stereotypes
children is ●Value process over product
●Reduce stress and anxiety in
encourage children
when the ●Support to share ideas, not only
activities; with the teacher/parent but also
with other children
●Minimize competition and
external rewards
The impact of media
●Television viewing
– is a highly complex,
cognitive activity
during which children
are actively involve
in learning
(Anderson and
Collins 1988).
 Communicate effectively in
speech and in writing

Work collaboratively
The impact of
use of
Use technological tools television and
Analyze problem, set goals and other media
formulate strategies for achieving those
goals
Seek out information or skills on their own,
as needed, to meet their goals.
 Media and aggression

Violence and aggression are often dubbed as on of the results of

media. According to the Public Health Summit in 2000, the following
are some of the negative results of media;
Children may
Children will
become less
increase anti-social
sensitive to violence
and aggressive
and those who
behavior.
suffer from violence.
 Children may view the world
as violent and mean,
becoming more fearful of
MEDIA AND being a victim of violence.
Children will desire to see
AGRESSION
more violence in
entertainment and real life.
Children will view violence
as an acceptable way to
settle conflicts.
MEDIA AND AGRESSION

●The responsibility now lies with the

parents, the teachers and the whole
community. It should be collective effort
among the factors working together to
support children in every aspect of
development.
MEDIA AND AGRESSION

●Having a role model is extremely

important for children at this stage of
transition (from childhood to
adolescence).
IMPLICATION TO CHILD CARE, EDUCATION, AND
PARENTING

●Children have varying intelligence

profiles. These profiles may be
based on influence on learning and
achievement.
Parents, CHILD-CARE PROVIDERS, AND TEACHERS SHOULD BE ABLE TO 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.
 Creating an atmosphere where risks can be taken and
discoveries made while children remain safe.
SOCIO-EMOTIONAL
DEVELOPMENT
SOCIO-EMOTIONAL DEVELOPMENT of
Intermediate Schoolers

At this period of socio-emotional development, children are

spending less time at home. The bulk of their time is spent
outside the home, either alone or with other children, rather
than with adults.
 Understanding Self-
Competence, Self-
Identity and Self-Concept
The most widely recognized characteristics of this period of
development is the acquisition of feelings of self-
competence. This is what Erick Erickson referred to when
he described the development task of middle childhood, the
social crisis industry versus inferiority.
 Understanding Self-
Competence, Self-
Identity and Self-Concept
The child should have a growing sense of competence. The
child’s definition of self and accomplishment vary greatly
according to interpretations in the surrounding environment.
Varied opportunities must be provided in order for children to
develop a sense of perseverance.
 Understanding Self-
Competence, Self-
Identity and Self-Concept
During late childhood, children can now describe
themselves with internal and psychological characteristics
and traits. They most likely employ more social comparison,
distinguishing themselves from others. In dealing with other
children, they show increase in perspective-taking.
 Emotional 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.
 Building Friendships

As children go through their late childhood, the time

they spend in peer interaction increases. For them,
good peer relationships are very important. The
approval and belongingness they receive contribute to
the stability and security of their emotional
development.
 Five types of Peer Status

 Popular – frequently nominated as the bestfriend and one

who is rarely disliked by peers.
 Average – receives 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 bestfriend but
one who is also disliked by peers
 Controversial – frequently nominated as a best friend but
at the same time is disliked by peers
Popular children which peers find very positive have
the following skills and as a result they become the
most favored in the group.

1. They give out reinforcement

2. They act naturally
3. They listen carefully and keep open communication.
4. They are happy and are in control of their negative
emotions.
5. They show enthusiasm and concern for others.
On the other hand, here are the characteristics of why
the group of majority of the peers develop negative
feelings toward rejected children:

1.They participate less in the classroom.

2. they have negative attitudes on school tardiness and
attendance.
3. They are more often reported as being lonely.
4. aggressive
 Family

Family support is crucial at this stage which

characterized by success and failure. If children do not
find a supportive family when they find their interest
they can easily get frustrated.
 Big ideas
● During late childhood, a wide variety of biological,
psychological and social changes take place across the
developmental domains.
● As children progress through the late childhood, the
family environment remains extremely important, while
the community environment including the school 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.
B. ADOLESCENCE
(THE HIGH SCHOOL LEARNER
PHYSICAL
DEVELOPMENT
 ADOLESENCE
Adolescence is a period of transition in terms of physical, cognitive and socio-
emotional changes. The period of adolescence begins with the biological changes
of puberty. The specific ages for this period vary from person-to-person.

• Early adolescence characterized by puberty may come at the ages of 11 and

12.

• Middle adolescence may meet identity issues within the ages of 14 and 16.

• Late adolescence marks the transition into adulthood at ages 17 and 20.
Physical development with puberty making the major transition
manifestation by changes.

• Physical appearance.
• Rapid rate of growth known as growth spurts.
• Resultant feeling of awkwardness and unfamiliarity with bodily change
• Alterations in sleeping habits and parent-adolescent relationship
possibly accompanying puberty.
 PUBERTY CHANGES

Throughout life, growth hormones condition gradual increases

in body size and weight. Hormone flooding during
adolescence causes an acceleration known as growth spurts.
FACTORS AFFECTING DEVELOPEMENT

• The series of hormonal changes accompanying puberty is complex.

Hormones are powerful and highly specialized chemical substances
that interact with bodily cells. Hormonal changes in the hypothalamus
and pituitary glands signal the entire process of sexual maturation.

• The process entails secretion of gonadotropic hormones by the

anterior pituitary at the base of the brain near the geometric center of
the head.
• Gonads which are the ovaries for the female and the testis for the
male are then stimulated by the gonadotropic hormones, in turn
stimulating their own hormones.
• This stimulation causes the secretion of testosterone in the male sex
organ and of estrogen in the female ovary.
In the male, testosterone stimulates male characteristics comprised.

• Spermache enlargement of the testis gland that produces sperm in

the scrotum, growth of the penis male organ for copulation.
• Capacity for ejaculation of male sperms.
• Voice change.
• Facial hair development or beard growth, and continuing growth of
pubic hair.
• In girls, estrogen secretion triggers the beginning of breast
enlargement, appearance of pubic hair, widening of the hips, and
menarche or first menstruation.
• The elevation of the female breast is the first external sign of puberty
in girls, accompanied by growth of the uterus and vagina.
• Generally, girls achieve menarche beginning age 11 until age 13.
• In contrast with menarche, spermache signals the first sign of puberty
and sexual maturity in boys. The need to discharge semen-mixed with
a sticky fluid produced by the prostate gland-occurs periodically.
• Discharge of semen occurs during sleep caused by sexual dreams. It
may also occur during conscious manipulation of the male sexual
organ known as masturbation.
The secular trend
The striking tendency for children to
become larger at all ages has been
perceived during the past one hundred
years. Known as the Secular Trend, the
phenomenon reflects a more rapid
maturation compared with that occurring in
previous millennia.
The occurrence of the secular trend
is ascribed to many factors, among
which are; the complex interaction
of genetic and environmental
influences, improvement in health
care, improved living conditions,
and the control of infectious
diseases.
Better nutrition is a major factor, since
this provides more protein and
calories for humans from conception
secular trends, industrialized
countries appear to experience the
levelling off in achievement of
physical maturation and greater
height and weight at earlier ages.
Sexual identity
Adolescence is a time of sexual exploration and
experimentation with sexual fantasies and realities of
incorporating sexuality with one's identity quoted by
Santrack, 2005 from one's identity (Christopher, 2001)

Adolescents are concerned about their body image

sexual attractiveness how to do sex and the future of their
sexual lives. Most adolescents manage to develop a
mature sexual identity but a number go through it with
much confusion.
How do adolescents develop a sexual identity?
An adolescent's sexual identity involves sexual
orientation, activities, interests, and styles of behavior
(Bugwell & Rosenthal, 1996). Some adolescents are very
anxious about sex and sexually active. Others are only a
bit anxious about sex and are sexually inactive.

Sexual orientation is a person's tendency to be

attracted to people of the same sex (homosexual
orientations), of the opposite sex (heterosexual
orientation) or of both sexes (bisexual orientation).
Why does an adolescent develop a specific
sexual orientation is a matter of great
debate. It may boil down to the same issue
of nature vs. nurture.
In terms of sexual identity, adolescence is
the period when most gay/lesbian and
transgenders begin to recognize and make
sense of their feelings.
Model for the development of homosexual identity by
Froiden
• sensitization marked by the child's becoming aware of
same sex attractions
• identity confusion when the youth is overwhelmed with
feelings of inner turmoil regarding sexual orientation
• identity assumption when adolescents come out of the
family and assumes a self-definition as gay, lesbian or
bisexual
• commitment when the young adult adopts a sexual
identity as a lifestyle
Coming to terms with a positive LGBT (lesbian,
gay, bisexual and transgender) identity is
usually difficult for variety of reasons, including
family, race and religious cultures.

Risks to the homosexual adolescent are real

amid a heteronormative environment and
LGBTs may suffer ostracism, hurtful jokes, and
even violence.
Self-esteem
A major aspect of identity formation during the period of
adolescence is self-esteem. Self-esteem is defined as
one's thoughts and feelings about one's self-concept and
identity.

Girls enjoy self-esteem through supportive relationship

with friends or others who can provide social and moral
support. In contrast, boys are more prone to assert
independence in defining their relationships, deriving self-
esteem from their ability to successfully influence others.
The lack of romantic competence failure to
meet the affection of the opposite sex can
be a major contributor to low self-esteem in
adolescent boys. In a Meyer study, the end
of a romantic relationship can affect both
boys and girls, but girls are twice as likely
to experience depression, while boys are
three to four times more likely to commit
suicide.
Implications for child care,
education and parenting
To meet the physical development of adolescent
children, parents need to be aware of
manifestations of behavioral patterns that require
closer communication, guidance and support. The
teen is especially addictive to modern gadgets for
music listening, video games, mobile phone
communication, and social media posting.
Adolescents and nutrition
It is necessary for adolescents to have
sufficient amounts of vitamins: B12,
calcium, zinc, iron, riboflavin, and Vitamin
D. The vegetarian fad can be disastrous to
adolescents who need vitamins, mineral
and protein which purely vegetable diets
cannot provide.
Vegetables are good but these should be
balanced with food intake that form high
quality nutrition including protein sources in
milk, dairy products and eggs. Poor eating
habit is manifested by often skipping
meals, frequent taking of snack foods
(hamburger, fries, pizza, soft drinks, etc.) at
fast-food eateries.
Body image and the
adolescent
Consciousness about body image is strong
during the adolescent period. It is important
that adolescents feel confident about how they
look, but the physical features of the human
body (facial looks, body size, color of skin,
etc.) depend on genetic heritage which must
be respected.
There is more to body image than physical looks
and these concern good habits in relation to:

cleanliness and grooming,

proper wearing of clothes according to current
styles,
erect body posture,
eye contact while communicating, and
decorum (good form and confidence) and
decency.
COGNITIVE
DEVELOPMENT
ADOLESCENC
E Cognitive
Development
 Changes during adolescence are changes in
thinking patterns
● Corpus collosum - changes are marked by the acquisition of
new cognitive skills due to the brain's increasing in weight
and refining synaptic connections which join and coordinate
the two hemispheres of the brain.

● Myelination - Another brain development is the process of

correlated temporal and parietal areas (tec This second
development covers the brain systems whose executive
functions relate to attention, verbal fluency, language and
planning.
 Piaget’s Formal Operational Thinker
Piaget formulated the theory of Formal Operational
Thinking which demonstrates how the cognitive capacity of the
adolescent allows him/ her to go beyond the sensible and
concrete.

(a) Propositional thinking-making assertions outside visual

evidence, and stating what may be possible in things not seen
by the eyes.

(b) Relativistic thinking subjectively making an opinion on facts -

involving one's own bias, prejudice of distortion of facts.

(c) Real versus possible - examining a situation and exploring

the possible in terms of situations or solutions.
 Siegler’s Information Processing Skills
Siegler, views the influence of the environment on
thinking. He sees cognitive growth, not as stages of
development, but more of a sequential acquisition of specific
knowledge and strategies for problem solving.

He examined the correct and wrong answers to each of

the problems, drawing out rule models in thinking and knowing
 Metacognition
Among the cognitive advances in adolescence is metacognition
which is the ability to identify one's own thinking processes and
strategies inclusive of perception, memory, understanding,
application, analysis, assessment and innovation.
 Over achievement
Over achievement During adolescence, he/she can
achieve very high academic grades, in spite of not getting IQ
grades that are at the top 3 or 5 percent of the bell curve.

Characteristics of overachievers are:

1. Positive self
2. Openness to authority
3. Positive interpersonal relations.
4. Less conflict on the issue of self-autonomy.
5. Academic orientation
Underachievement
The adolescent may perform below standard set. Possible potentials
do not cope with the opportunity to learn and score to the top quarter of
measured academic ability.

• Withdrawn underachievers

• Aggressive underachievers
 Behavior and adolescent cognitive
growth
1. Egocentrism
- This is the adolescent's tendency to think too much of
themselves.

2. Idealism
- This refers to imagining the far-fetched and less ideal
situations at home, school or society
.
3. Increased Argumentativeness
 Developing occupational skills
Theorist JOHN HOLLAND has identified basic personality
factors that match with attitude and work preferences.

1. Realistic
2. Investigative
3. Conventional
4. Enterprising
5. Artistic
Adolescent may also show capability to
show multitasking that demonstrate:

•Self-reliance
•Money management
•Social responsibility
•Mature work orientation
•Personal responsibility
 SOCIO-
EMOTIONAL
DEVELOPMENT
OF HIGH SCHOOL
LEARNERS
Socio-Emotional
Development
 Human Emotion
Emotion
• Generally, commonly known as human feeling
that are manifested by varied conscious and
unconscious moods
 Unique patterns of emotions are:

• Events that is strong or important

• Psychological changes in heart pulse rate, brain actvity ,
hormone level, and body temperature
• Readiness for action often described as“fight or flight”
• Dependence of the emotion on how the stimulus
appraised of interpreted
The Automatic Nervous System connected to
most of the glands and muscles in the body
which controls emotional reaction has two
parts:
• Sympathetic Part - which excite or
arouse
• Parasympathetic Part - which
depresses body functions
Positive and Negative
Emotions
Positive Emotions

emotions like joy and interest

motivate and encourage
behavior

Negative Emotions
emotions can lead to
withdrawal or
avoidance.
 Social Emotions
Social emotions such as envy, shame,
and pride emerge in early childhood and
affect learning and behavior.
 Gender Differences in
Emotional Regulation
Girls tend to be better at regulating emotions
but are more likely to experience anxiety
and depression compared to boys.
Adolescents and Stress
Adolescents face stress from various
sources, including relationships and
academic pressures.
Impact of Social Media
Social media can impair social skills
and lead to negative social
interactions.
Implications for Education
and Parenting
Emotional skills influence academic
success and social interactions. Teachers
and parents play crucial roles in
supporting students' socio-emotional
development.
Thank You!!!