3. If you carry your childhood with you, you
never become older.
Tom Stoppard

5. Middle Childhood Stage
 child ages 7-
11 years old.

6. Vocabulary Words
 Mnemonic – A pattern of letter or idea which aids the memory.
Relating to the power of memory.
 Metamemory – Memory span of words varies greatly with their
familiarity interest and meaning for the child and with the context
in which they are used.
 Peer – composed of a peer who forms a social unit
by generating hared values and standards of
behavior and social structure of leaders and
followers.
 Perspective taking – the capacity to imagine
what other people may be thinking of you.
 Social self – structure of self-concept.

7. Vocabulary Words
 Conservation – the conceptualization that the amount or quantity of a
matter stays the same regardless of any change in an irrelevant
dimension.
 Language ability – the size and richness of vocabulary, the length and
structure of his sentence, the correctness of his speech, and his
general effectiveness in expressing idea.
 Intelligence Quotient (IQ) – a number representing a
person’s reasoning ability, compared o the statistical
norms, 100 being the average.
 Peer Culture – a peer group typically consisting of a
specialized vocabulary, dress code, and place to hang
out during leisure hours.
 Growth in Vocabulary – A child’s rate of vocabulary
development begins to slow down very high in pre-
school level.

8. DIFFERENT ASPECT OF
DEVELOPMENT IN SCHOOL-AGED
CHILD
 Middle childhood starts from 6-11 years of
age. In this stage, the child is sleeping into
a larger world. He wants to do grown-up
things. His social distance from his mother
is increasing. He now believes that he can
do something on his won; his
success depends on his own
effort.

12. Middle Childhood Stage
o Jean Piaget is the foremost theorist
when it comes to cognitive development.
According to him, intelligence is the
basic mechanism of ensuring balance in
the relations between the person and
the environment. Everything that a
person experiences is a
continuous process of
assimilation and
accommodations.

13. Cognitive Development
 A child has achieved the cognitive abilities required to
master concrete operations during this stage. Coordination
of secondary schemata and tertiary circular reactions is a
part of the sensori-motor phase of cognitive development.
Formal operational is not yet evident at this stage.
 Education of parents is positively related to the mental
ability of their children.
 Children of higher family socioeconomic status
scores significantly superior on both verbal and
non-verbal test of intelligence which children
from poor socioeconomic background shows
relative superiority on the test of counting,
handing of money and the sensory
discrimination.

14. Jean Piaget’s Concrete Operational
Stage
Concrete Operation is the third stage of
Piaget’s theory of cognitive development. It
spans from 7 to approximately 11 years,
children have better understanding of their
thinking skills.

15. Jean Piaget’s Concrete
Operational Stage
 Logic
Concrete operational thinkers,
according to Piaget, can already make use
of inductive logic. Inductive logic involves
thinking from specific experience to a
general principles. But at this age,
children have great difficulties in
using deductive logic or using a
general principle to determine the
outcome of specific event.

16. Cognitive Development
 Reversibility
One of the most important developments in this
stage is an understanding of reversibility, or
awareness that can action can be reversed.
Example:
Teacher: Jacob, do you have a brother?
Jacob: Yes.
Teacher: What is his name?
Jacob: Marjun.
Teacher: Does Marjun have a brother?
Jacob: Yes.

17. Cognitive Milestone
Elementary-aged children encounter
developmental milestone. The skills they learn are in a
sequential manner, meaning they need to understand
numbers before they can perform a mathematical
equation. Up until age 8, a child learn new skills at a
rapid pace.
Specifically, young primary school-aged children
can tell left from right. They are able to
speak and express themselves develops
rapidly. By six, most can read words or
combinations of words.

18. Cognitive Development
Information Processing Skills
Several theorist argue that like a computer, a
human mind is a system that can process information
through the application of logical rules and strategies.
They also believe that the mind receives information,
performs operations to change its form
and content, stores and locates it and
generate responses from it.

20. Cognitive Development
 SOME STARTEGIES
TO FACILITATE
MEMORY
ENHANCEMENT

21. Cognitive Development
 Extension of Conservation Concept
It is the concept that the amount or
quantity of a matter stays the same
regardless of any change in an irrelevant
dimension. The child’s development of
conversation depends on the
environment of what happens to the
number of single arrays of objects
after various transformations.

22. Cognitive Development
 Hierarchal Memory
It is the hierarchal arrangement of storage
in one’s brain. It is also designed to take
advantage of memory locality in mind. Each
level of the hierarchy has the properties of
higher speed, smaller size and lower
latency that lower levels.

23. Cognitive Development
 Meta-memory
It states that memory span of a child
increases as age where memory span for
words varied greatly with their familiarity or
interest and meaning for the child and with
the context in which they are used. It
is also expected that the memory for
moves is high.

24. Cognitive Development
 Mnemonic Strategies
It is about the strategy that a child might
execute when they demonstrate a utilization
deficiency which does facilitate memory
performance. It is also found out that
utilization deviances are not a developmental
phenomenon but rather a product of
diminished working memory capacity
for any reasons (maturity, knowledge
base, context, individual differences,
etc.)

25. Cognitive Development
 OTHER FACTORS RELATED TO MENTAL
ABILITY AND DEVELOPMENT
 Socio and educational factors
 Personality disturbance
 Emotional factor
 Parental attitude

27. PHYSICAL/MOTOR
DEVELOPMENT- The values of height and weight are usually
similar for an individual child.
- Girls, on the average, are taller than boys as their
growth spurts straits earlier.
- Boys and girls gain around 5-7 pounds a year,
baby fats begin to disappear and bodies become
more muscular.

28. PHYSICAL/MOTOR
DEVELOPMENT
- Gross motor skills of boys and girls are
similar.
- Fine motor skills improve as a result of
increase in the development of the brain.
- They are increasing rapidly in strength and
in the improvement of the motor skills and
have great interest in vigor bodily
activities.

29. PHYSICAL/MOTOR
DEVELOPMENT
- A child loses his first teeth at the age of 6.
- Permanent teeth appear first at the lower
jaw on his/her 7th or 8th year.
- Molar teeth push away their way to the
gums when a child reaches his 6th year.

30. PHYSICAL/MOTOR
DEVELOPMENT
- Children in Grade 1 are not ready to use
their small utilities in fine writing, saving and
drawing.
- Children in the primary grade like to mold
clay.
- 8th year old child prefer to tag toys.