Cognitive Development

of the intermediate
Schoolers
 Introduction
• Since the children in this stage area already in their late childhood, rapid development of
mental skills is 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.
• 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 Characteristic

 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 ability to use logic and reasoning gives them chances to think
about what they want and how to get it. They now become
interested
 Reading Development
• Children in this stage, is marked by a wide application of word attack. They are
no longer into fairy tales and magic type of stories but are more interested in
longer and more complex reading materials (e.g. fiction books and series books).
 A few strategies in choosing age-appropriate to their age, consider the following:
Consider who the child is – his or her personality traits and personal preferences
when choosing a book.
Make a selection with the child of mind; choose an informational book novel in
an area of specific interest.
Choose books that encourage discussion and insight building.
 “CREATIVITY is not a finding of a thing but making something
out of it after it is found.”
-James Russell Lowell
• Creativity in children is encouraged when the activities:
 Encourage different response from 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
“Television viewing is highly complex, cognitive activity
during which children are actively involved in learning.”
(Anderson and Collins, 1998)
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 in writing;
 Work collaboratively;
 Se technological tools;
 Analyze problems, set goals, and formulate strategies for achieving those goals;
and
 Seek out information or skills on their own, as needed, to meet their goals.
 Media and Aggression
violence and aggression are often dubbed of the results of media.
According to the PHS 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 who suffer violence;
 Children may view the world as violent and mean, becoming more fearful of
being 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;
 Implication to Child Care, Education and Parenting
Children have varying intelligence profiles. These profiles maybe based on
influences 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 curiosity to help make the appropriate
developmental leaps in their skills and abilities; and
 Creating an atmosphere where risk can be taken and discoveries made while children remain
safe.