COURSE MODULE Don Carlos Polytechnic College
Module week 12
Poblacion Norte, Don Carlos, Bukidnon
College of Education
EDUC 1: The Child and Adolescent Learners and Learning Principles
Semester of A.Y. 2020-2021
Introduction
This module will explore the cognitive development.
Intended Learning Outcomes
A. Understand the cognitive development of pre-schoolers.
Activity
Brief Lecture: with the aid of a powerpoint with narration
Panel discussion via zoom on the topics
Discussion
COGNITIVE DEVELOPMENT OF PRIMARY SCHOOLERS.
Milestones
School-age children's thinking skills become increasingly sophisticated as they encounter new
people, places, and ideas. They develop the ability to learn in abstract ways from books, art, movies,
and experiences. You have the exciting opportunity to witness some children's first encounter with
formal schooling and to watch others learn as they move between grades and schools. As a school-
age program staff member, you also have the opportunity to observe all the ways school-age children
learn outside of school time. The chart below highlights cognitive development during the school-
age years. Keep in mind that individual differences exist when it comes to the specific age at which
children meet these milestones and each child is unique. As you may have already learned in other
courses, milestones provide a guide for when to expect certain skills or behaviors to emerge. Think
of milestones as guidelines to help you understand and identify typical patterns of growth and
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COURSE MODULE Module week 12
development, or to help you know when and what to look for as school-age children mature. You can
use this information, what you learn from families, and your own knowledge in the interactions,
experiences, and environments you create for school-age children.
Cognitive Developmental Milestones
Middle childhood (ages 5-7)
They begin to see things from other school-age children's perspectives and begin to
understand how their behavior affects others.
They are developing their oral language skills, acquiring new vocabulary, and sentence
structures.
They enjoy planning and building.
They understand concepts of space, time, and dimension. They understand concepts like
yesterday, today, and tomorrow. They know left and right.
They begin to develop a sense of self-confidence and mastery of their learning.
They are learning to read and write and can sound out simple words.
They begin to reason and argue.
They can perform simple addition and subtraction.
Early adolescence (ages 8-12)
Most early adolescents are fully capable of perspective taking and understand and consider
other's perspectives.
They begin to think hypothetically, considering a number of possibilities, and are able to
think logically.
They become more goal oriented.
They may develop special interests that are a source of motivation.
Cognitive development may be impacted by school-age children's emotional state.
They begin to understand facets of the adult world like money and telling time.
They may enjoy reading a book. They can interpret the context of a paragraph and writes
stories.
They appreciate humor and word games.
Cognitive development is a unique process and is specific to each school-age child. Sometimes
school-age children may exhibit cognitive difficulties that can affect their learning and impact their
behavior. These difficulties may be viewed as school-age children "going through a stage." School-
age children experiencing difficulties may not receive proper interventions, supports, or care from
caregivers and other adults. We might ignore some behaviors because we think that they are related
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COURSE MODULE Module week 12
to mood changes most middle and early adolescent school-age children experience. However, certain
behaviors should not be overlooked. These include (Center for Disease and Control and Prevention,
2014):
Excessive depression
Antisocial behaviors, or the inability to relate to peers or fit into a peer group
Acting out
Difficulty staying engaged in an academic task
It's important to recognize behaviors that might be annoying to us (e.g., listening to loud music,
talking back once in a while, and occasional moody behavior) and behaviors that are truly
hurtful (e.g., excessive depression, antisocial, harmful risk-taking). If you are concerned about a
school-age child's development, those feelings should not be ignored.
If you are concerned about a child's development, talk with your trainer, coach, or supervisor so that
you can brainstorm and work together to talk with parents about your observations. This may be
difficult, but it can make the difference in meeting a child's needs. With the guidance of your
supervisor, trainer, or coach along with program management, you can share information with
families about typical child development and let them know you are available to talk.
Ultimately, if families are concerned about a child's development, they should talk to the child's
pediatrician about their concerns. The pediatrician can perform developmental screenings and
possibly refer the child to specialists. Families should also contact their local school district. The
school district can arrange a free evaluation of the child's development. This can help the child get
the services and help he or she needs.
Just as children's bodies grow through the school-age years, their brains are growing too. You will
see major changes in a child's thinking skills between the ages of five and twelve years old. Watch
this video to learn about milestones for school-age children and youth.
Cognitive Development in School-Age Children
Watch the range of cognitive development between ages five and twelve.
A school-age child's positive cognitive development can sometimes be disrupted and they may not
achieve the expected milestones. This can cause a delay in learning. Youth programs, such as before,
after, and summer- school programs, can play a key role in helping school-age children develop and
enhance their thinking. Researchers suggest using school-age children's personal strengths might
increase the likelihood of positive healthy development (Benson, 2006). This has been called a
"developmental assets" approach, and you can learn more about this approach in the Apply section of
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this lesson. The following is a list of ways you can support school-age children's development.
Provide thought-provoking materials and challenging games for school-age children to
complete if or when they have some downtime.
Provide a variety of developmentally appropriate and culturally diverse books for school-
age children to read.
Model the values of caring, respect, honesty, and responsibility.
Make sure that the space is culturally sensitive and that there are no negative portrayals of
different genders, races, or ethnicities.
Ensure the space reflects the needs and interests of school-age children.
Provide spaces where school-age children can cool down or de-stress.
Allow school-age children to design or personalize part of the space.
Implement activities where children and youth can use their strengths and abilities.
Exercise
Create a reflection employing CERA.
Assessment
Reflection employing Content, Experience, Reaction and Application ( CERA) with rubrics
Critical essay ( Rubrics will be provided in the Platform- Google Classroom)
Reflection
Resources and Additional Resources
[Link]
%20things,space%2C%20time%2C%20and%20dimension.
[Link]
%20things,space%2C%20time%2C%20and%20dimension.
Additional Resources
Attachment 1
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COURSE MODULE Rubrics for critical essay
Module week 12
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Fair Good Excellent
(N/A) (N/A) (N/A)
COURSE MODULE Module week 12
Opening Statement Fair Good Excellent
0-19 20-24 25-30
30 points maximum Opening Good Strong opening statement.
statement opening
lacked in statement. Topical and substantive
substance. arguments.
Some strong
Opening arguments Well organized and presented
statement presented. arguments.
lacked in
clarity. Needed High level of analytical rigor.
more
Opening organization.
statement
needed Needed a
significant higher level
increase in of analysis.
analytical
rigor. Needed
more
substance.
Clarity Fair Good Excellent
0-5 6-7 8-10
10 points Maximum Arguments Could have Excellent job in this area.
lacked better
clarity. clarified Clear and intelligible arguments.
your
Many points arguments Excellent clarification of your
were for the points within the discussion.
inconsistent. group.
Did not Some
effectively arguments
clarify were not
points/argum consistent.
ents during
the Good
discussion. clarification
of your
points during
the
discussion.
Argumentation/Style Fair Good Excellent
0-5 6-7 8-10
10
6 | points
P a g emaximum Need more Good job in Excellent job in this area.
engagement this area.
with the Persuasive argumentation.
larger Argumentati
COURSE MODULE Module week 12
Attachment 2
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COURSE MODULE Reflection Evaluation Criteria (the rubric)
Module week 12
Example of one Type of Rubric for a paper
Criteria Superior (54-60 Sufficient (48-53 Minimal (1-47 Unacceptable (0
points) points) points) points)
Depth of Response Response Response Response
Reflection demonstrates an in- demonstrates a demonstrates a demonstrates a
depth reflection on, general reflection on, minimal lack of reflection
and personalization and personalization reflection on, and on, or
of, the theories, of, the theories, personalization personalization of,
(25% of concepts, and/or concepts, and/or of, the theories, the theories,
TTL Points) strategies presented strategies presented in concepts, and/or concepts, and/or
in the course the course materials strategies strategies
materials to date. to date. Viewpoints presented in the presented in the
Viewpoints and and interpretations are course materials course materials to
___/15 interpretations are supported. to date. date. Viewpoints
insightful and well Appropriate examples Viewpoints and and interpretations
supported. Clear, are provided, as interpretations are are missing,
detailed examples applicable. unsupported or inappropriate,
are provided, as supported with and/or
applicable. flawed unsupported.
arguments. Examples, when
Examples, when applicable, are not
applicable, are not provided.
provided or are
irrelevant to the
assignment.
Required Response includes Response includes all Response is Response excludes
Components all components and components and missing some essential
meets or exceeds all meets all components components and/or
requirements requirements and/or does not does not address
indicated in the indicated in the fully meet the the requirements
(25% of instructions. Each instructions. Each requirements indicated in the
TTL Points) question or part of question or part of the indicated in the instructions. Many
the assignment is assignment is instructions. parts of the
addressed addressed. All Some questions assignment are
thoroughly. All attachments and/or or parts of the addressed
___/15 attachments and/or additional documents assignment are minimally,
additional documents are included, as not addressed. inadequately,
are included, as required. Some attachments and/or not at all.
required. and additional
documents, if
required, are
missing or
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COURSE MODULE Module week 12
unsuitable for the
purpose of the
assignment.
Structure Writing is clear, Writing is mostly Writing is unclear Writing is unclear
concise, and well clear, concise, and and/or and disorganized.
organized with well organized with disorganized. Thoughts ramble
excellent good Thoughts are not and make little
(25% of sentence/paragraph sentence/paragraph expressed in a sense. There are
TTL Points) construction. construction. logical manner. numerous spelling,
Thoughts are Thoughts are There are more grammar, or
expressed in a expressed in a than five spelling, syntax errors
coherent and logical coherent and logical grammar, or throughout the
___/15 manner. There are no manner. There are no syntax errors per response.
more than three more than five page of writing.
spelling, grammar, or spelling, grammar, or
syntax errors per syntax errors per page
page of writing. of writing.
Evidence Response shows Response shows Response shows Response shows
and Practice strong evidence of evidence of synthesis little evidence of no evidence of
synthesis of ideas of ideas presented and synthesis of ideas synthesis of ideas
presented and insights gained presented and presented and
insights gained throughout the entire insights gained insights gained
(25% of throughout the entire course. The throughout the throughout the
TTL Points) course. The implications of these entire course. Few entire course. No
implications of these insights for the implications of implications for
insights for the respondent's overall these insights for the respondent's
respondent's overall teaching practice are the respondent's overall teaching
___/15 teaching practice are presented, as overall teaching practice are
thoroughly detailed, applicable. practice are presented, as
as applicable. presented, as applicable.
applicable.
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