Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED I-1STSEM-2020-2021
COLLEGE OF TEACHER EDUCATION
Bayombong Campus
DEGREE BSED COURSE NO. PROF ED 1
PROGRAM
SPECIALIZATION English, Filipino, COURSE THE CHILD AND ADOLESCENT
Mathematics, TITLE LEARNERS AND THE LEARNING
Social Studies PRINCIPLES
and Science
YEAR LEVEL 2 TIME FRAME 6HRS WK 12-13 IM 23
NO. NO.
I. UNIT TITLE/CHAPTER TITLE
I. Development of the Learners at Various Stages
II. LESSON TITLE: Late Childhood (The Intermediate Schooler)
1. Socio-Emotional Development of the Intermediate Schoolers
III. LESSON OVERVIEW
At this period of socio-emotional development, children are spending less time in the home. The
bilk of their time is spent outside the home, either alone or with other children, rather than with
adults. Older children have already familiarized themselves with other children. They are
already used to interacting with different ages and gender. For many of them, these social
networks are not only sources of social support but also different forms of learning.
IV. DESIRED LEARNING OUTCOMES
a. to identify the socio-economic characteristics of children in their late childhood stage;
b. to determine the qualities of family life that affect older children’s development including
changes in family interactions; and
c. interview a parent regarding their child’s socio-emotional development.
V. LESSON CONTENT
MODULE 23
Socio-Emotional Development of the Intermediate Schoolers
Understanding Self-Competence, Self-Identity and Self-Concept
One of the most widely recognized characteristics of this period of development is the
acquisition of feelings of self-confidence. This is what Erik Erikson referred to when he
described the developmental task of middle childhood – the social crisis industry versus
inferiority. Industry refers to the drive to acquire new skills and do meaningful “work”.
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 1 of 4
Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED I-1STSEM-2020-2021
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 other. In dealing with other children, they show increase in
perspective taking. This ability increases with age. It enables them to (a) judge others’
intentions, purposes and actions, (2) give importance to social attitudes and behaviors and (c)
increase skepticism of others’ claims.
Emotional Development
The same with other areas of 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.
Another milestone in this stage is the development of the children’s emotional
intelligence (EQ), which involves the ability to monitor feelings of oneself and others to guide
and motivate behavior. Emotional Intelligence has four main areas:
1. Developing emotional self-awareness
2. Managing emotions (self-control)
3. Reading emotions 9perspective taking)
4. Handling emotions (resolve problems)
Building Friendship
There are five types of peer status:
1. Popular: frequently nominated as the best friend and one who is rarely disliked by
peers.
2. Average: receive an average number of positive and negative nominations from
peers.
3. Neglected: very seldom nominated as best friend but is not really disliked.
4. Rejected: infrequently nominated as a best friend but one who is also disliked by
peers.
5. Controversial: frequently nominated as a best friend bt at the same time is disliked
by peers.
Family
Family support at this stage is crucial. If children do not find a supportive family when
they find their interest (e.g. in hobbies like riding a bike or playing a musical instrument) they
can easily get frustrated. If families are a primary support system, failures ad setbacks become
temporary and surmountable rather than something that is attributed to personal flaws or
deficits. This time is a critical time for children to develop a sense of competence. A high-quality
adult relationship, specifically, family relationships enable them to successfully go through this
stage of development.
Big Ideas
This module stresses that:
1. During late childhood, a wide variety of biological, psychological and social changes
take place across the developmental domains.
2. As children progress through 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.
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 2 of 4
Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED I-1STSEM-2020-2021
3. During late childhood, peers have an increasingly strong impact on development;
peer acceptance becomes very important to well-being.
Implications to Child Care, Education and Parenting
Primary school children’s socio-emotional competency should be viewed in the context
of the child’s development age. Health care providers, teachers and parents should be able to:
1. Gain understanding of their child’s socio-emotional strengths and weaknesses by;
2. Encouraging children to talk about their feelings without doing it forcefully;
3. Provide opportunities for children to build relationships with teachers and fellow
classmates;
4. Remind children that friendships have their ups and downs and that occasional
conflicts and arguments can be healthy;
5. Design activities that allow children to work on their own and discover activities and
hobbies that they enjoy; and
6. Model healthy relationships.
VI. LEARNING ACTIVITIES:
a. Quotations on socio-emotional development of intermediate school children
VII. ASSIGNMENT
a) Write a story about your experiences during your late childhood
VIII. EVALUATION (Note: Not to be included in the student’s copy of the IM)
IX. REFERENCES
A. Books
1. Bergin, C. and Bergin D. 2018. Child and Adolescent Development in your Classroom (3rd ed.)
USA: Cengage Learning
2. Bergin, C.C. and Bergin, D.A. 2015.Child and Adolescent Development in your Classroom:
Cengage Learning. Stamford USA.
3. Corpuz, Brenda B. et.al. 2018. The Child and Adolescent Learners and Learning Principles:
OBE-PPST-Based, PAFTE Project Write. Lorimar Publishing Inc.
4. Kandel, D.B., Parent-adolescent relationships and adolescent independence in the US and
Denmark, Journal of Marriage and the Family, 69, 348-358
5. Marion, Marian. Guidance of Young Children, USA: Pearson Merrill-Prentice Hall, 2007.
6. Ormrod, J.E.2011. Educational Psychology: Developing Learners (7th Ed.) Boston: Pearson/Ally
& Bacon.
7. Preschoolers Cognitive Development. USA: Magna Systems, 2007.
8. Preschoolers Physical Development. USA: Magna Systems, 2006.
9. Santrock, John, W. 2002. Life-Span Development, 8th ed., New York: McGraw-Hill Companies.
10. Trawick, Smith, Jeffrey. 2006. Early Childhood Development A Multicultural Perspective USA:
Prentice Hall, 4th edition.
11. Woolfolk, Anita .2013. Educational Psychology. Pearson Education Inc.: New Jersey
B. e-Resources
1. http://www.cdipage.com/development.htm
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
NVSU-FR-ICD-05-00 (081220) Page 3 of 4
Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-PROF ED I-1STSEM-2020-2021
2. http://www.yale.edu/ynhti/curriculum/units/1980/5/80.05.03.x/htm1#f
3. http://www/squidoo.com/folicacidpregnant
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for
educational purposes only and not for commercial distribution.”
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