MIDDLE CHILDHOOD AND EDUCATION ● School age children become better at performing

controlled, purposeful movements

● At age 5, locomotion skills such as running,
Middle Childhood jumping, and hopping are well in place
● 6 years old - Puberty (10-12 years old) ○ few mechanical errors
● Educational settings ○ able to do it with speed and endurance
● Time for learning and refining skills such as ● Newly acquired physical abilities (climbing trees,
reading, writing, and arithmetic crossing logs)
● Focus on testing themselves ● Improved stability and alignment
○ Leader capacities, talents, strengths and ● Walks, bends, and reaches objects without
weaknesses stopping other activities
○ particularly if it is in comparison with ● Throws ball well at long distances
their peers = they would be able to ● Catches ball with accuracy regardless of the
challenge themselves and test what they size, force, direction
are capable of doing
○ would have an implication even in adult Fine Motor Skills
behavior or until their adult personality ● Development of FMS is partly caused by
increase in amount of myelin around the nerve
Physiological Changes cell
● Growth rate is slower but steady ○ increasing the speed of transmission of
○ steady linear increase but relatively impulses
slower than previous ● Children develop skills rapidly (drawing, painting,
● 6 year old — 45 pounds (20kg), 3.5 feet (1 cutting)
meter) ● Most of the FMS required for writing develops at
● Regular growth continues for girls until 9 and for ages 6 and 7
boys until 11 ○ Handwriting improves in speed and
● Changes in body size and proportions during accuracy
adolescence ● Dramatic increase in the ability to calibrate
● School age children grow on average of 2-3 movements to the demands of the task
inches/year ● Good dexterity = speed and accuracy in the
● Only time during lifespan when girls are, on performance of task
average, taller than boys ● Precision and motor planning evident (drawing,
● By age 11, the average girl is 4'10'' puzzles)
● The average boy is 4'9.5''
● Bones grow longer as the body lengthens and Writing
broadens ● 7 Years Old
● At age 6-7, children lose their primary teeth ○ masters manuscript writing
● After 6 months of age, fat deposits decrease until ● 9-10 Years Old
age 6-8 ○ learns and masters cursive writing
○ because of weaning of milk and
engagement in gross motor play Health, Fitness, and Accidents
● Muscles increase in length, breadth, and width ● Middle childhood can be one of the healthiest
● Between 6-8, the forebrain undergoes a periods of life
temporary growth spurt; 90% of its adult size ● Minor illnesses are prevalent
○ forebrain would have something to do ○ Ear infections, colds, upset stomachs
with higher level cognitive skills, ○ Plays a positive role in children's
executive functions, judgement, ethics, psychosocial development
sense of morality, personality, behavior ○ Because of the emergence of these
○ around this time, all of these functions illness, they would be able to really learn
would be facilitated coping with stress
● Develops a realistic understanding of sick role
Gross Motor Skills ○ Learns to empathize
● During this age, there wouldn't be much new
skills emerging, but more on refining how they do Obesity
it = applicable also to almost all areas of ● Obesity is a common problem during middle
development childhood
● Important advances, including muscle ● Factors:
coordination ● Nearly 70% of children who are obese at ages
○ movement would be more refined, 10-13 will continue to be seriously overweight as
rhythmic, degree of coordination adults
○ wouldn't be erratic, jerky, awkward ● Has serious social and psychological implications
● Gender differences likely the result of societal ○ Bullying, shaming
messages/expectations ● Health hazards would also go with it because
○ girls expected to behave more properly you would be predisposed to a lot of illnesses
= have an implication on the and conditions if you're obese
development of GMS, could be halted
because of societal expectations Accidents
○ boys expected to be more active, more ● Accidents cause more child deaths than major
adventurous = would be able to refine causes of death combined
more their GMS ● Leading cause of physical disability in childhood
Cognitive Skills ● Explore and pursue interest in the arts and
Concrete Operational Stage sciences
● Skills may have started during Pre-Op stage, but ● Develop into a physically fit and healthy
well-established already during this time individual
○ Classification — looking for similarities ● Promote the moral and civic values of the
and differences community
○ Seriation — arranging ○ Understanding that their actions could
○ Relationships — e.g., time and speed have consequences to other people
influence each other ○ Development of behavior and values
○ Decentering — capacity to entertain
multiple perspectives Schooling in Middle Childhood
○ Reversibility ● Maturation of visual perceptual skills
○ Conservation — e.g., transferring a ○ Visual discrimination, visual closure,
liquid from a pitcher to a graduated visual memory, visual sequential
cylinder and knowing they have the memory, visual spatial relations, figure
same mass/number; logic is used over and ground
appearance ○ Have an implication to school tasks,
○ Decreased egocentrism particularly in writing = affects their
○ Simple logic — active and appropriate performance if have deficits
use of logic is manifested in day to day ● Other perceptual skills
situations ○ Form constancy
○ Depth perception
Child's thinking is: ○ Kinesthesia
● Flexible
● Reversible Speech and Language Development
● Not limited to here and now — able to think ● Young children focus on producing and speaking
about other perspectives a language
● Multidimensional ● Older children learn to read and write
● Capable of logical interferences ● Vocabulary continues to increase; mastery of
● Capable of cause and effect relationships grammar
● Understanding of syntax grows during childhood
Cognitive Skills ○ construction of sentences and refining it
● Children explore the environment to perfecting it
● Ask themselves questions and answer them to ● Certain phonemes remain troublesome (j, v, h,
the best of their capacities zh)
● Active learners, construct their own "theories" ● Difficulty decoding when meaning depends on
● Training is most effective because the state of intonation/tone
readiness is high ○ It could be the same word, but
○ acquisition of skills would be most depending on the intonation, it could
optimum during this time have different meanings (e.g. sarcasm)
● Children become increasingly able to handle ○ Problems in decoding these meanings
information because their memories improve during this time
● Information Processing: ● More competent in the usage of pragmatics
○ Pragmatics — social component of
communication
○ Acting or using language appropriately
depending on the situation
● Socialized communication
○ Encoding the information from the ● Increase in Metalinguistic Awareness
environment ○ understanding of one's own use of
○ Storing the input in their memory language
(short-term or long-term)
○ Retrieval once the situation would call Stages of Reading
for this information Stage 0
● Short-term memory capacity improves ● birth to start of first grade
significantly ● prerequisite for reading
● Planning, making decisions, and metacognition
begins at age 7-10 Stage 1
● first and second grade
Schooling in Middle Childhood ● phonological decoding skills
Elementary School Readiness ● sounding out and blending letters
● Greater independence and skills ○ able to understand that this letter would
● independence in bathroom and cafeteria have this sound, and if you combine
● Reading, writing, spelling, and mathematics skills them together, it would sound like this
● Adequate perceptual, cognitive, and motor skills
Stage 2
School Goals ● second and third grade
● Mastery of basic skills ● reading aloud with fluency
● Positive relationship with peers and adults
● Mature way in dealing with emotions
Stage 3 ○ Focus on mutual trust
● fourth grade to eight grade ● 11-15
● reading becomes a means to an end ○ Basing friendship on psychological
● enjoyable way to learn closeness
○ Focus on intimacy and loyalty
Stage 4 ● High status children are more likely to form
● reflecting multiple points of view exclusive and desirable cliques
● Lower status children are more likely to play with
Socio-Emotional Development younger or less popular children
Industry vs. Inferiority (Erikson) ● Children's friendships are almost entirely
● Interested in how things are made and how they sex-segregated
work
● Learning of new skills to survive in their culture Play and Leisure Development
○ They don't want to be left behind by Games with Rules
others, so they learn to adjust and cope ● primary mode for physical and social play
by learning a new set of skills ● assign roles and explain rules to guide the game
● Efforts to attain competence by meeting the ○ one should assume the role given to
challenges presented by parents, peers, school, them
and other complexities of the modern world ○ whatever norms and rules established
● High levels of childhood industry associated with must be followed by anyone in that play
adult success activity
○ Particularly if the value of working hard, ● 7-8 Years
effort, and resilience is ingrained in the ○ do not understand that rules apply
child equally to everyone, particularly if they
● Struggling to understand who they are, "Who am are losing and doesn't think it's to their
I?" advantage
● View themselves more in terms of psychological ○ often unable to place the rules of the
traits game above the personal need to win
● They also think of themselves as being good or ● 9-10 Years
bad ○ more conscious about obeying rules
● Self-concept becomes divided into personal and ○ learn to negotiate rules and construct
academic spheres their own rules
● Children use Social Comparison
● Children look to others who are similar to Social Play
themselves ● cooperative groups and value interaction with
peers
Pre-Conventional Reasoning ● achievement through play
● Obeys rules in order to avoid punishment or to ● talking and joking
obtain rewards ● plays with consistent friends
● Middle childhood is at Stage 1 and 2 because of ● cooperate and complete
the limits of children's cognitive abilities
● Morality is not independent of cognitive capacity, Crafts and Hobbies
they are associated with each other ● Organization and problem solving
● Uses abstract materials, particularly for certain
Conventional Reasoning hobbies which wouldn't really call for a tangible
● Conform to avoid disapproval end-product
○ Conforming not because of obtaining a ● Adult supervision
reward, but to avoid disapproval ● Final product is now valued
● Avoid censure by legitimate authorities with ● Children have collections and may have hobbies
resulting guilt
○ If they are not able to keep up with the Organized Sports
expectations and responsibilities, they ● Cooperative and competitive play
would be able to feel a sense of guilt ● Winning and skills are emphasized

Building Friendships More than the terms, focus more on the quality,
● Companionship characteristics, and observations that you could have
● Physical support while these children are playing.
● Ego supprt
● Social Comparison ADL/IADL Development
● Affection and Intimacy Bathing and Showering
● Independent by 8 years
Stages (Damon)
● 4-7 Home Management Activities
● Obtaining and maintaining personal and
○ Basing friendships on other's behaviors household possessions
○ those who like you and with whom you ● Household and classroom chores
share toys and activities ● Competent users of telephone and kitchen
● 8-10 appliances
● Money management
○ Basing friendships on trust
 ○ they are being given allowance, so they ● now that they are part of society or school, they
must be able to appreciate the concept need to have certain level of self-regulation with
of spending within their means the way they talk, act

Community Mobility Performance Skills: What Student Does

● Managing transportation ● Attending to one's own assignment while other
● crossing street classmates engage in a small group activity
● managing architectural barriers ● Arranging cups that hold different rock
specimens and placing tools in the workspace
Care of Others during a science lab experiment
● Physical upkeep and nurturing of pets and other ● Making and keeping eye contact with teacher or
human beings (e.g. siblings) classmate during conversations
● Assist parents ● Taking turns while playing game at recess

Health Care Maintenance (5-9 Years) Habits, Routines

● Follows safety rules ● Checking one's homework notebook
● Informs others of emergencies ● Daily school routine: Arrival, morning classwork,
● Tells other when they are sick lunch, recess, afternoon classwork, dismissal
● Cares for health care items with reminders ● Laboratory aftercare
● Routinely performs hygiene tasks with reminders
● Assists getting medicine ready The Learning Environment
● Cannot be detached from the doer or student
Occupational Role ● Different factors that an OT would check in order
● A child wouldn't just be assuming the role of a to maximize educational participation
student in school settings or as one would
engage in educational activities Physical Environment
○ Student, player, friend ● Classroom Spaces
● As an OT, you should have a certain perspective ● Tables and chairs**:** physical arrangement of
that when you say educational participation, it furniture
wouldn't just be pure academics and learning ○ U-shaped, circles, etc.
○ There would be other roles that you ● Instructional materials
should be evaluating and managing ○ books, lined/unlined papers, etc.
because it's expected of them once you ● Auditory environment
enter school ○ computer noises, noises among
students, etc.
Student ● Visual environment
● formal education must be viewed as the avenue ○ Visual aids, completed projects, etc.
towards career or employment path
● School — child's workplace Secondary Learning Environment
● Involves instruction, writing, thinking, sitting still ● Each of these areas would have certain space
or listening demands or physical properties which could
either facilitate or impair their participation in
Player education
● Develop social skills, cooperative behaviors, and ○ Library
work skills ○ Gym
● Team player while performing school tasks ○ Cafeteria/Canteen
● Player while engaging in games performed ○ Computer
during the non-school hours ○ Laboratory Areas

Friend Social Environment

● meet a wide range of children with a variety of ● Student's relationship and interactions with their
backgrounds and experiences classmates and playmates, with other students in
● Establishing some close networks of children school and with teachers
with whom they can share life experiences when ● Cooperative learning groups
faced with adversity ○ particularly if they need to work together,
study groups, group projects
Role of OT
● enable participation by students in play, learning, Temporal Environment
and social experiences that are a part of that ● Need to learn how to structure own time
context ● Preschool — very structured towards young
○ more holistic view of educational ● Adolescents — independent studying
participation and what is expected of a ○ there could be a structure but it would be
student in schools your call if you're going to follow it
● Despite the presence or absence of a certain
Student structure, you yourself should be able to regulate
Client Factors: What Student Has as to what would be the time allotment or
● cognitive, psychological, sensory and motor component that you must be having for this
skills, and self-regulation capacities course, task, requirement
Institutional/Cultural Environment accommodated, and their concerns and
● No homework curriculum vs. Tutorial system preferences would be acknowledged
● Use of local language as medium of instruction
● Shortening/Lengthening of Recess Time
○ Shortening recess to have more
academic activities
○ Lengthen recess to have more
play/leisure which is equally important in
learning
● Mainstreaming
○ no special accommodations;
○ child with special needs would need to
cope with what is expected of a typically
developing child
● Inclusive education
○ no segregation;
○ child with special needs would be put in 1. Provide Multiple Means of Representation
a regular class, the regular teacher ○ Materials provided for the child is not
would have a conscious attempt to do just provided in a single way
certain adaptations and modifications so ■ Through a book, written on a
that student could thrive, succeed, and board, online material
participate ■ Providing the same content
○ regular school but there are adaptations ○ There would be different types of
and modifications in place that would be learners, thus a diversity when it comes
performed, most of the time, by the to preferences , so there must be
regular teacher or the peers multiple means when it comes to
● Special education representing ideas, learning module,
○ all children with special needs are topics
handled by a SPED teacher 2. Provide Multiple Means of Action and Expression
● Pull-out classes ○ Teacher should be flexible when it
○ inside the classroom, the child would be comes to generating responses from the
pulled out for tutorial by a SPED teacher students
or to receive OT/PT/SLP services ■ Orally, written
● As an OT, you must know the different contexts ■ Assesses the same
or placements of the client competencies, outcomes
○ Each of these settings would have 3. Providing Multiple Means of Engagement
certain features, advantages, and ○ There might be different levels of
disadvantages engagement when it comes to the
○ Challenges that you need to be lessons
prepared for while child is in that setting ○ Could be done individually, through
groups
Context ○ Could be engaged within an allocated
School time, some would opt to engage with it
● School and class size outside the allocated time
● Accessibility ○ Engaging in other sources and learning
● Degree of support provide for students material
● Willingness of staff to adapt both educational
practices and environment to maximize the
likelihood of a successful transition
○ Regular teachers would also be
expected to provide these certain
modifications, not just the SPED
teachers

Context of Educational Participation

● May include classroom tasks, recess and lunch
time, extracurricular activities, homework time,
riding the school bus, etc.
● Education wouldn't just mean in academic role
● As an OT, these are all the tasks that you need to
consider, evaluate, and provide management to
maximize one's educational participation

Universal Design for Learning

● Application of universal design in the learning
process
● Aims for more inclusive education process
● Ensure a more inclusive learning space where
the diversity of the learners would be