Module 10: PHYSICAL, COGNITVE AND SOCIO-EMOTIONAL

DEVELOPMENT OF PRESCHOOLERS AND SCHOOLERS

I.INTRODUCTION:

The next phase after infancy and toddlerhood is childhood. Childhood

comprises the development of preschooler, primary schooler and intermediate
schooler. Childhood is the time for children to be in school and at play, to grow
strong and confident with the love and encouragement of their family and an
extended community of caring adults.
In this module, we will learn about the physical, cognitive, and socio-
emotional development of preschool and school children.

II.LEARNING OBJECTIVES

At the end of the lesson, the students are expected to:

1. Trace the physical development of preschooler and schooler

2. Trace the cognitive development of preschooler and schooler
3. Describe the socio-emotional development of preschooler and schooler
4. Draw implications of these principles and process to parenting, caregiving
and child care

III. LEARNING CONTENT

A. TOPIC OUTLINE
Schedule & Learning Activities Evaluation
Topic Outcomes (including Resources and Tools
Materials)

Asynchronous Synchronous
WEEK 13 1. Trace the
physical Reflection
DEVELOPMENT development of CHART OF
AL TASKS OF preschooler and COMPARISON
VARIOUS schooler of
LEARNERS 2. Trace the PRESCHOOLER
cognitive and
Preschooler development of SCHOOLER
and preschooler and
Schooler schooler
3. Describe the
socio-emotional
development of
preschooler and
schooler
 4. Draw
implications of
these principles
and process to
parenting,
caregiving and
child care

Module 10: PHYSICAL, COGNITVE AND SOCIO-EMOTIONAL

DEVELOPMENT OF PRESCHOOLERS AND SCHOOLERS

B. TOPIC DISCUSSIONS

LESSON 1: PHYSICAL DEVELOPMENT OF PRESCHOOLERS

• Physical growth increases in the preschool years though in a slower

pace. The center gravity of the child is evenly distributed.
• Gross motor skills are now categorized into three:
1. Locomotor skills – skills that involve movement from one place to
another
Ex. Walking, running, climbing
2. Non-locomotor skills – skills that does not require going one place to
another
Ex. Stretching, bending, turning and swaying
3. Manipulative Skills – skills that involve projecting and receiving
Ex. Throwing, bouncing, catching, dribbling
• Fine motor development
Different environments provide different experiences with fine motor
skills
Ex. Picking, squeezing, pounding
• Handedness or the preference of the use of one hand over the other, is
usually established around 4 years of age
• Preschooler’s Artistic Development (a fine motor activity)
- Children has interest to draw and make other forms of artistic
expression
 VIKTOR LOWENFELD STAGES OF DRAWING

Stage 1 SCRIBBLING – begins with large zigzag lines which later

become circular markings then become discrete shapes
• Towards the end of this stage, the child may start to name
his or her drawing

Stage 2 PRESCHEMATIC – drawing usually comprise of a

prominent head with basic elements
• Later arms, legs, hands and even facial features are
included
• Adult may be able to recognize the drawings
• The child tends to give same names to their drawings
several times

Stage 3 SCHEMATIC – drawings may include houses, trees, the

sun and sky and people
• More elaborate scenes are depicted and children usually
draw from experience and exposure
EXERCISE
Imagine you are a preschooler. Illustrate the stages of drawing of Viktor
Lowenfeld through your drawing

LESSON 2: COGNITIVE DEVELOPMENT OF PRESCHOOLER

• 2nd Stage of Piaget’s Theory

PRE-OPERATIONAL THOUGHT
1. Symbolic substage
- Preschool children show progression their cognitive abilities by being
able to draw objects that are not present, by their dramatic increase
in language and make-believe play
2. Intuitive substage
- Preschool children begin to use primitive reasoning and ask litany of
questions because of the development of their language ability
- Preschooler can imagine that objects and people have properties
other than those they actually have
Ex. Mark imagine that his one-foot ruler is a SAW while he pretends
to saw a piece of wood.
• As children go through early childhood their grasp of rules of language
increases (morphology, semantics, pragmatics)
• Symbolic thinking involves language, literacy and dramatic play

LANGUAGE & SOCIAL INTERACTION

• Vygotsky believed that young children use language both to

communicate socially and to plan, guide and monitor their behavior in a
self-regulatory fashion called inner speech or private speech (Santrock,
2002)
• ZPD captures the preschool children’s cognitive skills that are in the
process of maturing
• Preschool children can improve their cognitive development through the
use of scaffolding from more skilled children and adults.
 INFORMATION PROCESSING THEORY – ATTENTION & MEMORY

• Information Processing Theory

- Conceptualized children’s mental process through the metaphor of
a computer processing, encoding, storing and decoding data
• Preschooler’s attention spans last longer than that of toddlers
• Rehearsal and organizing information are deliberate mental activities
that can be employed to improve the processing of information

THEORY OF MIND
• Awareness of one’s own thought processes, social cognition,
understanding that people can hold false beliefs, ability to deceive,
ability to distinguish appearance from reality and ability to distinguish
fantasy from reality
• Social experiences are very important in developing theory of mind. This
experience include:
1. Early forms of communication
2. Imitation
3. Make believe play
4. Language
5. Social interaction

LESSON 3: SOCIAL DEVELOPMENT OF PRESCHOOLERS

• Erikson’s view of initiative portrays the emotional and social changes that
happen during the preschool years
• Preschoolers yearn to create, invent, pretend, take risks and engage in
lively and imaginative activities with peers. When supported and
provided by parents with stimulating environment, the preschooler’s
sense of initiative will grow. If the adults are overprotective, and show
extreme restrictions and criticisms, the preschooler will develop guilt.
• “judicious permissiveness” – involves setting realistic boundaries that
keep preschoolers safe and respectful of self and others while allowing
them greater opportunity to explore, take risks and to engage in creative
processes
SELF-CONCEPT & PRESCHOOLER

• The preschooler’s self-concept mainly focuses on observable

characteristics and his or her beliefs, emotions and attitudes
• Preschoolers are naturally positive and confident to try again even if they
don’t succeed with something

GENDER TYPING – process of forming gender roles, gender-based

preferences and behaviors accepted by society

• Preschoolers begin to associate certain things like toys, tools, games,

clothes, jobs, colors or even actions or behaviors as being “only for boys”
or “only for girls”
• Preschoolers form their own gender identity, the view of oneself as being
masculine and feminine

PARTEN’S STAGES OF PLAY

1. Unoccupied – appears not to be playing but directs his attention

on anything that interest him
• This stage allows children to practice manipulating materials and
exploring materials around them without any sort of organization
2. Onlooker – spends time watching others play
• He may talk to them but does not enter into play with them
• Children learn about social rules of play and relationship just by
watching others
3. Solitary Play - playing alone
• Children entertain themselves without any other social
involvement
• They are able to explore freely, master new personal skills like
new motor or cognitive skills and prepare themselves to play with
others
4. Parallel Play – plays with toys similar to those near him, but only
plays beside and not with them
• No interaction takes place
• Children are not really engaging in a social exchange
5. Associative Play – child plays with others
• There is interaction among them but no task assignment, rules
and organization are agreed upon
• The child becomes more focused on other players than on the
activity or object involved in play
6. Cooperative Play – child plays with others bond by some agreed
upon rules and roles
• Develop an advance skill such as cooperation and negotiate
control properly
ACTIVITY
- Cut out pictures illustrating the stages of Parten’s Play and paste it
in a A4 paper

CAREGIVING STYLES
- Affect the socio-emotional development of children
• Responsiveness – caregiver’s behavior that pertain to expression of
affection and communication
▪ Refers to how warm, caring and respectful the adult is
to the child
▪ Involves openness in communication and willingness
to explain things in ways that child will understand
• Demandingness – caregiver’s behavior that pertains to the claims that
parents make on children to become integrated into the family and
community by their maturity expectations, supervision, disciplinary
efforts, and willingness to confront a disputative child
▪ Refers to level of control and expectations
▪ Involves discipline and confrontation strategies

4 PARENTING /CAREGIVING STYLES

1. Authoritative – both HIGH D and R

2. Authoritarian – HIGH D, LOW R
3. Permissive – LOW D, HIGH R
4. Neglect/Uninvolved – both LOW D and R
 EFFECTS ON THE CHILD
• Authoritative – makes the child feel safe and secure
• Authoritarian – lead to aggressive behavior the child
• Permissive – lead the child to be demanding and does not easily follow
• Neglect – the child will encounter attachment problems and delinquent
behavior later in adolescence

LESSON 4: PHYSICAL DEVELOPMENT OF SCHOOLER

• Physical growth is slow and steady. It involves:

1. Having good muscle control and coordination
2. Developing eye-hand coordination
3. Having good personal hygiene and
4. Being aware of good safety habits.

• Motor Development
- Children in this stage move a lot
- Unimanual (requires the use of one hand to do an activity)
- Bimanual (requires the use of two hands)
- Motor development skills include coordination, balance, speed,
agility and power.

1. COORDINATION – series of movements organized and

timed to occur in particular way
• Eye-hand or eye-foot coordination
2. BALANCE – maintain the equilibrium or stability of his or her
body in different positions
• Static balance – ex. Balancing one foot
• Dynamic balance – maintain equilibrium while moving
3. SPEED – cover a great distance in the shortest possible
4. AGILITY – ability to quickly change or shifts the direction of
the body
5. POWER – ability to perform a maximum effort in the shortest
possible period
LESSON 5: COGNITIVE DEVELOPMENT OF SCHOOLERS

• Children have better understanding of their thinking skills

• Concrete operational thinkers can make use of inductive logic

Inductive logic – thinking from a specific experience to a general

• The skills that children learn are in a sequential manner, meaning
they understand numbers before they can perform mathematical
equation
• Their attention span is longer
• Creativity is innate in children

LESSON 6: SOCIO-EMOTIONAL DEVELOPMENT OF SCHOOLERS

• Having healthy self-concept means that the child like himself, feels
accepted by his family and friends and believe he can do well
• Primary school children become aware of the needs and desires of
others. The issues of fairness and equality become important to them as
they learn to care for people who are part of their families
• Children most likely belong to a peer group

Peer Group – characterized by children who belong to approximately to

the same age group and same social economic status

PEER STATUS
1. POPULAR – frequently nominated as best friend and one
rarely disliked by peers
2. AVERAGE – received 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 best friend but one
who is also disliked by peers
5. CONTROVERSIAL – frequently nominated as best friend
but at the same time disliked by peers
 C. SUPPLEMENTARY MATERIALS
Read Developmental Milestones for baby –
http://www.marchofdimes.org/baby/developmental-milestones-for-baby.aspx

IV. LEARNING ACTIVITIES

A. QUIZZES
Make a chart comparing all the development of preschooler and schooler
following the format:

PHYSICAL COGNITIVE SOCIO-

EMOTIONAL
PRESCHOOLER

SCHOOLER

A. PERFORMANCE WORKS

PERFORMANCE WORK/
PERFORMANCE WORK NO. 10 – PHYSICAL, COGNITVE AND SOCIO-EMOTIONAL
DEVELOPMENT OF PRESCHOOLER AND SCHOOLER

Course CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

Code/Title
Course 1. Trace the physical Trace the physical development of preschooler and
Intended schooler
Learning 2. Trace the cognitive development of preschooler and schooler
Outcomes 3. Describe the socio-emotional development of preschooler and schooler
4. Draw implications of these principles and process to parenting, caregiving
and child care
Instructions 1. Read and answer the given questions.
2. Use separate sheet if needed.
No. of Points 40 points
Essay:
1. How is preschool development different from school age development?
2. How do children respond to the following events in life:
a. death
b. parent’s separation
c. rejection from peers
Write your answer here:
Rubrics of Assessment:
Criteria Outstanding Good Fair Poor Very Poor
Point 9-10 7-8 4-6 3-1 0
Distribution
Well written and Writes fairly Minimal Somewhat
very organized. clear. effort. unclear.
Excellent Good grammar Good Shows
grammar mechanics. grammar little
mechanics. Good mechanics. effort.
Clear and Presentation Fair Poor
concise and presentation. Grammar
statement. organization. Few mechanics
Excellent effort Sufficient effort supporting .
and and details. details.
presentation
with detail.
Demonstrates a
though
understanding
of the topic.

V. ASSESSMENT/EVALUATION
Reflect on each development: PHYSICAL, COGNITIVE and SOCIO-
EMOTIONAL relating to your milestones as preschooler and schooler.

REFERENCES:

Child and Adolescent Learners and Learning Principles.Brenda B. Corpuz,

et.al Lorimar Publishing, Inc.©2018

Psychology of Learning and Instruction. Geraldine E. Tria, et.al. Pantas

Publishing & Printing Inc.©2018

Prepared by:

MS. MABELLE R. CEJES

Instructor