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Module 5

The document outlines the developmental characteristics of school-age children, emphasizing the importance of understanding their cognitive, physical, and social/emotional growth for effective teaching. It highlights that children aged 5 to 8 learn best through hands-on experiences and require engaging lessons, while also noting the varying learning levels and motivations among students. Additionally, it discusses the impact of cultural background on academic performance and the significance of teacher expectations in shaping student outcomes.

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yaserhosainy01
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7 views2 pages

Module 5

The document outlines the developmental characteristics of school-age children, emphasizing the importance of understanding their cognitive, physical, and social/emotional growth for effective teaching. It highlights that children aged 5 to 8 learn best through hands-on experiences and require engaging lessons, while also noting the varying learning levels and motivations among students. Additionally, it discusses the impact of cultural background on academic performance and the significance of teacher expectations in shaping student outcomes.

Uploaded by

yaserhosainy01
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Brief Overview of Cognitive, Physical, and Social/Emotional Development in School-Age

Children

Development characteristics:
Body: Growth occurs at slower rate, fine motor skills for drawing and writing improves
Mind: Capacity for maintaining self control, work and learning skills through practice
Self: Develop feelings of competence and self-esteem by comparing themselves with other
peers
Thought: Games change from imaginative play to games with structure and rules.

Ages and Stages Fact Sheet

Understanding the developmental characteristics of 5 to 8 year olds is very important for


teachers because it helps teachers develop strategies that are effective and work with how
young children think, learn and interact. At this stage, children are better thinkers who learn best
through real experiences and hands-on activities. Their attention spans are short so lessons
should be engaging and should have some sort of exploration in it so that the students are
engaged. Socially, children in this age group are just beginning to form friendships and it’s often
with same-sex students and also they care deeply about pleasing the adults and gaining their
approval. This means that teachers should use positive reinforcement to encourage students to
participate and give more effort rather than focus on competition.

Research in Brain Function and Learning

●​ Just because students are the same age doesn’t mean they’re at the same learning
level. Teaching needs to match their brain maturity and their learning level.
●​ Some kids might be great at reading but struggle with motor skills or vice versa.
●​ Younger kids need step by step instructions while older students can handle more
complex thinking.
●​ Anxiety and pressure can make it harder for students to focus and consume the
knowledge, so the classroom should be supportive for them to succeed.

Difference in Learning and Motivation

●​ Some students learn best by listening and others by doing, watching or reading, so
teachers need to use different teaching strategies for students so that they can teach
everyone.
●​ A student’s belief in their ability affects their effort. Those with low confidence might
avoid challenges while those with higher confidence might take on more.
●​ Teachers who recognize individual temperaments can create a supporting and effective
environment for the students.
Examine the Impact of Culture on Academic Performance

●​ Students with different backgrounds might process information differently. For example,
Asian students might focus on relationships between things while Western students
sometimes categorize objects separately.
●​ The Expectation theory shows that students rise or fall to the level of expectations
placed on them. High expectations lead to better performance and low expectations
might hold students back.
●​ The Cultural Deficit theory suggests that some students struggle because their home
environment doesn’t prepare them for school.

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