 |
|||||
 |  |  |  |  |  |
 |
 |  |
|||
| ESE504 : The Class : PEPSI : 5th year | |||||
Fifth
Year
|
||||||||||
|
|
||||||||||
P |
Large muscle coordination is a major domain of interest and concern for the child with small
muscle and pincer control work taking much effort and only beginning with the majority of
children.
Jumping, running, skating, tumbling, throwing and kicking large balls, seem compelling and exciting for many children. Child usually has good control over toileting and elimination but has accidents and can get confused about the origin or body needs associated with gas, stomach aches, constipation Frequent colds and illnesses may accompany exposure to more children, the onset of stress as school demands increase and a more rigid structure is imposed. Aches and pains may increase - especially psychosomatic and stress related issues - headaches, stomach aches, leg aches Hypersensitivity to "little" hurts increases--pulled hair, blisters, scrubbed face |
E |
Initiative vs. Guilt
Shows interest in initiating activities and participating in tasks for the sake of
working and being involved
Shows interest and enjoyment in working together to do a task Very stable 9-12 months for most children Fears recede and are more of contentment Feels and expresses a sense of contentment Enjoys working with others rather than competing Enjoys adult company - and bonds with a warm teacher Closer with mother during this time period Very verbal in describing needs and ideas |
P |
Basic stage of heteronomy
with child still pre-moral.
Is good because wants to be, desires approval, praise and enjoys conforming Derives pleasure from being perceived as "good" and loves being labeled helpful Tends to exaggerate and get involved in flights of fancy Behaviors such as lying, cheating and taking things may increase; often related to the child's desire to be seen as good coupled with a slower growth in self control over desires Bosses others as a part of own blossoming desire to be good Enjoys learning to see the distinctions between really and fooling or pretending Child is just beginning to see "others" as having different needs and ideas. |
S |
Referents: parents, sibs, extended family Teacher may be ideal Friends take on some importance Generally friendly and helpful, enjoying the interactions with others Likes to assume fair and reasonable responsibility though may need some reminding and help Enjoys playing house and assuming and playing adults roles Enjoys play which puts them in adult helping roles -- mom, dad, fireman, mailman Begins to value and show a sense of modesty Generally friendly and not overly demanding of others Tends toward gentler play rather than aggression |
I |
Intuitive stage - child begins to acquire a mode to deal with integration of different view points
from own
Greatest successes still come from using the right hemisphere, intuitive processing Attention span increase Enjoys utilizing skills to manage self and help self -- dressing, cleaning, bathing, etc. Enjoys role learning - counting, naming, opposites, body parts, etc. and may be ready to begin decoding Initiates organizing by planning and follow through Practice of logical, spatial and temporal integration is a viable teaching arena Concepts tend to be piece meal rather than integrated |
|
| Physical Development |
Emotional Development |
Philosophical Development |
Social Development |
Intellectual Development |
||||||
You should now:
Go on to 6th Year
or
Go back to PEPSI
E-mail J'Anne Ellsworth at jet@sedona.net
Copyright 1999
Northern Arizona University
ALL RIGHTS RESERVED