Late Childhood

1. Late Childhood Victoria Khen and Jihoon Jung

2. Sub-Topics • Increase in Understanding (Cognitive) • Interests and Sex-Role Typing • Moral Attitudes and Behavior • Spiritual Development • Personality Changes • Hazards and Happiness • Changes in Family Relationships

3. Characteristics (Hurlock, 1980) • By Parents – Troublesome and Sloppy Age • By Educators – Elementary School Age • By Psychologists – Gang Age

6. First Day of School • First day of School: • Officially attend school by age of 6-7 • Affects

7. Increase Understanding • Can correct faulty meanings through reading • Piaget – “preoperational thought” → Concrete-Operational Thought (Hoffman, 1988)

8. Increase Understanding (Source: Anglin, 1995)

9. Guess, your 10ys child is lost in SM Taytay. Then, can the child go back home (APNTS) alone or not?

10. Increase Understanding • Concrete-Operational Thought – Logical - Conversation: quantity and length (9-10 ys), volume(11-12 ys) - Understand fully conversation fully but slowly - Thinking becomes reversible - Capacity to use inductive logic - Okayama E. School Speech contest

11. Increase Understanding • Concrete Operations as rules for problem-solving by Siegler’s approach (Siegler 1976) from experience, trial and error, and experiments Rule 1 – preoperational (weight) Rule 2 – Transitional (weight) Rule 3 – Concrete Operational (distance and weight) Rule 4 – The understanding of Actual formula

12. How do we as Christian educator develop children’s knowledge and understanding of Bible?

13. Interest and Sex-Role Typing Keywords • Sex role • Sex-role stereotype • Gender Identity • Gender constancy • Gender Schema • Sex Differences

14. Sex-Role Typing • Sex role – encompass behavior that society considers appropriate and desirable for each gender. Ex) Gender Segregation, Gang age • Sex role → sex-role stereotype : simplified, exaggerated conceptions of sex roles and characteristics of males and females ex) Boys look down girls • Develop gender identity • Form gender schemas - feminine or masculine concept

15. Sex-Role Typing • Kohlberg (1966) – Gender constancy - The understanding that gender is permanent and that the child’s own gender will never change • Cultural values and social change, parental socialization Ex) In Korean tradition - Boys no enter into kitchen - Boys only cry 3 times • born (2) parent’s death (3) Lost country Sex – Role Type and stereotype

16. Interest and Sex Differences • Boys more aggressive, active, competitive (Offord, Boyle, & Racine, 1991) Home alone 1

17. Interest and Sex Differences • Boys more aggressive, active, competitive • Boys > Girls in visual-spatial ability and mathematical skills • Girls > Boys in emotional connections and nurturant skills. • Controversial Video Titie: “Public School Teaches Grade Schoolers There Are Multiple Genders Without Parental Consent”

18. How do we as Christian educator teach children in Late childhood gender identity?Can you, now, teach the fact, homosexuality?If not, when is best time to teach it?Ifcan, how do we teach it?

19. Moral Attitudes and Behavior Keywords • Conscience - Eastern & Western Style: - Ego ideal Tiger Mother • Moral realism • Moral relativism • Reward & Punishment

20. Conscience and Ego Ideal Question: Must Don’t Must Do If fail, Guilty Shame Term Conscience Ego Ideal

21. Conscience and Ego Ideal • Conscience: The list of “don’ts” in the superego; violation of any of these rules leads to feelings of guilty • Ego ideal: the list of “dos” in the superego; failure to live up to any of these leads to feelings of shame

22. Moral Realism and Relativism • Piaget watched children play. • They seemed to understand little about rules of their game • Asked some questions • Proposed two stages: Realism and Relativism (Bee, 2005)

23. Moral Realism, 1st stage • Early schoolchild (6-7ys or Grade 1-2) • Rules of game can’t be changed • Rules from authorities, parents and teachers • If disobey or change, they would not like it. Why? Fear of Punishment

24. Moral Relativism, 2nd stage • Late schoolchild (8-12ys or Grade 3-6) • Rules can be changed by social agreement • Better follow their rules changed by agreement • Know that don’t get punished for rule violations unless they get caught → wicked • Know relation between punishment and intentions.

25. Moral Behavior • Reward: acceptable behavior ↗ • Punishment: unacceptable behavior ↘ • Inductive Discipline is more effective • Controversial Video Title: Battle Hymn of the Tiger Mother

26. Debate “Tiger Mother” • Amy Chua (Chinese-American) published (2011) • Sub-Title:“This is a story about a mother, two daughters, and two dogs. This was supposed to be a story of how Chinese parents are better at raising kids than Western ones. But instead, it's about a bitter clash of cultures, a fleeting taste of glory, and how I was humbled by a thirteen-year-old.”] VS

27. Debate “Tiger Mother” • Her rules in her parenting (from: “Why Chinese mother are superior?” The Wall Street Journal (Jan 8, 2011)) • Never allowed to do Attend a sleepover, Have a playdate, Be in a school day Complain about not being in a school play Watch TV or play computer games Choose their own extracurricular activities Get any grade less than A, Not play the piano or violin Not be the No.1 student in every subject except for gym and Drama Play any instrument other than the piano or violin

28. Debate “Tiger Mother” • Wall Street Journal got responses from readers • 2/3 respondents said, • “the “Demanding Eastern” parenting model • is better than the “Permissive Western” model.

29. What are pros and cons on eastern and western way?Where between both way is your stance? What is Christian educational way in parenting?

30. Spiritual Development Keywords • Child and Spirituality • Child and Family • Child and Ministry

31. How did God use young children in Bible? • Young Helper of God – Exodus 2:7 • Young Messenger of God – 2 Kings 5:2-3 • Young Warrior of God – 1 Samuel 17:33 • Young Prophet of God – Jeremiah 1:4-8 • Young Advocate of God – Job 32:6-7 • Jesus Christ Luke 2:41-52 52Jesus grew in wisdom and stature, and in favor with God and men (NIV) Source: http://wiki.answers.com/Q/How_did_God_use_young_people_in_the_Bible

32. Child and Spirituality (Bruce, 1999) - As a part of family and church • To take part in worship • To adapt for oneself the stories, beliefs, etc - Religious concepts are absorbed through • Informal exposure • Intentional and structured experiences - Literal interpretation with distinct rules : right and wrong, good and bad - Authority is important than peer pressure

33. What can we do? • Teach how to be a participant • Teach how to be accepted and feel secure • Select good authority source such as a book, TV program, preacher, teacher Approaching Puberty, - Peer group is important increasingly in faith - Peers influence on one’s faith (∵gang-age)

34. Children and Family (Bruce, 1999) • problem child functions as a part of family-system • Family must - be informed about the developmental needs of children - provide care and counsel with an awareness of larger system within which the child lives - Know your limitations: refer cases to appropriate child and family care specialists when you unsure of or unable to provide the care required - Try Christian-home-schooling (Meier, p197)

35. Developing Spirituality (Bruce, 1999) • Make it known that you are a minister to children : Authority Source 2. Get acquainted with children as persons in their own right 3. Look at children as you would an adult 4. Use simple and direct language 5. Give some of your teaching time to this age group by children sermon 6. Schedule a regular time to visit the children departments in your church

36. Developing Spirituality (Bruce, 1999) 7. Set up a visitation plan 8. Let all ages to join in all church activities including preparing worship service 9. Conduct a periodic conference for parents 10. Provide Crisis care 11. Determine their spiritual growth by events 12. Hang out with them Presentation By 11-year-old: Jesus Throughout the Bible

37. To develop Sunday School for elementary schoolchildren in your church, what things do you need?Or what is weakness in your Sunday school?