Physical Development :

Implications In
Teaching and Learning

PISMP Semester 1 Jan/2012 Intake

BI (2)

Group 6 :

Mohamad Azman Kamarudin

Mohamad Alif Izwan B. Mohd Nazri

MarciniAnak Minggu

(09/02/2012)

Preoperational (2-6
years)
Applying his new knowledge of language, the

child begins to use symbols to represent objects.

Early in this stage he also personifies objects. He
is now better able to think about things and
events that aren't immediately present. Oriented
to the present, the child has difficulty
conceptualizing time. His thinking is influenced by
fantasy -- the way he'd like things to be -- and he
assumes that others see situations from his
viewpoint. He takes in information and then
changes it in his mind to fit his ideas. Teaching
must take into account the child's vivid fantasies
and undeveloped sense of time. Using neutral

Teaching & Learning

Objectives
The child is able to form stable concepts as

well as mental reasoning and magical beliefs.

Intelligence is demonstrated through the use

of symbols, language use matures, and

memory and imaginations are developed.

Example of Activity
Three views of a mountain are shown and the

child is asked what a traveling doll would see

at the various angles; the child picks their own
view compared to the actual view of the doll.

Concrete operational stage

( 7-12 years)
Theconcrete operational stageis the third

of four stages of cognitive development in

Piaget's theory. This stage, which follows the
preoperational stage, occurs between the
ages of 7 and 11yearsand is characterized by
the appropriate use of logic. Important
processes during this stage are:

Seriationthe ability to sort objects in an order

according to size, shape, or any other

characteristic. For example, if given differentshaded objects they may make a color gradient.
Transitivity- Transitivity, which refers to the ability
to recognize relationships among various things in
a serial order. For example, when told to put away
his books according to height, the child recognizes
that he starts with placing the tallest one on one
end of the bookshelf and the shortest one ends up
at the other end.
Classificationthe ability to name and identify
sets of objects according to appearance, size or
other characteristic, including the idea that one set
of objects can include another.

Decenteringwhere the child takes into

account multiple aspects of a problem to solve

it. For example, the child will no longer
perceive an exceptionally wide but short cup
to contain less than a normally-wide, taller
cup.
Reversibilitythe child understands that
numbers or objects can be changed, then
returned to their original state. For example,
during this stage, a child understands that a
favorite ball that deflates is not gone but can
be filled with air again and put back into play.

Conservationunderstanding that quantity, length

or number of items is unrelated to the arrangement or

appearance of the object or items.
Elimination of Egocentrismthe ability to view
things from another's perspective (even if they think
incorrectly). For instance, show a child a comic in
which Jane puts a doll under a box, leaves the room,
and then Melissa moves the doll to a drawer, and Jane
comes back. A child in the concrete operations stage
will say that Jane will still think it's under the box even
though the child knows it is in the drawer.
Children in this stage can, however, only solve
problems that apply to actual (concrete) objects or
events, and not abstract concepts or hypothetical
tasks.

Formal Operations(12 years and onwards)

This stage brings cognition to its final form.

This person no longer requires concrete

objects to make rational judgements. At his
point, he is capable of hypothetical and
deductive reasoning. Teaching for the
adolescent may be wideranging because he'll
be able to consider many possibilities from
several perspectives.

In this stage, individuals move beyond

concrete experiences and begin to think

abstractly, reason logically and draw
conclusions from the information available, as
well as apply all these processes to
hypothetical situations.
The logical quality of the adolescent's thought
is when children are more likely to solve
problems in a trial-and-error fashion.

Children can be teach to learn music

instrument and activity such as drawing

Can be involved in sports and games
For muscles build
Strength
Better body movement and coordination

Exercising and suitable diet must be taught to

children.
To prevent social problem and difficulties to
adapt to an environment

Early Adolescence (12-15

years)
Rate ofgrowth
and
Height, sizeand
developmentat
shape
this
ofthebody
stageisfastand startsto mature
intense

Boy

Pubertywill go

throughvoicechanges
Bodygrowstrong,underar
m hairandmustache
Physically,
malegrowthduring
pubertyis longer

Girl

Rapid atbeginningone

ortwo yearsbefore
reachingpuberty
Shapethe beginnings
ofwomanhood
Growunderarm hair

Lectures and

counselingcanhelpadolescentsacceptan
individual appearance and body shape
Provide training
tohelpyouthbuildenergyand endurance
Teenagers become sensitive tophysical
changesandbody shape
Aware ofhealthy lifestyles, particularlyin
terms ofdiet and exercising
Avoidance of negativeactivities

Marks the maturity of sexually

Provide training courses, and talks about

sexual activity for teens to learn the aspects

of the physiological changes that occur within
them
Should provide opportunities for teens to talk
and ask about the changes taking place in
them
So that they can make the right choice.