Age 9 in Grade 34

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Age 9 in Grade 3/4

• M. Beauvais, L. Vanderburg, S. Arul, B.
  Martell

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Physical
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Observations

• Co-ordination and control of movement
• Soccer Baseball
• Runs in a straight line and follows base line
• Some girls ran faster than boys
• Girls more passive Boys more competitive
• Catching/Throwing/Kicking a ball executed more
  quickly and with better co-ordination (still
  some signs of difficulty)
• Good reaction time

4
Observations (cont)

• Language Arts/Math
• Enjoys using a variety of techniques in drawing
  (better grasp of pens/markers) use of rulers to
  draw lines
• Pile up bingo chips on top of each other without
  making them fall (better motor skills)
• Responds immediately to clapping (reaction time
  improving) good response to clapping patterns
• Able to sit for longer periods of time with some
  fidgeting (less tolerance by teacher)

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Theory - Physical

• Rate
• Slower growth rate Girls - 12 months ahead of
  boys
• Boys becoming superior in strength
  co-ordination
• Girls may be faster runners
• Body Growth
• Boys may have longer arms (more strength of
  leverage)
• Some wrist bones not completely formed
• Large muscles stronger and more highly developed
• Small muscles increasing in control and strength
• Hands enlarging and arms lengthening
• Right/left hand dominance is firmly established

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Theory - Physical cont

• Co-ordination and control of movement
• Gross motor skills quicker better accuracy
• Reaction time is improving actions more
  precise/controlled
• Drawings more detailed in depth
• Hand/eye co-ordination well developed better
  handling of materials/tools (grasp)
• Energy concentration, motivation
• High energy level yet tires easily
• Often hungry (great amounts of energy used)
• Good starters less interest in completion of
  task

7
What you can do

• Gross Motor Skills
• Provide more non-competitive team sports (Ex
  Soccer base ball, Crazy Cricket, Obstacle
  courses, team tag activities, etc.)
• Drama Create tableaux to improve stability
• Fine Motor Skills
• Building structures in all subject areas
• Mathematics building 3-D structures using tooth
  picks/marshmallows
• Science building structures
• Visual Arts Producing 3-D structures, sculptures

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Cognitive

•  

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Observations/Characteristics

• Logical thought remains tied to concrete
  materials
• Uses ruler to count by 3s
• Crosses objects when counting
• Responds to rhythmic clapping (recognizes
  patterning in the sounds)
• Communicates simple math terminology
• Easily counts by 5s, 10s and 100s
• Breaks problem into smaller steps

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PiagetMath/Spatial

• Concrete Operational Stage (7-11) Operates
  logically with concrete materials
• Operations are associated with personal
  experience.
• Operations are in concrete situation, but not in
  abstract manipulation.
• The operational thought is reversible.
• Operate an action, and then go back to the
  original condition. (3 2 5 and 5 2 3)
• The limitation is that operations are only
  carried out on concrete objects.
• Begins development of logical thought

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Promoting Growth

• Characteristic Logical thought remains tied to
  concrete materials
• Step 1 Bodily- Kinaesthetic (slides, turns and
  flips)
• Step 2 Use of manipulative (Mira, Geo boards,
  Tracing/Dot paper, etc.)
• Piaget
• Final Different strategies (drawing/arrows,
  breaking into steps)

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Language
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Observations/Characteristics

• Logical thought remains tied to concrete
  materials
• Recalls events of the story they have been
  reading
• Understanding of complex grammatical forms
  improves
• Recognizes and provides examples (Punctuations)
• Relies on pictures and symbols to make meaning of
  text
• Makes connections with feelings and emotions
  through expression
• Repeats rules required for effective group work
• Reminds peers of expected behaviours
• Shares ideas and respects ideas of others
• Engages in verbal discussions
• Communicates ideas and thoughts in all subject
  areas
• Enjoy telling jokes and riddles

14
VygotskyLanguage

• Zone of Proximal Development (ZPD)
• Primary form of interaction through which adults
  transmit to the child the knowledge that exists
  in the culture.
• Childs language becomes the primary tool of
  intellectual adaptation
• Use internal language to direct their own
  behaviour, feelings and actions

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Promoting Growth

• Characteristic Developing logical thought
• Step 1 Provide activities and experiences in
  their ZPD, challenging them, but allowing success
  with guidance (Debates, Literature circles,
  Writing letters, etc.)
• Step 2 Scaffolding help that enables to
  complete tasks they cannot  complete
  independently
• Types Modelling, Joint Problem Solving,
  Thinking out aloud, Asking questions, etc.
• Final Interdependent work (life long learners)

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Social
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What we saw

• Love to giggle and laugh in class and outside of
  class
• Makes funny faces with friends
• Talks out plans for creating poster
• Demonstrates through role play
• Singing with friends while waiting
• Asks for help

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EriksonSocial

• Industry vs Inferiority (7-12)
• developing sense of industry (importance),
  understand relationship between persevering and
  pleasure of job being finished
• Students want to complete things and feel
  competent
• school, neighbourhood and peer interaction
  develops in importance

19
What you can do

• Teacher can begin with short assignments, then
  move on to longer ones.
• Monitor student progress by setting up progress
  checkpoints
• Teach students to set reasonable goals, tolerate
  honest mistakes, use individual charts and
  contracts that show student progress, keep
  student portfolios, using class jobs, a job board
• Group Work!

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Emotional
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What we saw

• Giggling (lots of it)
• Making funny faces (and laughing some more!)
• Singing
• Love to smile!
• A lot of the emotions observed were in social
  situations.

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GolemanEmotional

• the ability to monitor ones own and others
  emotions, to discriminate among them, and to use
  the information to guide ones thinking and
  actions.
• emotional competence is "a learned capability
  based on emotional intelligence that results in
  outstanding performance at work"

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What you can do

• Dramatic play, artistic self-expression, conflict
  resolution coaching, learning about self and
  feelings, and empathy building exercises. (Lions
  Quest)
• Teachers can use their own emotional intelligence
  to understand and to do a more effective job
  teaching (eg. empathy, share what you love,
  intuition, affectionate)
• Students learn skills through others so let them
  interact!

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Moral
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Moral Development

• Observations
• teacher models appropriate behaviour (role play)
• cooperation during group work (students have
  roles - recorder, speaker, )
• students had responsibilities within the
  classroom (teachers assistant)
• students aware of expectations (laws/rules) i.e.
  Get in line you guys!
• observed some teasing (You suck!)
• rules and routines for getting ready for recess,
  lunch time, going outside for phys. ed.

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KohlbergMoral Development

• conventional level, make choices from a
  "member-of-society" perspective
• Stage 3- good boy/nice girl- shift from pleasing
  themselves to pleasing important others (parents,
  teachers, friends)
• involves a move towards gaining approval or
  avoiding disapproval as the basis of morality
• justify their behaviour (everyone else is doing
  it)
• desire to please or help others

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What we can do to promote growth...

• make students responsible for their own behaviour
  (take ownership)
• allow them to help develop rules/expectations for
  appropriate and inappropriate classroom behaviour
  and post them in the classroom (helps develop
  decision making skills, teaches respect)
• assign students responsibilities within the
  classroom (prepare them for the future)
• allow them to make connections between what is
  wrong and what is right (for every choice they
  make there is a consequence)-rewards/recognition
  for making the right choices
• drama/role playing-helps develop communication
  skills to express themselves and to make
  appropriate decisions
• promote respect, acceptance, multiculturalism-cele
  brate diversity (drama, songs, discussions,
  books, mini-lessons, subject integration, etc.)

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Musical
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Observations

• repetition clapping as a management strategy
• students humming (head bopping)
• student singing a tune from a commercial
• chanting and singing while playing soccer
  baseball (we want a pitcher not a belly- itcher,
  take me out to the ball game, )

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GardnerMultiple Intelligences (Musical)

• sensitive to non-verbal sounds in the environment
  such as rhythms, pitch and tonal patterns
• students with strong musical intelligence are
  likely to hum, turn sounds into rhythms, and
  easily remember melodies
• learn best when music is incorporated into the
  teaching/learning process

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What can we do to promote growth

• vowel song
• clapping songs
• repetition clapping for management strategies
• play soft music in the background during
  independent reading
• reading rhythmic books (chanting, repetition)
• rhythmic patterns in math (2 times 1 is 2)
• art (paint to music)

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• You are now 9 years old(again)

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Activity

• Teachers Role
• Distribute 1 Time Word Problem to each student
• Distribute materials (1 student will get nothing,
  2 students will get the Picture Clock Sheet, 2
  students will get a Clock Manipulative)
• Have students complete the assigned problem
• Help those students who need help
• Students Role
• Pretend you are an early 9 year old still
  struggling with telling time
• With only the tools the teacher distributes to
  you, complete the assigned Word Problem.
• Ask the Teacher for assistance when needed

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References

• Norris, D. and Boucher, J. (1980). Observing
  Children through their formative years The
• Board of Education for the City of Toronto.
• http//www.funderstanding.com/vygotsky.cfmhttp//
  www.funderstanding.com
• http//www.ship.edu/cgboeree/erikson.html
• http//www.eiconsortium.org/research/ei_theory_per
  formance.htm