Department of Psychology

University of the Philippines

Diliman, Quezon City

Developmental Psychology Module for Children in their Middle and Late Childhood at Reception
and Action Center (RAC)

Prepared by

Anarna, Kia
Ang, Kate Ilene
Ramos, Angelica Marie

Ms. Apryl Mae Parcon

Psychology 171: Developmental Psychology
THU

April 2, 2013
Introduction

The middle and late childhood is a developmental phase for children commonly 7-13 of
age—commonly called ​preteens​—who develop different aspects of self not only at home but in the most
relevant environment where they are typically found—the school. Nevertheless, it is a stage which is not
merely a category by default among school-goers, but marks a period between major developmental
transition points.
Collins (1984) regards the middle and late childhood as the beginning of the “age of reason”,
where children are assumed to develop new capabilities thereby taking in new roles and responsibilities
assigned by their families and communities. In many cultures as well, it has been said to be the time
where children are “absorbed into the worlds of adults” (Dhariwal, 2006), where they help shoulder
family responsibilities and fill work roles alongside their elders. With the advent of formal schooling
however, it is ideal for a child nowadays to withdraw from wide participation in adult society, and focus
on the life in a school setting.
Sigmund Freud has also assigned the age group of 6 to puberty the vital tasks of skill
development and the consolidation of psychosexual achievements from earlier periods. According to
Freud’s psychosexual theory, this period is characterized by the stage of latency wherein children’s sexual
urges remain repressed leading them to interact and play mostly with same sex peers (Garcia, 2011). Erik
Erison (1959) has also emphasized the children’s development of a sense of industry wherein they begin
to have a sense of pride in their accomplishments and abilities. He highlights that it is in this stage where
their self-confidence is being formed, and ​those who receive little or no encouragement from parents,
teachers, or peers will doubt their ability to be successful, leading to feelings of inferiority.
Along with the other developmental stages in one’s life span, this period is not static and is part of
a continuous process for children whose physical, cognitive, and socio-emotional characteristics are in
transition, and largely influenced by the environment and people they socialize with.

Physical Development
In terms of body growth and shape, children in this period showcase slow but consistent growth.
Santrock (2011) calls this as the “calm before the rapid growth spurt of adolescence”, wherein children
grow an average of 2-3 inches a year while gaining 5-7 pounds. Skeletal maturity, as measured by bone
age, is also a salient indicator of physiologic maturation in this age group. Also, the muscular system
becomes more active as well, with more “baby fats” being shredded and more muscles being developed,
resulting to children doubling their strength capabilities. In the Philippines however, 3 out of 10 children
are found to have low weight-for-age and height-for-age status (FNRI-DOST, 2006) which indicates a
growing number of school-age children who have poor nutrition.
It is also in this period that primary teeth start falling and permanent teeth appear (Rwenyonyi,
2013). Motor skills also become smoother and more coordinated, with boys better in gross motor skills
due to larger muscle mass, while girls outperform boys in fine motor tasks (Santrock, 2011). Moreover,
exercise in this stage becomes vital for children to refine their developing skills, and improve child’s
health, coping, and fitness.

Cognitive Development
Children in middle and late childhood are also in the stage of concrete operational thought as
stated in Piaget’s theory of cognitive development (1977). Children in this period are now capable of
logical thinking, reasoning, and problem solving in a variety of tasks, and their thoughts are also fully
logical and systematic. They also have the ability to distinguish between their own thoughts and the
thoughts of others, and they recognize that their thoughts and perceptions may be different from those
around them. Piaget (1977) also points out that they have already achieved milestones in their cognitive
processes such as that of conservation (​understanding that although an object’s appearance changes, it still
stays the same in quantity)​; decentering (​takes into account multiple aspects of a problem to solve it)​;
reversibility (​numbers or objects can be changed and then returned to their original state)​; seriation (​sort
objects in an order according to size, shape, or any other characteristic)​; transitivity (r​ecognize
relationships among various things in a serial order)​; and classification (​name and identify sets of objects
into groups)​.
Santrock (2011) also identifies three aspects of thinking that children in this age group can
develop. One of which is critical thinking wherein children are able to think reflectively and productively
in evaluating a topic or an issue. They can also acquire critical thinking showing their ability to think in
novel and unusual ways, and to come up with unique solutions to problems. Also, they can identify causal
relations between different phenomena, and seek answers to problems through scientific thinking.

Socio-emotional Development
Children also develop a new sense of self seen in their changed self-esteem (self-image) and
self-concept (evaluations of self), which is influenced by three characteristics (Davis-Kean, Jager, &
Collins, 2009): defining self in terms of internal characteristics, in terms of social characteristics, and
increasing reference to social comparison. They also show increased perspective taking or the ability to
assume other people’s perspectives and understand their thoughts and feelings (Santrock, 2011).
In terms of emotional development, Thompson and Goodvin (2005) show how children in middle
and late childhood have the ability to understand complex emotions, redirect feelings, suppress negative
emotional reactions, and to some extent cope with stress. They also add that it is the stage where children
possess a higher emotional intelligence since they can already perceive and express emotions accurately
and adaptively, understand emotion and emotional knowledge, use feelings to facilitate thought, and
manage emotions in oneself and others.
Multiple researches also demonstrate the importance of peer relations in middle and late
childhood, since peer groups become an important aspect of socialization. Sullivan (1953 as cited in
Santrock, 2011) ​argues that friends fulfill social needs (communal needs), such as companionship,
acceptance, and intimacy, survival needs, and agentic needs. He highlights the importance of having
interpersonal communications, and the importance of having the ability to get along with peers.

Organization’s Profile

Background
The Reception and Action Center (RAC) is a temporary caring shelter for displaced people, found
at Lions Road, A.J. Villegas St., Ermita, Manila (adjacent to LRT Central Station). It has been
inaugurated on April 2, 1975 by the City Government of Manila to address challenges on mendicancy,
vagrancy, displacement, homelessness, and abandonment, especially of children.
The temporary government facility processes papers and ​refers individuals--who are either
referred, rescued, and walk-in--to appropriate welfare agencies depending on what each person needs.
Thus, they provide temporary shelter (2 weeks is the average length of stay) and social services to its
residents, while coordinating with different agencies that will provide permanent support and protection
to the individuals in their care. The center also provides recreational activities as well as social and health
services to its residents. It operates 24 hours daily with trained personnel and volunteers deployed in
various services. It also works in coordination with the Council for Mendicants Rehabilitation Inc.
(CMRI), Department of Social Welfare and Development (DSWD), and the Western Police District
(WPD).
RAC’s target clientele include minors who are stranded/stow-aways, neglected, abandoned,
vagrants, and victims of abuse (i.e. physical, sexual, child labor, illegal recruitment). It also caters to
wandering adults, displaced individuals, stranded, mendicants, street families, and victims of illegal
recruitment. When we visited, they were housing 132 children, ranging from babies to adolescents.

Vision
A temporary shelter where clients will have access to opportunities for productivity reintegration
with families and/or placement for the abandoned where their needs and rights are recognized.
Mission
A commitment to care, protection and support to its clientele groups through various programs
and services responsive to the unique needs of individual.

Admission Requirements
For found, referred, and rescued cases, the individual will be admitted if the following documents
are presented: barangay/police certification, medical certificate, finder’s affidavit, referral letter from the
concerned party, and/or indorsement from Manila Department of Social Welfare (MDSW). Upon
admission, the individual will be interviewed, oriented on the rules of the center, and will undergo a
medical check-up. The case will then be turned over to the social service section for case management
and/or homelife section for basic needs. The individual will also be daily monitored until discharged.

Themes
Several themes have emerged upon interaction with the children in middle and late childhood at
RAC. These themes are important factors that influence a child’s development in terms of physical
(exercise and play), cognitive (creativity), and socio-emotional (family, child maltreatment and abuse,
bullying) aspects.

Physical Aspect
Exercise. ​Children in the middle and late childhood stage are still far from reaching their acme of
physical maturity and experience fatigue from long periods of stillness and inactivity. Therefore, children
in this stage should be physically active.
Exercise has various physical, cognitive, and emotional benefits. Research has shown that aerobic
exercise is linked to increase in competence in certain cognitive abilities such as planning and cognitive
inhibition tasks. Exercise and physical activity causes the brain to release feel-good neurotransmitters like
endorphins which lower stress and anxiety, and boost up one’s mood. It also helps an individual develop
confidence, distracts one from their worries, and allows for peer interaction and socialization, especially
in the form of play. Of course, exercise is also beneficial in that it leads to the development of stronger
and healthier musculoskeletal and cardiovascular systems, promotes leanness and lessens body fats,
improves immunity and lowers the risks of acquiring various illnesses such as type two diabetes.

Play. ​Physical exercise for children in the middle and late childhood stage is most often
manifested as play. Aside from the physical and cognitive benefits that individuals in the middle and late
childhood period get from their playing such as it being a means of becoming fit, a way of managing
anxieties and conflicts, and working off frustrations - as per Freud and Erickson - an exercise in the of
mastery of the child’s competencies and skills - as posed by Piaget and Vygotsky - an avenue for the child
to exercise their curious and adventurous spirit (Berlyne, 1960) and a setting for the development of
language and communication skills, it is also rife with various socio-emotional and psychological
benefits.
Play, especially social play, helps promote peer interaction, communication and sociability,
leading to the formation of friendships and other social peer groups, aided by an improved ability in the
middle and late childhood individual’s perspective-taking. Play also schools children on various prosocial
norms and behaviors.

Cognitive Aspect
Creativity. ​Research has shown that intelligence tests do not sample the full range of human
mental capacity and skill. This has led to the expansion of the definitions and conceptions of giftedness to
include creativity. Creativity is the ability to produce work that is original yet appropriate - something that
others have not thought of but that is useful in some way (Lubart, 2003; Sternberg, 2003). Cognitively
competent children do not only think critically but also creatively (Kaufman and Sternberg, 2003),
meaning they can think in novel and unusual ways, and can come up with unique solutions to problems.
Divergent thinking, a form or thought which generates various different possibilities when posed with a
task or a problem characterizes creativity; it is in contrast with convergent thinking, a form of thought
wherein one must arrive at a single correct answer which is characteristic of most tests for intelligences
such as IQ tests. Individuals who show a considerable amount of creativity with regards to certain areas or
dimensions may not exhibit the same level of skill with others. This giftedness and creativity in this sense
is manifested as talent.
According to Sterberg and Lubart’s (1991; 1996) investment theory of creativity, pursuing a
novel project increases the chance of arriving at a creative and highly valued product. However, this is
highly dependent on various cognitive, personality, motivational and environmental resources. Creative
work involves high-level cognitive skills. The resources needed for creative work to be successfully
undergone involve problem finding, an alternating between convergent and divergent forms of thinking,
and the application of insight and knowledge. Crucial personality characteristics of creative individuals
include an innovative style of thinking, curiosity, willingness to explore and take risks, and belief in one’s
own convictions. Motivational and environmental resources are an individual’s ability to be task focused
rather than goal focused, intrinsic motivation, a stimulating home and social life which encourages
original ideas and the evaluation of those ideas, a systematic teaching that emphasizes intellectual
curiosity and builds talent, and the availability of time to reflect on ideas.
The promotion of creative thinking in children helps children along with their learning, and is
shown to help increase children’s motivation and self-esteem. Creative thinking also fosters flexibility
and adaptability with regards to tasks and situations. It also lends to a greater ability to solve problems,
and better communication and interpersonal skills. Finally, it also lends to a better sense of well-being,
intrapersonal knowledge and personal growth.

Socio-Emotional Aspect
Family. ​The family is the most basic social unit of an individual. It is an individual’s first context
for development where they are schooled to master the complexities and nuances of their physical and
social environments, where an individual first learns to use their skills and abilities, and where they are
prepared to become independent and to face the larger outside world.
One’s family plays an important economic, social and emotional role in one’s life. It is a site for
the distribution and allocation of good and services; it provides a setting for the division of procedures for
managing conflict and maintaining order; it acts as a training ground for a child to become a responsible
and competent member of society, and it provides an individual emotional support, helping its members
to cope with emotional crises, upheavals and situations, and fostering in its members a sense of belonging,
identity, security and purpose.
Family does not only refer to a person’s immediate or biological nuclear family. It may also refer
to an individual’s immediate caregiving and support unit if they are not in the company of their own
biological familial units, such as a foster family. Children who are separated from their own families, who
are not being provided for adequately, or else who are experiencing maltreatment in the hands of their
biological families may sometimes be put in foster care where they will be kept safe and where they will
be cared for.

Prosocial Behavior. ​Prosocial behaviors, also known as altruistic behaviors, are defined as
actions that benefit others without any expectation of compensation or reward. Empathy is an important
motivator of these kinds of actions and behaviors.
Empathy involves a complex interaction of cognition and affect. A person who feels genuine
empathy would have to be in possession of a developed ability to engage in perspective-taking, a
heightened understanding of a wide range of emotions and a capacity to take multiple cues into account in
assessing others’ feelings so as to be able to detect another person’s emotional perspective and to be able
to feel with or connect emotionally with that person, or to be able to respond emotionally in a similar way.
However, empathy may escalate to personal distress, thus not allowing for sympathy - feelings of concern
and sorrow for another’s plight.
Temperament has an effect on empathy and prosocial behavior. Research shows that sociable and
assertive children who are good at regulating emotions are more likely to engage in helping, sharing and
comforting behaviors than children who are aggressive, impulsive and who are poor emotional regulators.
Parenting also profoundly influences empathy and prosocial behaviors. Parents who are nurturant,
who display empathic concern and set limitations on their children’s display of inappropriate emotions
foster the development of empathy, sympathy and prosocial behaviors. Contrastingly, an angry and
punitive parenting style inhibits the development of these capacities at an early age.

Child Maltreatment and Abuse. ​Child maltreatment, which is also sometimes referred to as
child abuse and neglect, can take form in various ways. It includes all forms of physical abuse - assaults
on children such as hitting, kicking, shaking, choking, punching and others that result in physical injury -
emotional abuse or ill-treatment - acts that could cause serious mental or behavioral scars and problems
including ridicule, degradation, humiliation, intimidation and terrorizing - neglect and negligent treatment
- the failure to provide for a child’s basic needs in terms of adequate food, shelter, clothing, medical
attention, education or supervision, abandonment or expulsion of the child from the home - and sexual
abuse and exploitation - fondling, intercourse, exhibitionism, child prostitution or pornography and all
other forms of sexual exploitation - by a parent, caregiver or another person in a custodial role such as a
teacher, all of which may result to actual or potential harm to the child’s health, dignity and development.
Maltreating parents behave the way they do because of different reasons. They may use
ineffective disciplining methods that are harmful in the long run, may hold a negatively biased view of
their child, and may feel powerless in parenting. High and unmanageable levels of parental stress, social
isolation and neighborhood disintegration and violence greatly increases the chances that abuse and
neglect may occur.
Children who are victims of child abuse and maltreatment may face various impairments in
different areas of their development. Their experiences may inhibit or derail the development of their
emotional self regulation, empathy and sympathy, self-concept, social skills and academic motivation.
The abuse may cause them to develop trauma and a heightened stress response. Over time, children who
have experiences of child abuse may exhibit a wide variety of serious adjustment problems.
Helping a child cope with abuse and maltreatment may be done in various ways. It is important
that one remains calm and open when confronted with situations wherein a child confides that they have
experienced maltreatment at the hands of their parent or caregiver. The child should be told that he or she
is not to blame, and it is not their fault that they were treated in such a manner. It is helpful to offer the
child comfort and to let them know that one is available to talk to or to listen to them. It is also very
helpful to report the abuse and to help keep the child safe from the abuser. If necessary, one should also
help the child seek medical attention, and to consider enlisting for additional support.

Bullying. ​Bullying is a form of unwanted, harassing and aggressive behavior which involves a
person or a group of persons intentionally and repeatedly causing another person injury or discomfort
involving a perceived or real imbalance of power over a period of time. Aggressive behaviors involved in
bullying may manifest in two ways. The first is instrumental aggression in which a child, in wanting a
certain object, privilege, space or time, engages in antisocial behaviors such as shouting, pushing, shoving
or otherwise attacking another person who gets in the way. The second, which is more prevalent in
bullying, is hostile aggression in which harm is caused to another person.
There are at least three varieties of hostile aggression. The first is physical aggression which
involves harming other through physical injury. This includes pushing, hitting, kicking, punching others
or the destruction of another’s possessions or property. The second is verbal or emotional aggression
wherein one harms others through threats of physical aggression, name-calling, ridiculing, putting
someone down or hostile teasing. The third is relational or social aggression which damages another’s
peer relationships through social exclusion, spreading lies or malicious gossip about someone, playing
harmful pranks on someone, excluding someone from a group on purpose, or friendship and emotional
manipulation. Verbal aggression is mostly direct, though physical and relational aggression may be direct
or indirect.
Another more modern type of bullying or aggression, cyberbullying, has arisen these days; it
involves the use of technology and the internet to harm someone such as by sending hurtful messages or
by verbally bullying someone via text or written messages on a chat or social networking site.
Bullying has an effect on the victim’s physical, psychological and emotional well-being, and
depending on the frequency and intensity of the instances of bullying, these effects may last for long
periods of time. Individual’s who are victims of bullying may find their health and schoolwork suffering.
They may find themselves feeling stressed, anxious, depressed and angry at the bullying and the bully/ies.
They may feel alone, alienated or isolated from others, and without the social support that they need.
They may also experience a decline in their ability to cope or function with the demands of their everyday
lives.
 Studies show that bullying can also lead to an increase in the victim’s risk for mental health
problems, low self-esteem, shame and embarrassment, and thoughts about wanting to running away or
suicide.
Bullies or individuals who engage in the bullying and aggressive behaviors are at risk for
developing problems as well. Engagement in bullying behavior at an early age may predict future violent
behaviors. Some bullies may also feel rejected by their peers and may lose friendships in the long run.
They may also not be as successful as their other peers with regards to their school work or relationships
with other people.
One way of dealing with bullying is simply to talk about it to trusted adults and persons in a
position of authority who may be able to do something to stop the behaviors. Talking about it would help
one feel heard and understood, would allow other people to become aware of the situation, and may help
give one a clearer picture about what is going on, how to deal or cope with the situation and how to get
the bully to stop.
Other ways of dealing with bullies include walking away from them, or responding calmly and
confidently with a pleasant but blank facial expression to their bullying without allowing them the
satisfaction of seeing you hurt or otherwise negatively affected by their bullying.

Objectives

To create a module that will help children in their middle and late childhood at RAC to:
1. Improve physical health and fitness by refining motor skills through exercise.
2. Increase social skills and group play interactions.
3. Promote prosocial behaviors, specifically empathy and altruism.
4. Provide awareness and ways to deal with abuse and bullying.
5. Encourage creativity to stimulate artistic and constructive thinking and intelligence.

Significance
This module yearns to contribute facilitated activities for Filipino children in the 7-13 age group
(middle and late childhood), specifically in the context of street children being placed in reception and
action centers. Using fundamental concepts in developmental psychology and recent researches in this
stage of childhood, the activities presented in this module can contribute to the optimal development of a
child’s physical, cognitive, and socio-emotional aspects of self, thus leading to better coping and
constructive perception of self and society. This module can also lead to new insights and strategies of
effectively dealing with kids from middle and late childhood, which can be greatly used by teachers and
facilitators.
Activities

Activitiy 1: Role-Play
A. General Objectives
1. To foster awareness to the rights and laws about street children
2. To foster awareness and ways to deal with abuse and bullying
3. To promote prosocial behaviors
4. To promote life coping skills that can prepare them to mentally cope with life’s harsh situations
B. Specific Objectives
1. To enhance the children’s capacity for genuine empathy
2. To enhance perspective taking
3. To foster social competence and self-control and to lessen deviant behavior.
4. To increase the tendency of the children to be aware of events leading to emotional reactions so
they can mentally prepare for it or perhaps avoid it.
5. To enhance moral reasoning.
6. To encourage healthy parent-child relationships through playing roles of such
7. To train and enhance rejected children of their social skills and emotion regulation through playing
roles of such
8. To promote constructive thinking and problem solving skills.
C. Materials Needed
1. List of topics that are to be role-played
D. Procedures
1. Children form three groups.
2. Facilitator then lets the children pick one of the three papers containing the topic.
3. Facilitator lets the children read the topic they picked. Along with the topics is a list of choices of
what to do when faced with that certain topic. (Topics can involve parent-child relationships, bullying,
substance abuse, aggression, etc.)
4. Facilitator monitors the children whether they understand the topic fully or if they need some
scaffolding.
5. Facilitator then gives the groups enough time to practice for the five-minute role-playing.
6. Each group will then showcase their role-play.
7. Facilitator discusses after every group.
E. Notes to the Facilitator
1. Encourage taking turns in speaking and in listening.
2. Anticipate and be prepared for certain points that might not move towards the intended lesson that’s
to be imparted, especially when they made the wrong choice of coping strategy. Be open-minded and be
non-judgmental. Ask them what brought them to their choice. Then slowly adjust towards the most
appropriate choice.
3. For each topic, one must have a short sentence or two that (better if it is written and visual) will
serve as take-home points. Let them repeat the sentence verbally or maybe through writing if possible.
F. Time Requirement
1. Approximately 1 hour or more
a. 15 minutes briefing
b. 20 minutes group practice
c. 25 minutes role play and discussion

Activity 2: Bully Free Zone: A Puzzle Game with Group Discussion

A. General Objective
1. To provide awareness and coping mechanisms to abuse and bullying
B. Specific Objectives
1. Will allow the child to have better communication skills and team building skills through group
participation
2. Will allow the child to develop self-regulation
3. Will promote industry
4. Will allow the child to develop decision-making skills through the choices given in during the
group discussion
5. Will allow the child to enhance mental ability through concrete operations and conservation
6. Will allow the child to develop moral reasoning
7. Will allow the child to develop peer competence through group interaction
C. Materials Needed
1. Cross-word puzzles and cryptograms about bullying (See Appendix A for examples)
2. Two or three visual aids about situations of abuse and bullying.
3. Visual aids about choices about coping with the situations illustrated from number 2.
D. Procedure
1. Participants form groups of five.
2. Facilitators give the cross-word puzzles and cryptograms.
3. The facilitators give instructions to solve the puzzle and cryptogram challenges. They are given
twenty minutes or so.
4. After answering the puzzles, all of the participants then answers the puzzle together. Whoever has
the highest score will acquire a prize. The others will also have consolation prizes.
5. Facilitators then proceed to the group discussion (this can be done as a whole class or by groups).
6. Facilitator presents the first visual aid showing abuse and bullying and then encourages class
participation through asking what is shown in the visual aid.
7. The facilitator then asks the group what the child should do or what should be done. He or she
presents the choices for that first visual aid.
8. Facilitator let the children think, choose, and discuss.
9. Repeat steps 6-8 for the remaining visual aids.
E. Notes to the Facilitator
1. Show enthusiasm and energy. It’s contagious.
2. Check up on the groups while they are solving puzzles. Give cues, guide, and use scaffolding if you
find them having a hard time. Encourage them.
3. Recognize the achievements and triumphs of the children.
4. Show interest in their opinions and answers.
5. Be sensitive to how the children are acting and feeling since the topic is itself sensitive.
F. Time Requirement
1. Approximately 1 hour
a. 20-30 minutes for the crossword puzzles and cryptograms
b. 30 minutes for the group discussion

Acitivity 3: Sack Race

A. General Objectives
1. ​Improve physical health and fitness by refining motor skills through exercise
2. ​To enhance seriation and transitivity
B. Specific Objectives
1. To enhance social competence
2. To encourage children to be socially skilled and supportive friends
3. To develop moral characters such as loyalty, dependability, honesty, etc.
4. To enhance their self-efficacy and self-esteem
C. Materials Needed
1. Sacks
2. Flash cards
D. Procedure
1. Children form three groups.
2. Each group forms a line on one side of the room or area.
3. Facilitator stands on the other side of the room or area.
4. Each sack will have two persons inside it.
5. The partner representatives of each group will then jump their way to the other side of the room or
area.
6. The other side of the area has three stations, each having the same three flash cards with
mathematical problems (e.g. first flash card has 7x4; second flash card has 2+3; third flash card has 8X9).
After answering each flash card, they will then arrange their answers from the least to greatest.
7. Facilitator checks if they are correct.
8. Once correct, they can now jump their way back to their group.
9. The next partner representative then does the same.
10. The group that finishes first wins.
11. Prizes are given.
E. Notes to the facilitator
1. Maintain enthusiasm and energy.
2. Anticipate and be prepared for unexpected injuries.
3. Encourage each and everyone to participate and emphasize the importance of team building.
F. Time Requirement
1. Approximately 30 minutes

Activity 4: Kaibigan! Laro tayo! Larong Bahay-Bata-Bagyo at Pakiramdam-Bilang

A. General Objective
1. To enhance peer competence and prosocial behavior while playing Philippine games
B. Specific Objectives
1. To increase peer interaction
2. To enhance the children’s social knowledge
3. To enhance verbal and nonverbal communication skills
4. To develop and enhance perspective taking and sensitivity
5. To enhance sense of industry
6. To enhance emotional intelligence through monitoring one’s emotions and other’s emotions while
playing
7. To develop self-efficacy and self-esteem
8. To enhance mathematical ability (given that the counting is held more complex)
C. Materials Needed
1. None
D. Procedure
1. Participants form into groups of three. Two kids will be holding each others’ hands (forming a
Bahay​), while one kid will be inside their arms (which will serve as the​ Bata​).
2. Facilitator gives instructions about playing Bahay-Bata-Bagyo.
3. When facilitator shouts ​Baha​y, they will find a new partner to hold hands with, while the ​Bata scrams
to seek shelter.
4. When facilitator shouts ​Bata​, the kid will seek a new shelter, while the other two will remain still.
5. When facilitator shouts ​Bagyo​, they can all scramble and change their roles.
6. Facilitator then groups the participants into groups of ten in preparation for Pakiramdam-Bilang.
7.. Facilitator gives instructions about playing Pakiramdam-Bilang.
8. Each group forms a circle.
9. Anyone starts to speak the first number.
10. Another will then try to say the next number. There should be no two people saying the next
number. One must be sensitive enough to his or her groupmates so that no one will say the same number
at the same time.
11. When two people say the same number at the same time, then they repeat the whole counting
process.
12. The group that finishes counting first wins. They are then given prizes along with the other groups
that will receive consolation prizes.
13. Play the game for several rounds.
E. Notes to the Facilitator
1. Counting can be modified from a simple 1 to 10 to multiples of 5 or maybe 7 or perhaps to
multiples of 12. Complexity depends on the level of ability of the participants.
2. Maintain enthusiasm and energy.
3. Be sensitive to the feelings of the children.
4. Encourage and guide them especially those who are rejected and controversial children.
5. Regulate supervision since peer interaction must be more salient in this activity.
F. Time Requirement
1. Approximately 30-45 minutes:
a. 20 minutes for Bantay-Bahay-Bagyo
b. 20 minutes for Pakiramdam-Bilang

Activity 5: Born This Way: Finger Painting and Eiffel Tower Straw
A. General Objectives
1. ​Will allow the children to enhance their creativity and to stimulate artistic and constructive
thinking
2. ​To be able to aid in the children’s education
B. Specific Objectives
1. Will allow the children to develop their sense of competence and self-esteem through challenging
activities
2. Will allow the children to push their creativity and problem solving skills through constructive
thinking
3. Will allow the children to develop peer competence through collaboration
4. Will allow the children to build their own self-concept
5. Will allow the children to develop self-regulation
6. Will promote industry
7. Will promote perspective taking and listening skills through group constructive thinking and each
child’s artwork showcase
8. Will enhance their empathy though each child’s artwork showcase
C. Materials Needed
1. Nontoxic paint
2. Any painting surfaces (it can be anything the child wants as long as it does not damage anything)
like cartolina, manila paper, newspaper, trays, etc.
3. Packs of straws
4. Masking tape
D. Procedure
1. Facilitator gives the nontoxic paint to the children who have already the painting surfaces with
them.
2. Proceed to the first part of the activity, which is individually done.
3. Instruct the children to draw something that illustrates some aspect of themselves or basically, let
them describe themselves through finger painting.
4. Give them time.
5. Monitor them.
6. When everyone is finished, have the children form two groups. It can also be the class as a whole.
7. Let each of them explain their artwork.
8. Then proceed to the second part of the activity, which is done by group.
9. The children form groups of five to eight.
10. Facilitator gives each group a pack of straw and a masking tape.
11. Facilitator then instructs to create the tallest tower that they can create within 15 minutes.
12. The group that has the tallest tower and is able to stand wins. Prize is given to the winner group. The
other groups are given consolation prizes.
13. Facilitator instructs children to clean up.
E. Notes to the Facilitator
1. Offer encouragement.
2. Never dismiss the children.
3. Always discuss the essence of each part of the activity.
4. Maintain enthusiasm and energy.
F. Time Requirement
1. 1 hour and 45 minutes
a. 1 hour for finer painting
b. 30 minutes for artwork showcase and explanation of his or her self-description
c. 15 minutes for the Eiffel Tower Straw

References

Berk, L. (2007). ​Child Development 7th ed​. New Delhi: Prentice-Hall of India.

Bullying. (n.d.) Retrieved April 1, 2013 from Kids Helpline Web site:
http://www.kidshelp.com.au/teens/get-info/hot-topics/bullying.php
Bullying: Advice for Young People, Forms of Bullying (2008). ​Let’s Stop Bullying. ​Retrieved from
http://www.letsstopbullying.co.uk/download-games.html

Bullying Definition. (n.d.) Retrieved April 1, 2013 from Stop Bullying Web site:
http://www.stopbullying.gov/what-is-bullying/definition/index.html

Bullying Prevention: Puzzles and Word Searches. (2008). ​Holy Family Elementary School. Retrieved from
http://www.dpcdsb.org/HOFAM/Bullying+Prevention/Puzzles+and+Word+Searches.htm​.

Child Abuse. (n.d.) Retrieved April 1, 2013 from Mayo Clinic Web site:
http://www.mayoclinic.com/health/child-abuse/DS01099/DSECTION=coping-and-support

Child Maltreatment. (n.d.). Retrieved April 1, 2013 from World Health Organization Web site:
http://www.who.int/topics/child_abuse/en/

Collins, A. (1984). ​Development During Middle Childhood: The Years from Six to Twelve. California, CA: National
Academy Press.

Lyness, D. Ph.D. (2008). ​Dealing with bullying. Retrieved April 1, 2013 from KidsHealth Web site:
http://kidshealth.org/teen/your_mind/problems/bullies.html#

Davis-Kean, P., Jager, J., & Collins, A. (2009). The Self in Action: An Emerging Link Between Self-Beliefs and
Behaviors in Middle Childhood. ​Child Development Perspectives​, 3(3), 184–188.

Dhariwal, N. (2006, June 13). Child labour - India's 'cheap commodity'. ​BBC News. Retrieved from
http://news.bbc.co.uk/2/hi/5059106.stm.

Erikson, E. H. (1959) ​Identity and the Life Cycle​. New York: International Universities Press.

Fisher R. (in press), ‘Expanding Minds: Developing Creativity in Young Learners ', CATS: The IATEFL Young
Learners​ ​SIG journal​. Spring 2006

FNRI-DOST. (2006). ​The nutritional status of Filipino school-age children: FNRI-DOST 6th National Nutrition
Surveys. ​Retrieved from http://www.fnri.dost.gov.ph/files/fnri%20files/abstracts32nd/posters/panmrap6thnns.pdf.
Garcia, J. (2011). Freud's Psychosexual Stage Conception: A Developmental Metaphor for Counselors. ​Journal of
Counseling & Development, 73​(5), 498–502.

Middle Childhood: Physical Growth and Development. (2008). Retrieved April 1, 2013 from Magna Systems Web
site:
http://www.learningseed.com/_guides/1025_Middle_Childhood_Physical_Growth_And_Development_Guide.pdf

Module 7: Teaching Street Children. (n.d.) ​Working with Street Children. ​World Health Organization: Geneva,
Switzerland.

Piaget, J. (1977). ​The Essential Piaget. ​New York: Basic Books.

Rwenyonyi, C. (2013). Weight, height and eruption times of permanent teeth of children aged 4–15 years in
Kampala, Uganda. ​Biomed Central Open Access​. Retrieved from http://www.biomedcentral.com/1472-6831/13/15.

Santrock, J. W. (2011). ​Life-span Development 13th ed.​ Minnesota: McGraw-Hill Higher Education.

Thompson, R. A., & Goodvin, R. (2005). The individual child: Temperament, emotion, self, and personality. In M.
H. Bornstein & M. E. Lamb (Eds.), ​Developmental science: An advanced textbook (5th Ed.)​, 391-428. Mahwah, NJ:
Erlbaum.

Using Child Development to Plan Activities. ​Module 4. Retrieved from

http://www.bmcc.edu/Headstart/Trngds/Enhancing/module4.htm​.