Report Intellectual Child Development for Children Age 9 to 11 Early Adolescence

Intellectual Development (0-3 Years) Beginning to realise others are separate beings from themselves, imitates others and tries out ways of behaving in play, becoming more confident but still needs adult reassurance

The Wechsler Intelligence Scale for Children Fifth Edition (WISC-V) is an interactive performance based test that measures overall intellectual ability for children ages 6 through16. The test is primarily used by school psychologists, clinical psychologists, and neuropsychologists to determine a students giftedness, identify intellectual and learning disabilities, assess cognitive strengths and weaknesses, or to evaluate the impact of brain injuries. It is also used by practitioners to compare achievement scores of states and evaluate students for purposes such as private school admissions.

Children from 6 -8 have clear speech and it is more like an adult speech . They also have a great imaginations and can be very dramatic with actions that have taken place. Children this age love to joke around and enjoy making up stories and telling them. Children this age like to tell familiar adults what they have been doing that day and enjoy chatting to their

There are some considerations in terms of children’s intellectual development that teachers should keep in mind. First, education is exploration. This is where teachers allow children to interact with the environment by providing rich experiences and environment. Second, children do not think like adults. This is where children have

Goes through physical changes at this age, as this happens they become more mature, and as they begin to show interest and skills in different subjects as their confidence grows through communicating effectively with adults.

| 5 – 7 Years: * Is very curious and asks questions. * Continues to enjoy imaginative and creative play activities. * Develops interest in reading for themselves. * Enjoys jigsaws & puzzles.

|8-12 Years |Children are becoming increasingly adept at sports |Can explain detailed accounts of events |

Dweck has demonstrated that students develop a perception of intelligence and what it is. Some young people believe that intelligence is something that can change while others believe that intelligence is fixed and cannot be altered. Based on Dweck’s research, how a child perceives their intelligence level will affect how they perform in school (Dweck, 1986, 1988, 2006, 2010).

Up until about age eight, kids love rough and tumble play like pillow fights and tackling. When kids get older, they'll appreciate more physical challenge type activities that develop problem solving skills.

At the age of eight children have moved beyond what they learned in first or second grade. At these age children interact more with their peers, and can solve problems with the groups in school, they even become more physically. Child development tracker claims that by this age “Physically, this is the age when the amount of practice and play done in the earlier years begins to manifest itself in skillfulness and in what might be called "athleticism." Motor skills like throwing, catching, kicking, balancing, rolling and batting approach the mature stage and allow some youngsters to be highly successful in traditional sports like baseball, soccer and basketball. Eight-year-olds begin to understand the concept of masking emotions and can vary their use of coping strategies to deal with challenging situations. In peer interactions, they may start to engage in leadership, goal-setting, elaborate fantasy play and an assortment of interactive games”. When it comes to our children’s education we should pay attention and see the good things that can happen. Spending too much time playing video games and in tablets can affect how our children interact with their peers in school. Children at eight years old are also very creative and like to use their imagination. They use more details and realistic images in their work. By this age they are also learning to translate simple word problems into number sentences and begin to apply mathematics and logic solving problems. When would a

This year in Child Development class I have grown in my knowledge about newborns, toddlers, and adolescence children.  Child Development class taught me life skills that I can use outside of the classroom in the years to come.  Several concepts that I have learned throughout my semester of Child Development includes;  how to bond with a newborn, how environmental factors affect a baby, different ways children learn, and about the vaginal birth.

Once the development of independent thinking has begun, the child is now ready to truly learn about his or her place in the world. Spinner-Halev (2005) believes that each student should learn about their rights and obligations as a citizen of a democracy, the different nationalities within the country, the roles and functions of the different branches of government, as well as the history of their nation. Granted, as each year passes new information is stacked on top of the child’s educational foundation, broadening his or her intellectual horizon. When the student is old enough (or intellectually and emotionally ready, it depends upon the child) real issues (poverty, hunger, et al.), court cases, opposing viewpoints, and admissions of historical

The purpose of this observation is to study the cognitive development skills of a 9-year old boy. Also, to understand if there are any environmental factors that might affect any area of cognitive development: for example, memory capacity compared to an average child in middle childhood. The specific area that this observation will be concentrating on, is information processing, and to go more in depth, memory and attention.

According to The Wechsler Adult Intelligence Scale – 4th Edition, Kali was found to be functioning at an overall level of intelligence designated as borderline range. Her working memory is an average range. Verbal comprehension and processing speed are in the low average range. Kali's word reasoning and full-scale IQ are in the borderline range. It is believed that her IQ scores are deflated.

According to The Wechsler Preschool and Primary Scale of Intelligence – 4th Edition, Zaden is functioning at an overall level of general intelligence designated as average. Zaden's verbal comprehension, visual-spatial skills, and full-scale IQ are in the average range. His working memory is in the high average range.