Child and Adolescence Development

2. Categories of skills of Late Childhood
Speech improvement in Late Childhood
(areas of improvement) (Improvement in
comprehension)
(Content of speech)

4. SELF-HELP SKILLS
Older children should be able to eat, dress,
bathe, and groom themselves with almost as much
speed and adeptness as an adult, and these skills should
not acquire the conscious attention that was necessary
in early childhood.

5. SCHOOL SKILLS
At school, the child develops the skills needed in
writing, drawing, painting, clay modeling, dancing, crayoning,
sewing, cooking, and woodworking.

6. SOCIAL-HELP SKILLS
Skills in this category relate to helping others.
At home, they include making beds, dusting, and
sweeping; At school, they include emptying
wastebaskets and washing chalkboards; and in the
play group, they include helping to construct a tree
house or lay out a baseball diamond.

7. PLAY SKILLS
The older
child learns such
skills as throwing
and catching balls,
riding bicycles,
skating, and
swimming in
connection with
play.

9. Vocabulary Building
Throughout late childhood, children’s general
vocabularies grow by leaps and bounds.
Pronunciation
Errors in pronunciation are less common at this
age than earlier.
Forming Sentences
The six-year-old child should have command of
nearly every kind of sentence structure. From six until
the age of nine to ten, the length of sentences are
generally rambling and loosely knit. Gradually, after the
age of nine, the child begins to use shorter and more
compact sentences.

10.  Etiquette Vocabulary
 Color Vocabulary
 Number Vocabulary
 Money Vocabulary
 Time Vocabulary
 Slang-word & Swear-word
Vocabularies
 Secret Vocabulary

11. AID TO IMPROVE COMPREHENSION
Group –belonging
Training in concentration in school
Radio
Watching television/movies

12.  How much improvement there will be in the
content of older children’s speech and in the way
they present what they have to say will depend not
so much on their intelligence as on the level of
their socialization. Children who are popular have
strong incentive to improve the quality of their
speech. They learn, from personal experience, that
words can hurt and that the popular children are
those who speech adds to the enjoyment of their
contact with their peers.

13. THERE IS PROGRESSIVELY LESS AND
LESS TALKING AS LATE CHILDHOOD CONTINUES.
Normally, as childhood draws to a
close, children talk increasingly less. This is
not because they are afraid they will be
criticized or ridiculed for what they say, but it
is, rather, a part of the withdrawal syndrome
that is characteristic of the puberty period ..