Introduction
The period from 8 to 11 years of age for children is associated with rapid physiological changes that have a direct impact on learning ability. First of all, at this age, muscle development is observed, which is also associated with better coordination, balance, and strength (Hoffnung, 2016; McDevitt et al., 2013; Payne & Isaacs, 1995). During this period, children also experience increased activity and the presence of excess energy. Additionally, the approach of puberty is characterized by differences in the rate of development of boys and girls, which manifest themselves in this period (Hoffnung, 2016; Payne & Isaacs, 1995). Within classroom implications, these changes are associated with a decrease in the ability to concentrate for a long time, as well as an improvement in motor skills, in particular handwriting (Hoffnung, 2016; Payne & Isaacs, 1995). Thus, children in this period need activities that involve active movement. It is also important to include a variety of diverse activities that allow students to switch the focus of attention. The initial signs of differences between the rates of development of boys and girls require educators to also exclude the possibility of competition between genders within the classroom.
Cognitive Domain
The rapid increase in physical activity is also associated with changes in the cognitive abilities of students. These changes create a need for a more diverse and broad range of activities within the classroom, as well as a focus on student hobbies. During this period, the cognitive abilities of students vary and depend on the individual (Duchesne, 2021; Hoffnung, 2016). Children during this period also have an increased attention span, but also often change the focus of attention. The judgments of students of this age are categorical, which does not include the presence of a middle ground (Hoffnung, 2016; McDevitt et al., 2013). Additionally, children actively begin to show interest in different hobbies and collections (Duchesne, 2021; Hoffnung, 2016). Despite the development of cognitive abilities, children in this period also prefer practical tasks more, which should determine classroom activity. The increased interest in various hobbies characterizes the need for the formation of interest clubs, within which students can exchange ideas and opinions. The constant change in the interests of children also requires educators to pay increased attention to the variety of classroom activities, as well as a constant change of focus.
Social Domain
The period from 8 to 11 years is also characterized by the transformation of ideas about social interaction in children. Students at this age tend to show more respect for authority, which involves following the rules set by adults. Additionally, children become more loyal to disparate groups and communities and tend to be grouped by gender. Students also show a desire for collaboration, as well as solving problems through negotiations and compromises (Duchesne, 2021; Hoffnung, 2016; McDevitt et al., 2013). The increased interest in the use of various passwords and codes for communication and participation is also relevant. Thus, within classroom educators, it is necessary to plan activities with a focus on peer interaction within the same gender groups (Lally, 2018; Slee, 1993). During this period, the most important thing for children is participation in group practical tasks, as well as solving various problems involving collaboration and communication (Duchesne, 2021; Hoffnung, 2016; Woolfolk, 2018). It is also important to take into account that authority is especially important for students, which allows educators to set certain limits for them when planning activities. Educators can pay more attention to the formation of a sense of social responsibility and subordination, which is becoming extremely relevant in this period.
Emotional Domain
The age of 8 to 11 years is characterized by an increase in involvement in social and individual interaction, which becomes the direction for the formation of classroom activities. In particular, children in this period tend to expand their ability to decision-making, which makes them question authority more often. Additionally, they show increased respect for older peers, which also often leads them to mimic the behavior of the group (McDevitt & Ormrod, 2019). Increased animation of children at this age to the opinions of others leads to the need to provide correction one-on-one to eliminate unpleasant social emotions (Duchesne, 2021; Hoffnung, 2016; Lally, 2018; O’Donnell et al., 2012; Woolfolk, 2018). Growing respect for adults and authority involves increasing the importance of positive feedback and noticing student success (Duchesne, 2021; Hoffnung, 2016). This period requires the educator to actively participate in group activities, but also be careful not to put pressure on students (Hyde, 2018; Lally, 2018; O’Donnell et al., 2012). The educator should also set permanent behavioral limits for children that will shape their classroom activities. Finally, the critique of authority and the expansion of decision-making suggest a need for individual rather than general praise.
Pedagogical Strategies
Physical Domain
The increased need for physical activity suggests the need for the development of a pedagogical strategy that integrates learning and movement. At the same time, the period from 8 to 11 years is characterized by growing differences in the height and weight of children, which makes classical sports difficult to integrate all the students. Thus, the most relevant pedagogical strategy is outdoor learning which involves the integration of movement and learning (McCormick & Scherer, 2018). Moreover, children can show their tendency to communicate in a group, which also has a positive effect on the results of the learning process. For successful outdoor learning, field trips are most suitable, which can be carried out within the framework of a specific topic studied in the course. The most relevant are activities involving the solution of specific problems and the involvement of motor skills. Thus, the educator, when forming a pedagogical strategy, can pay attention to outdoor activities that require the collection of materials or the use of tools.
Cognitive Domain
Children between the ages of 8 and 11 need to be involved in more diverse activities that would emphasize the individual inclinations of the students. In this regard, the most relevant pedagogical strategy is inquiry-based learning. This strategy involves the involvement of students in the research of certain phenomena and the search for answers to specific questions through experience. This classroom approach can meet the student’s need for a shift in focus as research involves a series of different tasks. Educators should use the guided discovery technique to shape the educational process and provide independence to students. It is also important that within the framework of this strategy, the educator can integrate various technical means, which will provide the necessary diversity of activities (McCormick & Scherer, 2018). Additionally, this approach allows students to engage in more practice-oriented activities that also meet their cognitive needs. It is important that inquiry-based learning involves interaction with various objects, which further integrates the motor functions of children. Providing the opportunity to work in a team or group is also possible within the framework of this strategy, which is an additional advantage for its use.
Social Domain
In this period of development of children, it is necessary to address their social needs, which consist of an increased need for collaboration. As part of the pedagogical strategy, it is necessary to use cooperative and collaborative learning, which involves solving educational problems in the framework of group interaction. The most relevant approach, in this case, is the integration of inquiry-based learning and the group project that forms the basis of this strategy (Ashman, 2014). In particular, students can prepare group projects based on the knowledge gained in the course of research, and later present them to other peers. In this case, the participation of the educator as a guide and a colleague is important for shaping the activities of students. It is also important within the framework of this strategy to provide children with the opportunity to interact with other groups as part of the discussion of the presented projects.
Emotional Domain
The growing respect for authority, as well as the increased need for group activities and discussions, requires educators to pay attention to social interaction in the formation of strategy. The most relevant pedagogical strategy, in this case, is the initiation of guided group discussions, as they allow you to set the limits of the educational process, integrate interaction in groups, and also involve the educator in the discussion and its formation. This approach requires the educator to provide students with a clear topic for discussion and guidance on how to interact. As part of the group discussion, the educator also needs to give ongoing recommendations for its conduct, as well as ask relevant questions for better disclosure of the topic. Within the framework of this strategy, various tasks can also be issued that require joint work to find a solution, which will satisfy the need for negotiations for students. To keep all students involved and create an inclusive environment, it is also important to rotate groups so that their members can interact with all peers.
References
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