Intellectual Development

Preschool/Kindergarten

• age 3-6
• like to talk
• appropriate activities: show and tell, show and share, share and tell
• sometimes brings toy to class and discusses it, passes each toy for each child to hold
• active imagination
• attention span relatively short

Primary Grades

• like to talk, esp when a significant adult is listening
• easier to have the child talk than read or write
• need to help them develop listening skills
• eager to learn
• eager to tattle tale on other children
• do not assume child tattles because they are angry or need attention. they tattle because the way a rule was interpreted differed from their literal interpretation and they want the record set straight
• need a strategy to deal with tattlers

Elementary Grades

• gender-related differences in intellectual abilities are apparent
• girls do better in verbal tasks eg reading, spelling, mathematical computation
• boys do better in mathematical reasoning and spatial problems
• girls tend to get higher grades in school
• memory and attention span have increased
• intellectually curious
• begin collecting things
• set high standards for achievement, desiring to be the best in class, often set themselves up for failure due to unrealistic goals
• want to be independent and need emtional support from adults

Junior High

• age 12-15
• transition in cognitive development
• capable of formal thought, consider extenuating circumstances in moral judgement
• rate of transition varies from student to student- group discussion will reveal this
• a student demonstrating formal thought may not necessarily do so on another day or another topic
• when presenting abstract information, double check how well they understand this
• when discussing moral issues, some more easily consider extenuating circumstances than others
• small group discussions work better, easier for minority opinion to be considered
• encourage to be more involved in current events, political issues stimulating
• increased attention span, but preoccupation with other concerns eg puberty, self identity make concentration difficult
• more capable of abstract thought
• emphasis should move away from rote memorisation and unquestioning acceptance of factual information
• concentrate on stimulating interest in the "why" and "how", prevent apathy in students and dullness in skills
• explain why important to learn history, generate interest

Secondary Grades

• age 16-18
• ability to work with formal thought, even if ability exists, may not be exercised well
• instead of straight lectures, structure lessons to encourage abstract and problem solving behaviours
• present information with key pieces missing or hidden
• group discussion important but should be conducted without students feeling pressure to perform in front of other classmates
• realise that having the ability to engage in formal thought doesn't mean can theorize scientifically or rationally
• help develop their abilities by suggesting methods for thinking through problems and encourage creativity