"Supercalifragilisticexpialidocious Unleashing of Potential."
SUBJECT: Middle and Late Childhood Interview ------------------------------------------------------------------------------ DISCLAIMER: All the photos, videos, or any recording taken for documentation during the interview are for EDUCATIONAL PURPOSES ONLY. Consent was properly delivered before conducting the whole interview. ------------------------------------------------------------------------------ During the stage of middle and late childhood, children ages 6 to 10/11 are expected to demonstrate competence in areas necessary for the development of cognition such as reading, writing, and basic recognition of numbers, colors, and letters, even though they are completely selected at random. These skills help children navigate their elementary years, a period crucial for their development as children to shape their abilities in adapting to society and the world around them. "Gin-Gin" (a nickname), 6, is a Grade 1 student at Rizal Elementary School. He is playful, cooperative, and extraordinary. When asked about his name, age, and grade level, he responded with confidence like he is just talking to his friends at school, telling them stories. At such a young age, Gin-Gin knows how to introduce himself, take care of himself, follow basic instructions, and communicate efficiently with other people, including us, the interviewers. Upon the signed consent from his mother, we were able to facilitate a basic assessment of his skills in terms of reading and recognition. During the assessment, we have observed that Gin-Gin can successfully recognize concepts pointed by the interviewer, where the task of competence (Industry) is proven over confusion or inadequacy in Erik Erikson’s Psychosocial Stages of Development. Before formally starting the assessments, the interviewer began testing Gin-Gin’s ability to recognize letters by pointing. As a result, Gin-Gin not only recognized each of them but also was able to associate them with their corresponding sounds such as “A/Ey” for “Ah”. In the first assessment, the interviewer pointed at various colors at random. Without breaking any sweat, Gin-Gin was determined to completely identify each of the colors shown on the visual aid, without any assistance from his mother. For the second assessment, when asked if he is able to name all the numbers shown on screen from 1-100, he confidently nodded his head “yes” and started to recite the numbers pointed by the interviewer at random. Out of all the six pointed numbers, Gin-Gin was able to identify all of them with no signs of stutter. The interview came to an end with the interviewer from Davao Doctors College, Inc. of the BS Psychology Program thanking Gin-Gin for his cooperation and extraordinary skills. We have also thanked Gin-Gin’s mother, Febbie, for her support and approval. A small reward was also given to him to compensate for his efforts. Without his cooperation, the whole interview will not be possible. Additionally, Gin-Gin proudly signed his portion of the consent form and wrote his name. ISN'T THAT GREAT? "May you continue to be supercalifragilisticexpialidociously brilliant, Gin-Gin!" - MisoCares Caption: Miguel Augustine V. Sulamin | BSPSYCH 2-82A Documentation: Sophia Ericka P. Sienes | BSPSYCH 2-82A October 7, 2024
