Which of the following is not the characteristic of intellectual development of later childhood?

Question

Accepted Answer

Here's a detailed explanation for the given question:

**Explanation:**

The question asks which of the given options is *not* a characteristic of the intellectual development of later childhood (typically ages 6-12 years). This period is largely defined by Jean Piaget's Concrete Operational Stage.

**Why Option 3 is Correct:**

*   **3. Operational planning of career:** This involves complex, abstract, and future-oriented thinking. It requires the ability to consider multiple variables, understand long-term consequences, set distant goals, and make strategic decisions about one's future life path. These cognitive abilities are characteristic of the **Formal Operational Stage**, which typically begins in adolescence (around 11-12 years and continues into adulthood). Children in later childhood (Concrete Operational Stage) are primarily focused on concrete, tangible events and struggle with abstract and hypothetical concepts. While they might dream about future careers, the *operational planning* aspect is beyond their typical intellectual capacity. Therefore, it is not a characteristic of later childhood intellectual development.

**Why Other Options Are Incorrect:**

*   **1. High interest in science fiction:** During later childhood, children's imaginations are still active, and their developing logical skills allow them to engage with more complex narratives. Science fiction, with its blend of imaginative scenarios and often logical (even if fictional) explanations, can be highly appealing. They can understand concepts like space travel, robots, and futuristic technologies, even if the underlying scientific principles are simplified. This interest is consistent with their cognitive development.
*   **2. Increased logical power:** This is a defining characteristic of the Concrete Operational Stage. Children begin to think logically about concrete events, understand cause and effect, classify objects, and perform mental operations like conservation (understanding that quantity remains the same despite changes in appearance). Their reasoning becomes less intuitive and more systematic.
*   **4. End of imaginary fears:** As children transition from early childhood (Preoperational Stage) to later childhood (Concrete Operational Stage), their understanding of reality significantly improves. They become better at distinguishing between fantasy and reality. Consequently, many of the imaginary fears (e.g., monsters under the bed, ghosts) that were common in earlier years tend to diminish or disappear as they develop a more rational and realistic view of the world.

In summary, while later childhood sees significant advancements in logical thinking and a more realistic understanding of the world, the capacity for abstract, long-term, and operational career planning is typically developed later, during adolescence.