child development project Final

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Typical Child Development for Late Elementary and Middle School Ages 10-13:

Typical Child Development for Late Elementary and Middle School Ages 10-13 By Steve Caccire Robert Gines

I. Motor (fine, gross and visual ) Development :

I. Motor (fine, gross and visual ) Development Good control of both large and small muscles (gross, fine motor skills) for example interest in activities such as tennis, dancing or football . 5 Increased control of hand movements for example legible handwriting, drawing, sewing and playing musical instruments (visual motor ) 5

Motor Development:

Motor Development Playing Football

II. Cognition Development :

II. Cognition Development Can follow complex sentences in written material and read longer books with chapters in stages 5 Learned cursive ('joined up') handwriting and can compose simple stories 5 Should be competent with addition and subtraction and beginning to handle fractions, multiplication and division . 5 Now becoming able to reason, use logic, think about cause and effect and take information acquired in one context to use in another . 5

Cognition Development:

Cognition Development Answering questions on blackboard

II. Cognition Development Continued:

II. Cognition Development Continued Increased capacity for learning and applying the skills they develop . 5 Starting to use abstract thinking, such as inferring motives or reasoning hypothetically, but revert to looking at things more concretely at times, especially when under stress . 5 Developing better problem-solving skills, which can be promoted by encouraging them to think of different ways to deal with difficulties they encounter, or looking at multiple 'what if...' possibilities . 5

III. Self Help/Adaptive Development :

III . Self Help/Adaptive Development GAINING INDEPENDENCE 6 Begin to perform many skills independently. For example: Able to stay home alone 6 Able to go to store and make purchases by himself 6 Changing his own bed sheets 6 Using washer machine and dryer 6 Plan and prepare a meal with several ingredients 6 Use the oven to broil and bake goods 6

Self Help/ Adaptative Development:

Self Help/ Adaptative Development Doing Laundry

IV. Communication Development:

IV. Communication Development Continues to progress through receptive language by having the ability to understand or comprehend language they have heard by their teachers or reading in their textbooks . 6 Challenge lies in their expressive language, which is putting thoughts into words and sentences. They can become argumentative, give the silent treatment or become your best friend. They may seem angry, moody, or uninterested in talking, but its important for parents to be patient and understanding. They still the support from parents that they had when they were younger 6

V. Social/Emotional Development :

V. Social/Emotional Development Emotionally, some like a lot of physical affection from their friends while others like to keep their distance. 2 This is the age when peer pressure has the most influence. Kids are more interested in “being the same” and “being accepted.” 2 Relationships can become quite complex. Some kids will not speak to others. Some kids have large shifts in their social circles as they go through puberty. 2 Many kids would rather be social than tend to their school work or other responsibilities. 2

V. Personal/Social Development :

V. Personal/Social Development Many kids can become very emotionally sensitive. They’re easily offended and easily hurt. 2 Some kids begin dabbling in more serious risk behaviors (such as self-harm, smoking cigarettes or drinking alcohol) . 2 Improved emotional understanding by showing pride and shame with a sense of personal responsibility. 1 Increased understanding that more than one emotion can be experienced in a particular situation. 1 (both anxiety and joy)

V. Personal/Social Development Continued :

V. Personal/Social Development Continued Increased tendency to be aware of the events leading to emotional reactions. 1 ( Sadness influenced by friend moving to another town ) Ability to suppress or concede negative emotional reactions. 1 The use of self-initiated strategies for redirecting feelings. 1 Have capacity for genuine empathy. 1

V. Personal/Social Development Continued :

V. Personal/Social Development Continued Describe themselves in terms of psychological characteristics and traits – using adjectives such as “popular, nice, helpful, mean, smart, and dumb”. 1 They include references to social groups in their self-descriptions, such as referring to themselves as Girl Scouts, Catholics or someone who has two close friends. 1 More likely to distinguish themselves from others in comparative rather than in absolute terms. 1

VI. Developmental play stages :

VI. Developmental play stages Late Elementary and Middle school children has progressed with the types of play of Solitary, Spectator, Parallel, Associate and Co-operative (for ages 4-6+). 3

VII. Typical toys, games and activities engagement :

VII. Typical toys, games and activities engagement Late Elementary and Middle school activities should stimulate further growth and encourage learning. This is accomplished by after school sports and extracurricular activities Participate in more advanced math and science activities I t is a good time for children to recognize their interests and harness their skills. 5

VIII. Experiential activity for class :

VIII. Experiential activity for class Experiential activity for class is to develop a keen eye for observation. This is an essential skill for any future scientist and a fundamental step of the scientific method. 4 First the class would partner up. Each person would get a turn. The action would to arrange five related items on a table (For example, one penny, one nickel, one dime, and two quarters). 4 The application would be to have your partner duplicate your arrangement by studying it for 30 seconds. 4 Then reflect on the outcome by comparing the patterns for each coin that matches the pattern, being as specific as possible – is the coin facing head or tails up, is it turned in the same direction? 4

Application & Characteristics of Self-Care:

Application & Characteristics of Self-Care The relationship between the stages of normal child development and the appropriateness of self care is of most interest only within a certain age range The term self care is usually applied to children of roughly elementary and middle school age, who are expected to gradually shoulder increasing amounts of responsibility for their own safety and well being According to the National Child Care Survey, the clear relationship between the age of the child and likelihood of being in self care, with 11-12 year olds more than 10 times as likely to be in self care as 5-7 year olds, is consistent with the notion that as children age, they become better able to shoulder the responsibility of self care. The NCCS provide estimates of the prevalence of children who cares for themselves by age of child, by employment status of the mother, and by a variety of other demographic and descriptive characteristics of the child and family. In addition, it distinguishes between children for whom self care is the primary care arrangement and those whom caring for themselves is a secondary or less frequent arrangement. Peer Review Article Kerrebrock , N., Lewit , M., E. Children in Self-Care. The Future of Children. Vol. 9 No.2 Fall 1999


References Santrock , J , Life-Span Development New York : 14th ed , Vol . ;.New York ; 2015. Developmental Overview: Ages 10-14. ; Available from: http :// (Accessed June 27, 2015). Stages Of Play During Child Developmen ; Available from: http:// www.child -development- /stages-of-play-during-child- development.html (Accessed June 27,2015 ). Stewart, L, ;Match That! A Spatial Observation GameMay ;2013 ; Available from: http:// /activity/article/ Spatial_Observation_middle / (Accessed June 27, 2015 ).

References Continued:

References Continued Childrens Health Guide. Childhood Milestones ages 10-12 Boots WebMD website. Accessed at Accesses on 6/25/15. Child Development. I did it all by myself! An age by age guide to teaching your child life skills. Family Education website. Accessed at Accessed on 6/25/15 Kerrebrock , N., Lewit , M., E. Children in Self-Care. The Future of Children. Vol. 9 No.2 Fall 1999 Accessed at,-14,708 Accesses on 6/27/15


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