MIDDLE CHILDHOOD

Katy Bajoras

John Bojangles Inglis

MIDDLE CHILDHOOD
Ages 6-12
The rate of developmental change decreases
during Middle Childhood.
Motor development becomes refined and many
children become involved in sports.
Significant changes in cognitive abilities and
socioemotional growth

PHYSICAL GROWTH

Middle Childhood is the slowest stage of growth

during the lifespan.
Typical

6 year old- 45 ins., 45 lbs

Typical 10 year old- 54 ins, 69 lbs

Loss of Pot Belly from Early Childhood

The only Exception is the last two years (10-12)
where children begin to experience the
prepubertal growth spurt.

Girls

begin this earlier, and tend to be taller and

weigh more than boys

PHYSICAL DEVELOPMENT

PHYSICAL GROWTH (CONT.)

Bones grow at a slow rate as well.

Epiphyses

(length) and Perisoteum (width) differences not

as great as Infancy and Early Childhood
Ossification slows as body prepares for puberty
Nutrition and physical activity can alter/hinder during
this time

Muscle Devlopment increases during this time as a

result of high energy levels.
Growing

pains in joints from tendons attaching to bone

and muscle
6 yr old- more random physical activities
12 yr old- more coordinated physical activity
Increase in activity provides social opportunities and
improvement in Academics

PHYSICAL GROWTH (CONT.)

Dentition (process of losing and gaining teeth) is

prominent during this stage
16

primary teeth are replaced by 28 permanent ones

Losing teeth seen as status symbol by young children
Tooth Fairy is a coping mechanism
Full set of permanent teeth by end of Middle
Childhood

MOTOR DEVELOPMENT

The slow pace of physical change during Middle

Childhood allows for muscles and balance to
develop.
Strength

Flexibility
Impulsion
Speed

(acceleration)

Precision

Coordination
Blance

Rhythm

First use of Bilateral Coordination (ability to use

sets of muscles in tandem to complete complex
acts.

MOTOR DEVELOPMENT (CONT.)

Participation in sports helps develop the 5 Cs:
Competence, Confidence, Connections,
Character, and Caring.
Sports, along with participation clubs and other
activities such as religious groups, help promote
holistic achievement (physiological,
socioemotional, academic).

HEALTH ISSUES

All physical development during Middle

Childhood is affected by nutrition.
17%

of school-age children are obese

Television/commercials have a large influence on the
diet of children (high sugar, fatty snacks)

Children progress through Stages 3 and 4 of

Understanding Illness during this time.
Contamination-illness

caused by contact with

external objects
Internalization- ingesting or breathing in
bacterias/viruses

HEALTH ISSUES (CONT.)

Immunization affects rates of children spreading
disease.
Other conditions such as asthma and allergies
develop during this stage
Accidents are still the leading cause of death for
this age group

HEALTH ISSUES (CONT.)

1 in every 5 children and adolescents have

mental health problems, while 1 in every 10 child
has experienced an emotional disturbance.
Oppositional

Defiance Disorder-15% of school aged

children
Anxiety (13% of children and adolescents)
Severe Depression (2% of children)
ADD/Hyperactivity (5% of children)
Schizophrenia (.05% of children)
Conduct Disorder (1-4% of children and adolescents)

COGNITIVE DEVELOPMENT

PIAGETS COGNITIVE
DEVELOPMENT THEORY

As children leave the Preoperational stage of

thought, they experience a transition stage: The 5
to 7 Shift.
Children

begin to use intuition to solve problems

At age 8, children begin to enter the Concrete

Operations Stage.
Begin

to use facts and logic as they reason

Still have difficulty with abstract hypothetical concepts
(cognitive deceit- predicting human behavior)
Begin to use mental imagery to solve complex problems
(mathematics and grouping)
Decline in egocentrism

CHARACTERISTICS OF CONCRETE
OPERATIONAL THOUGHT
Classification (Decentering-processing more
than one detail of an object or event at a time)
Class Inclusion (Considering the whole as
well as the parts)
Reversibility (Understanding of a two-way
solution to a problem- working backward)
Conservation (Understanding of an amount
remaining constant through external changes)
Seriation (scaling objects through dimensionsheight, weight, <, >)
Understanding of Time (interpreting calendars
and schedules; concept of future)

INFORMATION-PROCESSING
Developments in Middle Childhood include:
better strategies for problem-solving or academic
skills, increase in memory capacity, faster
information processing, more automatic
processing, and greater control over thinking.
Attention

Brain

develops better attention skills in general

through instruction and parenting
Distinguish between attention and comprehension
Children understand Selective attention (not as
easily distracted)

INFORMATION-PROCESSING (CONT.)

Memory
Begin

to compare new information to old

Verbal strategies assist in processing information
into memory
Use of repetition, chunking, and mnemonic devices

Scripts

Forming

routines in daily life

Predicting the actions of others based on past
experience observations

Metacognition and Metamemory

Knowing

the extent of ones knowledge and memory

Knowing what information they lack and their
capacity, children can better pursue new learning

INFORMATION PROCESSING (CONT.)

Intelligence
Gardners

Multiple Intelligences Theory- Logical,

Linguistic, Spatial, Musical, Bodily-Kinesthetic,
Naturalistic, Interpersonal, Intrapersonal, and
possibly Existential (Philosophical)
Intelligence can be measured through different
abilities

Mathematical Skills
Codified-

written, systematic, rules

Early use of algorithms and inventive strategies
(The 9 rule)
Foundations of pre-geometrical, pre-algebraic
understanding, and conversions are present

INFORMATION-PROCESSING (CONT.)

Language Arts Skill

Exposure

to reading, comprehension skills, and use of

phonics help develop healthy reading skills
Through exposure and instruction, children learn that
writing has a specific communicative purpose, rather
than just a way to answer something or list things

LANGUAGE DEVELOPMENT

Although children are competent communicators

by the end of Ealry Childhood, their language
skills continue to develop in Middle Childhood.
Metlinguistic-Awareness-

Using language to
understand, analyze, and study language itself
Growth of Vocabulary (not as high rate as Ealry
Childhood)
Figurative Language- Similes, proverbs, idioms,
metaphors
Syntax and Morpholgy are developed
Mastery of special rules (plurals)
Conversational skills- perspective-taking
Indirect Requests- hinting

LANGUAGE DEVELOPMENT

Second Language Acquisition

Best

prior to Middle Childhood

Contextualized use is more affective (learned from
the home)
School bilingualism is beneficial, but not compared to
contextual use at home

SOCIAL & EMOTIONAL

DEVELOPMENT

SOCIAL DEVELOPMENT

School becomes a new cultural element in the

childs life and assists the parents:
Academically

with mastery of basic skills:

reading
writing
Arithmetic
learn how to deal with evaluations and criticism from
teachers and peers
new expectations from adults

SOCIAL DEVELOPMENT (CONT.)

Socially

Industry vs. Inferiority

completing assignments on time
being punctual
school appropriate behavior and routines
positive and
Erikson defines these developing social factors as the skills
of duty and accomplishment & emphasizes the importance
of school aged children acquiring the skills needed
throughout life as developing a strong sense of industry.

SOCIAL DEVELOPMENT (CONT.)

Home, school and other organized groups help to

form positive development:
Culturally

increase in social interactions

the years for learning group politics (Binger & Grayson,
2010)
responsibility for ones self
respect for peers
develop work ethic with limited direct instruction
self worth and accomplishment for effort

New responsibilities for both the child and

parents

EMOTIONAL DEVELOPMENT

Middle childhood continues to foster the

development of a conceptual understanding of
ones own and others emotions.
multiple

emotions may be experienced at once for the

same incident.

Abilities to assess others emotions in relation to

each other and themselves begin.
others

may experience an array of emotions that

differ from person to person for similar situations.

Strong development of communication and

reflection of emotions and appropriate responses
to others emotions.

EMOTIONAL DEVELOPMENT
(CONT.)

Temperament
Janson

and Mathiesen Study

921 children
Ages 18 months-9 years old
Four categories studied for temperament:
sociability
activity level
emotionality
shyness

EMOTIONAL DEVELOPMENT
(CONT.)

Temperament (Cont.)
Five

Temperament Profiles

EMOTIONAL DEVELOPMENT
(CONT.)

Temperament (cont.)
Analyzing

the results

In middle childhood gender differences appeared.

Boys were identified as confident.
Girls were identified as unremarkable.
Age is the largest variant in temperament profiling.
Infancy through Middle Childhood shows moderate
stability.
Behavior problems are more prevalent in certain profiles
than in others.

EMOTIONAL DEVELOPMENT
(CONT.)

Attachment
Direct

correlation between infancy attachment and

behaviors exhibited in middle childhood:
Social skills
Ego resiliency
Self-esteem
Self-confidence
Emotional health
Social competence
Friendship development
Independence

SELF AND OTHERS

Social Cognition
As

children continue to be introduced to cultural and

educational environments other than their direct
family setting, they too become more exposed to
external factors and situations.
As they maneuver through these social settings and
experience a broader array of social interactions, they
begin to develop a better understanding for the
underlying forces that drive these human
communications and exchanges.
A greater development of self-worth, and selfawareness, and overall self-understanding
strengthens in middle childhood.

SELF AND OTHERS (CONT.)

Self-Understanding
Largest

growth in development of self-understanding and

self-esteem happens with school-age children.
Greatly interrelated to relationships with peers.
Extremely crucial and fragile concept.
Children begin to identify as good and bad and
compare themselves to other peers based on a societal
scale of expectations.
I am a horrible speller
I am great with my multiplication tables

These

self assessments may evolve into an overall

negative self acknowledgment.
Nobody likes me
Im no good
Im ugly

SELF AND OTHERS (CONT.)

Understanding of Others
Ongoing

development of understanding others

emotions through:
Facial expressions
Tone of voice
Also learn that these cues are not always reliable

Begin

to understand that just as they must control

their emotions on a situational basis, so do adults.
This concept can cause confusion for middle aged
children.

all good or all bad

SELF AND OTHERS (CONT.)

Play & Leisure Time

A

change in interests for play begins and fosters:

creativity
developmental skills and social
the richness of peer relationships
personality and self-perception

Provides

framework for self-expression and

exploration as they interact with their peers and
exterior elements.
Peer interactions are strengthened.

SELF AND OTHERS (CONT.)

Play & Leisure Time (Cont.)

Analysis in change:

Downward trend in imagination and upward trend in physical activities.

New appreciation and enjoyment for rules and roles.

Enjoy technologies more than before.

Preference for activities that are competitive.

SELF AND OTHERS (CONT.)

Family Influences
Parenting

style dramatically changes in middle

childhood.
Parenting becomes more psychologically driven as
apposed to being the predominant providers of
physical assistance.

Developmental needs of the child change:

new accomplishments and abilities
development of self and others emotional and social needs

movement from parent control of a childs actions to

the child taking responsibility for their actions
Discipline evolves from a multi method or step process
to more self management and consequences for ones
own behavior.

SELF AND OTHERS (CONT.)

Family Influences (Cont.)

Parents

expectations change.
Co-regulation

A more equal balanced of power in regards to regulating

social expectations and behaviors.
The child identifies and begins to take responsibility for
their actions and social interactions.
Parents tend to intervene only when their child misbehaves.

Developing

a strong sense of Industry vs. Inferiority:

identify childs accomplishments

evade unnecessary attention that exacerbates weaknesses
and limitations
positively emphasize developing characteristics of selfcontrol

SELF AND OTHERS (CONT.)

Divorce Impacts
50%

of all U.S. children will live in a one-parent

family at some point in their life.
Two major variables of adjustment:
Age at the time of divorce
Access to social outlets for support

Middle

aged children:

Feel hurt
Lonely
Helpless to positively address the situation
Rejected by the parent who leaves
Anger

SELF AND OTHERS (CONT.)

Divorce Impacts
Adverse

effects:

Parents expectations are lessened.

Parents show less affection.
Parents are inconsistent with discipline.
Childrens grades and school performance show decline.
Behavior is less acquiescent.
Strain on all relationships

Children

return to an overall better sense of

wellbeing more quickly if the parents can maintain a
positive relationship with one another and reduce
conflict.

SELF AND OTHERS (CONT.)

Sibling Relationships

SELF AND OTHERS (CONT.)

Sibling Relationships
Can

be the first experience for children

understanding social skills, personal relationships,
and conflict resolution skills
Can help to guide ones self-identity
Older siblings:
nurturing vs. dominating
Younger siblings:
dominated vs. nurtured

SELF AND OTHERS (CONT.)

The Outside World

Peer

group

usually the same sex

children of ages in similar range
parallel developmental abilities
highly influences social changes in middle aged children

Group

politics

Social parameters that foster a childs identity within a peer

group
assists in identifying ones self-concept

SELF AND OTHERS (CONT.)

Peers

Social

hierarchy

A peer constructed raking of popularity.

Children develop their self image on the ratings of others
and how they are treated by those peers.

Average

neither greatly liked or disliked by the majority of others

small group of friends, but are not popular

Popular

many friends
viewed as liked by almost everyone

SELF AND OTHERS (CONT.)

Peers (Cont.)
Neglected

look similar to average, but self identified as having no friends

no one likes nor dislikes them; isolated
does not bother some

Rejected

higher alarm; greater risk of depression

greatly disliked by peers; viewed as having no positive
characteristics
often leads to a pattern throughout the entire school years
often rejected for being aggressive; bullies

Controversial

both liked and disliked by many peers

viewed as having both positive and negative attributes

SELF AND OTHERS (CONT.)

Friendship
One-way

assistance

early in middle childhood

initial stage in awareness of friendship
must attain the expected perception of the friend
best friend stage

Fair-weather

cooperation

stage two
ages 8-10
friendship give and take
delicate dealings; one fight could end it all

Intimate

and mutually shared relationships

Stage three
ages 10-12
longer lasting; valued support
possessiveness and exclusivity can doom it all

SELF AND OTHERS (CONT.)

The Electronic World

impacting

society and human development at

unprecedented rates
television vs. development most researched

conflicting study results

sedentary lifestyle/obesity
academic and achievement
agreement that television patterns need to be monitored by
and viewed with parents

PSYCHOSOCIAL DEVELOPMENT

Developing a Sense of Industry

Industry

vs. Inferiority

Sense of Industry
an overall positive work ethic and optimistic attitude in
regards toward basic skill mastery
self pride in accomplishments expected by others
Home: learned by performing more in-depth household
chores; parents hold higher standards
School: completion of academic goals
Learn performance vs. reward with assessment from
adults

PSYCHOSOCIAL DEVELOPMENT

Developing a Sense of Industry (cont.)

Industry

vs. Inferiority

Sense of Inferiority
an inescapable feeling of insignificance
feel inferior as they compare themselves to peers
feel unable to positively and successfully complete tasks
negatively affects interactions with peers; fail to acquire
social skills
Self worth in compromised as this is when one looks for
approval and acceptance from peers.

REFERENCES

Bigner, J. J., & Grayson, T. (2010).Foundations

in human development. Redding, CA: BVT Pub.

Kid President
Robby
age

TED TALKS

Novak

9
To make grown-ups less boring, to make the world awesome, and to
make people dance.
Kid President: I think we all need a pep talk

http://www.ted.com/talks/kid_president_i_think_we_all_need_a_pep_t
alk

Adora Svitak
age

12
Short story writer and blogger since age 11!
the world needs "childish" thinking: bold ideas, wild creativity and
especially optimism
What adults can learn from kids
http://www.ted.com/talks/adora_svitak#t-4019