Developmental

Summary Assignment
EDUC 88 Child Development
Drew Gregory

Retrieved from: Morelli, A. O. (n.d.).

Child Development and Parenting: Middle.
Retrieved November 27, 2016, middle-
childhood-parenting
Drew Gregory

4 years to 6 years
Children, that are 4-6 years old, typically attend JK/SK kindergarten classes. This means
for some children, they are going through a transition time of starting school. Some
children are excited and ready to start school, while others who may not have been in
childcare before could be nervous about this new adventure. Throughout these years of
kindergarten, children are going to learn about math, literacy, problem-solving, self-
regulation, communication/ social skills and belonging and contributing (Ontario,
Ministry of Education. (2016). The Kindergarten Program. Queens Printer for Ontario.
Pg.14,15). Children will also be going through a critical stage of making friendships,
finding out where they belong and growing in relation to every domain - Social,
emotional, communication language and literacy, cognitive and physical (Experts from
ELECT).

For children who are 4 to 6 years old, the milestone (or skill) most noticeable is the
increase in their vocabulary (being able to express themselves), communication and
language skills. Specifically related to the kindergarten 4 frames document,
demonstrating literacy and mathematical behaviors.' I have seen first hand through my
experience working with children in a preschool room for the summer, then moving on
and working with the same children in an after school (JK/SK) program, the difference in
the way they communicate their wants and needs, their vocabulary and their self-
regulation skills, it is a drastic change. As stated in the kindergarten document,
demonstrating literacy and mathematical behaviors, children communicate their own
thinking and feelings, regulate their emotions as well as improve their physical and
mental well-being.

Children who demonstrate a bigger/ better vocabulary begin to express what they want
and are thinking and feeling (Experts from ELECT, Preschool Kindergarten, Social 1.2
Conflict Resolution and Social Problem-Solving Skills. Pg. 37). Children can vocally
talk about their personal characteristics (viewing themselves as worthy individuals)
along with Expressing emotions in general, but expressing negative emotions in
ways that do not harm others by talking about their feelings (Experts from ELECT,
Preschool Kindergarten, Emotional 2.1 Self-concept & 2.4 Recognizing and Expressing
Emotions. Pg. 40). Communication language and literacy is expressed through
vocabulary in different ways such as "using new words in play, asking questions to
extend their understanding of words, linking new experiences with words they know, and
defining words by function (Experts from ELECT, Preschool Kindergarten,
communication language and literacy 3.3 vocabulary. Pg. 42). Children self-regulate in
different ways, but by having the vocabulary available to them children can use their
language to regulate own behavior and attention (Experts from ELECT, Preschool
Kindergarten, Cognition 4.1 Self-Regulation. (Pg. 46). For our last domain, physical,
children can begin to communicate with their peers about physical things they would like
to do (example: a certain game, and explain the rules with their vocabulary) and begin to
make connections/ relationships through physical actions with one another.

Even though children's vocabulary in this age range (4-6) expands, it does not mean they
understand all the words they are picking up. Children are very good listeners and can
Drew Gregory

pick up words and repeat them in similar concepts of what they hear them, but they could
technically not have a full understanding of the meaning. With these children, I would
observe what words they are saying and have conversations with them (asking them
open-ended questions) about the true meaning of them. This will give children insight
into their own vocabulary and extend it further. To take the learning to a next step, we
could create a synonym chart, so when children learn the meaning to the word, they can
connect it with other words. By creating this chart children will understand there are
different ways to describe things using the vocabulary they have available to them.

As an early childhood educator, I would have children communicate with one another
about the vocabulary they currently use, and what it means to them. Together we could
make a chart to keep in the classroom, of what words mean, so when children talk about
the words they know they can truly understand the meaning behind it. By it staying in
the early learning environment, children can refer back to it if they forget the true
meaning of the words they are saying. This supports children with their self-regulation,
being able to express their needs and wants because they understand what they are asking
others for, along with building their vocabulary to have more in-depth, meaningful
conversations with peers. (Experts from ELECT, Preschool-kindergarten Social 1.2
Conflict Resolution and Social Problem-Solving Skills. Communication language and
literacy 3.5 Using Descriptive Language to Explain, Explore and Extend. Pg. 37, 42).

7 years to 8 years

Children 7-8 years old usually have a routine in place and are warmed up to school.
Children in the middle childhood age (7-11 year of age according to our textbook) have
many changes starting for them in the pre-teen years. Children who are 7 and 8 just begin
to use and understand the concepts of concrete operational thinking, rather than
preoperational thinking (younger childrens mind of thinking). For children of this age,
their memory also improves. This is due to creating memory strategies for them to test
out, finding out what works for them and what does not.

Children in the middle childhood, specifically this age just begin to understand that
operations can be reverse. This is called concrete operational thinking (A Piagetian
cognitive stage of development during which children first use mental operations to solve
problems and to reason (Kail, R., & Zolner, T. (2012). Physical Growth in Preschool
Children. In Children a chronological approach (p. 331). Pearson Toronto). Children
start to understand this between 7-8 but it develops throughout middle childhood, which
is 7-11 years old. Children who are younger have a preoperational' way of thinking, the
do not understand that operations can be reversed. For example in a math concept,
younger children will understand that 2+2+4, but cannot understand like concrete
operational thinkers that 4-2+2. They do not understand that concepts can be revered;
they believe they just stay the same.

A milestone for children who are 7-11 years old is an increase in their memory skills.
Children start to test out memory strategies to figure out just which one works the best
Drew Gregory

for them. Children in middle childhood begin to do more work in school, that requires
moving information into working memory (possibly into long term memory), to
remember information for things like tests. Children begin to test out different theories to
see what works best, for example: repeating words until they stay in their mind. If that
strategy was not successful for them, they come up with a new one. This increases
childrens memory skills in general. Increased memory skills can help children in all
developmental domains. It helps children with making names; they can invite children to
the play by saying their names, and remembering them for future play. They also could
explain the rules to game because they used memory strategies in remembering the rules
(Experts form ELECT, Social 1.1 Making Friends. Pg.37). Children who have memory
skills begin to gain control over their behavior. They realize that behaviours that are not
desirable have consequences, therefore children can think back (in their memory) to how
that felt when the consequences were being implemented and have control over their
actions; making better decisions next time (Experts form ELECT, Emotional 2.5
regulating emotions and behaviours (gaining control over their behaviours). Pg.41.
Cognition 4.2 problem solving (connecting consequences to actions) Pg.45). Using their
memory skills, children will better increase their vocabulary. Children will build on the
words they already know, they also can link new experiences to things they have done
and remembered happening in the past (Experts form ELECT, Communication
Language, and Literacy 3.3 Vocabulary). Physical movements get mastered at different
ages; depending on what developmental stage you are at. Children in 7-8 have mastered
walking, running and even jumping (Physical activities). This is something that has been
learned and moved into long-term memory, it's something they no longer think about/
concentrates on doing because it's already in their memory. Children then can work on
throwing a ball accurately where they want it to go, etc.

Card games help children with their memory skills. Children can be introduced to new
card games, explained the rules and have to remember the rules in order to play the game
correctly. Children also can be involved in matching games, Example: having matching
cards face down and flipping two over at a time if it's not a match you flip them both
back over. You eventually will remember where certain cards are (in your memory) and
begin to match them. By children being involved in this game it is helping children's
cognitive skills in all areas, but specifically in school subjects such as math and
understanding math concepts (Cognitive 4.20 Completing number operations. Pg. 51). It
also would help children in social situations such as remembering peers names,
contributing to conversations/ explaining rules to activities, etc. (Social 1.5 Interacting
positively and respectfully. Pg. 38).

9 years to 10 years
Children of this age are in the middle stage, nearing the end of middle childhood.
Children in the younger ages are usually more independent, they like playing with others
but don't take it personally when someone doesn't play with them one day. With children
who are 9 and 10, they seek social acceptance and friendships to help them build
confidence and self-esteem. When children have self-esteem and confidence in school,
they succeed is all areas of school subjects, social aspects, and development. Reflecting
Drew Gregory

on the video we watched in our class called Caine's Arcade' (I also was inspired to watch
the second one), you can really see the difference before he is noticed and accepted, to
after people know what amazing things he has done. It even decided in this video that
Caine's grades and friendships went through the roof after this video was made. His self-
esteem and confidence grew (YouTube Caine's Arcade). As stated in Experts from
ELECT, children who build friendships also have decreased aggression, more interest in
playing with others, participating in peer groups and co-operating with one another
(Experts from ELECT, Social 1.1 Friendship. Pg.55).

Though my past experience working with middle age children, you can really see how
social acceptance has an impact on an individual's feeling of self-worth, confidence,
self-esteem and social development. I believe that children at this age, are searching for
meaningful friendships and it doesn't matter if there are three people in their friend
group or ten they just want to feel like a part of/ included in something. By feeling
accepted and included, children social skills increase due to their interactions with their
peers, this also applies to their emotional well-being (self-regulation). If children have
close friends and are feeling down, they could talk to someone about it rather than having
no one and keeping it bottled up. Children's negative emotions they could not be
regulating properly could also be due to the lack of peer support they have and a feeling
of un-acceptance, low confidence and self-esteem in themselves (Experts from ELECT,
Social 1.1 Friendships. Pg. 55. Experts from ELECT, Emotional 2.1 Self-Concept, 2.3
Self-Esteem. Pg.56). When connecting social acceptance and friendships to the domain
communication, language and literacy, I think back to Caines arcade. It was amazing to
see the different structures he made out of everyday materials, how he explained them.
He had to use math concepts to create them and he never gave up even when he felt like
an outcast like no one wanted anything to do with him. After having been discovered by
an amazing individual, a filmmaker, and having Caine and what he had done broadcasted
to the entire world, it specifically said Cane has been doing better with his grades (Math,
Language, Literacy, communication with others, etc.), as well as making many more
friends. He no longer feels like an outcast, he has been accepted for what he has done and
feels more self-esteem and confidence, like he is a worthy individual. Children will
begin to self-regulate in different ways, such as speaking to their peers about the
problems they are having, because they feel as they will not be judged. Having
meaningful friendships also allowed for children to have chances to problem solve.
Children who are an outcast usually are quieter and don't give their opinion on many
situations (feeling as they will be judges) which leads to no conflict of problem-solving.
If children feel worthy enough to speak up, there can be many chances for problem-
solving throughout peers to take place (Experts from ELECT, Cognition 4.2 Problem
Solving. Pg.59). Lastly childrens overall physical capabilities and skills will be practiced
if they feel confident enough to be involved in physical games with their peers. If
children are invited and encouraged to play with their peers, they will begin to enjoy the
physical aspect of sports and have fun, rather than not feeling confident enough to join in,
leading to a lack of physical exercise. Overall children need to feel a sense of self-worth,
confidence, social acceptance and have friendships at this age in order to fully develop in
all domains of middle childhood.
Drew Gregory

As an Early Childhood Educator, I want the best for every child. I look out for those who
are looking lonely and give them a source to talk to and try and make them feel worthy.
As a child, I was one who didn't have much confidence and did not want to join in on
new activitys, but my teachers encouraged me to. I am grateful they did because these
interactions lead to new friendships. Learning from my past experiences, I would do the
same thing. I would encourage all participation in both physical and social aspects of the
learning environment, allowing for children to build up their confidence and create
wonderful friendships. Children's Social skills can be improved by the communication
and conversations they would have with one another, along with the physical skills they
could work on together as a team, practicing and communicating what they would like to
participate in/ work on.


11 years to 12 years
Children between 11-12 are in the pre-teen stage of development, they are about to go
through some physical and emotional changes affected by puberty. Girls and boys are
relatively the same sizes until puberty. Girls are much more likely to hit puberty near the
end of elementary school years (starting at grade 6 from some which are 11-12 years old)
before boys, meaning girls will grow rapidly and go through changes before boys (being
taller and becoming more mature). When it comes to children's tooth development,
children who are 11-12 have lost most baby teeth and have approximately 24 grown up
teeth, and their overall motor control and physical fitness increases majorly. Overall
children become more active, and more controlled over their physical movements, motor
control, and their physical fitness all while their body is beginning to change (textbook
pg. 320).

Children at this age are past all the milestones such as walking, talking, concrete
operational thinking, social acceptance, etc. even though it does still affect them in some
way. Children who are 11-12 hit milestones of physical well being now. They are able to
master their motor skills and physical activities/ fitness while their body is beginning to
change and going through puberty. It states in our textbook that boys are more active
than girls' which I can believe based on personal experience of boys finding a way of
fitting in and playing together through physical activities, while girls rather play house or
something along the lines of dramatic play. Children who are 11 can throw a ball three
times further than they could when they were six, and jump twice as far. They can master
their aim with their fine motor skills, of where they would like things to go as well as
truly understands the rules to games, to allow for an actual sport to take place with peers.
Due to boys being more interested in physical activates than girls, boys excel more in
gross motor while girls more in fine motor (Kail, R., & Zolner, T. (2012). Physical
Growth in Preschool Children. In Children a chronological approach (p.322). Pearson
Toronto). 

By children excelling in their physical skills, and beginning to participate in competitive

sports, it proves children with chances to learn important social skills, such as how to
work effetely as a part of a group. Children can increase social skills by seeking out
others to play with expressing what they and wanting and thinking, and offering ideas
Drew Gregory

that are relative to play (Experts from ELECT, Social 1.1 Making Friends. Pg. 37).
Children use their cognitive skills as they create new playing strategies or modify the
rules of games. Children can problem solve conflicts in play, explain rules to others they
remembered for past experiences and brainstorm solutions to their problem in play
(Experts from ELECT, Cognition 4.2 problem solving. Pg.46). Children can take out
their emotions through physical activity, such as if they are feeling stressed, jogging can
be a self-regulation technique, or if they are feeling happy they could want to join in on
some games with their peers. Children also begin to look at themselves as worthy
individuals who are accepted by their peers when they play together on a team (Experts
from ELECT, Emotional 2.1 Self-Concept. Pg.40). Children will be engaging in complex
interactions with each other in both verbal and non-verbal ways while being involved in
physical activates, Children can also ask questions about the play and explain what they
like and dont like (Experts from ELECT, Communication Language and Literacy 3.1
Using verbal and non-verbal communication. Pg.42). Childrens overall physical well-
being will be affected by the number of physical activities they are involved themselves
in. Children, therefore, will increase their motor skills, both fine motor and gross motor
(Experts from ELECT, Physical 4.2 Gross motor, 4.3 Fine Motor. Pg.52-54).

As an early childhood educator, I would encourage children to participate as much as

possible in physical activities, knowing that 51% of Canadian children are considered
inactive. I would ask children together to create their own game. This will allow children
to express their feelings of what they would and would not like to do, problem solve,
think back to previous experiences of activitys they likes, create new rules, and test their
theories. This activity would support development in every domain, communication-
communicating with peers about what the plan is. Emotion- explaining their emotions of
what they would like, contributing to the group conversation. Physical- increasing their
overall physical well-being by testing out the game they have created. Cognitive- using
their cognitive skills to create rules to the game and thinking back on games they have
enjoyed. And lastly social- socializing with their peers about the game and reflecting on
what they think worked, and what they would like to change.
Drew Gregory

Reference Page
Age 4-6

Learning, B. (2014). Early Learning for Every Child Today A Framework for
Ontario's Early Childhood Settings. (pp. 37, 40, 42, 46,). Toronto: Government of
Ontario. 

Ontario, Ministry of Education. (2016). The Kindergarten Program. Queens

Printer for Ontario. Pg.14,15.

Personal Experience working for Trent Child Care

Age 7-8

Learning, B. (2014). Early Learning for Every Child Today A Framework for
Ontario's Early Childhood Settings. (pp. 37, 38, 41, 45, 51). Toronto:
Government of Ontario.

Kail, R., & Zolner, T. (2012). Physical Growth in Preschool Children. In Children
a chronological approach (p.331). Pearson Toronto. 

Personal Experience working for Trent Child Care

Herder, C. (2016, September 19). Week #3 Cognitive Processes. Retrieved

November 27, 2016.

Age 9-10

Learning, B. (2014). Early Learning for Every Child Today A Framework for
Ontario's Early Childhood Settings. (pp. 55, 56, 59). Toronto: Government of
Ontario.

Caine's Arcade - YouTube. (2012, April 9). Retrieved November 27, 2016.

Personal Experience working for Trent Child Care

Age 10-11

Learning, B. (2014). Early Learning for Every Child Today A Framework for
Ontario's Early Childhood Settings. (pp. 37,40,42,46, 52-54). Toronto:
Government of Ontario.

Kail, R., & Zolner, T. (2012). Physical Growth in Preschool Children. In Children
a chronological approach (p.317-323). Pearson Toronto.