School-age children development

Definition

School-age child development describes the expected physical, emotional, and mental abilities of children ages 6 - 12 years old.

Information

PHYSICAL DEVELOPMENT

School-age children typically exhibit fairly smooth and strong motor skills. However, they vary widely in coordination (especially eye-hand), endurance, balance, and physical tolerance.

Fine motor skills may also vary widely and influence a child's ability to write neatly, dress appropriately, and perform certain chores, such as making beds or doing dishes.

There will be significant differences in height, weight, and build among children of this age range. It is important to remember that genetic background, as well as nutrition and exercise, may influence growth.

A great deal of variance also occurs with the age at which children begin to develop secondary sexual characteristics. For girls, secondary sex characteristics include breast development and underarm and pubic hair growth. For boys, they include growth of underarm, chest, and pubic hair, and growth of testicles and penis.

LANGUAGE DEVELOPMENT

Early school-age children should be able to consistently use simple, but structurally complete, sentences that average 5 - 7 words. As the child progresses through the elementary years, syntax and pronunciation becomes normal. Children use more complex sentences as they grow.

Language delays may be due to hearing problems or intelligence deficits. In addition, children who are unable to express themselves adequately may be more prone to exhibiting aggressive behavior or temper tantrums.

A 6-year-old normally can follow a series of 3 commands in a row.

By age 10, most children can follow 5 commands in a row. Children with a deficit in this area may try to cover it up with backtalk or clowning around and will rarely expose themselves to potential ridicule by asking for clarification.

BEHAVIOR

Frequent physical complaints (such as sore throats, tummy aches, arm or leg pain) may simply be due to a child's enhanced body awareness. Although frequently no physical evidence for such complaints can be found, the complaints should be investigated, both to rule out substantial conditions, and to assure the child that the parent is concerned about the child's well-being.

Peer acceptance becomes increasingly important during the school-age years. Behavior a child engages in to be part of "the group" may need to be negotiated with parents. This will allow the child to have some conformity and group-standing, without crossing the boundaries of the family's behavior standards.

Friendships at this age tend to be primarily with members of the same sex. In fact, younger school-age children typically denounce or talk about how "strange" or "awful" members of the opposite sex are. This lack of appreciation of the opposite sex steadily diminishes as the child approaches adolescence.

Lying, cheating, and stealing are all examples of behaviors that school-age children may "try on" in learning how to negotiate the expectations and rules placed on them by family, friends, school, and society. Such behaviors challenge parents to deal with the misdeed privately (avoiding peer ridicule), applying a punishment that is meaningfully related to the behavior, and modeling reparation and forgiveness.

An ability to maintain attention is important for success both at school and at home. A 6-year-old should be able to focus on an appropriate task for at least 15 minutes. By age 9, a child should be able to focus attention for about an hour.

It is important for the child to learn how to deal with failure or frustration without decreasing self-esteem or developing a sense of inferiority.

SAFETY

Safety is important for school-age children.

• School-age children are highly active and have a need for strenuous physical activity, peer approval, and increased daring and adventurous behaviors.
• Children should be taught to play sports in appropriate, safe, supervised areas, with proper equipment and rules. Bicycles, skateboards, in-line skates, and other types of recreational sports equipment should fit the child appropriately. They should be used only in accordance with generally recognized traffic and pedestrian rules, and with accompanying safety equipment such as knee, elbow, wrist pads/braces, and helmets. Sports equipment should not be used in darkness or in extreme weather conditions.
• Swimming and water safety lessons may help prevent drowning. Safety instruction regarding matches, lighters, barbecues, stoves, and open fires can prevent major burns.
• Wearing seatbelts remains the most important way of preventing major injury or death due to a motor vehicle accident.

• If physical development appears to be outside the norm, consult your child's pediatric provider.
• If language skills appear to be lagging, request a speech and language evaluation.
• Maintain close communication with teachers, other school personnel, and parents of friends to be aware of potential problems as they arise.
• Encourage children to express themselves openly and talk about concerns without fear of reprisal.
• While encouraging children to participate in a variety of social and physical experiences, parents should be careful not to over-schedule a child's free time. Free play or simple, quiet time is important for the child not to feel constantly pushed to perform.
• Children today are exposed, through the media and their peers, to a vast array of issues dealing with violence, sexuality, and substance abuse. Parents are encouraged to discuss these issues openly with their children to share concerns or correct misconceptions. Setting limits may be necessary to ensure children will be exposed to such issues only when they are developmentally ready.

Illustrations

School age child development

Page Content:

development of school age child; school age child physical development