Middle/Late Childhood The developmental stage of middle/late childhood occurs when a child is between nine and eleven years old. In this stage, children are off at school, further developing their cognitive, physical, and social/emotional processes. School helps foster cognitive development in middle/late childhood because children are learning new skills and applying them in school and on tests. Jean Piaget suggested that children in this stage go through what he calls the Concrete-Operational period, where children are limited to what is “tangible and real,” (Kail & Cavanaugh, 2014, p. 158). In this stage, children are able to perform mental operations, which can be defined as, “cognitive actions that can be performed on objects or ideas,”
…show more content…
In middle/late childhood, a child’s growth continues at a steady pace. Typically, children in this stage of development grow eight pounds and around two to three inches per year (Kail & Cavanaugh, 2014, p. 180). At the end of this stage, though, girls typically grow taller than boys because they enter puberty sooner, and thus they are taller than boys for a couple of years (Kail & Cavanaugh, 2014, p. 180). Like in the previous stages of development, both boys and girls need to consume healthy foods, and more of them to help them grow. According to Kail & Cavanaugh (2014), “The average 7- to 10-year-old needs about 2,400 calories each day. The exact figure depends on the child’s age and size can range anywhere from roughly 1,700 to 3,300 calories daily,” (p. 180). On top of that, a child’s motor skills continue to develop into middle/late childhood. In terms of gross motor skills, when children are eleven years old, nearly all children can throw a ball three times farther and can jump about twice as far as they could when they were six years old (Kail & Cavanaugh, 2014, p. 181). Fine motor skills continue to develop along with gross motor skills in middle/late childhood. As mentioned before, fine motor skills have to do with the fingers and hands and make it possible to complete smaller physical tasks. In school, some of the tasks that show …show more content…
I asked her about any milestones she has experienced, and she responded that she remembers being able to work problems backward in the third grade. When I asked about her school life, she said that it was good overall, but that she had difficulty with the standardized tests at the end of the year (the EOG tests). The participant had test anxiety, so that most likely played a role in her difficulty taking any standardized tests. I asked if she was physically active during this stage, and she said that she was, although it was more outdoor activity and she did not engage in any organized sports team. She did focus on nutrition. I asked about her friendships during this stage, and she responded that she had a very strong, supportive bond with all of her friends. The interviewee said that she had a positive experience developing through middle/late childhood. There are many developmental changes that occur in middle/late childhood in terms of cognitive, physical, and social/emotional
In middle/late childhood, a child’s growth continues at a steady pace. Typically, children in this stage of development grow eight pounds and around two to three inches per year (Kail & Cavanaugh, 2014, p. 180). At the end of this stage, though, girls typically grow taller than boys because they enter puberty sooner, and thus they are taller than boys for a couple of years (Kail & Cavanaugh, 2014, p. 180). Like in the previous stages of development, both boys and girls need to consume healthy foods, and more of them to help them grow. According to Kail & Cavanaugh (2014), “The average 7- to 10-year-old needs about 2,400 calories each day. The exact figure depends on the child’s age and size can range anywhere from roughly 1,700 to 3,300 calories daily,” (p. 180). On top of that, a child’s motor skills continue to develop into middle/late childhood. In terms of gross motor skills, when children are eleven years old, nearly all children can throw a ball three times farther and can jump about twice as far as they could when they were six years old (Kail & Cavanaugh, 2014, p. 181). Fine motor skills continue to develop along with gross motor skills in middle/late childhood. As mentioned before, fine motor skills have to do with the fingers and hands and make it possible to complete smaller physical tasks. In school, some of the tasks that show …show more content…
I asked her about any milestones she has experienced, and she responded that she remembers being able to work problems backward in the third grade. When I asked about her school life, she said that it was good overall, but that she had difficulty with the standardized tests at the end of the year (the EOG tests). The participant had test anxiety, so that most likely played a role in her difficulty taking any standardized tests. I asked if she was physically active during this stage, and she said that she was, although it was more outdoor activity and she did not engage in any organized sports team. She did focus on nutrition. I asked about her friendships during this stage, and she responded that she had a very strong, supportive bond with all of her friends. The interviewee said that she had a positive experience developing through middle/late childhood. There are many developmental changes that occur in middle/late childhood in terms of cognitive, physical, and social/emotional