Middle Childhood
In different cultures, the 5-7 age group is considered the beginning of the "age of reason." Children are thought to develop new abilities at this age and are assigned roles and responsibilities within the family and community.
Middle childhood also differs cross-culturally from adolescence, primarily because of the onset of adolescence.
Recent emphasis on cognitive differences between children aged 10 to 12 years and relatively mature adolescents has also contributed to the popular and scholarly distinction between middle childhood and adolescence. Historically, in many cultures, the age of six or seven is the time when children integrate into the adult world, helping with family responsibilities and taking on work roles alongside their elders.
It was only in recent centuries that changes in family values and the advent of formal schooling prevented children of this age from participating extensively in adult society. Today, and for most of this century, ages 6-12 remain distinguished from younger ages because they correspond to the first 6 of the 12 years of compulsory schooling. The isolation of children aged 6-12 in primary school provides a unique basis for the social definition of children and provides a social structure that restrains and guides development during this period.
However, the social norms and structures that determine the age classification of children between the ages of 6 and 12 are increasingly obscured by long-term trends in earlier schooling and earlier puberty. Increasingly, children under the age of 6 are receiving some form of formal education, sometimes compulsorily. The trend toward earlier puberty means that many 10-, 11- and 12-year-olds are experiencing physical changes traditionally associated with puberty, out of sync with the transition to the teenage years. The impact of this long-term trend can be seen in experiments in school organizations over the past decade.
As children enter the middle stages of development, many changes occur in their lives. At this time, children can dress themselves and learn to tie their shoelaces. It becomes more important for them to break away from their families. Activities within the school expose children of this age to the wider world on a regular basis. Friendships become more and more important. Physical, social, and mental skills develop rapidly at this time. This is a critical time for children to build confidence in all areas of life.
It was only in recent centuries that changes in family values and the advent of formal schooling prevented children of this age from participating extensively in adult society. Today, and for most of this century, ages 6-12 remain distinguished from younger ages because they correspond to the first 6 of the 12 years of compulsory schooling. The isolation of children aged 6-12 in primary school provides a unique basis for the social definition of children and provides a social structure that restrains and guides development during this period.
However, the social norms and structures that determine the age classification of children between the ages of 6 and 12 are increasingly obscured by long-term trends in earlier schooling and earlier puberty. Increasingly, children under the age of 6 are receiving some form of formal education, sometimes compulsorily. The trend toward earlier puberty means that many 10-, 11- and 12-year-olds are experiencing physical changes traditionally associated with puberty, out of sync with the transition to the teenage years. The impact of this long-term trend can be seen in experiments in school organizations over the past decade.
As children enter the middle stages of development, many changes occur in their lives. At this time, children can dress themselves and learn to tie their shoelaces. It becomes more important for them to break away from their families. Activities within the school expose children of this age to the wider world on a regular basis. Friendships become more and more important. Physical, social, and mental skills develop rapidly at this time. This is a critical time for children to build confidence in all areas of life.
Here is some information about how children develop during middle school years:
Think and learn
Children this age may:
- Demonstrates rapid development of mental skills.
- Learn better ways to describe experiences and talk about thoughts and feelings.
- Focus less on yourself and more on others
During emotional and social changes, children in this age group become:
- More independent from parents and family.
- Start thinking about the future.
- Learn more about his or her place in the world.
- Greater emphasis on friendship and teamwork.
- Want to be liked and accepted by friends.
Positive parenting skills
Here's what you can do as a parent during this time.
Some things to do to help your child:
- Show affection for your child. Recognize her achievements.
- Help your child develop a sense of responsibility, such as setting the table, doing household chores…
- Talk to your child about school, friends, and her hopes for the future.
- Talk to your children about respecting others. Encourage him to help those in need.
- By helping your child set her own achievable goals, she will learn to be proud of herself and become less dependent on others for recognition or rewards.
- Help children learn patience. Encourage him to consider the possible consequences before taking action.
- Set clear rules and follow them about what behavior is acceptable and what is not.
- Do fun things together as a family, such as playing games, reading, and participating in community activities.
- Get involved in your child’s school. Meet teachers and staff to learn about their learning goals and how you and the school can work together to help your child do well.
- Use discipline to guide and protect your child rather than making him feel bad about himself through punishment. After discussing what not to do, discuss what to do.
- Praise your child for good behavior. It’s better to focus your praise more on the things your child does rather than on traits she can’t change.
- Support your child to take on new challenges. Encourage her to resolve problems on her own, such as a disagreement with another child.
- Encourage your child to get involved in school and community groups, such as team sports, or take advantage of volunteer opportunities`
Why middle childhood is so critical
Dr. Anastasia de Waal
When it comes to ‘vulnerable’ ages for children, we tend to think of infancy or adolescence. There is, however, another period in children’s lives which brings significant challenges: ‘middle childhood’.
The recurring theme children face at this age is change. Yet the changes affecting middle childhood centre less on ‘growth’ and more on children’s developing social and emotional worlds. The first big change is that children in middle childhood spend around half as much time with their parents as they do in early childhood, while the time they spend with other children and alone increases significantly.
However, this shifting dynamic of children’s interactions coincides with a number of other developments. Firstly, children at this age become much more aware of themselves in relation to their peers, with the result that ‘fitting in’ takes on a vital significance.
And, with greater exposure to potential like-with-like comparisons, children are more prone to judge themselves against other children, leading to new feelings of competition, jealousy or inadequacy. For many children, their primary school class teacher becomes an important source of stability. Thus, the move from primary to secondary school brings a loss of the continuity and security this contact represents, and this challenge can be particularly acute for children with unstable home lives.
The recurring theme children face at this age is change. Yet the changes affecting middle childhood centre less on ‘growth’ and more on children’s developing social and emotional worlds. The first big change is that children in middle childhood spend around half as much time with their parents as they do in early childhood, while the time they spend with other children and alone increases significantly.
However, this shifting dynamic of children’s interactions coincides with a number of other developments. Firstly, children at this age become much more aware of themselves in relation to their peers, with the result that ‘fitting in’ takes on a vital significance.
And, with greater exposure to potential like-with-like comparisons, children are more prone to judge themselves against other children, leading to new feelings of competition, jealousy or inadequacy. For many children, their primary school class teacher becomes an important source of stability. Thus, the move from primary to secondary school brings a loss of the continuity and security this contact represents, and this challenge can be particularly acute for children with unstable home lives.
Being both new and the youngest in an unfamiliar environment can add to feelings of vulnerability, as can the loss of close primary school friends. Middle childhood is also a period when children are particularly likely to experience parental separation or upheavals in their family life. Although this upheaval can produce better long-term outcomes for children, the short-term impact, as well as the possible negative prelude to separation, can be very difficult.
At the same time, supporting children’s needs in middle childhood can become increasingly difficult, particularly for parents with their own problems. Poverty can affect children’s quality of life at school, by limiting their chances to participate, while parental support (for example helping with homework, reading together and instilling motivation through expectations) is a very significant contributor to children’s academic success. Children whose parents are less able to provide this support may find themselves at a disadvantage. As children increasingly judge themselves against their peers, any sources of difference are worrying. As a result, any marker of ‘difference’ can have an amplified impact on their lives. Being disabled, or having a ‘different’ family structure, such as being adopted or fostered, can become a worry for children at this age, by making them feel abnormal at a time when notions of normality have taken on a new importance. The development of a child’s self-esteem during this period also affects their resilience. Children suffering abuse may begin to internalize it through feelings of shame and self blame. The new significance of self-esteem can also relate to feelings about being adopted, as children start to question their value if, in their minds, their biological parents gave them up.
Unfortunately, research shows that negative experiences at this age can have long-lasting detrimental effects on children. The formative years of middle childhood are highly significant for outcomes in later life, ranging from mental health problems, to aggressive and delinquent behavior and engagement in criminal activity. Cases of adolescent aggression can be traced back to formative experiences in middle childhood, such as those affecting self-esteem or family stability. And the likelihood of drug use has also been linked to characteristics developed in middle childhood, such as behavior problems. In short, experiences in middle childhood can significantly hamper a child’s future. To avoid long-lasting detrimental outcomes, supportive adults are vital. Children in this age range inevitably spend less time supervised by adults, but it is fundamentally important that adults are available for children. Parents and professionals can both help to foster positive outcomes, for example by arranging shared care giving, or by providing dependable external advice and support. All children in middle childhood face quietly dramatic transformations which can be distressing, and it is impossible to protect them from every difficult experience. But for vulnerable children, access to responsive adults who are aware of how children are coping in their daily lives is a prerequisite for good outcomes. Paying plenty of attention to children’s needs in middle childhood is hugely
Unfortunately, research shows that negative experiences at this age can have long-lasting detrimental effects on children. The formative years of middle childhood are highly significant for outcomes in later life, ranging from mental health problems, to aggressive and delinquent behavior and engagement in criminal activity. Cases of adolescent aggression can be traced back to formative experiences in middle childhood, such as those affecting self-esteem or family stability. And the likelihood of drug use has also been linked to characteristics developed in middle childhood, such as behavior problems. In short, experiences in middle childhood can significantly hamper a child’s future. To avoid long-lasting detrimental outcomes, supportive adults are vital. Children in this age range inevitably spend less time supervised by adults, but it is fundamentally important that adults are available for children. Parents and professionals can both help to foster positive outcomes, for example by arranging shared care giving, or by providing dependable external advice and support. All children in middle childhood face quietly dramatic transformations which can be distressing, and it is impossible to protect them from every difficult experience. But for vulnerable children, access to responsive adults who are aware of how children are coping in their daily lives is a prerequisite for good outcomes. Paying plenty of attention to children’s needs in middle childhood is hugely
Why learn about development during middle childhood?
Middle childhood refers to the stage of life that begins when children enter school and continues through adolescence. Kids you may know in this age group. What is their life like? What concerns are they expressing? Would you like to return to this part of your life if you could? Why or why not?
Early childhood and adolescence seem to receive more attention than middle childhood, perhaps because growth patterns are slower at this time, the self is hidden during the latent stage, and children spend more time in school, with friends, and in structured activities. time. It can be easy for parents to lose sight of their child's development. It is important to pay full attention to middle childhood, stay connected with these children, and be aware of the various influences the world has on their lives. After all, they are evolving in so many incredible ways.
Children look very young as they enter middle childhood and end the stage as adolescence approaches. Most children experience growth spurts that make them appear quite mature. Obvious physical changes are accompanied by changes in the brain. While we can't see the actual changes in the brain, we can see the effects of brain changes in the way children move, write, and play games in middle childhood
Early childhood and adolescence seem to receive more attention than middle childhood, perhaps because growth patterns are slower at this time, the self is hidden during the latent stage, and children spend more time in school, with friends, and in structured activities. time. It can be easy for parents to lose sight of their child's development. It is important to pay full attention to middle childhood, stay connected with these children, and be aware of the various influences the world has on their lives. After all, they are evolving in so many incredible ways.
Children look very young as they enter middle childhood and end the stage as adolescence approaches. Most children experience growth spurts that make them appear quite mature. Obvious physical changes are accompanied by changes in the brain. While we can't see the actual changes in the brain, we can see the effects of brain changes in the way children move, write, and play games in middle childhood
Growth Rates and Motor Skills
During middle childhood, growth is usually slower. Children will gain about 2-3 kilograms of weight and about 5 centimeters in height every year. Many girls and boys experience pre-pubertal growth changes, which occur earlier in girls at around 9-10 years of age and tend to occur earlier than in boys at around 11-12 years of age. Therefore, by the end of middle childhood, girls tend to be taller than boys. Children in middle childhood tend to lose weight and gain muscle strength and lung capacity, allowing them to engage in strenuous physical activity for extended periods of time.
The brain reaches adult size around age 7. But that doesn’t mean the brain is fully developed by age 7. The brain continues to develop for many years after it reaches adult size. School-age children are better able to use the left and right hemispheres of the brain to plan and coordinate activities. As brain development matures, attention improves and so does a child's reaction time.
The brain reaches adult size around age 7. But that doesn’t mean the brain is fully developed by age 7. The brain continues to develop for many years after it reaches adult size. School-age children are better able to use the left and right hemispheres of the brain to plan and coordinate activities. As brain development matures, attention improves and so does a child's reaction time.
