Middle Childhood Factsheet

During the ages of middle childhood children are able to achieve a vast number of physical
milestones. They have refined gross and fine motor skills and perceptual skills as well. They
have rapid growth spurs in height and weight (Center for Disease Control and Prevention, 2016).
Many children become more athletic and the beginning stages of puberty may start (ages vary).
Atypical physical development can be a child not growing at the rate of a typical child or not
having refined motor skills. Social and cultural factors can influence physical development in
middle childhood. Genetics and environment shape physical growth. Impoverished countries
have children that are malnutrition and diseased which affects physical growth. A strategy that a
family can use to influence their childs development is practicing with games or activities that
can help develop his/her motor skills such as painting or drawing within the lines or walking a
balance beam.

Language development milestones for middle childhood children are effective communicators
and use more complex grammatical constructions. They are aware of their roles as listeners as
well as communicators. These children have larger vocabularies and are able to extend
conversations by asking questions and giving input (Berk, 2013). Atypical language
development children have difficulties reading, socializing, and writing (McLaughlin, 2011).
Social and cultural factors that influence language are childrens interpretation of words and
language used at home and school. Both factors can have an effect on how children use or define
words. Parents can continue to talk to and with their children. Read to them and encourage their
child to read to them also. Be there to assist with homework. Other strategies are word games,
crossword puzzles, and board games.
Cognitive development milestones with middle childhood children are able to learn strategies
and have an awareness of memory. During this time children become interested in learning life
skills such as cooking and fixing things (Ozretich, 2001). They can think back to something they
have done before and refer back to how they did that task. A sign of atypical development is if a
child has not begun to start to have logical reasoning or cannot concentrate. Cultural and social
factors that influence cognitive development are education (school) and the environment. When
children begin school, some children are impacted by the social environment (ex. larger class
size, different teachers, curriculum). School and home (culture) can be different and this can
impact the childs self-concept and how they think. Strategies that parents can use to influence
cognitive development in their child are encouraging them to read (improves concentration and
language) and encouraging creativity (artwork, playdough, legos).
During middle childhood there are social-emotional milestones that children achieve. Children
are able to understand and use the concept of planning and they can delay gratification based on
cognitive evaluation (Davies, 2004). Cultural and social factors can influence social-emotional
development such as positive interactions with others and positive domains. When there are
these factors children will naturally be able to develop socially and emotionally. Strategies for
parents are creating opportunities for positive group interaction such as a picnic with friends and
set up games that require partners (ex. three-legged race). Another strategy is allowing the child
to join a school group or team (ex. cheerleading) to help with socialization and conflict
resolution.

This Photo by Unknown Author is licensed under CC BY

Moral reasoning and self-regulation milestones that are achieved during middle childhood are
knowledge of moral and social values (ex. kindness, respect, honesty). Another is cooperating
with others. There are social and cultural factors that influence moral reasoning with middle
childhood children. As the childs social world grows they are learning more language and this
influences how they interact with others, whether they do what is right, and how they respond
to others. Parents can support their children when making the appropriate choices and also
explain why a choice can be wrong or not best for them. Strategies that parents can use with
their children are modeling how to make moral decisions. For example, act out a scenario that
the child may have experienced and show them the morally right way the child could have
responded.

References
Berk, L. E. (2013). Child development. (9th ed.). Upper Saddle River, NJ: Pearson.
Center for Disease Control and Prevention. (2016 August 18). Developmental milestones.
Retrieved from https://www.cdc.gov/ncbddd/actearly/milestones/index.html
McLaughlin, M. (2011 May 15). Speech and language delay in children. American Family
Physician, 83(10), 1183-1188.
Ozretich, R. A. (2001). Middle childhood and adolescent development. Corvallis, Or.: Extension
Service, Oregon State University.