MIDDLE

Childhood
 cognitive
domain
2 major growth spurts during middle childhood:

1. Striking improvement in the fine motor skills and eye-hand

coordination
2. ogic and planning
- Logic and planning improve rapidly because of development in the
frontal lobe which is responsible for reasoning, planning, speech,
movement, emotions and problem solving.
- Progress of myelination process of the brain increases at the age of 6
which contributes to the increase in information-processing speed
 cognitive
domain
Concrete Operations by Piaget
- A set of powerful, abstract schemes that are critical building blocks of logical
thinking, providing internal rules about objects and their relationships. It allows
children to coordinate several characteristics rather than focus on a single
property of an object.

Reversibility
- Most critical of all concrete operations
- Understanding that both physical actions
and mental actions can be reversed
- Ex. Knowing that A is bigger than B is
knowing that B is smaller than A
Class inclusion/ classification
- Classifying things by considering their
relationships . It is an idea that a
subordinate class is included in a larger,
superordinate class.
Seriation is ordering in terms of quantitative
dimension while transitivity is reasoning logically
about the relationships of objects.
Example. Orange being a fruit which ca also
classified as a food. (Children can already do
clustering or internal organization)

Inductive logic
- she can reason from her own experience to
a general principle.
- Example adding 1 book I the book shelf has
1 more book that before, a general
principle that adding always means having
more
Conservation - the conservation tasks demonstrate a child’s ability to perform
concrete operations. In the test of reversibility of thought involving conservation
of matter. Children do not conserve all quantities or conserve on all tasks
simultaneously. The order of their mastery is number, length, liquid quantity,
mass, weight and volume which can be related to Piaget’s concept of Horizontal
decalage which states that similar abilities do not appear at the same time within
a stage of development

Concept of Constructivism
This concept says that children are active thinkers, constantly trying to
make new strategies and more advanced understandings. Cognitive
processing gets steadily faster with age, respond speed also improves.
 cognitive
domain
Developmental Profiles
6 year olds
Perceptual Cognitive Development
1. Increase in attention span although concentrated effort is not always consistent
2. Understands concepts of time, and motion (like which is faster)
3. Can identify season and holidays
4. Enjoys challenges like puzzles, counting and sorting, mazes and games that involve
counting and matching letters and words in the picture
5. Recognizes words by sight some can even read already identifies familiar coins
6. Can draw a body with at least 6 body parts
7. Names and correctly hold up right and left and can identify smallest of two shape and
longer of two lines
8. Clings to certain beliefs like fantasy

Speech and Language Development

1. Talks nonstop sometimes being called as chatterbox
2. Acquires language from cultural background
3. Carries on adult-like conversations, too many questions
4. Learns 5-10 new words/day vocabulary can consist of 10k-14k words
5. Uses appropriate verb tenses, word order and sentence structure
6. Uses language rather than tantrums and physical aggression to express displeasure
7. Talk to themselves
8. Imitates slang and profanity
9. Delights in telling jokes and riddles
10. Enjoys being read to and making up stories
11. Capable of learning more than one language that’s why a lot of children at this age
can be bilingual or multilingual

7 year olds
Speech and Language
1. Engages in storytelling, likes to write short stories and tell imaginative tales
2. Uses adult-like sentence structure and language in conversation
3. Language patterns reflect cultural and geographical differences and early literacy
exposure
4. Becomes more precise and elaborate in the use of language includes more descriptive
adjectives and adverbs in conversations
5. Uses gestures to illustrate conversations
6. Criticizes own performance
7. Tends to use verbal exaggeration
8. Describes experiences in great details
9. Understand and carries-out multiple step instructions
10. enjoys writing email messages and simple notes to friends and family
 cognitive
domain
Developmental Profiles
8 year olds

Perceptual- Cognitive
1. Collects objects, organizes and displays them accdg to more complex
systems, bargains and trades with friends like exchanging toys that they
think is better than what they have.
2. saves money from small purchase develops plans to earn money from odd
jobs , studies catalog and magazines for ideas of items to purchase
3. begins having interest on what others think and do
4. understands that there are distant countries and different opinions and
cultures
5. Accepts challenges and responsibilities with enthusiasm, delights in being
asked to perform tasks, interested in being rewarded for efforts
6. Cognitive maturation enables children to grasp and understand the
meaning of increasingly complex concepts such as numbers, volume,
money, distance and time.

Speech and Language Development

1. Delights in telling jokes and riddles
2. Understands and carries out up to 5 instructions
3. Reads with ease and understanding
4. Composes and sends imaginative and detailed messages to friends and
family
5. Uses language to criticize and compliment others
6. Understands and follows the rules of grammar in conversation and written
form
7. Is intrigued with learning secret word codes and using code language
8. Converses fluently with adults
9. Enjoys talking on the telephone or communicating with friends and family
10. Understands abstract concepts and use complex though processes to
solve problems
11. Children’s vocabulary expands rapidly and their ability to articulate
complex ideas become more complex
 cognitive
domain
Developmental Profiles
9-12 year olds
Perceptual Cognitive Development
1. Develop the ability to reason based on experience and logic than on intuition
2. Likes challenges in arithmetic but does not always understand mathematical
relationships involved in complex operations
3. Learn best through hands-on learning, prefers to research on books or online,
conduct science experiments, build models, or put on a play rather than listen to
teacher lecture
Speech and Language
1. Talks non-stop for no reason, sometimes to gain attention
2. Expresses feeling and emotion through words effectively
3. Understand and uses language as a system for communicating with others
4. Uses slang expression commonly used by peers
5. Recognizes that some words have double meanings
6. Finds humor in illogical metaphor
7. Shows advanced understanding on advanced grammatical sequences; recognizes
when a sentence is grammatically incorrect.

11-12 year olds

Perceptual Cognitive Development
1. Begins thinking in more abstract way
2. mproved long term recall
3. Succeeds in sequencing, ordering and classifying objects as a result of improved
long-term memory capacity which are essential for solving complex science and
mathematical problems
4. Accepts the idea that problems can have multiple solutions
5. Enjoys challenges, problem-solving, researching and testing possible solutions,
researches, encyclopedias , internet, dictionaries for information
6. Exhibits longer attention span
7. Develops detailed plan and lists desired goals
8. Performs routine task without giving it much thought increased memory sophistication
makes automatic responses possible
9. Shows more complex understanding of cause and effect; learns from mistakes
Speech and Language
1. Almost complete with the majority of language development
2. Talks and argues non-stop with anyone who is listening
3. Uses longer and more complex sentence structures in written and oral
4. Adds 4,000-5,000 new words in their vocabulary each year
5. Becomes a thoughtful listener
6. Understand that word statements can have implied meanings
7. Grasps concept of irony and sarcasm
8. Masters several language styles, like being formal, casual and used of slang
 Physical Domain
GROWTH AND PHYSICAL
CHARACTERISTICS
6 YEARS OLD

● Gains 2-3 inches in height each year

● Adds 5-7 pounds in weight per year
● Heart rate: 80 bpm
Respiratory Rate: 18-28 breaths/min
● Long bones in arms and legs begin a phase of rapid growth
● Loses baby (deciduous) teeth, permanent (secondary) teeth erupt.
● Has visual acuity of approx. 20/20
● Farsightedness may be outgrown as children matures.
● Requires approx. 1,600-1,700 calories.

7 YEARS OLD

● Gain of 6 lbs/year in weight and an average of 2.5 inches/year in height

● Muscle mass is equal for boys & girls
● Posture is more erect
● Experiences swings in energy level
● Continues to experience frequent respiratory infections
● Eyeballs continue to change in size and shape
● Hair often grows darker in color
● Permanent teeth continue to erupt

8 YEARS OLD

● Continues to gain 5-7 lbs per year in weight and 2.5 inches per year in
height
● Develops a more mature body shape & appearance
● 20/20 vision
● Some girls may begin to develop breasts and pubic hair and experience
menses
● May have mood swings
● Experience fewer illnesses than when younger
 Physical Domain
GROWTH AND PHYSICAL
CHARACTERISTICS

9-10 YEARS OLD

● Girls begin to experience more dramatic changes than boys

● Assumes a slimmer shape
● Brain increases significantly in size
● Continues to gain 6 1/2 lbs per year in weight and 2 inches per year in
height
● Loses remaining baby teeth; overcrowding might occur
● Begins to experience pre-pubertal changes

11-12 YEARS OLD

● Triples birth length by the end of this period

● Girls are first to experience a prepuberty growth spurt
● Bodily changes mark approaching puberty
● Spontaneous erections are common among boys
● Gains in muscle mass and strength
● Stands more erect, increase in bone size and length
● Complaints of headaches and blurred vision are not uncommon if
children are experiencing vision problems
 Physical Domain
MOTOR DEVELOPMENT

6 YEARS OLD

● Increased muscle strength

● Movements become more precise and deliberate
● Enjoys vigorous activities
● Moves constantly
● Has increased dexterity and eye-hand coordination with improved motor
functioning skills
● Enjoys art projects
● Writes numbers & letters with varying degrees of precision and interest
● Traces around hand & other objects
● Folds and cuts paper into shapes
● Ties own shoes

7 YEARS OLD

● Exhibits precisely-tuned large and fine motor control

● Approaches more challenging physical activities
● Practices a new motor skill over and over until mastered
● Finds the floor more comfortable
● Uses a knife and fork appropriately, but inconsistently
● Holds a pencil in tight grasp near the tip
● Produces letters and numbers in a deliberate and confident fashion

8 YEARS OLD

● Enjoys vigorous activities

● Seeks out opportunities to participate in team activities/games
● Exhibits significant improvement in agility, balance, speed, & strength
● Develops improved eye-hand coordination: can copy words and numbers
with increasing speed & accuracy, can learn to write in cursive, and play a
musical instrument
● Possesses seemingly endless energy
 Physical Domain
MOTOR DEVELOPMENT

9-10 YEARS OLD

● Marked by continued refinement of fine motor skills (especially notable

among girls)
● Uses arms, legs, hands, and feet with ease and improved precision
● Includes considerable detail in drawings
● Enjoys team sports
● Takes great joy and pride in writing and perfecting handwriting skills
● Likes to use hands for arts & crafts

11-12 YEARS OLD

● Displays movements that are smoother & more coordinated

● Enjoys participating in activities
● Concentrates efforts on continued refinement of fine motor abilities
● Requires outlets for release of excess energy
● Has an abundance of energy
● Uses improved strength in physical activities
 Social-Emotional
Domain
Emotion
- feeling or affect that occurs when a person is engaged in an interaction that is
important to him or her, especially to his or her well-being (Campos, 2005 as cited
in Santrock, 2009)
- Characterized by behavior that reflects/expresses the pleasantness or
unpleasantness of the state individuals are in, or the transactions they are
experiencing
- Can vary in type and intensity

Emotional Competence
- Effective management of emotions; resilience in the face of stressful circumstances

Developmental Changes in Emotion in Middle Childhood

(Kuebli, 1994; Thompson & Goodvin, 2005; Wintre & Vallance, 1994 as cited in Santrock, 2009)

● Improved emotional understanding

- Understanding complex emotions such as pride and shame which become
less tied to the reactions of others and more self-generated and integrated
with a sense of personal responsibility (i.e. pride: developing new skills;
shame: hurting a friend’s feelings)
● Marked improvements in the ability to suppress or conceal negative emotional
reactions
- Intentionally hiding emotions
● The use of self-initiated strategies for redirecting feelings
● An increased tendency to take into fuller account the events leading to emotional
reactions
● Development of a capacity for genuine empathy
 Social-Emotional
Domain
DEVELOPMENTAL PROFILES
The following milestones are identified in (Marotz & Allen, 2013) but have been
modified by dividing the description by their themes namely, Intrapersonal (self and
emotions/feelings), Interpersonal (peers, family, and adults), and Social & Play
Activities.

Theme Age SIX Social-Emotional Developmental Profile

Intrapersonal ● Experiences mood swings (i.e. best friends then worst enemies; loving
Milestones then uncooperative & irritable; unpredictable toward primary caregiver)
● Easily disappointed and frustrated by self-perceived failure
● Has difficulty composing and soothing self; dislikes being corrected or
losing at games; might sulk, cry, refuse to play, or reinvent rules to suit
own purposes
● Enthusiastic and inquisitive about surroundings and everyday events
● May become increasingly fearful of thunderstorms, the dark,
unidentified noises, dogs, and other animals
● Continues to be self-centered (egocentric; own perspective)
● Has strong sense of self, which is evident in terms of preferences and
dislikes; uncompromising about wants and needs

Interpersonal ● Becomes less dependent on family members as the friendship circle

Milestones begins to expand; still needs familial closeness, security, and nurturing,
yet has urges to break away and “grow up” (Piaget, 1929)
● Forms a close, friendly relationship with one or two other children (often
slightly older); play involves working together toward specific goals
● Craves and seeks adult approval, reassurance, and praise; anxious to
please (may complain excessively about minor hurts or other children’s
behavior to get attention)
● Becomes tolerant of being told what to do; may revert to tantrums on
occasion
● Seeks teacher’s attention, praise, and reassurance; now views the
teacher (rather than the parents) as the ultimate source of “truth”
● Possessive about toys, books, family, and friends, but is able to share on
some occasions

Others ● Shows little to no understanding of ethical behavior or moral

standards; often fibs, cheats, or takes items belonging to others without
meaning to cause them harm
● (conflicting ^) knows when she has been “bad”; values of “good” and “bad”
are based on school, family, and cultural expectations and rules
 Social-Emotional
Domain
Theme Age SEVEN Social-Emotional Developmental Profile

Intrapersonal ● Sees humor in everyday happenings and is more outgoing

Milestones ● Beginning to develop empathy for others’ feelings, motives, and
actions
● Worries about not being liked, feelings easily hurt; might cry, be
embarrassed, or state adamantly, “i will never play with you
again,” when criticized
● Takes responsibilities seriously; can be trusted to carry out
directions and commitments; worries about being late for
school ot not getting work done on time

Interpersonal ● Seeks out friendships; friends are important, but the child can
Milestones find plenty to do if no one is available
● Cooperative and affectionate toward adults and less
frequently annoyed with them
● Likes to be the “teacher’s helper”; is eager for the teacher’s
attention and approval, but less obvious about seeking it than
when they are younger
● Complains that family decisions are unjust; that a particular
sibling may get to do more or is given more
● Blames others for own mistakes; makes up alibis for personal
shortcomings (e.g. “I could have made a better one, but my
teacher didn’t give me enough time)

Social and ● Prefers same-gender playmates; more likely to play in groups

Play Activities ● Quarrels less often, although squabbles and tattling continue
to occur in both one-on-one and group play
● May decide to play or work alone if frustrated
● Participates in organized group activities (clubs, scouts, sports)
● Dislikes missing school or social events; wants to keep up with
friends and classmates
● Has interest in creative arts, music, dancing, or drama;
participates with with a friend or alone
● Engages in favorite play activities such as bicycle riding,
climbing activities, basketball, soccer, skating, jumping rope,
and computer games
● Likes to play competitive board and card games, but may bend
rules when losing
● Turns activities into challenges. (competition)
 Social-Emotional
Domain
Theme Age EIGHT Social-Emotional Developmental Profile

Intrapersonal ● Exhibits spur-of-the-moment mood swings, happy one minute,

Milestones obstinate and rude the net; can be overly sensitive and dramatic
● Experience strong feelings of independence and are eager to make
decisions about their own plans and friends
● Enjoys spending time alone; the need for privacy should be
respected
● Seems less critical of own performance but is easily frustrated and
upset when unable to complete a task or when the product does not
meet expectations

Interpersonal ● Enjoys performing for adults and challenging them in games; is

Milestones proud of accomplishments and eager for adult recognition and
approval. This behavior is less likely to be displayed in cultures
where attention to self is discouraged; parent acknowledgment may
be expressed quality or nonverbally through eye contact or a smile
● Interests and attention are increasingly devoted to peers and team
or group activities rather than to family, teachers, or siblings.
However, family remains important.
● A small percentage of children may begin to engage in aggressive,
intimidating, or bullying behaviors. Targets are loners, likely to react
or retaliate, lacking in self-confidence, having special needs, or
unable to stand up for themselves (Bejerot et al., 2013)
● Plays with two or three “best friends”, most often the same age and
gender; makes friends easily
● Group membership and peer acceptance are becoming more
important
● Seeks acceptance from peers; begins to imitate the clothing fads,
hairstyles, behavior, and language of admired peers.

Social and ● Participates in team games and activities

Play Activities ● Enjoys talking on the telephone or communicating with friends and
family via email, texting, or skype
● (alsooo) Enjoys competitive activities and sports; eager to join team,
but just as eager to quit if there is too much forced competition
● Begins to adopt a know-it-all attitude toward the end of the eighth
year; becomes bossy or argumentative with peers (and adults) at
times; this behavior is more commonly noted not only in western
cultures, but it also may be observed in others
● Likes to play board, electronic, computer, and card games; often
interrupts rules to improve his chances of winning

Others ● (morality)
● Continues to make alibis to explain own shortcomings or mistakes
● Understand and respects the fact that some children are more
talented in certain areas such as drawing, sports, reading, art, or
music
 Social-Emotional
Domain
Theme Age 9-10 Social-Emotional Developmental Profile

Intrapersonal ● Begins to develop moral reasoning; adopts social customs and

Milestones moral values (e.g. understands honesty, right vs wrong, fairness,
good vs bad, and respect)
● Acts with considerable confidence; knows everything and can
do no wrong
● Takes criticism as personal attack; feelings get hurt easily; has
difficulty at times dealing with failure and frustration

Interpersonal ● Enjoys being with friends; seeks out friendship based on

Milestones common interests and proximity (neighborhood/classmates); is
often verbally critical of the opposite gender
● Has several “good” friends and an “enemy” or two; friends or
friendships change from day to day
● Responds with name-calling and teasing when provoked; less
likely to use physical aggression than previously; also
understands that such behavior can affect others’ feelings
● Still relies on adults occasionally to settle some disputes
● Develops strong attachments to teachers, coaches, and club
leaders; may see them as heroes; often goes out of her way to
please and gain their attention

Social and ● Begins to show more interest in rules and basing games on
Play Activities realistic play; rules should be kept simple so everyone enjoys
playing; likes to win and is not always a good loser
● Maintains activity level that fluctuates between extremes of
high intensity and almost nonexistent activity; may virtually
collapse following periods of intense play
● Spends free time reading magazines, playing computer games,
watching videos, listening to music, texting, and talking with
friends
● Forms and joins clubs with secret codes, languages, and signs
● Develops new hobbies or collections based on special interests
 Social-Emotional
Domain
Theme Age 11-12 Social-Emotional Developmental Profile

Intrapersonal ● Handles frustration with fewer emotional outbursts, is able to

Milestones express what is emotionally troubling; accompanies words with
facial expressions and gestures for emphasis
● Views self-image as very important; typically defines self in
terms of appearance, possessions, friends, or activities; may
also make comparisons to much admired adults
● Becomes increasingly self-conscious and self-focused;
understands the need to assume responsibility for his or her
own behavior and that there are consequences associated
with one’s choices and actions
● Begins to talks about occupational interests and career plans;
daydreams and fantasies about the future
● Develops a critical and idealistic view of the world; realizes that
the world is larger than one’s own neighborhood; expresses
interest in other cultures, food, languages, and customs

Interpersonal ● Forms complex relationships with same gendered friends; boys

Milestones and girls begin to go their separate ways during this point in
development
● Adopts the dress, hairstyles, and mannerisms of peers, sports
figures, and celebrities; researches and reads about popular
personalities online
● Recognizes that loyalty, honesty, trustworthiness, and being a
considerate listener are prerequisites to becoming a good
friend; may spend more time now with peers than with family
members

Social and ● Organizes group games and activities, but may modify rules
Play Activities while game is in progress
● Show less interest in frivolous play; prefers goal-oriented
activities (money-making schemes, competing on a swim team,
writing newsletters)
● Likes animals; offers to care of and train pets
● Reads enthusiastically, enjoys listening to music, attending
movies, watching the news, surfing the internet, and playing
video games
● Enjoys and participates in outdoor activities
● Prefers to watch movies/theater/sport performances with
friends (and without parents) on occasion.
 Social-Emotional
Domain
Friendship
Friendship during the early childhood is usually associated with just sharing a current
activity but in middle childhood, children begin to grasp the idea that friendships are
mutual relationships that can last over time.

Stage Peer Relations Friendship

Stage 0 Physical connections Momentary physical interaction

Stage 1 Unilateral relations One-way assistance

Stage 2 Bilateral partnerships Fairweather cooperation

Stage 3 Homogenous community Intimate and mutual sharing

Stage 4 Pluralistic organization Autonomous interdependence

Popularity
- May also be referred to as “social status”
- Based on being accepted or “liked” / “disliked” by peers
- Children with diverse social status differ in behavior and characteristics (Wentzel,
2003)
● Popular Children - tend to exhibit higher levels of positive social behavior and
cognitive ability and lower levels of aggression and withdrawal than average
children
● Rejected Children - tend to exhibit just the opposite pattern—more aggressive and
withdrawn and less sociable and cognitively skilled than average children
● Neglected Children - tend to exhibit less social interaction and disruptive behavior
but more withdrawal than average children
● Controversial Children - tend to be less compliant and more aggressive than
average children

Peer Networks
- Children’s concerns about acceptance in the peer group often rise during middle
childhood, and they also begin comparing themselves to others.
- Peer and friendship networks are likely to form because of three factors, based on
the principles of social learning theory (Hartup, 1996):
1. Sociodemographics. Children are likely to come into proximity because of age,
socioeconomic status, ethnicity, etc.
2. Social Selection. Children construct relationships with others who are similar to
themselves or to whom they are attracted.
3. Mutual Socialization. Children become increasingly similar to their friends as they
interact.
 Social-Emotional
Domain
Journal Article: “Bullying in Schools: The Power of Bullies and the Plight of Victims” (Juvonen
& Graham, 2014)

Bullying
- targeted intimidation or humiliation
- Does not require repetition
- power imbalance distinguishes bullying from conflict (Juvonen & Graham, 2014):
- Physically stronger or socially more prominent person belittles/demeans
another

● Direct Bullying: physical aggression, threats, namecalling; may involve intimidating,

humiliating, or belittling someone in front of an audience
● Indirect Bullying: spreading rumors, backstabbing, exclusion from the group;
designed to damage the target’s social reputation or deflate the social status while
concealing the perpetrator’s identity (the bully is able to use the peer group as a
vehicle for the attack)

Bully Profile: Why do children bully others?

social dominance, inflated self-views and social-cognitive biases of bullies
- Bullies have been said to be motivated by social dominance and status
enhancement (Juvonen & Graham, 2014)
- They have inflated positive self views because of their information-processing biases
combined with the favorable social feedback they receive (when bystanders smile
and the bully remains unchallenged by peers)
- “Bullies think highly of themselves on the basis of the social feedback they receive.
This favorable social feedback, combined with hostile attributional bias, allows
bullies to feel good about themselves and perhaps to discount the harm they inflict
on others. When peers do not challenge bullies’ aggressive behaviors, bullying is
maintained and even reinforced by the peer collective.”

2 categories of bullies (devt profiles book):

1. Children who use physical strength to intimidate others and have a tendency to be
self-assured, impulsive, angry, and lacking in empathy and moral engagement
(Wolke et al, 2013; Possolo, Gini, & Vieno, 2012)
- They are known to play violent video games; authoritarian parenting; frequent
child-parent conflict
2. Children who tend to be passive and are less likely to initiate bullying, but are willing to
join in after it has begun
- They possess poor social skills and low self esteem to initiate appropriate
social interaction and how to control their own impulsive behaviors
 Social-Emotional
Domain
Victim Profile: Who usually gets bullied?
- Targets are usually loners, likely to react or retaliate, lacking in
self-confidence, having special needs, or unable to stand up for themselves
(Bejerot et al., 2013)

Types of Victims (Juvonen & Graham, 2014)

● Submissive Victims
- Most typical group of victims
- anxious, insecure, and sensitive (e.g., those who often cry in response to
bullying)
- lack of confidence in social interactions also increase the risk of being
bullied
● Proactive Victims
- resort to aggression as a response; much like bullies
- “Inaffectual Aggression” (Perry et al., 1990) is an aggressive response
which suggests that their failed attempts to retaliate against more
powerful bullies did not stop the bullying
- Their emotional response may be rewarding for bullies

Anti-bullying initiatives
Bully side:
- Increasing children’s resilience by promoting positive social,
communication, and anger management skills
- Boosting self-esteem
- Reducing harassing behaviors
Victim side:
- Help them develop empowering behaviors such as walking away,
avoiding bullies, problem solving, informing an adult, and using peaceful
conflict resolution