School-age children development

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School age child development

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

PHYSICAL DEVELOPMENT

School-age children typically have 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 five to seven 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 child normally can follow a series of three commands in a row.

By age 10, most children can follow five 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.