MIDDLE CHILDHOODGrowth and Physical Development
Show Body composition and body shape remain relatively constant during middle childhood. During preadolescence and early adolescence (9 to 11 years in girls; 10 to 12 years in boys), the percentage of body fat increases in preparation for the growth spurt that occurs during adolescence. This body fat increase occurs earlier in girls than in boys, and the amount of increase is greater in girls. Preadolescents, especially girls, may appear to be "chunky," but this is part of normal growth and development. During middle childhood, boys have more lean body mass per inch of height than girls. These differences in body composition become more significant during adolescence. During middle childhood, children may become overly concerned about their physical appearance. Girls especially may become concerned that they are overweight and may begin to eat less. Parents should reassure their daughters that an increase in body fat during middle childhood is part of normal growth and development and is probably not permanent. Boys may become concerned about their stature and muscle size and strength. During middle childhood, children's muscle strength, motor skills, and stamina increase. Children acquire the motor skills necessary to perform complex movements, allowing them to participate in a variety of physical activities. For females, most physical growth is completed by 2 years after menarche. (The mean age of menarche is 12 1/2 years.) Males begin puberty about 2 years later than females. Before puberty, there are no significant differences between boys and girls in height, weight, strength, endurance, and motor skill development. Therefore, throughout middle childhood, boys and girls can participate in physical activity on an equal basis. Late-maturing children, who have a prolonged period of prepubertal growth, usually have longer limbs than other children and often attain greater height. A temporary decline in coordination and balance may occur during puberty because of rapid growth. Some children may be unable to perform a physical activity as well as they did the previous year. This can be frustrating for children, parents, and teachers, particularly if they misinterpret this decline as a lack of skill or effort. Early-maturing boys have a temporary physical advantage over other boys their age because they are taller, heavier, and stronger. These boys usually achieve the most success in physical activity programs (e.g., hockey, football, basketball), which may lead to unrealistic expectations that they will continue to be outstanding athletes. Conversely, late-maturing boys have a temporary physical disadvantage. These boys may achieve the most success in physical activities in which size is not important (e.g., racquet sports, martial arts, running, wrestling). For girls, the onset of puberty is associated with an increase in body fat that may result in a decline in physical activity performance. Girls, parents, and teachers need to understand, and girls need to accept, the physical changes of puberty, because attempts to prevent these changes can lead to dieting or eating disorders. In addition, the increase in body fat and decrease in muscle flex may result in less fluid movements during the growth spurt and may increase the risk of overuse injuries in girls. Girls entering puberty are at particularly high risk for dropping out of physical activities, making anticipatory guidance particularly important to encourage continued participation. Return to section contents page Self-concept in middle childhood Most boys and girls in middle childhood develop a positive sense of self‐understanding, self‐definition, and self‐control, especially when their parents, teachers, and friends demonstrate regard for and emotionally support them, and when children themselves feel competent. When lacking in one social area, children in this age group typically find another area in which to excel, which contributes to an overall sense of self‐esteem and belonging in the social world. For example, a child who does not like math may take up the piano as a hobby. The more positive experiences children have excelling, the more likely they will develop the self‐confidence necessary to confront new social challenges. Self‐esteem, self‐worth, self‐regulation, and self‐confidence ultimately form the child's self‐concept.Social cognition in middle childhood Noncompetitive activities among peers help children to develop quality relationships, while competitive ones help them to discover unique aspects of themselves. Thus, as children in middle childhood interact with their peers, they learn trust and honesty, as well as how to have rewarding social relationships. Eventually, teenagers' social cognition comes to fruition as they form long‐term relationships based on trust. Throughout these experiences, children come to grips with the world as a social environment with regulations. In time they become better at predicting what is socially appropriate and workable, as well as what is not. Family relationships in middle childhood Even though school‐age children spend more time away from home than they did as younger children, their most important relationships remain in the home. These children normally enjoy the company of their parents, grandparents, siblings, and extended family members. Middle childhood is a transitional stage—a time of sharing power and decision‐making with the parents. Yet parents must continue to establish rules and define boundaries because children have only limited experiences upon which to draw when dealing with adult situations and issues. This period is also a time of increased responsibility for children. In addition to allowing increased freedom (such as going unsupervised to the Saturday afternoon movies with their peers), parents may assign their children additional household chores (watching their younger siblings after school while the parents work). The majority of school‐age children appreciate their parents' acceptance of their more “adult‐like” role in the family. Discipline, while not necessarily synonymous with punishment, remains an issue in middle childhood. The question, which has been debated in social science circles for decades, becomes one of discipline's role in teaching children values, morals, integrity, and self‐control. Most authorities today agree that punishment is probably of less value than positive reinforcement, or rewarding acceptable behaviors. Some parents choose to use both discipline and positive reinforcement techniques with their children. Most families today require two incomes to make ends meet. Consequently, some children express negative feelings about being “latchkey kids” while both parents work. Children may question why their parents “choose” to spend so little time with them. Or they may become resentful at not being greeted after school by one or both parents. Straightforward and honest communication between parents and children can do much to alleviate any concerns or upset that may arise. Parents can remind their children that the quality of time spent together is more important than the quantity of time. Friends and playmates in middle childhood Friendships, especially same‐gender ones, are prevalent during middle childhood. Friends serve as classmates, comrades, fellow adventurers, confidantes, and “sounding boards.” They also help each other to develop self‐esteem and a sense of competency in the social world. As boys and girls progress through middle childhood, their peer relationships take on greater importance. This means that older children likely enjoy group activities such as skating, riding bikes, playing house, and building forts. This also means popularity and conformity become the focus of intense concern and even worry. Similar to same‐age peers, friendships in middle childhood are mostly based on similarity and may or may not be affected by the awareness of racial or other differences. Intolerance for those who are dissimilar leads to prejudice, or negative perceptions about those who are different. Although peers and friends may reinforce prejudicial stereotypes, many children eventually become less rigid in their thinking about children from different backgrounds. Many sociologists consider peer pressure a negative consequence of peer friendships and relationships. Those children most susceptible to peer pressure typically have low self‐esteem. They in turn adopt the group's “norms” as their own in an attempt to enhance their self‐esteem. When children cannot resist the influence of their peers, particularly in ambiguous situations, they may begin smoking, drinking, stealing, or lying if their peers encourage such behaviors. Which of the following is a need of children during middle childhood?During middle childhood, families provide basic necessities and foster learning opportunities, self-respect, friendship, harmony and stability.
What happens during middle childhood?Middle childhood is a stage where children move into expanding roles and environments. Children begin to spend more time away from their family and spend more time in school and other activities. As they experience more of the world around them, children begin to develop their own identity.
Which of the following is a major influence in a child's selfImpact of Relationships
A major influence on children's self-esteem is the quality of their relationships with others who play an important role in their lives (e.g., parents and other family members, peers, coaches, teach- ers).
Which of the following characterize the period of middle childhood?During middle childhood, the growth rate is slow but steady. The child's thinking develops rapidly and his/her store of information grows at a fast pace. They are better at recognizing emotions in others and empathizing with them. It is considered to be a transitional period between childhood and adulthood.
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Which of the following typically take on increasing importance in middle childhood?
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