How old is a school aged child

School-age children development Information | Mount Sinai

Well child - ages 6 to 12

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

School age child development is a range from 6 to 12 years of age. During this time period observable differences in height, weight, and build of children may be prominent. The language skills of children continue to grow and many behavior changes occur as they try to find their place among their peers. As always, safety is important in school age children and proper safety rules should be enforced in and out of the school area.

Information

PHYSICAL DEVELOPMENT

School-age children most often have smooth and strong motor skills. However, their coordination (especially eye-hand), endurance, balance, and physical abilities vary.

Fine motor skills may also vary widely. These skills can affect a child's ability to write neatly, dress appropriately, and perform certain chores, such as making beds or doing dishes.

There will be big 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 affect a child's growth.

A sense of body image begins developing around age 6. Sedentary habits in school-age children are linked to a risk for obesity and heart disease in adults. Children in this age group should get 1 hour of physical activity per day.

There can also be a big difference in the age at which children begin to develop secondary sexual characteristics. For girls, secondary sex characteristics include:

• Breast development
• Underarm and pubic hair growth

For boys, they include:

• Growth of underarm, chest, and pubic hair
• Growth of testicles and penis

SCHOOL

By age 5, most children are ready to start learning in a school setting. The first few years focus on learning the fundamentals.

In third grade, the focus becomes more complex. Reading becomes more about the content than identifying letters and words.

An ability to pay attention is important for success both at school and at home. A 6-year-old should be able to focus on a task for at least 15 minutes. By age 9, a child should be able to focus attention for about an hour.

It is important for the child to learn how to deal with failure or frustration without losing self-esteem. There are many causes of school failure, including:

• Learning disabilities, such a reading disability
• Stressors, such as bullying
• Mental health issues, such as anxiety or depression

If you suspect any of these in your child, talk to your child's teacher or health care provider.

LANGUAGE DEVELOPMENT

Early school-age children should be able to use simple, but complete, sentences that contain an average of 5 to 7 words. As the child goes through the elementary school years, grammar and pronunciation become normal. Children use more complex sentences as they grow.

Language delays may be due to hearing or intelligence problems. In addition, children who are unable to express themselves well may be more likely to have aggressive behavior or temper tantrums.

A 6-year-old child normally can follow a series of 3 commands in a row. By age 10, most children can follow 5 commands in a row. Children who have a problem in this area may try to cover it up with backtalk or clowning around. They will rarely ask for help because they are afraid of being teased.

BEHAVIOR

Frequent physical complaints (such as sore throats, tummy aches, or arm or leg pain) may simply be due to a child's increased body awareness. Although there is often no physical evidence for such complaints, the complaints should be investigated to rule out possible health conditions. This will also assure the child that the parent is concerned about their well-being.

Peer acceptance becomes more important during the school-age years. Children may take part in certain behaviors to be part of "the group." Talking about these behaviors with your child will allow the child to feel accepted in the group, without crossing the boundaries of the family's behavior standards.

Friendships at this age tend to be mainly with members of the same sex. In fact, younger school-age children often talk about members of the opposite sex as being "strange" or "awful." Children become less negative about the opposite sex as they get closer to adolescence.

Lying, cheating, and stealing are all examples of behaviors that school-age children may "try on" as they learn how to negotiate the expectations and rules placed on them by family, friends, school, and society. Parents should deal with these behaviors in private with their child (so that the child's friends don't tease them). Parents should show forgiveness, and punish in a way that is related to the behavior.

It is important for the child to learn how to deal with failure or frustration without losing self-esteem.

SAFETY

Safety is important for school-age children.

• School-age children are highly active. They need physical activity and peer approval, and want to try more daring and adventurous behaviors.
• Children should be taught to play sports in appropriate, safe, supervised areas, with proper equipment and rules. Bicycles, skateboards, in-line skates, and other types of recreational sports equipment should fit the child. They should be used only while following traffic and pedestrian rules, and while using safety equipment such as knee, elbow, and wrist pads or braces, and helmets. Sports equipment should not be used at night or in extreme weather conditions.
• Swimming and water safety lessons may help prevent drowning.
• Safety instruction regarding matches, lighters, barbecues, stoves, and open fires can prevent major burns.
• Wearing seat belts is the most important way to prevent major injury or death from a motor vehicle accident.

PARENTING TIPS

• If your child's physical development appears to be outside the norm, talk to your provider.
• If language skills appear to be lagging, request a speech and language evaluation.
• Keep close communication with teachers, other school employees, and parents of your child's friends so you are aware of possible problems.
• Encourage children to express themselves openly and talk about concerns without fear of punishment.
• While encouraging children to participate in a variety of social and physical experiences, be careful not to over-schedule free time. Free play or simple, quiet time is important so the child does not always feel pushed to perform.
• Children today are exposed, through the media and their peers, to many issues dealing with violence, sexuality, and substance abuse. Discuss these issues openly with your children to share concerns or correct misconceptions. You may need to set limits to ensure children will be exposed to certain issues only when they are ready.
• Encourage children to participate in constructive activities such as sports, clubs, arts, music, and scouts. Being inactive at this age increases the risk for lifetime obesity. However, it is important not to over-schedule your child. Try to find a balance between family time, school work, free play, and structured activities.
• School-age children should participate in family chores, such as setting the table and cleaning up.
• Limit screen time (television and other media) to 2 hours a day.

American Academy of Pediatrics website. Recommendations for preventive pediatric health care. www.aap.org/en-us/Documents/periodicity_schedule.pdf. Updated March 2020. Accessed January 14, 2021.

Finkelstein LH, Feigelman S. Middle childhood. In: Kliegman RM, St. Geme JW, Blum NJ, Shah SS, Tasker RC, Wilson KM, eds. Nelson Textbook of Pediatrics. 21st ed. Philadelphia, PA: Elsevier; 2020:chap 25.

Marcdante KJ, Kliegman RM. Normal development. In: Marcdante KJ, Kliegman RM, eds. Nelson Essentials of Pediatrics. 8th ed. Philadelphia, PA: Elsevier; 2019:chap 7.

Last reviewed on: 10/2/2020

Reviewed by: Neil K. Kaneshiro, MD, MHA, Clinical Professor of Pediatrics, University of Washington School of Medicine, Seattle, WA. Also reviewed by David Zieve, MD, MHA, Medical Director, Brenda Conaway, Editorial Director, and the A.D.A.M. Editorial team.

School Aged Definition | Law Insider

• means children from 6 to 12 years of age and 5 year olds who are in full-day kindergarten.

• means a minor who is at least six years old but younger than 18 years old and who is not emancipated.

• means a child age three through five not yet attending kindergarten. If a child is older than age five and not attending kindergarten or a higher grade, OCCL considers that child in the preschool-age group.

• means a registered professional nurse with Maine Department of Education certification for school nursing.

• means every motor vehicle owned by a public or governmental agency or private school and operated for the transportation of pupils, children of pupils, teachers and other persons acting in a supervisory capacity, to or from school or school activities, or, privately owned and operated for compensation for the transportation of pupils, children of pupils, teachers and other persons acting in a supervisory capacity to or from school or school activities (Education Law §11[1] and Vehicle and Traffic Law §142).

• means a degree- or certificate-granting public or private college or university, junior college, or community college that is located in this state. The term includes the governing body of the postsecondary educational institution.

• means that term as defined in section 529 of the internal revenue code or a college, university, community college, or junior college described in section 4, 5, or 6 of article VIII of the state constitution of 1963 or established under section 7 of article VIII of the state constitution of 1963.

• means schools and suchlike institutions;

• Committee Member” means any person appointed in accordance with Clause 4.1.3.

• means a preschool, a public or private elemen- tary or secondary school, an institu- tion of undergraduate higher edu- cation, an institution of graduate high- er education, an institution of profes- sional education, or an institution of vocational education, that operates a program of scholarly research. To be in this category, a requester must show that the request is authorized by, and is made under the auspices of, a quali- fying institution and that the records are not sought for a commercial use but are sought to further scholarly re- search.

• means the quality and character of school life with a particular focus on the quality of the relationships within the school community between and among students and adults.

• means an institution enumerated in Article 12, Section 11 of the constitution of New Mexico;

• means all education or instruction,

• means an elementary or secondary school.

• means any day, including a partial day, that students are in attendance at school for instructional purposes.

• means an area near a school beginning at the school's front door, encompassing

• means all parents, students and staff of the school and all other persons who have a legitimate interest in or connection with the school.

• means a website, mobile application or online service that (i) is designed and marketed solely for use in elementary or secondary schools; (ii) is used (a) at the direction of teachers or other employees at elementary or secondary schools or (b) by any school-affiliated entity; and (iii) collects and maintains, uses or shares student personal information. "School service" does not include a website, mobile application or online service that is (a) used for the purposes of college and career readiness assessment or (b) designed and marketed for use by individuals or entities generally, even if it is also marketed for use in elementary or secondary schools.

• means any school bus, school van, other school vehicle and private vehicle used to transport students or staff members to and from school or any school-sponsored activity or event.

• means students, their parents, guardians or other legal representatives.

• means that term as defined in section 5 of the revised school code, MCL 380.5.

• means the period beginning July 1 and ending June 30 next following.

• means days when school is in session for students.

• means a school district, intermediate

• means an organization in which several medical disciplines are practiced.

• means any Entity that holds, as a substantial portion of its business, financial assets for the account of others. An entity holds financial assets for the account of others as a substantial portion of its business if the entity’s gross income attributable to the holding of financial assets and related financial services equals or exceeds 20 percent of the entity’s gross income during the shorter of: (i) the three-year period that ends on December 31 (or the final day of a non-calendar year accounting period) prior to the year in which the determination is being made; or (ii) the period during which the entity has been in existence.

The development of a child of school age

The psychology of children of primary school age is the period in which the main laying in the development of the child's psyche is carried out, therefore it is important to monitor how the child develops, because successfully acquired knowledge, habits and moral attitudes will further form complete personality.

What is special about the child. Primary school age is defined from 6 to 10 years old, i.e. from the period of the child's education in primary school. The child's relationship with society changes, as he becomes a social subject with significant responsibilities, evaluating the child's learning and activities. During this period, as a rule, the authority of an adult is lost. And the influence of peers, on the contrary, plays a very important role, the child begins to reason during this period, he has a vocabulary, he focuses his attention on more and more specific objects and situations, he knows how to independently distribute and switch, as well as be stable. nine0003

It should also be remembered that there is such a thing as a crisis of seven years. This is the period when the child is clearly aware of the significance of his own "I" and all experiences have meaning - he can accurately characterize the state - I'm angry, I'm hungry, I'm good, I'm kind, I'm evil, etc., and understand what it is exactly applies to him.

Crisis of seven years, the child's mannerisms are often expressed, that is, the child can show something of himself, or, on the contrary, hide something. May hide something from adults - for example, when he is ill or has some problems. nine0003

With the appearance of the status of a schoolchild, the child acquires a certain independence, he develops corresponding moral values, which he tries to adhere to. Children begin to realize their individuality, try to distinguish their uniqueness from the rest, often strive to lead in the society of their peers. This is also manifested in the fact that children are looking for themselves in hobbies, activities, circles, they participate in group forms of activity.

But due to a number of reasons, children often try to avoid failures, being motivated to achieve certain successes. Such behavior should be controlled by an adult, so that the guidelines for the behavior and actions of the child, in the future, do not lead to fear of a change in the attitude of others. nine0003

Thus, a schoolchild is very critical and reacts sharply to assessments from adults; a child of this age is emotionally unstable, he may experience frequent mood swings.

Developing memory in children

Memory is the perception of impressions that a person has about the environment, and, if possible, these impressions are fixed and, if necessary, reproduced. Memory is the basis of a person's ability to perceive, store, reproduce the experience gained in the course of a person's life. nine0003

The memory of schoolchildren is a kind of transition from involuntary and direct to voluntary and indirect memorization. Children between the ages of 6 and 14 actively develop rote memory for logical units of information that are unrelated.

The process of growing up a child entails the development of awareness in actions that are aimed at accurate and high-quality memorization, as well as accurately reproduce the material retained in memory. Children most often attach importance to impressions that are received by visual, auditory or motor means. Moreover, the younger the child, the more directly manifest feelings of dissatisfaction or pleasure from what he saw, did or heard. The pedagogical impact on children of primary preschool age is precisely based on these feelings. nine0003

At different ages of the child, other methods of memory management, with the help of which memory is improved during learning. A significant contribution to development, first of all, is made by parents and teachers.

Memory management techniques include:

• repetition. The child repeats each memorized word, and then repeats the words in groups;
• organization. The child remembers and establishes a relationship with words, with the help of associations;
nine0031 comprehension. Closer to 11 years old, the child can meaningfully repeat the remembered paragraph and draw conclusions from it;
• imaging. Remembering new information in a child will be much easier if you invite him to use some mental images that are similar in some features or non-existent features;
• search for information in memory. The child remembers some information, but still looks for several options to check the correctness. nine0032
• scripting. In order to keep regularly repeating events in the child's memory, events can be organized as a set of scenarios.

Peculiarities of children's psychology

Early preschool age is the most important period in a child's life.
Features of children of primary school age, first of all, are due to the fact that during this period, their own "I" begins to be laid, self-consciousness develops. Enrichment with knowledge, at this age, contributes to the intensive development of intellectual abilities, self-realization and creative activity. Regarding physical development, this is the calmest age. There is a uniform increase in height and weight, endurance develops. The skeletal system is at the stage of formation. nine0003

This period is characterized by the improvement of the brain - that is, the development of the analytical and systematic function of the cortex, changes in processes such as excitation and inhibition. The process of inhibition becomes more and more powerful, although the process of excitation still predominates, and younger students are highly excitable and impulsive.

The most important goal of a child is learning. The child seeks to acquire and assimilate new knowledge, skills, and also seeks to accumulate systematic information about the world around him, nature and society as a whole. nine0003

Raising a sense of self-worth in children

Raising children of primary school age is of great importance in their subsequent development as a person. The correct laying of moral values ​​and attitudes in life will bring the child, in the future, a strong foundation for his life. The task of parents is to correctly set the benchmarks.

For example, it is good if a child perceives his successes and failures, that is, objectively. The child must, first of all, be confident in his abilities, be a man of his word, who knows his own worth, on whom you can rely on everything. Increased self-esteem, or vice versa - reduced, will not be a good incentive to achieve certain results. nine0047 The correct upbringing of children of primary preschool age also implies a systematic emphasizing of merits. In other words, praise is the personal success of the child, which greatly stimulates the baby. Especially - if this is the praise of the parents.

Equally important is setting the right example for the child. After all, this age is the age of imitation. The child imitates people he respects. Most actions, negative emotions, harsh words or actions are the result of imitation. You should always remember this and set a good example. nine0003

It would be good to instill at this age to say the word “no” to actions that the child does not want to do. That is, those actions that will harm the child - cigarettes, booze, drugs.

It is important to instill in your child that the safest place on earth is his home. And also, the main responsibility of parents is to teach the child the elementary basics of safety. The child must be aware that not everything in the world is perfect and not all people are kind. Therefore, one should be extremely careful on the street, in everyday life. And if something happens, don't be afraid to ask for help. nine0003

I would like to sum up that a lot of things parents should instill and educate in a child during the most crucial period in life. After all, this is the foundation for the rest of his life, laying at this age, will significantly soften the teenage period, and will also help develop a full-fledged personality in the child. The main thing is to give, if possible, as much time as possible to the child, to communicate with him, to help him, to know himself and those around him. Give him confidence in his own need and his place in this world. nine0003

Age and psychological characteristics of children of primary school age (6-11 years old)

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Primary school age: what a teacher should take into account

Each age stage is characterized by a special position of a child in the system of relations accepted in a given society. In accordance with this, the life of children of different ages is filled with specific content: special relationships with people around them and special activities that lead to a given stage of development. I would like to note that L.S. Vygotsky singled out the following types of leading activity in each age period: infants - direct emotional communication; early childhood - manipulative activity; preschoolers - play activities; junior schoolchildren - educational activities; adolescents are socially recognized and socially approved activities; high school students - educational and professional activities. nine0003

Beginning Jr. school age is determined by the moment the child enters school. Elementary the period of school life on average occupies the age range from 6-7 to 10-11 years (grades 1-4). This period is associated with an increase in physical and mental stress, expansion social boundaries of the child and adaptation in society. The child evaluates differently himself and his abilities, is going through another crisis and learning to be independent and responsible person. In elementary school At the same age, children have significant reserves of development. nine0003

Physiological features of development in primary school age.

First of all, improves the functioning of the brain and nervous system. According to physiologists, by the age of 7 the cerebral cortex is already largely degree of maturity. However, the most important, specifically human departments brain responsible for programming, regulation and control of complex forms of mental activity, children of this age have not yet completed their formation (the development of the frontal parts of the brain ends only by the age of 12). nervous the system of junior schoolchildren is unstable. Excitation and inhibition of the nervous system is associated with its low mobility. The balance between nervous excitement and braking did not work. Hence, rapid fatigue, the impossibility of long perform monotonous work, younger students are quickly distracted, do not know how to quickly switch from one activity to another. Haste is also noted in actions, inaccuracy, inaccuracy. nine0003

Development and ossification limbs, spine and pelvic bones are in a state of high intensity. Under adverse conditions, these processes can proceed with large anomalies. Harmful influences, in particular, may cause physical overload (for example, prolonged writing, tedious physical work). Improper seating at the desk during activities can lead to curvature of the spine, the formation of a sunken chest and etc. Children's bones and skeletal muscles contain a lot of organic matter and water, but few minerals. During this period, there is an active change of milk teeth, about twenty milk teeth, including molars. Easy extensibility of the musculoskeletal system provides the child with a well-defined flexibility, but cannot create a strong "muscular corset" to maintain the normal arrangement of the bones. AT as a result, deformations of the skeleton, the development of asymmetry of the body and limbs, the occurrence of flat feet. This requires special attention to organization of the normal posture of children and the use of physical activity. Essential changes are noted in all organs and tissues of the body, the formation of spine. Attention to the formation of posture is especially important, since for the first time the child is forced to carry a heavy briefcase with school supplies. The motor skills of the child's hand are imperfect, since the skeletal system has not formed phalanges of fingers. The role of adults is to pay attention to these important aspects of development and help the child take care of himself your health. nine0003

Intensive development of neuropsychic activity, high excitability of younger schoolchildren, their mobility and acute response to external influences are accompanied by rapid fatigue, which requires careful attitude to their psyche, skillful switching from one type of activity to another.

At primary school age, unevenness is noted psychophysiological development in different children. There are also differences in growth rates of boys and girls: girls continue to outpace boys. Pointing to this, some scholars come to the conclusion that, in fact, in the younger classes “children of different ages sit at the same desk: on average, boys younger than girls by a year and a half, although this difference is not in the calendar age. nine0003

An essential physical feature of younger students is enhanced muscle growth, increase in muscle mass and a significant increase in muscle strength . Increased muscle strength and general development of the motor apparatus due to the greater mobility of younger students, their desire for running, jumping, climbing and the inability to stay in one and the same place for a long time the same pose. With age 5-7 years to 10-11 years the length of the limbs increases rapidly, exceeding the growth rate of the body. Weight gain lags behind the rate of increase body length. nine0081

Precisely in junior school age develops attention Without the formation of this mental function, the learning process is impossible. In class, the teacher encourages the attention of students to the educational material, keeps it for a long time. A younger student can focus on one thing for 10-20 minutes. Some age characteristics are inherent in the attention of primary school students. The main one is the weakness of voluntary attention. Possibilities of strong-willed regulation of attention, management of it at the beginning of primary school age limited. Significantly better in primary school age developed involuntary attention. Everything is new, unexpected, bright, interesting by itself attracts the attention of students, without any effort on their part. sanguine mobile, restless, talking, but his answers in the lessons indicate that it works with a class. Phlegmatic and melancholic are passive, lethargic, seem careless. But in fact they are focused on what they are learning. subject, as evidenced by their responses to the teacher's questions. Some children inattentive. The reasons for this are different: for some - laziness of thought, for others - lack of a serious attitude to study, in the third - increased excitability central nervous system, etc.

Memory and memorization. Primary schoolchildren initially remember not what is most significant from the point of view of educational tasks, and what produced on them the greatest impression: what is interesting, emotionally colored, unexpected or new. Younger students have a good mechanical memory. Many of they are mechanically memorized throughout the entire education in elementary school study tests, which leads to significant difficulties in the middle classes when material becomes more complex and larger in volume. Often among schoolchildren there are children who need only once to memorize the material read a section of the textbook or listen carefully to the teacher's explanation. These children not only memorize quickly, but also retain what they have learned for a long time, it is easy to reproduce. There are also children who quickly memorize educational material, but just as quickly they forget what they have learned. Usually on the second or third day they are already poorly reproduce the learned material. In such children, first of all, it is necessary to form an installation for long-term memorization, to teach to control oneself. The most difficult case is slow memorization and quick forgetting of educational material. These children must be patiently taught the techniques of rational memorization. Sometimes poor memory is associated with overwork, so it is necessary special mode, reasonable dosage of training sessions. very often bad memorization results do not depend on a low level of memory, but on poor attention. nine0003

Communication . Usually the needs of younger schoolchildren in communication, especially those who were not brought up in kindergarten garden, are originally personal orientation. A first grader, for example, often complains to the teacher about his neighbors, allegedly preventing him from listening or writing, that indicates his preoccupation with personal success in learning. In first grade interaction with classmates through teachers (me and my teacher). 3-4 class - the stage of formation of the children's team (we and our teacher). There are likes and dislikes. Manifest requirements for personal qualities. A children's team is formed. The more the reference class, the more the child depends on how he is evaluated peers. In the third - fourth grade, a sharp turn from the interests of an adult, to the interests of peers (secrets, headquarters, ciphers, etc.). nine0003

Emotional development in junior school age. The instability of behavior , depending on the emotional the state of the child, complicates both the relationship with the teacher and the collective children's work in the classroom. In the emotional life of children of this age changes, first of all, the content side of experiences . If the preschooler is pleased that they play with him, share toys, etc., then the younger the schoolchild is mainly concerned with what is connected with teaching, the school, the teacher. He is pleased that the teacher and parents are praised for academic success; and if the teacher makes sure that the feeling of joy from educational work arose in the student as often as possible, this reinforces the student's positive attitude towards learning. Along with the emotion of joy, of no small importance in the development of the personality of the younger schoolchild have emotions of fear. Often, out of fear of punishment, children say lie. If this is repeated, then cowardice and deceit are formed. At all, the experiences of a younger student are sometimes very violent. nine0003

Jr. school age, the foundation is laid moral behavior , is happening assimilation of moral norms and rules of conduct , social personality orientation .

Character junior schoolchildren differs in some features. First of all, they are impulsive act immediately under the influence of immediate impulses, motives, without thinking and weighing all the circumstances, on random occasions. The reason is the need for active external discharge with age-related weakness. volitional regulation of behavior. nine0003

Age a feature is also general insufficiency of will : junior student more does not have much experience of a long struggle for the intended goal, overcoming difficulties and obstacles. He can give up on failure, lose faith in their strengths and impossibilities. Often there is capriciousness, stubbornness. Plain their cause is the shortcomings of family education. The child is accustomed to the fact that everything his desires and demands were satisfied, he did not see refusal in anything. Capriciousness and stubbornness are a peculiar form of a child's protest against those the firm demands that the school makes of him, against the need sacrifice what you want for the sake of what you need. nine0003

Junior students are very emotional . Emotionality affects, firstly, that their mental activity usually tinged with emotion. Everything that children watch, what they think, what they do, makes them feel emotionally charged. Second, younger students they do not know how to restrain their feelings, to control their external manifestation. Thirdly, emotionality is expressed in their great emotional instability, frequent mood swings, tendency to affects, short-term and violent manifestations of joy, grief, anger, fear. More and more over the years develops the ability to regulate their feelings, to restrain their unwanted manifestations.

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