Child Development: Elementary, Middle & High School Children

As your child is growing and developing physically, socially, emotionally, and intellectually, it’s important for parents to recognize what stage of development their child is at. Parents who recognize the differences in the developmental growth stages are often more successful in parenting.
Read through the developmental differences listed below. Keep in mind that children grow at different rates with different degrees of success and failure. As always, it's important for parents to check with their pediatrician while their child is progressing through the developmental stages described in this article.

Physical Child Development

Elementary

Physical development in this age group includes steady growth patterns.

Gross motor (large muscles) are more developed than fine motor (small muscle). Elementary children are able to run and jump and control the larger muscles in their legs. They have a more difficult time holding small items, catching or putting something together using their fingers.

Elementary children learn through movement. Physical education is important during these developmental years. Let them touch and run!

The body and mind seldom work together.

Middle School

Rapid growth is common in the physical developmental stage. Girls often mature faster than boys. Girls are often taller than boys. It’s not uncommon for children in this age group to be tall (six feet or above) or short (five feet or below).

Puberty kicks in! Hormones take over. Skin (acne), hair and sexual organs are affected and begin to occur and develop, often without the awareness of the child or parent.

Energy, energy, energy! Energy spurts are common. Let them run!!!

Aggressive behavior often occurs. Boys tend to be more physical than girls. Girls tend to be more verbal than boys.

High School

Steady and slow growth development occurs in children in this age group.

Some body pains, especially in the legs and knees are common. Check with your medical doctor if growth pains persist.

High school students gradually take control over both fine and gross motor skills For example: high school students become more proficient in art (handling paint brushes) and physical education (dribbling a basketball).

Children in this age group begin to demonstrate adult-like physical traits. Shaving is now a common occurrence for both boys and girls.

Intellectual Child Development

Elementary

Rapid and steady growth of intelligence occurs within this age group.

Elementary children have a short attention span (15-20 minutes).

Elementary children generally enjoy learning.

This age group usually has a difficult time making choices and decisions.

Elementary children are not analytical in nature. Processing and analyzing information is not a common developmental trait.

Middle School

Middle school children usually demonstrate slow brain growth patterns. The learning curve begins to plateau and sometimes go down.

They may ask analytical questions, but seldom are able to develop analytical solutions to work out their questions or problems.

Their attention span becomes weaker after 30-40 minutes spent on one particular activity. Middle school children learn more when they are given a chance to apply what they learn. Block scheduling (combining math with science, English with communication) in middle schools are common to accommodate this learning technique. Allow or encourage your child to apply the math, science, social studies, and other areas of learning by providing opportunities. For example, around the home use a measuring tape, read directions in a cookbook, paint a wall in their bedroom, become involved in volunteer work.

High School

Steady growth in learning begins to occur again between the ages of 14 and 16 years of age.

Children close the ages of 16 often begin to develop an analytical solution process to solve their analytical questions.

Attention span becomes more adult-like: 50-60 minutes.

High school students are more interested in what they are learning when they are given an opportunity to apply what they learn.

Emotional Child Development

Elementary

Elementary Children generally want to please their parents, teachers, and other adults in their lives.

Children in this age group often begin to develop empathy toward others.

Elementary children often depend on adults for reassurance and encouragement.

Moods swings are often predictable and easier to handle then middle and high school children.

Middle School

Middle school children have been described (by many educational experts) as being emotionally unpredictable. “Everything is a crisis!”

Children in this age group often want and desire independence.

Rejection of adult advice and “talking back” are common personality traits.

Mood fluctuation is common. One minute they are adult-like, the next they are child-like.

Middle school children are often highly critical of themselves.

High School

Mood fluctuations may still be common, but emotional stability begins to occur as they enter their junior or senior year in high school.

As high school students begin to accept more responsibilities (driving a car, dating, getting a job, etc.) they will begin to show more signs of emotional maturity.

High school students are more adult-like with their emotions. However, they lack adult experience to handle adult emotional issues.

High school students desire and must be given more independence before they leave the home.

Social Child Development

Elementary

Elementary children usually lack social skills. They need to be taught and provided time to learn how to interact with peers. Children in this age group usually have a difficult time sharing. They will often site their parents and close relatives as their best friends. Social needs for making friends will fluctuate from child to child in this age group. It is normal for children in this age group to want to play alone. Parents must often encourage their child to interact with others.

Middle School

Middle school children usually have a high need to be social. Learning and being with their parents often becomes secondary to their social needs. Children in this age group often show allegiance to their peers. A great desire for secrecy and privacy may begin to develop.

Being a part of the group is very important to most middle school children. Children in this age group will begin to mirror their social peers using words (huh? duh?, ya right, etc.), using gestures (rolling eyeballs) and sighing are common.

High School

High school students begin to become more accepting of people who are different from them. They begin to open their social group to include others who they were once uncomfortable being with.

High school students will begin to search for the right answers. They will also seek out other adult input when the adult is non-judgmental, over-reactive, and willing to listen.

Parents searching for more information regarding appropriate reactions to child developmental changes should visit www.ScottCounseling.com and read this entire article that includes “Parent should” tips.

Scott Wardell has a Masters Degree in School Counseling and a Specialist Degree in School Administration. He has twenty-eight years of counseling and educational experience. Scott has presented at numerous parenting workshops, educational in-services and has been a keynote speaker on topics involving Child Development, School Bullies and Parenting. Visit www.ScottCounseling.com for online e-mail counseling services today!