Physical and Motor Development in Middle Childhood

Goals for Today Discuss Brain and Organic Factors Relating to Physical and Motor Development in Middle Childhood Discuss how the environment relates to Physical and Motor development for Middle Childhood Discuss Middle Childhood Milestones

What is middle childhood? Ages 6-10 Still considered Early Childhood Beginning to integrate skills More complex tasks Still growing, developing!

What is happening with the body? Height – 2-3 inches of growth per year Weight – 5-7 pounds per year Arms and legs are getting longer Permanent teeth starting to come in malocclusion Eyes are growing and developing Myopia – nearsightedness Hyperopia - farsightedness May see the beginnings of adult hormonal activity

Motor Development in Middle Childhood By age 5 - should be a proficient walker Increase of muscle strength Typically likes vigorous activity Typically prefers to be active – tends to be energetic Bedwetting common Organized games more common

How does the brain change in Middle Childhood? Changes in the prefrontal cortex between the ages of 3 and 7 Executive functioning Processing of sarcasm, humor Growth in the parietal lobes Lateralization increases

Fine Motor Development in Middle Childhood Increases in right/left discrimination Increases in ability to cross the midline Can write more accurately Can trace Can cut on a curve Shoe tying, buttons, zippers

Nutrition and Middle Childhood Good appetite 6 year olds; might have difficulty with table manners 7-8 year olds; more likely to try unfamiliar foods Tolerance for meal times increases

Academics and School In school and home – shift towards independence and academic behavior School physical and neurological behavior? Motor control for writing Increased attention span Perception for math

For More Information Allen, K. E., & Marotz, L. R. (2003). Developmental profiles: Pre-birth through twelve (4th ed.). Clifton Park, NY: Delmar Thomson Learning. Anderson, V., Jacobs, R., & Anderson, P.J. (2008). Executive functions and the frontal lobes. New York: Taylor & Francis. Bos, C.S., & Vaughn, S. (2002). Strategies for teaching students with learning and behavior problems (5 th Ed.). Boston: Allyn & Bacon. DeHaan, M., & Gunnar, M.R. Handbook of developmental neuroscience. New York: The Guilford Press. Mangione, P.L.; Speth, T. (1998). The transition to elementary school: A framework for creating Early Childhood continuity through home, school and community partnerships. Elementary School Journal, 98, Siegler, R., Deloche, J., & Eisenberg, N. (2006). How children develop (2nd ed.). New York: Worth.