1. School Age Children Growth and Development
By Dr: Omayah Nassar

2. Objectives By the end of this lesson, you will be able to:
Describe the physical, psychosocial, cognitive, spiritual and moral development of school -age children
Define the concept Prepubescence
Discuss the development of body image of school – age children

3. School Age Children School age period extends from age 6 to age 12
It has variety of labels:
school-age
school years
Middle childhood

4. School Age Children School years begin with:
The shedding of the first primary tooth
End at puberty with the acquisition of the final permanent teeth (with the exception of the wisdom teeth)

5. Biologic Development Slow and steady growth
Between ages 6 and 12, children:
Height gain = year(5 cm)
Weight gain = year(2-3) kg
6-year-old child:
height= 116 cm
weighs= 21 kg
12-year child:
height= 150 cm weighs = 40kg

6. Biologic Development Girls and boys differ very little in size
Boys tend to be slightly taller and somewhat heavier than girls.

7. Physical Changes
School age children more graceful (elegant) and steadier on their feet than they were as preschoolers

8. Physical Changes Slimmer body proportions and longer legs
Posture improves to facilitate locomotion and efficiency in using the arms and trunk
Climbing, bicycle riding, and other activities easier

9. Physical Changes Fat gradually diminishes:
Contributing to the thinner appearance
Skeletal lengthening
Fat decreasing and muscle tissue increasing

10. Physical Changes
Boys and girls double their strength and physical capabilities
Decrease in head circumference in relation to standing height

11. Physical Changes
A decrease in waist circumference in relation to height
An increase in leg length related to height.
There is a correlation between physical indications of maturity and success in school

12. Physical Changes
Facial change: face grows faster in relation to cranium.
The New secondary (permanent) teeth appear too large for the face (ugly) duckling stage.

13. Maturation of system
Fewer stomach upsets due to Maturity of the gastrointestinal
Increased stomach capacity permits retention of food for longer periods.
Better maintenance of blood glucose levels
Caloric needs are less than they were in the preschool years.

14. Maturation of system Bladder capacity: greater in girls than boys
Heart : grows more slowly related to rest of the body.
Heart rate & Respiration rate are steady, while blood pressure increases.

15. Maturation of system
Immune system become more competent ( antibody- antigen).
Children have infections in the first 1 to 2 years of school because of increased exposure to ill children.

16. Maturation of system Bones continue to ossify
Caution in carrying heavy loads on back and bones
For example, they should shift books or tote bags from one arm to the other.

17. Maturation of system
Physical maturity is not necessarily correlated with emotional and social maturity.
Example:
Seven-year-old children who look like 10-year-old children will, in fact, think and act like 7-year-old children.

18. Prepubescence
Prepubescence: is the period of 2 years that begins at the end of middle childhood and ends at 13 birthday (2years that precede puberty (preadolescence).
This a period of rapid growth in height and weight especially for girls.

19. Prepubescence
Puberty: signals the beginning of the development of secondary sex characteristics
A period of rapid growth in height and weight, especially for girls.
There is a difference of 2 years between girls and boys in the age of onset of pubescence

20. Prepubescence
It is a period of time of overlapping of developmental characteristics of middle childhood and early adolescence
Early or late appearance of secondary sexual characteristics is a source of embarrassment to both sex.

21. Prepubescence
The earliest age at which puberty begins is 10 years in girls and 12 years in boys
But:
It can be normal for either sex after the age of 8 years

22. Psychosocial development
A sense of industry or accomplishment (Erikson).
Growing sense of independence.
Engage in tasks that can be carried through to completion.
Reinforcement by grades, material rewards, provides encouragement and stimulation.

23. Psychosocial development
They acquire a sense of personal and interpersonal competence
They receive instructions prescribed by their culture

24. Psychosocial development
They develop the skills needed to become useful, contributing members in their communities
Children learn the value of doing things with others
Peer approval is a strong motivating power.

25. Psychosocial development
Children who are incapable of developing some skills are at risk for feeling inadequate and inferior.

26. Cognitive development (Piaget)
Concrete Operations:
Understanding of relationships between things and ideas.
They progress from making judgment based on what they see (perceptual thinking) to what they think (conceptual thinking).

27. Cognitive development
They mastering the concept of conservation.
They mastering the concept of reversibility of numbers (4+3=7, 7-3=4)

28. Cognitive development (Piaget)
They develop classification skills
They collect objects, such as stickers, stamps…
They understand relational terms and concepts as bigger and smaller.

29. Cognitive development
They begin to order friends and relationships (e.g., first best friend, second best friend
They learn the alphabet
They learn to tell time

30. Cognitive development
They learn to see the relationship of events in time (history) and place in space geography
They combine time and space relationships (geology and astronomy) علم الفلك
The ability to read is acquired during the school years.

31. Moral development Children develop a conscience
They develop moral standards
They understand and adhere to rules and standards set by others.
They have a great desire to learn about their God.

32. Moral development
children 6 or 7 years old may interpret accidents or misfortunes as punishment for "bad" acts.
They may view illness or injury as a punishment.

33. Moral development
They are able to understand and accept the concept of treating others as they would like to be treated.

34. Spiritual Development
They picture God as human and use adjectives such as "loving" and "helping" to describe their deity
They are fascinated by the concepts of hell and heaven
They may fear going to hell for misbehavior
They concern about rules

35. Spiritual Development
They may view illness or injury as a punishment.
Religious concepts presented to them in concrete terms.
Prayer or other religious rituals comfort them.
Their petitions الالتماسto their God in prayers tend to be for real rewards.

36. Social development
The most important socializing agents is the peer group.
Peer group is important factor in gaining independence from parents
In the later school years the difference in the play of boys and girls.

37. Social development
Valuable lessons are learned from daily interaction with age-mates:
1. Children learn to argue, bargain, cooperate, compromise to maintain friendships.

38. Social development
2. They become sensitive to the social norms and pressures of the peer group. (dress, talk, behave, class joker or hero). 3. Interaction among peers lead to the formation of intimate friendships between same-sex peers. (best friend: share secrets….).

39. Clubs and peer groups Girls groups are less formalized than boys.
Peer pressure force some children to take risks or engage in behaviors that are against their betters judgment.

40. Clubs and peer groups
Poor relationships with peers can contribute to bullying.
Bullying is any recurring activity that intend to cause harm, distress, or control towards another in which there is a perceive imbalance of power between the aggressors and the victim (Hensley, 2013)

41. Clubs and peer groups Bullies may have the following characteristics:
They defiant التحديtoward adults
Manipulative
Have aggressive attitude
Have positive view of violence
Have lack of empathy
They break school rules.
They have lacking warmth at home.

42. Clubs and peer groups
Children who are targeted for bullying often have the following characteristics:
Withdrawal
Anxiety
Depression
Low self esteem
Reduced assertiveness
Chronic Bullies seem to continue their behaviors into adulthood.

43. Boys have direct bullying: the use physical force
Girls have indirect bullying: the use of gossip, exclusion الإقصاء, and rumors الشائعات

44. Relationships with families
Parents are the primary influence in:
shaping the child's personality
setting standards for behavior
establishing value systems.
Children may reject parental values while testing the new values of peer group.

45. Relationships with families
Children need their parents as adults not as pals.
With a secure base in a loving family:
They are able to develop the self-confidence to break loose from the group and stand independently.

46. Developing of self-concept
The more positive children feel about themselves, the more confident they will be in the future.
A positive self-concept make children feel likable, worthwhile lead to self- confidence self respect & happiness
Negative feeling lead to self- doubt.

47. Developing a body image
The head appears to be the most important part of the school-age child's perceived image of self (hair, eye color).
They are aware of deviations from the norm.
They learn about bodily functions.
Physical impairments as hearing or visual defects may cause a child to feel inferior and less desirable.

48. https://www. google. jo/search

49. References
Hockenberry, M. J.,Wilson, D. & Rodgers, C., (2017). Wong's Essentials of Pediatric Nursing (10th ed.). St. Louis, MO: Elsevier Mosby