DEBBIE RICHARDSON, PH.D.PARENTING ASSISTANT EXTENSION

SPECIALISTHUMAN DEVELOPMENT & FAMILY SCIENCE

OKLAHOMA STATE UNIVERSITY

Child Development 3-12Part 3: Ages 10 to 12

Oklahoma Cooperative Extension ServiceCore In-Service

February 19, 2010 9:00-11:00 a.m.

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Introduction

Welcome

Centra Instructions

Overview of In-service

Resource Materials

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In-Service Objective

Extension Educators will be able to describe growth, tasks, behaviors, and abilities of 10 to 12 year-old

children including physical, cognitive, emotional, and social

development.

Domains of Development

Physical EmotionalCognitive Social

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AGES 10-12

Physical Development

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Girls (9-13 years) Boys (11-15 years)

Growth spurt of 2-6” in one year

Underarm & pubic hairBreast development,

widening hips, narrowing waist, more fat

Onset of menstruation

Growth spurt of up to 6” in one year

Facial, underarm, & pubic hair

Growth of genitalsDeepening of voiceMuscle development

Physical Development

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Other Physical Changes Circulatory & respiratory

systems - increasing strength, energy, stamina

Increasingly active sweat glands, may develop body odor

May develop acne or other skin problems

May gain or lose weight, appear out of proportion or “gangly”, especially boys

Clumsiness & awkwardness

Aches & pains

May tire easily & appear lazy

Appetite may fluctuate sharply

Sensitivity to body image and very interested in learning about body changes

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Motor Abilities & SkillsWell coordinated in large and fine motor skillsBoth skill and stamina for gross motor activities

such as biking, skating, team sportsLike physical challengesShould be able to perform a variety of movement

combinationsDemonstrate coordination in a fluid environmentAdapt speed and direction when neededSome may show more talents – sports, music, etc.

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PubertyDevelopment into sexual

maturityHormones controlling

physical development are activated

Develop primary & secondary sex characteristics

Become fertileIncreased sexual libido

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Timing of PubertyGirls tend to experience pubertal changes

earlier than boys by 24 months on average

Internal changes may begin: about age 7-8 in girls and up to about 13 about age 9.5-11 in boys up to about

13.5

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Timing of Physical Maturation

Points in physical development may be very different for individual youth between 10 and 15

Being early or late developer can be stressful when compared to timing of their friends

Early developers Tends to be advantageous for boys

– sports, social standing More problematic for girls

– body image, attention from others, lower self-esteem, adjustment to school transitions

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Influences on PubertyTiming & Tempo

Primary influence is one’s genesMost important external factors: nutrition & healthPuberty occurs earlier for children who have been

well-nourished and without serious illnessesTends to occur earlier for kids growing up in

conflict-ridden families and for females in father-absent homes

Excessive exercise is associated with delays

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The Evolving Brain Just prior to puberty…

2nd wave of overproduction of gray matter in the thinking part of the brain – neurons and their branch-like extensions

Predominantly in the frontal lobe – “executive functions” such as planning, impulse control, reasoning

possibly related to influence of surging hormones

thickening peaks at around age 11 in girls, 12 in boys

then gray matter actually thins some

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The Evolving Brain

White matter – wire-like fibers that establish neurons’ long-distance connections between brain regions – thickens progressively from birth

Striking growth spurts can be seen from ages 6-13 in areas connecting the brain regions specialized for language and understanding spatial relations (temporal and parietal lobes)

This growth drops off sharply after age 12

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Sleep

Rapid growth and change requires enough rest

Hormones may affect sleep needs

Need about 9 ½ - 10 hours sleep each day

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AGES 10-12

Cognitive Development

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Cognitive Development - Piaget

Concrete Operations: 7-12 yrs

Logical thought Classifying & ordering objects in a logical sequenceMake rational judgments and perform operations about

concrete or observable phenomenaAbstract thinking evolving with limitationsBetter understanding of time and spaceReversibility – changes in forms and ordersDeductive reasoning –draw conclusions from

informationRelativism –other’s thoughts & perspectives differ, can

be wrong, thoughts/feelings may not reflect reality

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Thinking No longer in just “here &

now”, but still think more about the present than future

Higher level skills that allow thinking about ideas, anticipate and begin to see personal future

Increasing attention span and concentration

May begin to question old beliefs, explore new ones, develop strong beliefs

Gradual ability to apply learned concepts to new tasks

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ThinkingCan state their thoughts more clearly & want to be heardCriticize adultsEager to learn and master new skillsProud of doing things wellConcerned about personal capabilitiesFrequent interest in learning life skills (cooking, fixing things,

etc.) Internalized standards of right and wrong to some degreeBegins to understand the motives behind the behavior of anotherTendency to be disorganized and forgetful

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10 Year OldsStill memorize & recite without thinking deeply about a

subjectComprehends multiple features of a problem even while

solving it Increasing ability to work independently – class assignments,

homework, longer projects, more complex writing & mathDeveloping a conscience but not yet consistently able to tell

right from wrong – relies upon adult to helpAware of time but needs help to plan time in a practical wayStill certain that own beliefs are correct and are universally

shared by others

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11-12 Year Olds

Able to use logic in arguments Apply logic to specific, concrete situations and problemsAble to manipulate symbols dealing with abstract conceptsAble to combine oral, visual, and written material in reportsDecision-making skill improvesCategorizes information in order to make sense of itSummarizes information from a book in own wordsCan read more adult-oriented materials, particularly those

about topics of specific interest

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AGES 10-12

Social & Emotional Development

23 Psychosocial Development Erikson

Industry vs. Inferiority: 7-11 yearsBusily learn to be competent and productive or feel inferior and unable to do anything well. Tries to develop a sense of self-worth by refining skills.

Identity vs. Role Confusion: Adolescence

Tries to figure out “who am I?” Establish sexual, ethnic, career identities or are confused about future roles.

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Changes that Influence Social & Emotional

Development

Biological/hormonal transformations

Psychological shifts that accompany emergence of sexuality

Increased capacity for abstract thinking

Educational/school transitions

Shifting relationships with family and peers

Heightened competition, social comparison, and self-assessment

Shifting social roles and expectations

More independence and unsupervised time

Coping with stresses of change

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Self-Concept & Self-Esteem

Developing self-esteem requires positive reinforcement

Important to be part of a group

Typically far less optimistic; self-concept regarding their abilities and expectations for success tend to decline

Skills are not developing as rapidly as earlier in childhood

Receive more “failure feedback”Reflect on their performances, compare to peers,

learn that current failures may be clues to future performances

Some kids experiencing more frustration and pessimism about their abilities may be hesitant to try new things with which they are unlikely to succeed at first

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10 Year-OldsEmotionally direct, simple

- less anxious & demanding

More often good-natured; moodiness is short-lived and infrequent

Can be very affectionate and concerned about others

Continues to enjoy crude humor and silliness

Fears are lesseningEnjoys clubs & group

activities

Seeks approval for being “good” from significant people

May show interest in opposite sex but focus is still in small groups of same sex

Confides constantly in a best friend

Relates to peer group intensely & abides by group decisions

Can be fickle

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11 & 12 Year-OldsMay be tired, moody,

anxious, and bickerCan be loud, rude,

obnoxious; personal habits and manners take on less importance

Like to argue, yet can be cooperative & friendly

Like to take chances and defy rules

Greater urge for independence

Friends & groups are more important

More turmoil with friends

Strong need to conformOpposite sex interests

emerge (girls more so)Tend to avoid

complicated tasksVery enthusiastic about

likes and equally passionate about dislikes

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Preteens in GeneralActive & energetic Fluctuate between

dependent child & independent pre-teen

Maturity level may vary greatly among individuals

Mature one moment, immature the next

Increasingly self-conscious & self-centered

Want to be like their friends

Peer pressure increasesWant to be “normal” – fear

being different

Like one-on-one time with adults

More modesty & privacyMost prefer activities

away from homeAre often very “giggly”May develop their own

code of behavior – music, language, dress, rules, etc.

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Preteens in GeneralDevelop group to which

they may show extreme loyalty

May become experimenters and risk takers

Need guidance but are seeking independence and recognition as adults

Wants parental assistance but may resist when offered

Strong opinionsHard on self and

ultrasensitive to criticism

May experience sudden, dramatic, extreme emotions & emotional changes

Tends to conceal feelingsMay anger quickly; Can

show sharp, violent temper

Should be able to resolve conflicts and help others resolve conflicts in a positive manner

Strives to succeed

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Characteristics Implications

Desire to learn adult skills and create useful products

Involve in daily chores, teach skills (cooking, woodworking), arts/crafts

Peer group & friends increasingly important

Unstructured time and safe place to “hang out”

Want to plan their own free time; resent being told what to do by adults

Include in planning from the start

May dislike being in a child care program and think they can take care of themselves

Give chance to contribute to decisions; use win-win problem-solving approach

Begin expanding interests in community beyond home & school

Visit various places

Increasing ability to plan and work together in groups

Provide more complex long-range projects

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AGES 10-12

Related Issues

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Related Issues

Home alone – self care

Active but not overscheduled

Friends & friendships

Sexuality

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Discussion & Questions

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Wrap-UpReview resource materials

In-service evaluation

Follow-up

Next Session: Friday, Feb. 26, 9 – 11 am Part 4 - Influences, Risks, Resilience, & Resources