Transcript School Age - My Illinois State

6-12 years a period of Industry and
Cognitive Development
The School Age Child
 Begins w/loss of 1st tooth & ends w/puberty
 Average gains:
 Weight: 5 lbs/yr.
 Height: 1-2”/yr
 Avg 6yr: 116cm (45”) – 21kg (46#)
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12yr: 150cm (59”) – 40kg (88#)
 Slimmer, steadier, lower center of gravity
 Linear growth: will outgrow shoes first, then pants
& shirts
 Males & females differ little in size
Prepubescence
 Prepubescence – end of mid childhood; 2-year period
that precedes puberty
 Girls begin puberty & reach maturity ~ 1.5-2 yrs earlier
than boys
 Time of rapid growth; development of secondary sex char.;
wt gain
 Girls: breast development; pubic hair
 Boys: penis and scrotum enlarge; ↑ muscle mass
Growth & Maturation
 Sequence is progressive and predictable
 Girls
 Thelarche (breast development) 8-12.75 yrs (caucasian);
7-11 yrs (African American)
 Pubarche (growth of pubic hair) ~2-6 mos later
 Menarche ~ 2yrs after breast buds appear
 Boy changes occur between 9.5 & 14 yrs
 Initially pubic hair appears, then penile and testicular
enlargement
 Other: voice changes, facial hair, axillary hair
 Gynecomastia common but temporary (~2yrs)
Physical Growth
Girls: PHV (peak height velocity) ~ age 12
 6-12 mos before menarche; grow ~ 2” after menarche
 PWV ~ 6 months after PHV
 Pubertal delay if no breast development by age 13 or no
menarche within 2-2.5 yrs of breast development
Boys: PHV ~ age14
 Boys ht & wt occur simultaneously; ceases ~ 18-20 yrs
 Pubertal delay if no enlargement of testes or scrotal
changes by ages 13.5-14 or genital growth not complete 4
yrs. after testicles begin to enlarge
 Tanner stages used during physical exams (pp 742-743)
Psychosocial Development
 Freud: latency period; tranquility time
 Erikson: Sense of industry, stage of accomplishment;
failure results in an inferiority complex
 Peer approval motivating power
 Reinforcements and recognition provide
encouragement
Psychosocial Development
 Sense of accomplishment involves ability to cooperate,
compete, & cope w/others
 Learn value of doing things w/others to accomplish
goals
 Temperament: easy; slow to warm up; difficult may
need practice sessions & role play to prepare for
events/transitions
Cognitive Development (This is BIG!)
 Piaget – Concrete operations
 use their thought processes to experience events
and actions
 Concrete-operational period (7-11 yrs): develop
an understanding of relationships between
things and ideas
 Able to make judgments based on reason;
“conceptual thinking”
 Can use their memory stores to evaluate and
interpret the present
Cognitive Development (cont)
 Begin to see things from another’s point of view
 Major cognitive tasks: conservation
 Numbers 1st, then substance, vol last
 Classification skills are BIG – love collections of
anything
 Learn to tell time and manipulate numbers (add,
subtract, divide, multiply)
 Biggest skill: Ability to READ
Moral Development (Kohlberg)
 Moral Development
 Development of conscience & moral standards
 Age 6-7: reward & punishment still rules
 Older: moves to judging an act by intentions
that prompted it rather than just consequences
 Begin to see other’s pt of view so are able to
understand concept of treating others as they
would like to be treated
Language Development
 Language Development: complex
 Improved grammar & word usage
 Enjoy jokes, riddles, puns
 Begin to understand metaphors & figurative
statements
 Begin to evaluate and clarify messages
Social Development
 Identify with peers as gain independence from family
 More sensitive to social norms and pressures of the
peer group
 Sex-role learning becomes more important with same
sex peers
 Having “best friends” a very big deal
 Belonging to a group very imp.; group rules can be very
rigid
Social Development
 Parents still primary influence in shaping their
personalities, setting standards for behavior and
setting value systems
 Still need and want parental control and feel secure
knowing there is an authority to implement controls
and restrictions
 Need firm, secure parental interest and concern, not
just a “pal”
Body Image

Acutely aware of their own bodies compared to
others
Body integrity important
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Concern re: threat or injury to it
Need reassurance about both the uniqueness
and sameness of their body
If different, may be excluded from groups
When teased or criticized abt. being different,
effect can be life long & lead to feeling inferior
Perceptions of Death
 Most realize death is final, universal & inevitable by
age 9-10
 Believe they may die but only in distant future; if faced
w/death feel loss of control
 Fear pain associated with death
 May feel guilt and responsibility about someone’s
death – need logical, factual explanations
Chronic Illness
 If can’t develop sense of achievement as a result → feel
inadequate
 Involve in own care and decision making
 If feel different – may try to hide it
 Give factual info in simple terms
 Help with school transitions
 Need alternative activities
 Camps for children w/similar challenges
Self Esteem
 How they view their worth in both pos & neg
qualities is based on feedback they receive
 Adults can make them feel special & successful –
shaping self concept
 Emphasize strengths & positive aspects of behavior
 Teachers, parents, coaches, etc – big influence
 Positive self concept leads to feelings of selfrespect, self-confidence, happiness
Sexuality
 Many experience some sort of sex play out of curiosity
prior to adolescence
 Usually transitory; this should be taken as an
opportunity to talk about sexuality; to provide info;
use correct terminology; be concrete
 Ideal time for sex ed presented as normal part of
growth and development
 Provide info on AIDS and dispel myths
Play
 Belonging to a club or team is important
 Rules can be extreme and made up
 Conformity and ritual are part of the play
 Team play to attain a goal
 Learn about nature of competition
 Learn rules, make judgments, plan strategies,
learn interdependence
 Complex board, card, & computer games
 Collections
Discipline
 Now able to understand the effects of their actions on
others
 Reasoning is an effective technique
 Problem solving is best and children can be included
in the process
 Others: withholding privileges, requiring recompense,
imposing penalties, contracting
Dishonest Behavior
 Lying: all lie sometimes; often d/t role modeled
behavior
 Cheating: most common 5-6 yr; usually disappear as
matures; role model imp.
 Stealing: bet. 5-8 yrs sense of property rights is
limited; may steal and lie about it or may steal to make
up for love or something else they may be lacking
Stress
 Other concerns: stress (more than previous
generations); exposure to violence; school
environment; pressures to excel; being over programed
by parents; worries about home problems (more
divorce), expected to be more mature, Latchkey
Children (see p. 665)
 Box 17-1; p. 663 excellent summary re: common stresses
for different ages
Health Promotion
 Ideal time to take responsibility for their health by end
of middle childhood
 Self-care in hygiene, nutrition, exercise, recreation,
sleep, and safety
 Health education can help them learn abt their bodies;
how their beh affects their health; helps them make
good decisions
 Teach them to take active role in relationships with
health care providers
Nutrition
 Junk food more available – fill up on empty calories
 School lunch – parents don’t know what child really
eats even if send own lunch
 School lunch and breakfast program help meet needs
of kids but often are high in fat
 Increase in obesity; increase in sedentary activities
 Fast food – major contributor to obesity
Sleep and Rest
 Amt. is individualized; ~ 9 ½ hrs
 Need routine and firm bedtime; should not be used as
punishment
 Sleepwalking: 1st 3-4 hrs of sleep – no memory; not
purposeful; leave alone unless in danger; self limiting
 Sleep talking- non purposeful; no harm
 Nightmares: less common; chronic-refer
Physical Activity
 Fewer resources for PE, playgrounds and after
school programs at schools
 Only IL requires requires daily PE from K-12
 TV: kids have become less active; 26% 4hrs/day;
67% 2hr/day
 Violent TV – increase in aggression, feel
desensitized
 Video games: critics violence, tension,
sleeplessness, others improve eye-hand coord.
Dental Health
 First permanent teeth by 6yrs
 3rd permanent molars (wisdom) 18-25 yrs
 Up until 2nd grade dexterity to properly brush isn’t
there so need supervision
 Bedtime brushing esp. important
 Flossing done by parents til ~ 8-9
 Malocclusion – may need orthodontic tx
 Dental evulsion: replacement or reattachment
Evulsed Tooth
 Hold by crown – do NOT touch root area
 Rinse if dirty under running water or saline
 Reinsert and hold in place – Transport
 Replace within 10” if possible
 If within 30”, 70% chance of success
 If transport tooth, use saliva, milk, or saline (contact
lens solution) – NOT WATER!
Injuries
 Reflect their developmental stage p. 744
 Risk Taking: Peer pressure begins so risk-taking
injuries increase
 MVA: most common cause of accidental injury and
death
 Pedestrian deaths 2.5x more freq w/ peak incidence 59yrs
 ATV’s responsible for significant # injuries for
children under 16
Injuries (cont)
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Bike: 500,000 ER visits, 900 deaths annually;
deaths caused by head injuries
Skateboards, rollerblades, Ride-on mowers,
trampolines, flipping, horseback riding,
sledding
School: most injuries on the way to & fro
Guns: firearm deaths <15 yrs, ~12x greater than
25 other industrialized countries
That’s it!
Aren’t School age kids some of the coolest?? !!