Characteristics and Implications for Children

Characteristics and Implications for Children

Ages 5 – 6

PHYSICAL DEVELOPMENT
Characteristics	Implications
Physical growth is lower than during infancy and early childhood.	Plan activities using large motor skills and introduce fine motor skills, one at a time.
Muscular coordination and control is uneven and incomplete. Large muscles are easier to control than small muscles.	Plan lots of physical activity with each meeting.
Able to handle tools and materials more skillfully than during preschool years.	Introduce new physical activities that require coordination such as roller skating, bike riding, rope jumping and simple outdoor games.
Can throw different-sized balls better than they can catch them. Most cannot bat well.	Provide projects that don’t require perfection and that can be successfully completed by beginners.
Most can learn to snap fingers, whistle and wink.	Provide patient guidance and encouragement for fine motor activities.
May repeat an activity over and over to master it.

MENTAL DEVELOPMENT
Characteristics	Implications
Unable to handle abstract ideas.	Give instructions verbally and visually. Don’t expect them to read.
Can distinguish their own left and right, but not yours.	Avoid a lot of paper and pencil activities that require writing.
Define things by their use, i.e., pencil is for writing.	Plan a series of small activities broken up by long times of physical exercise rather than one longer session.
Just learning letters and words. By six, most can read words or combinations of words.	Plan active learning around concrete objects.
Short attention span, sometimes as little as five to ten minutes.	Provide lots of materials and mediums for learning (i.e., paper, paint, brushes glue, building blocks, games, puzzles).

SOCIAL DEVELOPMENT
Characteristics	Implications
Learning to play cooperatively. Prefer to work in small groups of two or three. Still like to focus on his or her own work or play.	Organize projects and activities that involve two or three children. If there is a larger group, break activities into sections so that only two or three are involved at one time.
May begin to pair up to have a best friend; however, the best friend may change frequently.	Help children develop friendships through learning to share, taking turns, following rules and being trustworthy (not tattling).
Mother (or parent) is still social focus as prime caregiver; however, may “fall in love” with kindergarten teacher.	Organize activities with high adult/child ratios.
Likes being part of and around family.	Develop projects and activities involving or focusing on the family.
Can engage in group discussions.	Avoid competition or activities that select a single winner or best person.
May have need to first, to win, or to be the best and may be bossy.	Use imaginary play that involved real-life situations (playing store, playing house).
Can be unkind to others, but extremely sensitive to criticism of self.

Characteristics and Implications for Children Ages 7 – 8

PHYSICAL DEVELOPMENT
Characteristics	Implications
Period of slow, steady growth.	Will have difficulty with some fine motor projects such as gluing, cutting, hammering nails, bouncing balls, etc.
Learn best if physically active.	Can throw a ball more easily than catching it.
Still awkward at some activities using small muscles, but have improved large muscle activities like riding a bike, skating or jumping rope.	Provide opportunities to practice skills, but use projects that can be completed successfully by beginners.
May repeat an activity over and over before mastering it.

MENTAL DEVELOPMENT Characteristics	Implications
May spend more time alone doing projects, watching TV or day-dreaming.	Give instructions verbally and visually. Most children will be able to read and comprehend simple instructions.
Beginning to understand the perspective of others.	Can introduce some written assignments and activities; however, most children will still prefer to be active.
Beginning to tell time.	Activities requiring sorting, organizing or classifying will be enjoyed.
Enormous curiosity and delight in discovery.	Encourage children to develop or make collections.
Are able to collect, sort, organize and classify.	Encourage projects that can be done over and over in different ways.
Can recognize some similarities and differences.	Use lots of activities requiring the children to participate in a “hands-on” way.
Can do some abstract thinking, but learn best through active, concrete methods.	Guide the children in reflecting on their learning experience.

SOCIAL DEVELOPMENT Characteristics	Implications
May be moody, but less likely to direct negative feelings toward others.	Introduce the “art of social graces.” Teaching table manners and other social niceties will be more accepted.
Have high expectations of parents and adults and are critical when parents “mess up”.	Activities will be more successful if children can be in same-sex groups.
Value adult interaction and may actually be more polite to adults.	Select activities that involve the child’s curiosity and creative abilities.
More outgoing, curious and talkative.	Children will enjoy naming their group or activity and “coining” phrases to describe their activities.
Begin to internalize adult feelings toward religion, ethnic groups and money.	Promote social activities that appreciate and emphasize
Begin to develop friendships involving sharing secrets and possessions.	Use lots of songs, rhythms, fairy tales and comics to help socialize the group.
Begin to choose same-sex playmates and development of play groups.	Provide learning activities to stimulate conversation.
Like to practice different roles.

AGES 10 TO 12

Physical Development

• Puberty begins. Outward signs include rapid growth and bodily changes associated with sexual maturation.

• The growth spurt of puberty generally begins two years earlier in girls than boys. By age 11, most girls have caught up with or surpassed boys in weight and height.

• Physical maturation occurs faster than cognitive, emotional and social development.

• An uneven growth of bones, muscles and organs can result in an awkward appearance.

• Small muscles develop at a faster pace, leading to better motor skills.

Mental Development

• A wave of brain development just prior to puberty results in more reasoned perceptions and improved performance.

• Attention, memory and problem-solving abilities improve.

• Girls move ahead of boys in terms of cognitive development.

• Special athletic, artistic, academic or musical talents may emerge.

• Thinking remains fairly concrete, literal and “black or white.” Boys and girls think logically, in terms of what is tangible and real rather than in terms of abstract ideas.

• Events are understood in terms of direct experience.

• Boys and girls begin to question rules and beliefs previously accepted at face value.

• Goal setting and planning begin to be important, and some girls may even start to think about college and careers.

Social Development

• Approval of and attention from peers is very important.

• Friendship continues to be important, with “best friends” and cliques developing.

• Boys and girls are beginning to learn social skills: how to enter groups, how to read social cues and how to deal with conflict in a positive manner.

• There is increased social interaction with members of the opposite sex.

• Boys and girls may begin to experiment with tobacco, alcohol or other drugs.

• Boys and girls learn to better understand other people’s point of view.

AGES 13 TO 15

Physical Development

• Puberty continues. Boys begin their growth spurt and by age 15, are generally taller, heavier and more muscular than girls.

• Body changes and sexual development are more evident in both boys and girls.

• Girls reach their final adult height by age 14 or 15.

• Acne and body odor are concerns for many teens.

• There is an increased need for sleep and physical rest.

• Clumsiness may occur as a result of rapid physical growth.

• Boys and girls feel a need to be competent and gain further achievement.

Mental Development

• Thinking becomes more abstract, with better reasoning and more intellectual curiosity. Youth are able to understand the hypothetical as well as the real.

• Boys and girls begin to understand metaphors, double meanings and humor.

• Youth begin to be aware of their own strengths and weaknesses as learners.

• Focus is on the present, but there is a beginning awareness of the future.

• Boys and girls do not always see the consequences of their actions.

• Feelings of being all-powerful, all knowing and invulnerable are common.

• Boys and girls continue to test rules and limits and begin to question social conventions.

• There is a strong sense of fairness, but a black or white, right or wrong sense of morality.

• Boys and girls are rejecting their parents’ values while they develop and test their own.

• Forgetfulness is common.

• Goals for the future, including long-term goals, are beginning to be important.

Social Development

• Friendship and romance are increasingly important.

• Relationships deepen and become more mutual and trusting.

• Boys and girls are able to step outside themselves and see another’s perspective in a relationship.

• Boys and girls are trying to establish their own identities separate from their families’.

• Peer pressure is at its peak. Boys and girls identify with the peer group. Social acceptance is important to self-esteem.

• Some dating begins (group dating, casual dating and serious dating).

• The peer group influences interests, clothing styles, music and social activities.

AGES 16 TO 18

Physical Development

• Physical changes are leveling off and ending.

• By 16, boys have stopped growing but their muscles continue to develop. Boys are considerably taller and heavier than girls.

• Many have achieved their full height and other adult physical milestones.

• Eating disorders – such as anorexia and bulimia – may occur. Girls are more likely than boys to suffer from these disorders.

• Most older teens experience strong sexual feelings.

Mental Development

• Thinking abilities expand. Many youth can think abstractly and hypothetically, and can envision the future and logical outcomes.

• There is greater ability to see different perspectives, resulting in more empathy and concern for others.

• Boys and girls refine and clarify their values. Many are able to see the bigger societal picture and may show an interest in justice, history, politics or patriotism.

• There is a greater capacity to set goals, think about one’s role in life and consider career options.

• Boys and girls are better able to make decisions, act independently and rely on themselves.

• There is an increase in mature behaviors, especially adult-type responsibilities such as handling money, holding down a job or managing time.

• Boys and girls are able to express their thoughts and ideas more clearly. While boys experience their thoughts and feelings as separate, girls are able to process thoughts and feelings simultaneously and express them verbally.

• Because the brain continues to develop until about the age of 24, a teen’s judgment and decision-making skills vary in maturity level from one time to another. Memory capabilities also vary during this time.

Social Development

• Family tensions decrease as peer pressure levels off and teens establish new, adult relationships with parents.

• The peer group remains important, but one-to-one relationships are increasingly significant.

• Friendships are based more on real intimacy – sharing thoughts and feelings – and less on simply doing things together or common interests.

• Strong same-sex friendships continue to exist, but cross-gender friendships become more common.

• Teens need a balance of time spent with peers and with adults.

Implications

AGES 10 TO 12

Youth aged 10 to 12 need activities that engage thinking and reason, problem-solving abilities and imagination. The following suggestions can guide program development for this age group.

• Offer opportunities to develop citizenship, service and leadership skills (e.g., Torch Club, Club youth council, recycling projects, hospital visits, tutoring, Big Brothers/Big Sisters, working with disabled, junior staff leaders or peer leaders).

• Include an age-appropriate variety of physical activities. Offer competitive activities and team sports that challenge youth physically.

• Promote a healthy and active lifestyle.

• Encourage parents and guardians to support their children’s participation in physical activity, be physically active role models and include physical activity in family events.

• Engage thinking, memory and problem-solving skills.

• Keep messages simple and straightforward.

• Design programs to be accessible and challenging for all youth by including activities that appeal to a diverse range of talents, interests and skill levels.

• Relate new concepts to the direct experience of youth.

• Allow youth to make choices and decisions on their own.

• Offer opportunities for youth to talk, listen and let their opinions be heard.

• Allow for the expression of any special talents that emerge.

• Offer opportunities to be useful in the Club (e.g., activities such as scorekeeping, helping staff clean up after an activity or taking telephone messages).

• Provide chances for youth to achieve and be recognized for their competence.

• Create a setting in which youth can express their individuality, master new skills and seek emotional support from adults.

• Support boys’ and girls’ confidence in their ability to become productive, positive members of their communities by offering mixed-age groups and activities that highlight effort rather than competition.

• Combine security and comfort with expanding leadership opportunities that recognize and respect young people’s increasing maturity.

• Encourage self-directed, youth-led activities.

• Foster the growth of young people’s social networks by offering activities that encourage parent and community involvement and support.

• Offer opportunities for children to interact and communicate with others from diverse racial, ethnic, language, religious and cultural groups.

• Create safe and comfortable places for girls and boys to socialize and be with friends.

AGES 13 TO 15

Adolescents aged 13 to 15 need opportunities for independent thinking, exploration and testing of limits. In developing programs for this age group, Club staff should consider these guidelines.

• Offer opportunities to develop citizenship, service and leadership skills (e.g., Keystone Club, Club youth council, recycling projects, hospital visits, tutoring, Big Brothers/Big Sisters, working with disabled, junior staff leaders or peer leaders).

• Include an age-appropriate variety of physical activities. Provide regular exercise and games to develop coordination, reduce stress and provide an outlet for excess energy.

• Promote a healthy and active lifestyle.

• Encourage parents and guardians to support their children’s participation in physical activity, be physically active role models and include physical activity in family events.

• Model positive examples of healthy interaction, both cooperative and competitive interaction.

• Demonstrate goal setting and achievement.

• Stimulate youth to think about possibilities for the future.

• Provide opportunities for youth to apply newly learned knowledge to their own lives.

• Design programs to be accessible and challenging for all youth by including activities that appeal to a diverse range of talents, interests and skill levels.

• Demonstrate sharing, listening and hearing others’ points of view.

• Develop the ability to understand cause and effect, actions and consequences.

• Offer opportunities to develop an identity and sense of self.

• Encourage adult involvement (parents and other community members) in critical decisions.

• Allow freedom within defined boundaries and structure.

• Intentionally expand the horizons of adolescents, challenging them to stretch beyond their current awareness and understanding.

• Create a setting in which teens can express their individuality, master new skills and seek emotional support from adults.

• Support teens’ confidence in their ability to become productive, positive members of their communities by offering mixed-age groups and activities that highlight effort rather than competition.

• Combine security and comfort with expanding leadership opportunities that recognize and respect teens’ increasing maturity.

• Recognize accomplishments and achievements (e.g., Youth of the Year Program).

• Consult with teens and involve them in program design to make sure programs are relevant and interesting to them.

• Encourage self-directed, youth-led activities.

• Provide opportunities for teens to mentor and tutor younger Club members.

• Foster the growth of young people’s social networks by offering activities that encourage parent and community involvement and support.

• Offer opportunities for youth to interact and communicate with others from diverse racial, ethnic, language, religious and cultural groups.

• Create safe and comfortable places for youth to socialize and be with friends.

AGES 16 TO 18

Older teens aged 16 to 18 thrive when given the chance to act independently, make choices and be responsible for their own behavior. Whenever possible, programming for older teens should integrate the following suggestions.

• Consult with teens and involve them in program design to make sure programs are relevant and interesting to them.

• Offer opportunities to develop citizenship, service and leadership skills (e.g., Keystone Club, Club youth council, recycling projects, hospital visits, tutoring, Big Brothers/Big Sisters, working with disabled, junior staff leaders or peer leaders).

• Include an age-appropriate variety of physical activities.

• Promote a healthy and active lifestyle.

• Encourage parents and guardians to support their children’s participation in physical activity, be physically active role models and include physical activity in family events.

• Design programs to be accessible and challenging for all youth by including activities that appeal to a diverse range of talents, interests and skill levels.

• Integrate new and creative experiences to keep older teens excited and motivated. Provide challenging and varied types of activities to keep them engaged in learning.

• Empower teens to make their own choices and decisions.

• Keep structure to a minimum and allow teens the freedom to participate in the ways that work best for them.

• Challenge thinking and reasoning skills.

• Use role-playing and “what if” scenarios to foster abstract thinking skills.

• Offer opportunities to explore an identity based on beliefs and values.

• Encourage teens to set goals for the future.

• Offer outlets for negotiation, cooperation and compromise.

• Link teens’ long-term participation to appealing, age-appropriate rewards and incentives.

• Encourage self-directed, youth-led activities.

• Provide opportunities for teens to mentor and tutor younger Club members.

• Foster the growth of young people’s social networks by offering activities that encourage parent and community involvement and support.

• Offer opportunities for teens to interact and communicate with others from diverse racial, ethnic, language, religious and cultural groups.

• Create safe and comfortable places for teens to socialize and be with friends.

 Reference:

• https://www.lawrence.edu/mfhe/www_dept_student_dean_sub_volunteer/Everyone/developmental%20characteristics.pdf

• http://child.unl.edu/173c1237-6641-4f1c-8b7d-3f5d9a1d3253.pdf

• http://www.bgcgrandrapids.org/uploads/files/Youth_Development_Characteristics.pdf