Children who feel good about themselves are more able to resist negative peer pressure and make better choices for themselves. This is an important time for children to gain a sense of responsibility along with their growing independence. Also, physical changes of puberty might be showing by now, especially for girls.
Purpose To introduce students to the stages of human growth Middle childhood and adolescence development development that take place during middle childhood and puberty. Context This lesson is the second of a two-part series aimed at introducing students to the different stages of growth and development in human beings from birth to 18 years of age.
In these lessons, students become familiar with the four key periods of growth and human development: For each stage of development, they learn about key physical stages or milestones, which are research and science-supported indicators that help to track the progress of a child's physical development at different stages of life.
Conversely, they also learn that it is very natural and normal for children to reach these markers at different times. Infancy and Early Childhood helps students to become better aware of all of the natural physical stages of growth children experience in the first five years of life.
In Growth Stages 2: Middle Childhood and Early Adolescence, students focus on the kinds of physical changes that children in their age range begin to undergo during puberty. Research shows that children are fascinated by films and stories about early stages of human development and they are particularly intrigued by comparisons of themselves now and earlier.
It may be helpful at this level to inform students about changes that will take place in them during adolescence, since when they reach puberty, they may be too embarrassed to talk to adults about it. The importance for growth of adequate rest, proper food, regular checkups, and shots to prevent disease should be supported by some science behind the advice.
Benchmarks for Science Literacy, p. For more background information and research, see the Growth 2: Human Development teacher sheet. Ideas in this lesson are also related to concepts found in the following benchmark: Motivation This section will serve as a brief review of the basic concepts from the first lesson in this series and a lead-in to the growth and development changes experienced by older children.
Since students at these grade levels fall within late-early childhood ages 3 to 8 and middle childhood ages 9 to 11warm-up questions should help them make the connection between the growth stages they previously learned about, their awareness of their own growth and development, and the kinds of changes that kids undergo during middle childhood and early adolescence the focus of this lesson.
In what ways do infants and children aged 1 to 5 grow and develop? Do children continue to grow in stages when they become 8, 9, 10, 11 years of age? Why or why not? Why don't all people grow at the same time and at the same rate? As learned in the previous lesson, all people are different and have different parents [genetics] whom they naturally follow in terms of growth.
Have you noticed any changes in your own growth and development? Encourage students to support their answers using examples. Since you may find teaching about puberty at the level to be a bit difficult or inappropriate, this lesson has been structured to focus primarily on the physical changes that kids experience between middle childhood and early adolescence puberty.
And while the lesson briefly covers all of the changes that boys and girls undergo, it will be up to you to determine the extent to which students examine and talk about the more sensitive areas of this topic.
This resource will help them gain some of the facts about growth spurts during middle childhood and adolescence—basically, that it is perfectly normal for all kids to grow at different rates and to different degrees at different times.
This is a key benchmark point. When finished reading, review what they have read by asking questions like these: In what ways do genes affect a person's growth and development?
Genes influence human growth and development in countless ways. They largely determine the shape and size of a person, eye and hair color, etc. Besides genes, what other things can affect a person's growth and development?
A person's environment can affect the rate of growth, particularly if he or she is not able to maintain a healthy diet and get plenty of sleep and enough exercise. When do boys and girls usually start puberty?
It is normal for all kids to start puberty at different times. However, the average age for girls to start is about 10 years old, with others beginning somewhere between 7 and Middle Childhood ( years of age) [PDF – K] Child Safety First More independence and less adult supervision can put children at risk for injuries from falls and other accidents.
Middle Childhood to Middle Adolescence: Development from Ages 8 to 18 Libby Balter Blume and Mary Jo Zembar This new applied development text is the only text available that focuses on the critical age-span of middle childhood to adolescence.4/4(1).
Middle Childhood and Adolescence Development PSY/ Middle Childhood and Adolescence Development All children have different strengths and abilities, and no other child will develop exactly alike and at the same time.
Although each child is different, all children face social and emotional challenges. Middle childhood is a period where children gain body awareness, learn large amounts of 86%(14). Adolescence (from Latin adolescere, meaning 'to grow up') is a transitional stage of physical and psychological development that generally occurs during the period from puberty to legal adulthood (age of majority).
Adolescence is usually associated with the teenage years, but its physical, psychological or cultural expressions may begin earlier . Middle Childhood ( years of age) [PDF – K] Child Safety First More physical ability and more independence can put children at risk for injuries from falls and other accidents.
Spencer A. Rathus received his Ph.D. from the University at Albany and is on the faculty of The College of New Jersey. His research interests include treatment of obesity and eating disorders, smoking cessation, human growth and development, methods of therapy, and sexual dysfunctions.