Ages and Stages

AGES AND STAGES

MASLOW’S HIERARCHY OF NEEDS – MIDDLE CHILDHOOD

Our programming can help children meet their needs to give them the opportunity to grow in the following areas.

Each child is unique and different; however, we know that development happens in a predictable pattern. The different domains or areas of development are:

• PHYSICAL DEVELOPMENT: Small and large muscle development, self-help skills and good health and safety habits.
• COGNITIVE DEVELOPMENT: Giving children choices and responding to their needs, learning new things, creative activities.
• LANGUAGE DEVELOPMENT: Speaking and listening, understanding written words.
• EMOTIONAL DEVELOPMENT: How we show and talk about our feelings, how we feel about ourselves or our cultural background.
• SOCIAL DEVELOPMENT: How the child interacts with others, working and playing together well, value differences, deal with disagreements.
  

The following pages outline some typical developmental behaviours for each age group. Understanding these developmentally appropriate behaviours can help us plan activities that will be engaging for the children and can also alert us if development is delayed and an opportunity to identify their developmental needs.

Behaviours that may seem typical for a certain age group may not be ones that we necessarily like. However, if we view behaviours through the lens of normal development, it can help us to respond more appropriately to those difficult behaviours. Your role is to understand each child and their development use that understanding to plan engaging activities.

4 AND 5 YEAR OLDS
Normal Characteristics
• Can be bossy, demanding, and aggressive or go to extremes (bossy, then shy)
• May frequently whine, cry, and complain.
• “Tests” others to see who can be controlled.
• Has growing confidence in him/herself and world may be boastful, especially about themselves and their family. • May begin to develop some feelings of insecurity. Is curious and talks all the time and asks lots of questions. • May have imaginary friends and an active fantasy life.
Language and Cognitive Development
• Can carry on a conversation	• Better understand the concept of time and the order of daily  activities
• Answer simple questions logically, expressing their own  feelings	• Have a greater attention span
• Speak clearly using more complex sentences	• Follow two – three-part commands.
• Count ten or more objects	• Recognize familiar word signs, such as “STOP”
• Correctly name at least four colors and three shapes • Recognize some letters and possibly write his or her name	• Know his or her address and phone number, if taught
Physical Development
• Stand on one foot for more than 9 seconds	• Draw a person with a body
• Do a somersault and hop	• Stack 10 or more blocks
• Walk up and down stairs without help	• Use a fork and spoon
• Walk forward and backward easily	• Dress and undress, brush teeth and take care of other  personal needs without much help
• Peddle a tricycle
• Copy a triangle, circle, square, and other shapes
Social and Emotional Development
• Enjoys playing with other children and pleasing his or her  friends.	• Is becoming more independent.
• Shares and takes turns, at least most of the time. • Understands and obeys rules; but can still be demanding and  uncooperative at times.	• Expresses anger verbally, rather than physically (most of the  time).
Problems or Indicators Related to a Developmental Lag
• Excessive fears (especially of strangers) and/or extreme  separation anxiety.	• Excessively repetitive behaviours (especially around food). • Persistent speech problems.
• Shyness and/or lack of interest in others; not playing. • Threatening or bullying peers.	• Bed wetting; toileting issues.

DIVISION 1: 6-8 YEARS
Normal Characteristics
• Concerned about pleasing adults.
• May tell untruths or blame others for personal wronging because of intense desire to please and do right. • May accuse others of cheating when not the winner.
• May not respond promptly when hearing direction; may forget and/or be easily distracted.
Language and Cognitive Development
• Able to read independently.	• Have a longer attention span.
• Enjoy planning and building.	• Can begin to understand time and the days of the week.
• Start to understand the value of money.
• Have an increased problem-solving ability.
Physical Development
• Developed fine motor skills such as in writing, designing, and trying  things, especially shoelaces.	• Can start to manipulate scissors and small tools. • Enjoys testing muscle strength and skills. • Has a good sense of balance.
• Enjoys constructing things especially arts and crafts.	• Can catch small balls.
Social and Emotional Development
• Starts to have a best friend and the concept of the opposite sex as  “not cool”.	• Enjoys caring for and playing with younger children. • May have trouble getting along with some children. • More interest in playing with children of their own gender.
• Has a strong desire to do things well.
• Starts to empathize with other children’s feelings.
• Still learning how to accept criticism.
• Has a ‘black and white’ view of things.
Problems or Indicators Related to a Developmental Lag
• Excessive concerns about competition and performance.	• Overdependence on a caregiver for age
• Extreme rebellion.	appropriate tasks (tying shoes).
	• Stealing, pathological lying.
	• Inappropriate relationships with older people (teens).

DIVISION 2: 9-12 YEARS 

Children at this age show growing independence from the family and more interest in friends.  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.  Another big change children Need to prepare for during this time is starting middle or junior high  school.

Normal Characteristics
• Usually affectionate, helpful, cheerful, outgoing, and curious but can also be rude, selfish, bossy, demanding, giggly and silly. • Often overestimates personal abilities; generalizes instances of failure.
• May engage in active, rough and tumble play, especially boys and has a great interest in team games.
• Has difficulty admitting mistakes but is becoming more capable of accepting failures and mistakes and taking responsibility for them. • May begin to experience a lack of self confidence in learning new skills as they get closer to entering adolescence. • May be critical of adults, obnoxious or strive for unreasonable independence.
Language and Cognitive Development
• Begin to see the point of view of others more clearly. • Have an increased attention span.	• Argues logically. May show talent. May enjoy reading. • Takes on many interests, some may be short-lived. • Carries a strong sense of justice. Has strict moral standards.  Focuses more on what is wrong than what is right.
• Children continue to develop a sense of accomplishment in  school, with peers, and in their own abilities.
• New challenges shape kids’ existing beliefs and values.
Physical Development
• Become more aware of his or her body as puberty approaches. Body image and eating problems sometimes start  around this age.	• Girls often make quick weight gains as their bodies prepare for  puberty.
• Signs of puberty can become apparent, especially in girls	• Boys sharpen their motor skills, and they are active and rough  in play.
Social and Emotional Development
• Start to form stronger, more complex friendships and peer  relationships.	• Face more academic challenges at school.
• It becomes more emotionally important to have friends,  especially of the same sex.	• Become more independent from the family.
• May desire to be part of the “in” friend group.	• Concerned with in-style fashions and current trends.
• Experience more peer pressure.
Problems or Indicators Related to a Developmental Lag
• Being bullied.	• Running away.
• Inability to relate to peers or fit into a peer group. • Eating disorders.	• Language and speech problems.
	• Failure in school.
	• Persistent fears, withdrawal, low self-esteem.