Physical Development
During Middle
Childhood
Ages 6 - 12 years

PROGRESS IN PHYSCIAL GROWTH AND MOTOR DEVELOPMENT
These kids are everywhere--in the playground, at the local store, at the pizza shop, traveling on the school bus, in the movies, and many other places. Especially at about 11 or 12. School and friends take up much of children's time. Physical and psychological changes are not as obvious as rapid changes during infancy, early childhood, and adolescence. Adapting to new social roles and expectations which inevitably affect his development. Grows in his capacity for knowledge of the self and of the social world, and for the first time is able to establish intimate friendships.

Physical Growth occurs at steady, slow, fairly even pace providing the opportunity to develop interests, skills, and knowledge. Gains ca. 5 lbs per year. Grows ca. 2 1/2 inches a year. Increased skeletal and muscular growth as well as an increase in the heart's strength and in the capacity of the lungs. Enable the child to become stronger and to go for longer periods of time without rest. Changes in body proportions. By the time he enters school, the child has lost the squat, chubby appearance characteristic of the early preschool period--becomes even taller and more slender--more graceful and adult-like. Loses his deciduous teeth which are replaced with permanent ones. Changes in facial proportions--jaw becomes increasingly larger.

Variations in Growth. Some naturally tall and slender, some short and chubby, and others skinny or muscular. Different builds. Different rates of growth. It is not till adolescence that the individual undergoes a growth spurt.

Secular Trends. Found in large samples of populations. Age of maturation of girls and boys decreased notably in past few decades--impacting on the physiological and social implications--more so with girls. And, children are growing taller--about 1 inch per decade between the ages of 6-15 years. On average--kids are 4 inches taller than were school-age children 40 years ago (Roche, 1979).

Variations in Activity Level: Required to sit still at school more--to attend to specific tasks for increasingly long periods of time.

Attention Deficit Disorder (ADD). Hyperactive or Hypoactive.

Hyperactive: Distractible, impulsive, irritable, moody, sow learner, and inattentive. . Common. Occurs more frequently with boys. Tend to move from one side to another, unable to inhibit action, constantly diverted by sounds and objects. Chaotic in their behavior, also tend to forget what they are told to do, seem at a loss when asked to engage in sequentially ordered behaviors. Can be annoying and unpopular with peers. And, may only be apparent when required to be still.

Hypoactive: Less than normal activity levels and excessive daydreaming. May be quiet and undistracting in their behavior but unable to attend to specific tasks. This may go unnoticed for many years as they tend to be good and compliant in their behavior. Most common with girls.

Motor Skills. Wide range of individual differences in the execution of motor skills and in their ability to master complex motor tasks. Improvement in gross motor skills reflected in increased speed, power, coordination, agility, and balance--which are the basic components of motor fitness. Always in a hurry. Scooters, wagons, bicycles or skates. Improvement upon gross motor skills previously acquired--learns many new skills. Runs faster, greater accuracy and distance in ability to hop and jump--better able to throw, catch and kick. Team sports. Basketball, football, baseball, dancing, swimming, roller skating, tennis. Some intense interest in acquiring and improving these skills.

Improvement in control and coordination of fine motor skills--progressively neater and smaller. Musical instruments--a feat which requires dexterity and control over the small muscles of the hands and fingers. Tasks such as sewing and knitting, or drawing pictures in minute detail--all requiring fine motor control.

The extent to which children develop their genetic potential for motor skills. Motor skills depend upon body size, strength and brain maturation (tanner, 1970). And, the extent to which children develop their genetic potential for motor skills depends on temperament and personality factors such as energy level, venturesomeness, aggressiveness, and persistence as well as their attitude toward their body build and their eagerness to participate in group functions and competition. Shy children or children with low self-esteem will have difficulty competing with other children, and since motor skills are developed primarily in the context of the peer group, these children will miss out on the opportunity to acquire and develop such skills.

Participation enables the children to become active members of society--much participation in social events and functions--scouts, little league teams--a variety of settings--a context within which to develop friendships and share interests.

Progress in Physical Growth and Motor Development. Steady and sustained growth. Increased ability to execute motor skills and master more complex and elaborate motor tasks. Variation in growth among children very apparent. Not only do children of the same age grow at different rates, children today are taller than they were in previous generations, and they also mature at an earlier age--a phenomenon known as the secular trend. Attitude about self becomes related to conception about body size and shape. Acquires ability to think about what other people think. Thus, others' reactions to him become important.

Children need to find out what they can do well and what they are really good at--this depends a lot on opportunity and practice. Practice is very important in the mastery of skills!

DISCUSSION OF SOCIAL ISSUES
When Children Bear Children. 1.2 million young girls become pregnant each yea r--many 10 to 14 years of age. There are risks of health complications, emotional immaturity, lack of necessary financial resources. . . . There are implications for health and the socioemotional and cognitive development of these children in society. Children seem to be uncomfortable in approaching parents with sex issues.

PHYSICAL GROWTH: Implications for Psychological Development
Deviating from the norm can be traumatic. Relationships to peers at this age is important. Can be teased, picked on, or even rejected.

Body Type and Personality. Not easy to determine a cause and effect pattern between these two factors. There are dominant themes that can be identified.

Endomorphous. Soft and round / rated in girls as highly cooperative.

Mesomorphous. Broad-shouldered, lean, and muscular / rated in girls and boys as uncooperative, emotionally restrained and aloof.

Extomorphous. Tall and very thin, tending to be stoop-shouldered / rated as leaders and as having a great deal of confidence.

Cause or Effect? The relationship between body type and personality may be due to a series of complex interactions between individuals and their environments.

Social Expectations. Social stereotypes and expectations seem to be developed early in the lives of children. Also, how an individual acts is in large measure determined by how others react to him.