debbie richardson, ph.d. parenting assistant extension specialist
DESCRIPTION
Child Development 3-12 Part 3: Ages 10 to 12 Oklahoma Cooperative Extension Service Core In-Service February 19, 2010 9:00-11:00 a.m. Debbie Richardson, Ph.D. Parenting Assistant Extension Specialist Human Development & Family Science Oklahoma State University . Introduction. Welcome - PowerPoint PPT PresentationTRANSCRIPT
DEBBIE RICHARDSON, PH.D.PARENTING ASSISTANT EXTENSION
SPECIALISTHUMAN DEVELOPMENT & FAMILY SCIENCE
OKLAHOMA STATE UNIVERSITY
Child Development 3-12Part 3: Ages 10 to 12
Oklahoma Cooperative Extension ServiceCore In-Service
February 19, 2010 9:00-11:00 a.m.
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Introduction
Welcome
Centra Instructions
Overview of In-service
Resource Materials
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In-Service Objective
Extension Educators will be able to describe growth, tasks, behaviors, and abilities of 10 to 12 year-old
children including physical, cognitive, emotional, and social
development.
Domains of Development
Physical EmotionalCognitive Social
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AGES 10-12
Physical Development
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Girls (9-13 years) Boys (11-15 years)
Growth spurt of 2-6” in one year
Underarm & pubic hairBreast development,
widening hips, narrowing waist, more fat
Onset of menstruation
Growth spurt of up to 6” in one year
Facial, underarm, & pubic hair
Growth of genitalsDeepening of voiceMuscle development
Physical Development
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Other Physical Changes Circulatory & respiratory
systems - increasing strength, energy, stamina
Increasingly active sweat glands, may develop body odor
May develop acne or other skin problems
May gain or lose weight, appear out of proportion or “gangly”, especially boys
Clumsiness & awkwardness
Aches & pains
May tire easily & appear lazy
Appetite may fluctuate sharply
Sensitivity to body image and very interested in learning about body changes
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Motor Abilities & SkillsWell coordinated in large and fine motor skillsBoth skill and stamina for gross motor activities
such as biking, skating, team sportsLike physical challengesShould be able to perform a variety of movement
combinationsDemonstrate coordination in a fluid environmentAdapt speed and direction when neededSome may show more talents – sports, music, etc.
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PubertyDevelopment into sexual
maturityHormones controlling
physical development are activated
Develop primary & secondary sex characteristics
Become fertileIncreased sexual libido
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Timing of PubertyGirls tend to experience pubertal changes
earlier than boys by 24 months on average
Internal changes may begin: about age 7-8 in girls and up to about 13 about age 9.5-11 in boys up to about
13.5
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Timing of Physical Maturation
Points in physical development may be very different for individual youth between 10 and 15
Being early or late developer can be stressful when compared to timing of their friends
Early developers Tends to be advantageous for boys
– sports, social standing More problematic for girls
– body image, attention from others, lower self-esteem, adjustment to school transitions
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Influences on PubertyTiming & Tempo
Primary influence is one’s genesMost important external factors: nutrition & healthPuberty occurs earlier for children who have been
well-nourished and without serious illnessesTends to occur earlier for kids growing up in
conflict-ridden families and for females in father-absent homes
Excessive exercise is associated with delays
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The Evolving Brain Just prior to puberty…
2nd wave of overproduction of gray matter in the thinking part of the brain – neurons and their branch-like extensions
Predominantly in the frontal lobe – “executive functions” such as planning, impulse control, reasoning
possibly related to influence of surging hormones
thickening peaks at around age 11 in girls, 12 in boys
then gray matter actually thins some
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The Evolving Brain
White matter – wire-like fibers that establish neurons’ long-distance connections between brain regions – thickens progressively from birth
Striking growth spurts can be seen from ages 6-13 in areas connecting the brain regions specialized for language and understanding spatial relations (temporal and parietal lobes)
This growth drops off sharply after age 12
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Sleep
Rapid growth and change requires enough rest
Hormones may affect sleep needs
Need about 9 ½ - 10 hours sleep each day
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AGES 10-12
Cognitive Development
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Cognitive Development - Piaget
Concrete Operations: 7-12 yrs
Logical thought Classifying & ordering objects in a logical sequenceMake rational judgments and perform operations about
concrete or observable phenomenaAbstract thinking evolving with limitationsBetter understanding of time and spaceReversibility – changes in forms and ordersDeductive reasoning –draw conclusions from
informationRelativism –other’s thoughts & perspectives differ, can
be wrong, thoughts/feelings may not reflect reality
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Thinking No longer in just “here &
now”, but still think more about the present than future
Higher level skills that allow thinking about ideas, anticipate and begin to see personal future
Increasing attention span and concentration
May begin to question old beliefs, explore new ones, develop strong beliefs
Gradual ability to apply learned concepts to new tasks
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ThinkingCan state their thoughts more clearly & want to be heardCriticize adultsEager to learn and master new skillsProud of doing things wellConcerned about personal capabilitiesFrequent interest in learning life skills (cooking, fixing things,
etc.) Internalized standards of right and wrong to some degreeBegins to understand the motives behind the behavior of anotherTendency to be disorganized and forgetful
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10 Year OldsStill memorize & recite without thinking deeply about a
subjectComprehends multiple features of a problem even while
solving it Increasing ability to work independently – class assignments,
homework, longer projects, more complex writing & mathDeveloping a conscience but not yet consistently able to tell
right from wrong – relies upon adult to helpAware of time but needs help to plan time in a practical wayStill certain that own beliefs are correct and are universally
shared by others
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11-12 Year Olds
Able to use logic in arguments Apply logic to specific, concrete situations and problemsAble to manipulate symbols dealing with abstract conceptsAble to combine oral, visual, and written material in reportsDecision-making skill improvesCategorizes information in order to make sense of itSummarizes information from a book in own wordsCan read more adult-oriented materials, particularly those
about topics of specific interest
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AGES 10-12
Social & Emotional Development
23 Psychosocial Development Erikson
Industry vs. Inferiority: 7-11 yearsBusily learn to be competent and productive or feel inferior and unable to do anything well. Tries to develop a sense of self-worth by refining skills.
Identity vs. Role Confusion: Adolescence
Tries to figure out “who am I?” Establish sexual, ethnic, career identities or are confused about future roles.
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Changes that Influence Social & Emotional
Development
Biological/hormonal transformations
Psychological shifts that accompany emergence of sexuality
Increased capacity for abstract thinking
Educational/school transitions
Shifting relationships with family and peers
Heightened competition, social comparison, and self-assessment
Shifting social roles and expectations
More independence and unsupervised time
Coping with stresses of change
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Self-Concept & Self-Esteem
Developing self-esteem requires positive reinforcement
Important to be part of a group
Typically far less optimistic; self-concept regarding their abilities and expectations for success tend to decline
Skills are not developing as rapidly as earlier in childhood
Receive more “failure feedback”Reflect on their performances, compare to peers,
learn that current failures may be clues to future performances
Some kids experiencing more frustration and pessimism about their abilities may be hesitant to try new things with which they are unlikely to succeed at first
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10 Year-OldsEmotionally direct, simple
- less anxious & demanding
More often good-natured; moodiness is short-lived and infrequent
Can be very affectionate and concerned about others
Continues to enjoy crude humor and silliness
Fears are lesseningEnjoys clubs & group
activities
Seeks approval for being “good” from significant people
May show interest in opposite sex but focus is still in small groups of same sex
Confides constantly in a best friend
Relates to peer group intensely & abides by group decisions
Can be fickle
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11 & 12 Year-OldsMay be tired, moody,
anxious, and bickerCan be loud, rude,
obnoxious; personal habits and manners take on less importance
Like to argue, yet can be cooperative & friendly
Like to take chances and defy rules
Greater urge for independence
Friends & groups are more important
More turmoil with friends
Strong need to conformOpposite sex interests
emerge (girls more so)Tend to avoid
complicated tasksVery enthusiastic about
likes and equally passionate about dislikes
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Preteens in GeneralActive & energetic Fluctuate between
dependent child & independent pre-teen
Maturity level may vary greatly among individuals
Mature one moment, immature the next
Increasingly self-conscious & self-centered
Want to be like their friends
Peer pressure increasesWant to be “normal” – fear
being different
Like one-on-one time with adults
More modesty & privacyMost prefer activities
away from homeAre often very “giggly”May develop their own
code of behavior – music, language, dress, rules, etc.
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Preteens in GeneralDevelop group to which
they may show extreme loyalty
May become experimenters and risk takers
Need guidance but are seeking independence and recognition as adults
Wants parental assistance but may resist when offered
Strong opinionsHard on self and
ultrasensitive to criticism
May experience sudden, dramatic, extreme emotions & emotional changes
Tends to conceal feelingsMay anger quickly; Can
show sharp, violent temper
Should be able to resolve conflicts and help others resolve conflicts in a positive manner
Strives to succeed
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Characteristics Implications
Desire to learn adult skills and create useful products
Involve in daily chores, teach skills (cooking, woodworking), arts/crafts
Peer group & friends increasingly important
Unstructured time and safe place to “hang out”
Want to plan their own free time; resent being told what to do by adults
Include in planning from the start
May dislike being in a child care program and think they can take care of themselves
Give chance to contribute to decisions; use win-win problem-solving approach
Begin expanding interests in community beyond home & school
Visit various places
Increasing ability to plan and work together in groups
Provide more complex long-range projects
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AGES 10-12
Related Issues
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Related Issues
Home alone – self care
Active but not overscheduled
Friends & friendships
Sexuality
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Discussion & Questions
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Wrap-UpReview resource materials
In-service evaluation
Follow-up
Next Session: Friday, Feb. 26, 9 – 11 am Part 4 - Influences, Risks, Resilience, & Resources