All the DAZE Productions: Child Development

Child Development

Children develop intellectually, physically and socially, step by step, in a progressive manner. Skills are
learned gradually as a child moves through the stages of development. In order to provide an age
appropriate program with activities that enhance the numerous stages of growth and development in
children, the adult should have a good understanding of where the child is coming from, where the child
is at currently, and where he or she is heading in the near future, developmentally.

The following information will provide a basic overview of patterns of development in the growing child.

The 6 Year Old Child
In the early school years, you won’t see dramatic changes in motor skills because this is a period of
refinement, when coordination improves and fine motor skills are sharpened. But you will notice
remarkable changes in social and thinking skills. Your child is now building on the base of skills
developed during early childhood and moving toward greater independence, both intellectually and
emotionally.

Patterns of Development
Are becoming more independent and separate from their parents and other caregivers. They are more
likely to challenge adults by saying things like, “It’s all your fault” or “You’re dumb.”

May talk back to adults and adopt “know-it-all” types of behavior. For example, a child may say things
like, “Why should I?” or “Try and make me.”

Have a hard time making decisions and are often ambivalent.

Want to be the best and believe that they are “always right.” Six year old children cannot bear to lose or
to be criticized.

Often have stormy playtimes with other children, marked by quarrels, name calling, pushing and fighting.

Love new places, ideas and learning new things.

Longer attention span

able to learn difference between left and right

enjoys dramatic play

enjoys testing muscle strength and skills

good sense of balance

is still improving basic motor skills

is still not well coordinated

begins to learn some specific sports skills like batting a ball

tires easily

dawdles much of the time

is quite sensitive to criticism

has a problem admitting a mistake

feels quite guilty about mistakes

evaluates self and friends

begins to impose rules on play activities

cooperates with other children with some difficulty

girls want to play more with girls; boys with boys

strong desire to perform well, do things right

seeks a sense of security in groups, organized play, and clubs

Cognitive Development
moving toward abstract thinking
wants it all; has difficulty making choices
may reverse printed letters (b/d)
enjoys planning and building
doubles speaking and listening vocabularies
reading may become a major interest
increased problem-solving ability
interested in magic and tricks
longer attention span
enjoys creating elaborate collections
able to learn difference between left and right
can begin to understand time and the days of the week
likes taking responsibility for simple household chores
likes to make simple decisions
counts to 100
asks endless "how-what-when-where-why" questions
continues to refine concepts of shape, space, time, color, and numbers
begins to understand the difference between intentional and accidental
begins to understand differences of opinion
still has a short attention span (about 15 minutes maximum)
enjoys dramatic play

Language Development
Although language has vastly improved, when it comes to written language, it is common for six year
olds to have word reversals or letter reversals. This is the result of perceptual motor skills that are not
quite fully developed and are not necessarily an indication of dyslexia.
Ironically, schools today tend to push reading at the kindergarten level when many children are only five
years of age or nearing the age of six. Yet, the cognitive changes that need to occur in order for a child
to learn to read traditionally manifest somewhere around the age of 6 - 6 1/2 years of age.

Physical Development
may still be somewhat uncoordinated and gawky
able to learn to ride a bicycle
can move in time with music or a beat
skilled at using scissors and small tools
development of permanent teeth
enjoys testing muscle strength and skills
good sense of balance
can catch small balls
can tie shoelaces
enjoys copying designs and shapes, letters and numbers
can print name
long arms and legs may give awkward appearance
loves active play can be reckless (does not understand dangers completely)
is still improving basic motor skills
is still not well coordinated
begins to learn some specific sports skills like batting a ball
tires easily
dawdles much of the time
is fascinated with the subject of teeth
may become a more finicky eater
uses crayons and paints with some skill, but has difficulty writing and cutting
may resist baths

Social/Emotional Development
grows more independent, yet feels less secure
craves affection from parents and teachers
friendships are unstable; can be unkind to peers
needs to win and may change rules to suit herself
may be hurt by criticism, blame, or punishment
can be rigid, demanding, and unable to adapt
increasingly aware that others have may have different feelings
may have unpredictable mood swings
has a problem admitting a mistake
feels quite guilty about mistakes
evaluates self and friends
begins to impose rules on play activities
cooperates with other children with some difficulty
has difficulty considering the feelings of others
values independence
being with friends becomes increasingly important
interested in rules and rituals
girls want to play more with girls; boys with boys
may have a best friend and an enemy
strong desire to perform well, do things right
begins to see things from another child's point of view, but still very self-centered
finds criticism or failure difficult to handle
views things as black and white, right or wrong, wonderful or terrible, with very little middle ground
seeks a sense of security in groups, organized play, and clubs
generally enjoys caring for and playing with younger children
may become upset when behavior or school work is ignored

Ideas for Care Givers
Provide opportunities for active play. Throwing at targets, running, jumping rope, tumbling, and aerobics
may be of interest.

Provide opportunities to develop an understanding of rules by playing simple table games: cards,
dominoes, or tic-tac-toe

Provide opportunities for children to do noncompetitive team activities such as working a jigsaw puzzle
or planting a garden.

Encourage children's sense of accomplishment by providing opportunities to build models, cook, make
crafts, practice music, or work with wood.

Encourage children's collections by allowing them to make special boxes or books in which to store their
collections.

Encourage reading and writing by allowing children to produce stories with scripts, create music for
plays and puppet shows, produce a newspaper, record events, go on field trips, or conduct experiments.

Help children explore their world by taking field trips to museums, work places, and other
neighborhoods. Invite community helpers to your home.

Provide consistent structure at home to help your child adapt to the disciplined world of school.

Give lots of opportunity for physical activity to help develop skills.

Make a point of attending your child’s school and sports events. It’s important for her to show off her
accomplishments.

Be patient with her selfishness; it will pass.

Be generous with praise.