Developmental Tasks
- To develop a sense of accomplishment, which centers around the ability to learn and apply skills, deal with peers, competition, self-control, and greater physical strength.
- To develop and test values and beliefs, which guide present and future behaviors.
Indicators Related to Developmental Lag
- Excessive concerns about competition and performance, especially in school; extreme rebellion; teasing; whining; headaches; nervous stomach; ulcers; nervous tics; consistent lack of concern with completion of tasks (procrastination); overdependence on caregivers for age-appropriate tasks; social isolation; lack of friends and involvements; few interests; inappropriate relationships with "older" people, e.g., teenagers; stealing; pathological lying; bedwetting; fire-setting.
Note: Although these tasks and indicators may be present during ages 7 to 12, each may be more observable at specific times.
PHYSICAL DEVELOPMENT: Nine to Ten Years
|
| Normal Characteristics |
Suggested Behaviors for Effective Parenting |
| Engages in active, rough-and-tumble play (especially boys); has great interest in team games. |
Provide many opportunities to sustain interest. Include team games. |
| Has good body control; is interested in developing strength, skill, and speed; likes more complicated crafts and work-related tasks. |
Provide opportunities for developing skills through the use of handicrafts and active games. |
| Girls are beginning to develop faster than boys. |
Do not compare boys and girls or force them to interact. Start teaching about bodily changes. Explain menstruation to both sexes. |
INTELLECTUAL DEVELOPMENT: Nine to Ten Years
|
| Normal Characteristics |
Suggested Behaviors for Effective Parenting |
| Has definite interests and lively curiosity; seeks facts; capable of prolonged interest; can do more abstract thinking and reasoning. |
Give specific information and facts.
Adjust learning opportunities to child's interests and increased attention span. Do not give all the answers; allow time to think, meditate, and discuss. |
| Individual differences become more marked. |
Respect and be aware of individual differences when making assignments and giving responsibilities. |
| Likes reading, writing, and using books and references. |
Provide opportunities for reading, writing, and using reference materials; do not burden the child, however. |
| Likes to collect things. |
Help with hobbies. |
SOCIAL DEVELOPMENT: Nine to Ten Years
|
| Normal Characteristics |
Suggested Behaviors for Effective Parenting |
| Boys and girls differ in personalities, characteristics, and interests; are very group and club oriented but always with same sex; sometimes silly within group. |
Accept natural separation of boys and girls. Recognize and support the need for acceptance from peer group. |
| Boys, especially, begin to test and exercise a great deal of independence. |
Be warm but firm. Establish and enforce reasonable limits. |
| Is most interested in friends and social activities; likes group adventures and cooperative play. |
Encourage friendships and help child who may have few or no friends. |
EMOTIONAL DEVELOPMENT: Nine to Ten Years
|
| Normal Characteristics |
Suggested Behaviors for Effective Parenting |
| May have some behavior problems, especially if not accepted by others. |
Let the child know you accept him/her, even though you do not approve of specific behaviors. |
| Is becoming very independent, dependable, and trustworthy. |
Provide many opportunities for exercising independence and dependability. Praise these positive characteristics. |
MORAL DEVELOPMENT: Nine to Ten Years
|
| Normal Characteristics |
Suggested Behaviors for Effective Parenting |
| Is very conscious of fairness; is highly competitive; argues over fairness; has difficulty admitting mistakes but is becoming more capable of accepting failures and mistakes and taking responsibility for them. |
Be fair in dealings and relationships with child. Provide opportunities for competing, but help child see that losing is a part of playing. Do not ridicule, but help child learn to take responsibility for behavior. |
| Is clearly acquiring a conscience; is aware of right and wrong; wants to do right, but sometimes overreacts or rebels against a strict conscience. |
Express your love and support for the child who falls short of meeting your personal standards of right and wrong. |
Reprinted with the permission of the Department of Social and Health Services.
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