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; extreme procrastination; overdependence on caregivers for age-appropriate tasks, e.g., combing hair, going to the store, tying shoes, finding a restroom; 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: Eight to Nine Years
|
| Normal Characteristics |
Suggested Behaviors for Effective Parenting |
| Is busy and active; has frequent accidents. |
Sympathize and comfort. |
| Makes faces, wiggles, clowns. |
Don't take it seriously. |
| May frequently urinate as a result of anxiety. |
Be tolerant; it's not deliberate. |
| Has good appetite; wolfs down food; belches spontaneously; may accept new foods. |
Except for belching, rejoice! |
| Has improved health with a few short illnesses. |
Rejoice again. |
INTELLECTUAL DEVELOPMENT: Eight to Nine Years
|
| Normal Characteristics |
Suggested Behaviors for Effective Parenting |
| Wants to know the reasons for things. |
Answer questions patiently. |
| Often overestimates own ability; generalizes instances of failure with such statements as, "I never get anything right." |
Direct child toward attempting what can be accomplished, but still provide challenges. Stress what the child has learned and not the end product. |
| Wants more information about pregnancy and birth; may question father's role. |
Continue to be available to answer questions. |
SOCIAL DEVELOPMENT: Eight to Nine Years
|
| Normal Characteristics |
Suggested Behaviors for Effective Parenting |
| Demands love and understanding from mother. |
Love and accept. |
| Makes new friends easily; works at establishing good two-way relationships; develops close friend of own sex. Considers clubs and groups important; enjoys school, doesn't like to be absent, and tends to talk more about it. |
Assist with scouting or sport groups. Go to activities, such as his/her concerts. Be a part of his/her school life. |
| Is not interested in family table conversations; wants to finish meal in order to get to other business. |
Remain understanding of child's needs and feelings. |
| May "peep" at each other and at parents. Tells dirty jokes, laughs, and giggles. |
Do not overly focus on child's behavior. Set reasonable limits. |
EMOTIONAL DEVELOPMENT: Eight to Nine Years
|
| Normal Characteristics |
Suggested Behaviors for Effective Parenting |
| Has more secrets. |
Provide child with a locked box or drawer. |
| May be excessive in self-criticism; tends to dramatize everything; is very sensitive. |
Do not criticize. Encourage efforts. Teach that others also make mistakes. |
| Has fewer and more reasonable fears. |
Build on their confidences. |
| May argue and resist requests and instructions, but will obey eventually. |
Keep directions simple; avoid "I already know" responses by not overdirecting. |
| Likes immediate rewards for behavior. |
Provide small but meaningful rewards for accomplishments. |
| Is usually affectionate, helpful, cheerful, outgoing, and curious; can also be rude, selfish, bossy and demanding, giggly and silly. |
Allow expression of negative emotions while maintaining limits. Be patient with giggling and accept humor. |
MORAL DEVELOPMENT: Eight to Nine Years
|
| Normal Characteristics |
Suggested Behaviors for Effective Parenting |
| May experience guilt and shame. |
Acknowledge and support the child's standards and discuss reasonableness of child's expectations. Encourage the child to be self-forgiving.
Focus on the worth of an individual rather than on behavior. Then work on changing the behavior. |
Reprinted with the permission of the Department of Social and Health Services.
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