Middle and Late Middle and Late ChildhoodChildhood

(6-12 years)(6-12 years)

Middle and Late Middle and Late ChildhoodChildhood

(6-12 years)(6-12 years)

Kristine L. Tayer, OTRPKristine L. Tayer, OTRPInstructor, College of Occupational TherapyInstructor, College of Occupational TherapyUPH-DJGTMUUPH-DJGTMU

Middle and Late Childhood

• The period for “preparation for higher skills” to be used throughout life.

• This stage involves PRACTICE and REFINEMENT of skills learned during early childhood.

• The transition from Pre-school to School Skills or Formal School Learning.

• This stage is also known as the “Critical Period in the Achievement Drive”.

Physical Development

Growth is now slower and steadier. They grow 2 to 3 inches a year.9 – 10-year-olds: beginning of growth spurt for

girls11-year-olds: beginning of growth spurt for

boysGirls are slightly shorter and lighter until 9.11-year-olds: girls are generally taller and

heavierGrowth is influenced by activity level, exercise,

nutrition, gender, and genetic factors

Developmental Tasks/Needs

• The important concepts to be learned in this stage are:

1. Self-concept2. Conscience3. Morality

During Childhood, Manual dexterity, Bilateral coordination and Eye-hand coordination are responsible for number of developmental accomplishments and independent self-care tasks. The Social Interaction and Play often facilitate Motor skill acquisition.

Motor Skills• This refers to goal-directed

movement performed with proficiency, which is obtained with specific practice.

Stages in Motor Learning Skills:

1. Cognitive Stage – the child must first understand the requirements of the skill and then formulate a motor strategy to perform the necessary movements.

These includes:InstructionsDemonstrationsPhysical Guidance

2. Associative Stage – the movement is practiced. This is a time when sensory and motor abilities are associated or coordinated

Note: Movement is performed correctly, efficiency is achieved through REPETITION. (Motivation and Instruction)

3. Autonomous Stage – the movement is refined and skilled performance is attained. At this stage, a MEMORY of the motor program is formed which allows the skill to be performed at will.

Motor Development• Gross Motor SkillsAround age 5, locomotive skills such as

running , jumping, and hopping are well in place.

They develop interest in sports• Fine Motor SkillsDevelop rapidly during preschool years

and continue to improve

Developmental Sequence for Home Management Tasks

6 years – Does simple errandsDoes household chores w/out redoingCleans sinkWashes dishes w/ helpCrosses street safely

7-9 years -Begins to cook simple mealPuts clean clothes awayHangs up clothesManages small amounts of moneyUses telephone correctly

10-12 years- Cooks simple meal w/ supervisionDoes simple repairs w/ appropriate toolsBegins doing laundrySets tableWashes dishesCares for pet w/ reminders

Development of Play• Categories of Play:1. Exploratory (0-2 years)

- the child engages in play experiences through which he/she develops a body scheme.

2. Symbolic Play (2-4 years)- Child engages in play experiences

through which he/she formulates, tests, classifies and refines ideas, feelings, and combined actions.

3. Creative Play (4-7 years)- Child engages in sensory, motor,

cognitive, and social play experiences in which he/she refines relevant skill.

4. Games (7-12 years)- Child participates in play with

rules, competition, social interaction and opportunities for development of skills.

Psychosocial Development

A. Erik EriksonStage Psychosocial Crisis Environment Social

Strength Play Age/ Initiative vs Guilt Family PurposePre-schooler

Preschooler learns to initiate tasks and grapples with self-control Expressions of initiative Expression of Guilt1. is a self-starter 1. gets depressed easily2. accepts challenges 2. puts self down 3. assumes leadership roles 3. slumped posture4. sets goals- goes after them 4. poor eye contact5. moves easily, freely with body 5. has low energy leve

Stage Psychosocial Crisis Environment Social StrengthSchool Age/ Industry vs Inferiority School/ Neighborhood

CompetenceElementary School

School Age child leans either to feel effective or inadequate Expressions of industry Expression of Inferiority

1. wonders how things work 1. timid, somewhat withdrawn 2. finishes what starts 2. overly obedient

3. likes ‘projects’ 3. procrastinates often

4. enjoys learning 4. an observer, not a producer

5. like to experiment 5. questions own ability

B. Lawrence KohlbergStages of Moral Development

– Level 1 (Pre-Conventional) – occurs up until age of 8– 1. Obedience and punishment orientation

» (How can I avoid punishment?)• 2. Self-interest orientation

» (What's in it for me?)» (Paying for a benefit)

– Level 2 (Conventional) – occurrs at about 9 or 10– 3. Interpersonal accord and conformity

» (Social norms)» (The good boy/good girl attitude)

• 4. Authority and social-order maintaining orientation» (Law and order morality)

– Level 3 (Post-Conventional)– 5. Social contract orientation– 6. Universal ethical principles

» (Principled conscience)

Level 1 (Pre-Conventional) – occurs up until age of 8 - This is concerned with the self in an egocentric manner

1. Obedience and punishment orientation» (How can I avoid punishment?)-  the individuals focus on the direct consequences of

their actions on themselves. For example, an action is perceived as morally wrong because the perpetrator is punished. "The last time I did that I got spanked so I will not do it again."

2. Self-interest orientation» (What's in it for me?)» (Paying for a benefit)

– “what's in it for me" position, in which right behavior is defined by whatever is in the individual's best interest.

– Stage two reasoning shows a limited interest in the needs of others, but only to a point where it might further the individual's own interests. As a result, concern for others is not based on loyalty or intrinsic respect, but rather a "you scratch my back, and I'll scratch yours" 

Level 2 (Conventional) – occurrs at about 9 or 10- individual obeys rules and follows society's norms even when

there are no consequences for obedience or disobedience 3. Interpersonal accord and conformity

» (Social norms)» (The good boy/good girl attitude)- Individuals are receptive to approval or

disapproval from others as it reflects society's accordance with the perceived role. They try to be a "good boy" or "good girl" to live up to these expectations, having learned that there is inherent value in doing so. 

4. Authority and social-order maintaining orientation» (Law and order morality)- it is important to obey laws, dictums and 

social conventions because of their importance in maintaining a functioning society

Level 3 (Post-Conventional)- individual’s own perspective may take precedence over society’s view; they may disobey rules inconsistent with their own principles.

5. Social contract orientation- viewed as holding different opinions, rights

and values. “the greatest good for the greatest number of people”

6. Universal ethical principles» (Principled conscience)-  This involves an individual imagining what

they would do in another’s shoes, if they believed what that other person imagines to be true

C. Abraham MaslowHierarchy of Basic human needsa. Philosophyb. Safetyc. Love and Belongingnessd. Self-esteeme. Self-actualization