Middle Childhood

Middle childhood development occurs between the ages of six through eleven. Berks
(2013) say, Child learns about the wider world and master new responsibilities that increasingly
resemble those they will perform as adults. Hallmark of this period are improved athletic
abilities; participation in organized games with rules; more logical thought processes; mastery of
fundamental reading, writing, math, and other academic knowledge and skills; and advances in
understanding the self, morality, and friendship (p. 6). In middle childhood a typical child
should achieve certain development milestones in their physical, language, and cognitive
development.

Physical Development
According to the Center for Disease Control typical developing middle childhood
children should be showing physical body changes of puberty (CDC, 2014). Girls should be
able to jump rope. Boys engage in sports such as basketball and football.

Language Development
Locke and Bogin, (2006) say, language acquired after the age of six are often produced
with an accent that reflects interference from previously learned languages (p.263). Language

development is crucial in the middle childhood development. It is through language young

children interact with other peers in school. Beck, Kumschick, Eid, and Klann-Delius (2012)
reveals, Language learning takes place with a special context where children intentions seems to
trigger language development (p. 504). Children use language to learn and express themselves
to others. During middle childhood development, typical children should attain certain language
skills. Middle childhood children should be able to read fluently, increase in writing skills, and
pronounce their words clearly when communicating with others.

Cognitive Development
Piaget says children in this age group are in the concrete operational period of cognitive
development. Child should be able to understand and apply reasonable tasks to help them
understand skills accurately and logically rather intuitively. According to Berk, cognitively
typical middle childhood children should be able to: display more effective spatial reasoning, as
indicted by ability to construct well-organized cognitive maps and give clear directions (p. 253).

Social-emotional Development
Development
For middle childhood development children in this age group struggle with selfperception and self-esteem, this plays a huge role in their social development. Children in middle

childhood development according to Freud they are in the latency stage of development, they
rather put emotional energy into sports. Erikson theory makes known that a child in this stage of
development struggle to become more industrious and successful in friendships as they struggle
with feelings of dependency. Typical middle childhood social-emotional development according
to the Center for Disease Control and Prevention (2014):

Show more independence from parent and family

Pay more attention to friendships and teamwork

Want to liked and accepted by friends (CDC, 2014).

Moral Reasoning/Self-Regulation Development

Development
Moral development ripens as children get older. It is essential for moral values to be
taught and encouraged in this stage of development. Teaching children moral values will help
them when they mingle with other peers their age, as they choose to do right or wrong. Typical
middle childhood children should be able to: Berk (2013),

Internalizes many norms of good conduct, including prosocial standards.

Gradually understand ideal reciprocity and increasingly emphasizes peoples intention

and expectations in moral judgment.

Clarifies and coordinates moral imperatives, social conventions, and matters of personal
choice and, in judging violations, considers more variables-purpose of the rule, peoples
intention, and context (p. 513).

Atypical Development

Children in middle childhood have a lot more growing and developing to do. If the child
is not mastering certain skills by his/her eleventh birthday, that is a sign that there may be a delay
in development. During middle childhood development, one sign that may indicate atypical
development is if the child lacks the ability to apply logic and reasoning, or refuse to
communicate socially with others.

Social Factor

Berk (2013) say, Children who are sociable, assertive, and good at regulating emotion
are more than poor emotion regulators to empathize with others distress, display sympathetic
concern, and engage in prosocial behavior, helping, sharing, and comforting others in distress
(p.417).

Cultural Factor

A childs culture can have a profound effect on them as they interact with other children.
Berk (2013) says, In cultures where young people participate in the institutions of their society
at early ages, moral reasoning is advanced. One example is, on kibbutzim, small but
technologically complex agricultural settlements in Israel, children receive training in the
governance of their community in middle childhood (p. 505).

Family Influence

Parents can encourage their children in middle childhood development, by playing board
games the will increase memory and logic thinking. Parents should encourage self-awareness
and self-concepts in their children.

Play-based Strategies

Two play-based strategies that families can use to influence their childrens learning and
development during middle childhood stage is play board games: scramble, word up, and
monopoly; build the solar system together; and take nature walks and discuss things outside.

Reference
Beck, L., Kumschick, I. R., Eid, M., & Klann-Delius, G. (2012). Relationship between language
competence and emotional competence in middle childhood. Emotion, 12(3), 503-514.
doi:10.1037/a0026320.
Berk, L. E. (2013). Child development. (9th ed). Upper Saddle River, NJ: Pearson.
Learn the Signs. Act Early. (2014, March 27). Retrieved from Center for Disease Control and
Prevention: http://www.cdc.gov/ncbddd/actearly/milestones/milestones-9mo.html
Locke, J. L., & Bogin, B. (2006). Language and life history: A new perspective on the
development and evolution of human language. Behavioral and Brain Sciences, 29(3),
259-80; discussion 280-325. Retrieved from
http://search.proquest.com/docview/212213268?accountid=32521.