School aged kids: Growth & Development: 6 to 12 Years (School Age)

Growth & Development: 6 to 12 Years (School Age)

As kids grow from grade-schoolers to preteens, you can expect many changes from their physical appearances to their favorite activities. Children between 6 and 12 years old will begin valuing friendships and become more involved in activities like sports and/or painting.

Doctors use certain milestones to tell if a child is developing as expected. There’s a wide range of what’s considered normal, so some children gain skills earlier or later than others. Children who were born prematurely reach milestones later. Always talk with your doctor about your child’s progress.

What can my 6- to 12-year-old child do at this age?

As your child continues to grow, you will notice new and exciting abilities that your child develops. While children may progress at different rates and have diverse interests, the following are some of the common milestones children may reach in this age group:

6- to 7-year-olds:

• Enjoy many activities and stays busy
• Like to paint and draw
• Practice skills in order to become better
• Jump rope
• Ride bikes
• Can tie shoelaces
• Can do simple math like adding and subtracting

8- to 9-year-olds can:

• Jump, skip and chase
• Dress and groom self completely
• Use tools (i. e., hammer, screwdriver)

10- to 12-year-olds may:

• Like to write, draw and paint

What does my 6- to 12-year-old child understand?

As children enter school-age, their abilities and understanding of concepts and the world around them continue to grow. While children may progress at different rates, the following are some of the common milestones children may reach in this age group:

6- to 7-year-olds:

• Understand concept of numbers
• Know daytime and nighttime
• Can differentiate right and left hands
• Can copy complex shapes, such as a diamond
• Can tell time
• Can understand commands with three separate instructions
• Can explain objects and their use
• Can repeat three numbers backwards
• Can read age-appropriate books and/or materials

8- to 9-year-olds:

• Can count backwards
• Know the date
• Read more and enjoy reading
• Understand fractions
• Understand concept of space
• Draw and paint
• Can name months and days of week, in order
• Enjoys collecting objects

10- to 12-year-olds:

• Write stories
• Like to write letters
• Read well
• Enjoy talking on the phone or texting

Wellness and Fitness Milestones

Kids at this age need physical activity to build strength, coordination, and confidence — and to lay the groundwork for a healthy lifestyle. They’re also gaining more control over how active they are. Kids who enjoy sports and exercise tend to stay active throughout their lives. Staying fit can improve how kids develop in school, build self-esteem, as well as prevent obesity, and decrease the risk of serious illnesses such as high blood pressure, diabetes and heart disease later in life.

What is “normal” physical growth for a 6- to 12-year-old child?

For 6- to 12-year-olds, there continues to be a wide range of “normal” regarding height, weight and shape. Kids tend to get taller at a steady pace, growing about 2-2.5 inches (6 to 7 centimeters) each year. When it comes to weight, kids gain about 4–7 lbs. (2–3 kg) per year until puberty starts.

This is also a time when kids start to have feelings about how they look and how they’re growing. Some girls may worry about being “too big,” especially those who are developing early. Boys tend to be sensitive about being too short.

Try to help your child understand that the important thing is not to “look” a certain way, but rather to be healthy. Kids can’t change the genes that will determine how tall they will be or when puberty starts. But they can make the most of their potential by developing healthy eating habits and being physically active.

Your doctor will take measurements at regular checkups, then plot your child’s results on a standard growth chart to follow over time and compare with other kids the same age and gender.

How can I help my child grow?

Normal growth — supported by good nutrition, enough sleep, and regular exercise — is one of the best overall indicators of a child’s good health. Your child’s growth pattern is largely determined by genetics.

Pushing kids to eat extra food or get higher amounts of vitamins, minerals, or other nutrients will not increase their height and may lead to weight problems. Accepting kids as they are helps them build self-acceptance. Good mental health is important for healthy development, strong relationships and resilience.

How active should my 6- to 12-year-old be?

School-age kids should have many chances to do a variety of activities, sports, and games that fit their personality, ability, age, and interests. Through physical activities, kids learn about sportsmanship, setting goals, meeting challenges, teamwork, and the value of practice.

Physical activity guidelines for school-age kids recommend that they get at least 1 hour of moderate to strong physical activity daily. In addition:

• Most of the physical activity should be aerobic, where kids use large muscles and continue for a period of time.
• Examples of aerobic activity are running, swimming, and dancing.
• School-age kids usually have brief bouts of moderate to strong physical activity alternating with light activity or rest throughout the day. Any moderate to strong activity counts toward the 60-minute goal.
• Muscle-strengthening and bone-strengthening physical activity should be included at least 3 days a week.
• Children naturally build strong muscles and bones when they run, jump and play. Formal weight programs aren’t needed. However, they are safe when properly designed and supervised.

Should my child participate in sports?

Keep in mind your child’s age and developmental level, natural abilities, and interests. Kids 6 to 8 years old are sharpening basic physical skills like jumping, throwing, kicking, and catching. Some enjoy doing this in organized sports teams, but non-competitive leagues are best for younger kids. Kids 9 to 12 years old are refining, improving and coordinating skills. Some become even more committed to a sport while others drop out as competition heats up and level of play improves. Regardless of the age or activity, it is important that you show your support by coaching your child’s team or cheering from the stands on game days.

It’s okay if a child isn’t interested in traditional sports, but it’s important to find alternative ways to be active. Brainstorm with your kids on activities that feel right for them. Encourage a child who doesn’t like soccer, basketball, or other team sports to explore other active options, like karate, fencing, golf, bicycling, skateboarding, and tennis. Most kids won’t mind the physical activity as long as they are having fun.

Fitness at Home

Many parents and kids think of organized sports when they think of fitness. Though there are many advantages to signing a child up for a sports team, practice and games once or twice a week will not be enough to reach activity goals. Also, parents shouldn’t rely on physical education in schools alone to provide children with enough physical activity.

Here are some ways to keep your child moving at home:

• Make physical activity part of the daily routine. From household chores to an after-dinner walk, keep your family active every day.
• Allow enough time for free play. Kids can burn more calories and have more fun when left to their own devices. Playing tag, riding bikes around the neighborhood, and building snowmen are fun and healthy.
• Keep a variety of games and sports equipment on hand. It doesn’t have to be expensive — an assortment of balls, hula-hoops, and jump ropes can keep kids busy for hours.
• Be active together. It’ll get you moving, and kids love to play with their parents.
• Limit time spent in sedentary activities such as watching TV, using electronic devices, being online and playing video games.

If you run out of possibilities at home, take advantage of local playgrounds and athletic fields. Make family fitness outings part of your regular routine. Let family members choose an activity — go hiking, ice skating, or try out the rock-climbing gym. Anything goes, as long as everyone can participate. And remember: You’ll help show your kids that exercise is important by regularly exercising yourself.

Preventing Sports-Related Injury

Kids who participate in sports are at risk for injuries, so be sure your child wears the proper protective equipment, such as shin-guards and cleats in soccer, or a helmet and protective pads when rollerblading or skateboarding. Kids who specialize in one sport are also at risk of overuse injuries, including stress fractures and joint injuries. If a child is in pain, it is best to rest and let the injury heal before returning to play.

A child with a chronic health condition or disability should not be excluded from these fitness activities in fear of getting a sports-related injury. Some activities may need to be changed or adapted, and some may be too risky depending on the condition. The best thing to do is to talk to your doctor about which activities are safe for your child.

If your child complains of pain during or after physical activity, talk with your doctor.

How long should my 6- to 12-year-old sleep?

School-age kids need 9-12 hours of sleep at night. Bedtime problems can start at this age for a variety of reasons. Homework, sports, after-school activities, screen time, and hectic family schedules all can contribute to kids not getting the sleep they need. Sleep-deprived kids can become hyper or irritable and may have a hard time paying attention in school.

It’s still important to have a consistent bedtime, especially on school nights. Leave enough technology-free time before bed to allow your child to unwind before lights-out. Consider switching off the electronics at least an hour before bed. Avoiding keeping a TV in their bedroom.

Check out our Healthy Sleep Guide for Children for more info.

Puberty

Puberty — or sexual development — is a time of dramatic change for both boys and girls. The age at which the physical changes of puberty normally begin varies widely.

For both sexes, these hormone-driven changes are accompanied by growth spurts that transform children into physically mature teens as their bodies develop. They may also experience side effects from these hormones like acne and mood changes.

Puberty in Girls

Breast development, usually the first noticeable sign of puberty in girls, may begin anytime between ages 8 and 13. Events in girls as they go through puberty:

• Breasts begin to develop, and hips become rounded.
• The increase in the rate of growth in height begins.
• Pubic hair begins to appear, usually 6–12 months after the start of breast development. About 15% of girls will develop pubic hair before breast development starts.
• The uterus and vagina, as well as labia and clitoris, increase in size.
• Pubic hair is well established, and breasts grow further. Each breast can grow at different rates, may not be the same sizes.
• The rate of growth in height reaches its peak by about 2 years after puberty began. The average age is 12 years.
• Menstruation begins about 2 years after breast start to develop and almost always after the peak growth rate in height has been reached. The average age is 12.5 years.
• Once girls get their periods, they usually grow about 1 or 2 more inches (2.5 to 5 centimeters), reaching their final adult height by about age 14 or 15 years. Girls can experience this at a younger or older age depending on when puberty began.

Puberty in Boys

Most boys show the first physical changes of puberty between ages 10 and 16 and tend to grow most quickly between ages 12 and 15. The growth spurt of boys is, on average, about 2 years later than that of girls. By age 16, most boys have stopped growing, but their muscles will continue to develop.

Other features of puberty in boys include:

• The penis and testicles increase in size. Testicles can grow at different rates, may not be the same sizes.
• Pubic hair appears, followed by underarm and facial hair.
• The voice deepens and may sometimes crack or break.
• The Adam’s apple, or larynx cartilage, gets bigger.
• Testicles begin to produce sperm.

Communication Milestones

How does my 6- to 12-year-old child interact with others?

A very important part of growing up is the ability to interact and socialize with others. During the school-age years, parents will see a transition in their child as he or she moves from playing alone to having multiple friends and social groups. While friendships become more important, the child is still fond of his or her parents and likes being part of a family. While every child is unique and will develop different personalities, the following are some of the common behavioral traits that may be present in your child:

6- to 7-year-olds:

• Cooperate and share
• Can get jealous of others and siblings
• Like to copy adults
• Like to play alone, but friends are becoming important
• Play with friends of the same gender
• May have occasional temper tantrums
• May be modest about body
• Like to play board games

8- to 9-year-olds:

• Like competition and games
• Start to mix friends and play with children of different gender
• May be modest about body
• Enjoy clubs and groups, such as Boy Scouts or Girl Scouts
• May become curious about relationships, but does not admit it

10- to 12-year-olds:

• Will value friendship; may have a best friend
• May develop romantic interests
• Like and respect parents
• Enjoy talking to others

How can I help increase my 6- to 12-year-old child’s social ability?

Consider the following as ways to foster your school-aged child’s social abilities:

• Set and provide appropriate limits, guidelines and expectations and consistently enforce using appropriate consequences.
• Model appropriate behavior.
• Offer compliments for your child being cooperative and for any personal achievements.
• Help your child choose activities that are appropriate for your child’s abilities.
• Encourage your child to talk with you and be open with his or her feelings.
• Encourage your child to read and read with your child.
• Encourage your child to get involved with hobbies and other activities.
• Encourage physical activity.
• Encourage self-discipline; expect your child to follow rules that are set.
• Teach your child to respect and listen to authority figures.
• Teach your child to be aware of consequences of their behavior and empathy for others.
• Encourage your child to talk about peer pressure and help set guidelines to deal with peer pressure.
• Spend uninterrupted time together – giving full attention to your child. A strong, loving relationship can have a direct positive influence on your child’s mental health.
• Encourage time outside.
• Limit television, video game and computer time.

Reviewed by Dr. Lydia Villa, Clinica CHOC Para Niños, CHOC Primary Care – May 2021

School-age children development: MedlinePlus Medical Encyclopedia

URL of this page: //medlineplus.gov/ency/article/002017.htm

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School-age child development describes the expected physical, emotional, and mental abilities of children ages 6 to 12.

PHYSICAL DEVELOPMENT

School-age children most often have smooth and strong motor skills. However, their coordination (especially eye-hand), endurance, balance, and physical abilities vary.

Fine motor skills may also vary widely. These skills can affect a child’s ability to write neatly, dress appropriately, and perform certain chores, such as making beds or doing dishes.

There will be big differences in height, weight, and build among children of this age range. It is important to remember that genetic background, as well as nutrition and exercise, may affect a child’s growth.

A sense of body image begins developing around age 6. Sedentary habits in school-age children are linked to a risk for obesity and heart disease in adults. Children in this age group should get 1 hour of physical activity per day.

There can also be a big difference in the age at which children begin to develop secondary sexual characteristics. For girls, secondary sex characteristics include:

• Breast development
• Underarm and pubic hair growth

For boys, they include:

• Growth of underarm, chest, and pubic hair
• Growth of testicles and penis

SCHOOL

By age 5, most children are ready to start learning in a school setting. The first few years focus on learning the fundamentals.

In third grade, the focus becomes more complex. Reading becomes more about the content than identifying letters and words.

An ability to pay attention is important for success both at school and at home. A 6-year-old should be able to focus on a task for at least 15 minutes. By age 9, a child should be able to focus attention for about an hour.

It is important for the child to learn how to deal with failure or frustration without losing self-esteem. There are many causes of school failure, including:

• Learning disabilities, such a reading disability
• Stressors, such as bullying
• Mental health issues, such as anxiety or depression

If you suspect any of these in your child, talk to your child’s teacher or health care provider.

LANGUAGE DEVELOPMENT

Early school-age children should be able to use simple, but complete, sentences that contain an average of 5 to 7 words. As the child goes through the elementary school years, grammar and pronunciation become normal. Children use more complex sentences as they grow.

Language delays may be due to hearing or intelligence problems. In addition, children who are unable to express themselves well may be more likely to have aggressive behavior or temper tantrums.

A 6-year-old child normally can follow a series of 3 commands in a row. By age 10, most children can follow 5 commands in a row. Children who have a problem in this area may try to cover it up with backtalk or clowning around. They will rarely ask for help because they are afraid of being teased.

BEHAVIOR

Frequent physical complaints (such as sore throats, tummy aches, or arm or leg pain) may simply be due to a child’s increased body awareness. Although there is often no physical evidence for such complaints, the complaints should be investigated to rule out possible health conditions. This will also assure the child that the parent is concerned about their well-being.

Peer acceptance becomes more important during the school-age years. Children may take part in certain behaviors to be part of “the group. ” Talking about these behaviors with your child will allow the child to feel accepted in the group, without crossing the boundaries of the family’s behavior standards.

Friendships at this age tend to be mainly with members of the same sex. In fact, younger school-age children often talk about members of the opposite sex as being “strange” or “awful.” Children become less negative about the opposite sex as they get closer to adolescence.

Lying, cheating, and stealing are all examples of behaviors that school-age children may “try on” as they learn how to negotiate the expectations and rules placed on them by family, friends, school, and society. Parents should deal with these behaviors in private with their child (so that the child’s friends don’t tease them). Parents should show forgiveness, and punish in a way that is related to the behavior.

It is important for the child to learn how to deal with failure or frustration without losing self-esteem.

SAFETY

Safety is important for school-age children.

• School-age children are highly active. They need physical activity and peer approval, and want to try more daring and adventurous behaviors.
• Children should be taught to play sports in appropriate, safe, supervised areas, with proper equipment and rules. Bicycles, skateboards, in-line skates, and other types of recreational sports equipment should fit the child. They should be used only while following traffic and pedestrian rules, and while using safety equipment such as knee, elbow, and wrist pads or braces, and helmets. Sports equipment should not be used at night or in extreme weather conditions.
• Swimming and water safety lessons may help prevent drowning.
• Safety instruction regarding matches, lighters, barbecues, stoves, and open fires can prevent major burns.
• Wearing seat belts is the most important way to prevent major injury or death from a motor vehicle accident.

PARENTING TIPS

• If your child’s physical development appears to be outside the norm, talk to your provider.
• If language skills appear to be lagging, request a speech and language evaluation.
• Keep close communication with teachers, other school employees, and parents of your child’s friends so you are aware of possible problems.
• Encourage children to express themselves openly and talk about concerns without fear of punishment.
• While encouraging children to participate in a variety of social and physical experiences, be careful not to over-schedule free time. Free play or simple, quiet time is important so the child does not always feel pushed to perform.
• Children today are exposed, through the media and their peers, to many issues dealing with violence, sexuality, and substance abuse. Discuss these issues openly with your children to share concerns or correct misconceptions. You may need to set limits to ensure children will be exposed to certain issues only when they are ready.
• Encourage children to participate in constructive activities such as sports, clubs, arts, music, and scouts. Being inactive at this age increases the risk for lifetime obesity. However, it is important not to over-schedule your child. Try to find a balance between family time, school work, free play, and structured activities.
• School-age children should participate in family chores, such as setting the table and cleaning up.
• Limit screen time (television and other media) to 2 hours a day.

Well child – ages 6 to 12

• School age child development

American Academy of Pediatrics website. Recommendations for preventive pediatric health care. www.aap.org/en-us/Documents/periodicity_schedule.pdf. Updated March 2020. Accessed January 14, 2021.

Finkelstein LH, Feigelman S. Middle childhood. In: Kliegman RM, St. Geme JW, Blum NJ, Shah SS, Tasker RC, Wilson KM, eds. Nelson Textbook of Pediatrics. 21st ed. Philadelphia, PA: Elsevier; 2020:chap 25.

Marcdante KJ, Kliegman RM. Normal development. In: Marcdante KJ, Kliegman RM, eds. Nelson Essentials of Pediatrics. 8th ed. Philadelphia, PA: Elsevier; 2019:chap 7.

Updated by: Neil K. Kaneshiro, MD, MHA, Clinical Professor of Pediatrics, University of Washington School of Medicine, Seattle, WA. Also reviewed by David Zieve, MD, MHA, Medical Director, Brenda Conaway, Editorial Director, and the A.D.A.M. Editorial team.

90,000 age -related characteristics of primary school children

Age characteristics of primary school children

Age characteristics of children 7 – 8 years old

Physical

1. Children of this age are very mobile, energetic . The child grows very quickly, but its growth is uneven. Since the heart does not grow in proportion to his body, he cannot bear long periods of strenuous activity.
2. The child can concentrate for 15 minutes. But his voluntary attention is not stable: if something interesting appears, then his attention switches. Actively reacts to everything new, bright.
3. He likes to listen to the speech of an adult, but it must be taken into account that the threshold of audibility and hearing acuity have not yet reached their maximum values ​​(this will happen in adolescence).

RECOMMENDATIONS

1. Necessary periods of rest, quiet games, drawing, manual labor.
2. The most important thing is not a verbal explanation, but a demonstration: a vivid picture or slide, an action. It is much more memorable.
3. It is important to watch your speech: “do not swallow the endings”, clearly pronounce all sounds, be accurate in emotional coloring, and most importantly, remember that the pace of speech is accessible and understandable.

INTELLIGENT

1. The child lives mostly in the present. He has a limited understanding of time, space, and numbers.
2. A child can understand our words literally. Difficulty understanding abstract words and concepts.
3. Likes to ask questions: “Why?”, “Is it true?”
4. The child remembers facts, information, verses well. A great age for learning by heart. Remembers words more easily than thoughts.
5. Especially well remembers what is motivated by something, meaningful.

RECOMMENDATIONS

1. Bring the language closer to the spoken language. Avoid words with double meanings, prefer simple words. Explain the meaning of difficult words. Avoid long, confusing sentences.
2. Be well prepared. Provide answers to questions either through personal research or by helping the child find the answer on their own with leading questions.

EMOTIONAL

1. The rating system begins to develop, but emotions often overshadow the objectivity of the assessment. The authority of an adult is still so great that often one’s own assessment is obscured by the assessment of an adult.
2. Can reasonably assess and anticipate adult’s intended response. He knows perfectly well when and with whom what can be allowed.
3. The child needs love and care.
4. Tries to help her mother with housework and teachers.

RECOMMENDATIONS

1. Help your child to correctly evaluate himself, his qualities, his abilities, successes and failures. Show not so much his failures and difficulties (the child sees and feels this himself), but help the child see his possibilities, albeit not yet realized: create conditions in which he can believe in himself, in his strength.
2. Be consistent in your demands. The child must know what is expected of him – after all, as a rule, he really likes to be “good.”
3. Don’t hide your love. Splash it generously with children, hug them: hands are a conductor of heat.
4. Try to have everyone have their little responsibilities. Let the children know that you need their help.

SOCIAL

1. Children of this age are friendly. They enjoy being together and participating in group activities and games. This gives each child a sense of self-confidence, as their personal failures and lack of skills are not so visible in the general background. I like to do crafts, but more often the child works better at the beginning than at the end of this work. Boys like energetic games more, but they can also play with toys with girls.

2. The child is proud of his family, wants to be with his family.

RECOMMENDATIONS

1. Try to find a place for each child in play or work. To reveal his strengths and imperceptible were weaknesses and inability. Finish making crafts in the same lesson.
2. Plan family activities together.

Age characteristics of children 9-10 years old

PHYSICAL

1. A child of this age is very active. Likes adventure, exercise, games.

2. May neglect his appearance.

RECOMMENDATIONS

1. Use walks, trips, camps to teach spiritual truths.
2. Teach the child personal hygiene, care for their clothes, room, accustom to punctuality.

INTELLIGENT

1. Likes to explore everything that is unfamiliar.
2. Understands the laws of succession and consequences. Has a good historical and chronological sense of time, space, distance.
3. He thinks well and his understanding of the abstract is growing.
4. I like making collections. Collects anything. For him, the main thing is not quality, but quantity.
5. “Golden age of memory”.

RECOMMENDATIONS

1. Learning through research. Ask your “why?”
2. Go beyond superficial facts, tell the biblical story with events and names.
3. Ask questions that the child can find answers to on their own.

EMOTIONAL

1. Expresses his feelings strongly. First he speaks and then he thinks.
2. Expresses his emotions freely. Emotionally quickly involved in disputes.
3. A sense of humor begins to develop. Wants to tell funny stories.
4. Hidden fears. He would like to look fearless.

RECOMMENDATIONS

1. Learn self-control: when to be serious and calm, and when to be cheerful.
2. Teach tolerance and self-control. Consider all the facts before making a decision. Learn to respect the rights and feelings of others.
3. Teach yourself to laugh at yourself, not to say those jokes that will offend other people.

SOCIAL

1. The child begins to be independent. Adapts to society outside the family circle. Looking for a group of peers of the same gender, tk. for girls, boys are “too noisy and rowdy”, and for boys, girls are “too stupid”.

RECOMMENDATIONS

1. Teach friendliness. Encourage your child not to take the “I am holy to you” attitude.

RECOMMENDED READING

General psychological characteristics of children of primary school age

The boundaries of primary school age, coinciding with the period of study in primary school, are currently established from 6-10 years old.

The beginning of schooling leads to a radical change in the social situation of the child’s development. He becomes a “public ” subject and now has socially significant duties, the fulfillment of which receives public assessment. During primary school age, a new type of relationship with the surrounding people begins to take shape. The unconditional authority of an adult is gradually lost, and by the end of primary school age, peers begin to acquire more and more importance for the child, the role of the children’s community is growing .

Educational activity becomes the leading activity in primary school age. It determines the most important changes taking place in the development of the psyche of children at this age stage. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of younger students and are the foundation that ensures development at the next age stage. Gradually motivation for learning activities is so strong in the first class, is starting to decline. This is due to a drop in interest in learning and the fact that the child already has a won social position, he has nothing to achieve.

In order to prevent this from happening in educational activities, it is necessary to give a new personally significant motivation. The leading role of educational activity in the process of child development does not exclude the fact that the younger student is actively involved in other types of activities, in the course of which his new achievements are improved and consolidated.

At primary school age, memory, like all other mental processes, undergoes significant changes. Age features of memory at this age develop under the influence of learning. The role and specific gravity of verbal-logical, semantic memorization is increasing, and the ability to consciously manage one’s memory and regulate its manifestations is developing. In connection with the age-related relative predominance of the activity of the first signaling system, younger schoolchildren have more than developed visual-figurative memory than verbal-logical. They remember better, faster and more firmly in memory concrete information, events, persons, objects, facts than definitions, descriptions, explanations. Younger students are prone to rote memorization without realizing the semantic connections within the memorized material. By the age of 9-10, children become able to retain attention for a sufficiently long time and carry out an arbitrarily set program of actions. Their essence is that the child’s memory gradually acquires the features of arbitrariness, becoming consciously regulated and mediated. The younger school age is sensitive for the formation of higher forms of voluntary memorization, therefore, purposeful developmental work on mastering mnemonic activity is the most effective during this period. V.D. Shadrikov and L.V. Cheremoshkin identified 13 mnemonic techniques, or ways of organizing memorized material: grouping, highlighting strong points, drawing up a plan, classification, structuring, schematization, establishing analogies, mnemonic techniques, recoding, completing the construction of memorized material, serial organization of association, repetition.

Another important neoplasm — voluntary behavior appears at this age. The child becomes independent, he chooses how to act in certain situations. This type of behavior is based on moral motives that are formed at this age. The child absorbs moral values, tries to follow certain rules and laws (recommendation: read and analyze the characters and their actions with the child). Often this is due to selfish motives, and the desire to be approved by an adult or strengthen their personal position in a peer group. That is, their behavior is somehow connected with the main motive that dominates at this age – motivated to achieve success . Sometimes there is another kind of this motive – the motive of avoiding failure.

Such new formations as planning the results of action and reflection are closely related to the formation of voluntary behavior in younger schoolchildren. The child is able to evaluate his act in terms of its results and thereby change his behavior, plan it accordingly. A semantic and orienting basis appears in actions, this is closely connected with the differentiation of inner and outer life. The child is able to overcome his desires in himself if the result of their implementation does not meet certain standards or does not lead to the goal.

An important aspect of a child’s inner life becomes his semantic orientation in his actions . This is due to the child’s feelings about the fear of changing relationships with others. He is afraid of losing his significance in their eyes. The child begins to actively think about his actions, to hide his experiences. Externally, the child is not the same as internally. It is these changes in the child’s personality that often lead to outbursts of emotions on adults, desires to do what one wants, to whims. “The negative content of this age is manifested primarily in the violation of mental balance, in the instability of the will, mood, etc.”

The development of the personality of a junior schoolchild depends on school performance, the assessment of the child by adults. A child at this age is very susceptible to external influence . In order for the development of the child’s personality to be most productive, the attention and assessment of an adult is important. “The emotional and evaluative attitude of an adult to the actions of a child determines the development of his moral feelings, an individual responsible attitude to the rules that he gets acquainted with in life.” It is at this age that the child experiences his uniqueness, he realizes himself as a person, strives for perfection. This is reflected in all spheres of a child’s life, including relationships with peers. Children find new group forms of activity, classes. At first, they try to behave as is customary in this group, obeying the laws and rules. Then the desire for leadership begins, for excellence among peers. At this age, friendships are more intense, but less durable. Children learn the ability to make friends and find a common language with different children. “Although it is assumed that the ability to form close friendships is to some extent determined by the emotional bonds established in the child during the first five years of his life.