Late Childhood Physical Development

Physical growth during late childhood occurs faster than at any other time since infancy.
Preteens tend to form a gang spirit based on a strong need to be accepted in a group, whether it's
in team sports or in other after-school activities. Many older children in late elementary and early
middle school find it hard to adjust to their changing bodies and may feel self-conscious, fearful
that everyone is staring at them. That's why it's important for parents to be available to talk to
their preteens about any questions troubling them.

Preteen Years

1. Late childhood is considered to encompass ages 9 through 12, approximately. Other terms
linked with late childhood are "puberty" and "preteen." "Tween" or "tweenager" also are names
for older children who are transitioning from childhood to adolescence.

Although most children experience puberty between the ages of 9 and 12, some can start
before age 9. On the other hand, there are some children who are late bloomers, not reaching
puberty until age 13 or even later. If children are either early or late in going through puberty,
it's important for parents to reassure their children that there isn't anything wrong with them.

Physical Needs and Challenges

2. Because they're growing, preteens have a huge appetite and always seem to be hungry.
Preteens have a greater need for sleep and may sleep later on weekends than when they were
younger. Their skin starts to become oily, and acne may be a problem. As sweating increases,
most preteens start using deodorant. Also, because of rapid growth, preteens can be clumsy and
lack coordination.

Physical Skills

3. Many older children enjoy physical challenges in competitive games. By fourth grade children
are more physically coordinated, able to kick, bounce, throw and catch balls. They can perform
various rhythmic movements while following a pattern, as in line dancing. Fifth-graders expand
on the self-initiation movements introduced to them in the fourth grade. Children this age can
do many different combinations of movements, while adjusting to a flowing game-like setting.
They should be able to perform in all the areas of fitness with some proficiency, exhibiting skills
such as balance, coordination, speed, power and reaction time.

Sexual Development of Preteen Boys

4. Preteen boys go through rapid growth spurts in both height and weight. Their muscles start
filling out and strength dramatically increases. The voice deepens and both underarm and pubic
hair begin to appear and then thicken. Overall body hair also increases. Sexual organs including
the penis, testes and scrotum enlarge, and preteen boys often experience their first nocturnal
emissions.
 Sexual Development of Preteen Girls

5. Although preteen girls continue to grow taller, they do so at a slower rate than earlier in their
lives. Breast development begins. Most preteen girls experience their first menstrual period
during this time, with ovulation becoming established so pregnancy is possible. Underarm hair
develops and thickens. Pubic hair starts to take on an adult triangular pattern. Preteen girls
notice their hips start to widen. Fat deposits develop on the legs and buttocks.

About the Importance of Art in Early

Childhood Development

Making and enjoying art is an important aspect of childhood development that allows for
important strides in cognitive, social and motor skills. In addition, experiences like classroom art
shows and museum visitations combined with family involvement will further aide childhood
development.

Cognitive Development

1. Allowing a child to create art encourages independent thinking and self-evaluation. As a child
further develops, she may use art to express her feelings.

Social Development

2. Children gain self-satisfaction and confidence when they are given control over what media they
will use to create an art project. Art also teaches social skills like taking turns, sharing and
negotiating for materials.

Motor Skills Development

3. Large movements like brush strokes improve motor skills and control. More detailed practices
like cutting paper or drawing influence motor agility and control.

Positive Art Experiences

4. Focused field trips to art museums encourage children to think about and discuss art pieces,
while displaying art in the classroom highlights their talents and raises self esteem.
 Family Involvement

5. Support and participation from a child's family will encourage his learning and further his
development.

Sexuality and Child Development

Early Childhood (2-5)

In many ways, the development of sexuality during the years 2 to 5 is a continuation of the key
developmental processes that began in infancy. For example, by around age 3, children should
have a clear sense of whether they are a boy or a girl and have sense of autonomy and confidence
in themselves rather than overriding sense of guilt and shame. With respect to gender, most
children by the age 3 can identify people in photographs or on television and dolls as male or
female and can tell an adult whether they are a boy or a girl.

By age 2, children will have become quite familiar with their own bodies. Now, as part of the
learning process, children will start to become very interested and curious about the bodies of
others, both adults and children. Recognition that opposite sex children, older children, and
adults have bodies different from their own feeds this curiousity. Because the genital areas are
usually covered by clothing, interest in these areas may be heightened. For example, a child will
likely be curious about a mother's breasts and a father's penis and why adults have pubic hair but
children don't. Children will engage in "peeking" games during visits to the toilet. These can be
opportunities for parents to continue teaching accurate names for the genitals as many children at
this age will have developed euphemisms for the genitals. These interactions with parents can
also provide an opportunity introduce the concept of privacy. Before age 5, children need to
learn that nudity and sexuality are not engaged in publicly.

As a part of their intense curiosity about the human body, this is an age period where children
may start to play games like "I'll show you mine, if you show me yours" where same sex or
opposite sex children of a similar age show each other their genitals. "Playing Doctor" or
"Playing House" are similar games. These activities are more about curiosity than they are about
sexual activity. Some children will play these games with their friends and similarly aged
brothers and sisters. Other children will not play these games.

"Playing Doctor" or "Playing House" are typical ways that boys and girls are able to see how
other children's bodies, including their genitals, are similar and different from their own or to try
out roles such as "Mommy" and "Daddy". As such, these games can be positive learning
experiences for the child. Young children may hug, kiss, and touch each other. However, it is
important to distinguish between situations where children are engaged in play appropriate for
their age and situations where the interaction is more reflective of adult sexual behaviour. For
example, toddlers do not typically engage in oral-genital contact. Children who do exhibit these
behaviours may be mimicking what they have seen in sexually explicit media (television, videos,
films, ect). In some cases, acting out adult sexual behaviours may be a sign that a child has been
sexually abused.

It is important that activities like "I'll show you mine, if you show me yours" or other forms of
exploratory play are consensual and a child is not being forced or coerced into activities she or
he is not comfortable with. For children in the 2-5 age group, their close friends are very likely to
be of a similar age and games like "Playing Doctor" usually occur with children who are close in
age. Such games that take place where one child is more than a few years older than another are
cause for concern. In these instances, the activity is less likely to involve mutual curiosity
between two young same age friends. Significant age discrepancies between children may create
a situation where one child is being manipulated or exploited by another. Instances where an
older child appears to be forcing a younger child into sexually related behaviour requires adult
intervention. Some 2-5 year-olds, both male and female will touch or rub their genitals as a way
of relaxing, often before naps or bedtime. Some will rub themselves against furniture or pillows.
As with infants, this activity is not arousal or orgasm focused as it is with adults. Some children
do not touch their genitals. Children need to learn that touching their genitals is something they
should do in private.

Excessive genital touching may be a response to emotional turmoil similar to the ways that many
children suck their thumbs or compulsively twirl their hair as a response to stress. In some other
cases it may be a sign that the child may have been sexually abused.

Children at this age may exhibit behaviours that are contrary to the ways we might expect girls
and boys to behave. For example, a boy might enjoy wearing his mother's shoes or a girl may
prefer playing with trucks and refuse to play with dolls. Children at this age will have a clear
sense of whether they are a girl or a boy and cross gender behaviour (e.g., the boy who likes
wearing his mothers shoes) is only likely to be a serious concern if it is accompanied by gender
confusion (e.g., the boy insists that he is a girl). Many children will not develop a sense of gender
constancy (e.g., a girl knowing she will always be a girl) until middle childhood (ages 5-8). A
child who consistently insists that they want to grow up to be the other gender should be assessed
by a pediatrician.

Some children may begin to ask "Where did I come from?" or "Where do babies come from?"
Others may be curious at the sight of a pregnant woman. Since the entire and detailed process of
human reproduction is complex and requires a level of cognitive sophistication beyond that of
many toddlers, a detailed explanation is unlikely to be necessary nor will the child be interested
in the details. Basic but accurate descriptions will suffice. However, it is helpful, as a building
block for future learning, to be accurate.

Developmental Outcomes

 Ability to identify oneself as male or female

 In process of understanding the basic elements of human reproduction.
 In process of understanding the concept of privacy in relation to nudity and sexuality.
 Enters stage of infrequent to persistent curiosity about genitalia of peers and adults of same and
opposite sex.
Common Behaviours

 Occasional masturbation (soothing or relaxation rather than arousal/ sexual pleasure focus).
 Consensual exploration of same age playmates' bodies in a playful, curiosity-focused manner
(e.g., playing doctor).
 Enjoys nudity
 Uses slang terms for bodily functions

Concerns

 Signs of possible sexual abuse (e.g., trauma to genitals, developmentally inappropriate sexual
behaviours)
 Persistent belief of child that she/he is the opposite gender or he/she wants to be the opposite
gender.
 Persistent nudity or sexual behaviour in public after being given privacy guidelines.
 Engaging in physically harmful/painful sexual activity.
 Engaging in oral-genital contact.
 Engaging in simulated (while undressed) or actual sexual intercourse.
 Penetration of another child's vagina or anus with objects or fingers.
 Verbally or physically coercing another child into sexually related behaviours.
 Obsessive or very frequent talk about sexuality or sexuality related questions.

Learning Objectives

 Teach the basics of reproduction (e.g., babies grow in the uterus of a woman, male and female
are required for reproduction).
 Teach basic rules around privacy.
 Teach child "Your body belongs to you".
 Teach child difference between appropriate and inappropriate touching (good touch/bad touch)

Sexuality and Child Development

Middle Childhood (5-8)

Influenced by the writings of Sigmund Freud, it was once believed that middle childhood was a
period of sexual "latency" in which children showed little interest in sexuality. This idea has
been largely discarded. It is now generally believed that child sexual development and interest in
sexuality continue unabated throughout childhood. The latency hypotheses was perhaps, in part,
fed by the tendency for children, in middle childhood to begin conscious efforts, in accordance
with social expectations, to confine sexuality related behaviours to where they will not be
observed by others, particularly adults. As well, the concept of sexual latency appeared to be
consistent with the tendency for children of this age to segregate into same gender friendships
and social groupings. While children in this age range may more often choose same sex peers as
friends, this does not mean that the development of their sexuality has halted.
By the end of middle childhood, most children will have developed an established sense of
gender identity (i.e., awareness that they are female or male) and gender constancy (i.e.,
awareness that they will always be a male or female). But, in addition, they will also understand
the concept of gender consistency. That is, they will recognize that gender does not change
simply because gender typed behaviour may change. In other words, a child will understand that
if a man puts on a dress he is still a man and does not become a woman by putting on a dress.

The process of gender role socialization is heightened during this period. Children are in the
process of cementing their own cognitive self-concept of gender and are incorporating social
expectations of gendered behaviour into their own behaviour. As they are seeking to cement their
self-concept as male or female, children of this age often show a strong preference for gender
typed clothing and activities.

At approximately 6 years of age, most children will have established a keen interest in "how
babies are made". Children are becoming cognitively sophisticated enough that they will want to
know how the sperm and the egg get together. Some, but not all, children in this age range will
begin to be aware of the link between reproduction with sexual pleasure. In addition to possible
discussions with parents or lessons taught at school, children will hear accounts of human
reproduction from peers and be aware of sexuality content in the media. Consequently, it is
appropriate for parents and educators to educate children of this age about the basic aspects of
human reproduction including the role of sexual intercourse in the reproductive process. Through
peer interaction it is common for children of this age to hold misconceptions about sexuality and
reproduction and parents and educators can help to dispel these misconceptions by providing
accurate information.

Some children in this age range (although a minority) will occasionally and consciously
masturbate for pleasure. This behaviour is not cause for concern provided it is not excessive or
compulsive in terms of frequency and is done in private. However, it should be noted that
frequent masturbation by a child in the 5 to 8 age range or inappropriate public displays of sexual
behaviour may be an indication of possible sexual abuse.

Parents and educators may be less likely to observe sex play in 5 to 8 year-olds than in younger
children. This does not mean that sex play does not occur in this age group, but rather that
children take greater care than when they are toddlers to conceal their games from adults.
Because the vast majority of children in this age group have not begun puberty, sexuality related
play serves much the same function that it did at earlier ages. That is, it remains rooted in
curiosity and exploration. As with earlier age groups, such play is unlikely to involve adult sex
acts (oral, vaginal, anal) and participation in these adult behaviours is cause for concern.
Similarly, sex play with children who are more than one or two years younger or older than a
child is potentially exploitive and is cause for concern. It is common for sex play to occur with
the same gender as well as with the opposite gender. If a child is involved in some form of sex
play with a same gender child, this is not necessarily an indication of sexual orientation. This is
so because in most cases sex play at this age is still rooted more so in curiosity than it is in sexual
attraction or pleasure.
It is important to note that some children, particularly girls, in this age range will begin to show
the first signs of puberty. For example, there are some girls who will have their first menstruation
during this period. Consequently, children at this age should receive basic, age appropriate,
information related to puberty.

Many children in this age range will become aware of issues related to sexual orientation. In
other words, they will learn that not all people are heterosexual. This learning may occur in a
number of ways including media, observation of gay and lesbian couples, or information related
to HIV/AIDS. Initially, a child's interest in sexual orientation is likely to be focused on the
relational components of gay and lesbian relationships rather than an explicit interest in gay and
lesbian sexuality, although the sexuality component may also be the subject of curiosity. In other
words, children will begin to understand that same sex romantic relationships do occur. It is
therefore appropriate for parents and educators to explain to children the concepts of
heterosexuality, homosexuality, and bisexuality.

Developmental Outcomes

 A child's sense of gender identity (understanding that they are male or female), gender stability
(understanding that they will always be female or male), and gender consistency (understanding
that basic gender identity is not changed by changes in gender-typed appearance or behaviour)
should be complete.
 Some children will show early signs of puberty (e.g., menstruation).
 Basic understanding of the process of human reproduction.
 Understands proper terminology for sexuality related body parts (e.g., vagina, penis, clitoris)
 Basic understanding of sexual orientation (heterosexuality, homosexuality, bisexuality).

Common Behaviours

 Curiosity-based sex play with same and opposite sex friends.

 Occasional masturbation. For some children at this age, masturbation may begin to take on a
pleasure oriented rather than relaxation focus.
 Use of slang words to describe body parts and sexuality.

Concerns

 Signs that a child's sense of gender identity, stability, and consistency is not established.
 Signs that a child may have been sexually abused or exploited (e.g., physical trauma to the
genital area, sexually related acting out behaviour)
 Lack of knowledge related to basic aspects of human reproduction
 Unable to adopt basic social conventions related to nudity, privacy, and respect for others in
social relationships.

Learning Objectives

 Basic understanding of human reproduction, including the role of sexual intercourse.

 Preparatory understanding of the basic physical changes associated with puberty.
 Understands distinctions between heterosexuality, homosexuality, and bisexuality.
  Introduction of knowledge and social norms related to the role of sexuality in relationships.
 Reinforce and expand knowledge of rights (e.g. "your body belongs to you") and responsibilities
(e.g., equal relationships) related to sexuality.

Sexuality and Child Development

Late Childhood (9-12)

In the years from 9 to 12, most children will begin a rapid phase of transition from childhood to
adolescence. The term "Puberty" refers to a stage of biological maturation where a boy or girl
becomes capable of reproduction. Although some children will begin the changes of puberty
before age 9, most will begin the process of rapid growth and physical change in the years
between 9 and 12. For some children, noticeable changes do not begin to occur until age 13 or in
rare cases until age 14 or later. On average, girls will begin puberty at age 10 or 11 and boys will
begin at age 11 or 12. There are a number of noticeable physical signs that a boy or girl has
begun puberty. Overall physical growth will accelerate with some boys and girls growing several
inches taller per year.

For girls these changes include breast development, the appearance of hair in the genital (pubic)
and underarm areas. The sweat glands in the genital and underarm areas become active. This is
also the time when most girls will begin menstruating (see below). A girl's internal reproductive
organs (ovaries, uterus, vagina) grow rapidly during puberty. The external genitalia (clitoris,
labia) will also increase in size. The average age of first menstruation for girls living in North
America is about 12 ½ years but it is quite normal if a girl has her first menstruation several
years before she reaches the age of 12 or if she has her first menstruation several years afterward.
A girl who has begun puberty will experience vaginal lubrication that accompanies sexual
arousal.

The physical changes of puberty are similar for boys. They will begin to grow hair in the
underarm and genital areas. The penis and scrotum will begin to grow larger and many boys will
begin growing facial hair that becomes courser and darker over time. A boy who has begun
puberty will sooner or later experience ejaculation which may occur while he is asleep
(commonly referred to as a wet dream). A boy going through puberty will experience erections
much more frequently than he did in the past.

Puberty is typically the time where the nature and frequency of masturbation in both boys and
girls changes compared to earlier in childhood. The focus of masturbation becomes geared
towards pleasure and orgasm. Many girls and boys who did not masturbate earlier in their lives
will begin to do so during puberty. While nearly all adolescents will experiment with some form
of masturbation, some will masturbate regularly and some will do so infrequently or not at all.
Unless an adolescent is masturbating so frequently that it interferes with basic aspects of his or
her life (e.g., school, family and social life) it does not cause physical or psychological harm.

It is important for parents and educators to make sure that children are fully aware of what
changes to expect when puberty begins well before the changes actually begin to happen. After a
long period of gradual and predictable growth, during puberty a young person's body begins
growing very quickly and in very different ways than it did before. These changes can be
confusing and traumatic, particularly if a boy or girl does know they are coming. The first major
step a parent or educator can take in assisting a young person through puberty is to make them
fully aware of the changes that will occur. Not only should boys and girls be fully aware of the
changes that will occur in their own bodies but they should also be provided with opportunities
to learn about the changes that occur in the opposite sex.

The biological aspects of puberty, while certainly profound, tell only half the story. The
emotional/psychological aspects of puberty (many of which are linked to biological maturation:
e.g. increases in testosterone) are equally significant, particularly as they relate to sexuality. As
they go through puberty, it is typical for young people to develop a heightened, at times
seemingly obsessive, preoccupation with their physical appearance. Anxiety over physical
appearance can lead to feelings of inadequacy.

Relationships with peers are also likely to change. Whereas, in the years leading up to puberty,
there is a tendency for children to interact mostly with same sex peers, as youth approach the
teen years they begin to increase social interaction with the opposite sex.

It is during this period that feelings of attraction may take on an overtly sexual component. The
"crush's" that younger children often have will, with the beginning of puberty, evolve into more
adult like attractions that may include feelings of sexual attraction. Socially, youth entering
puberty will be taking more pronounced steps into adult gender roles and in so doing they may
begin dating or more likely in their words "hanging out", or "going with", or "go together".
Typically, in the 9 to 12 age group such relationships do not involve sexual intercourse. Youth of
this age are much more likely to be kissing and hugging, while breast and genital touching are
less likely but not uncommon.

For most young people it is likely that the basis of their sexual orientation will have been formed
well before puberty. However, as youth begin to experience the more direct sexual attraction and
fantasy that accompany puberty, lesbian, gay, and bisexual youth are likely to become more
concretely aware of their sexual orientation. In other words, these youth are at the time in their
lives where their homosexual or bisexual orientation is leading them to the developmental task of
establishing to themselves, and perhaps to others, a self identity as gay, lesbian or bisexual. This
may cause added stress to the experience of puberty for homosexual and bisexual youth. It is also
not uncommon for heterosexual youth, particularly in early adolescence, to have some same
gender sexual attractions or fantasies. This is not unusual and such attractions should be not seen
as necessarily indicative of a youth's sexual orientation.

Most youth in the 9 to 12 age group will not have experienced sexual intercourse. At present, the
median age of first intercourse for males and females in Canada is 17. That is, half of Canadian
teens will have intercourse before age 17 and half will have it after age 17. About 5% of boys
and 1% of girls will have had intercourse by their 12th birthday. By the age of 14, about 30% of
males and 20% of females will have had sexual intercourse at least once. These figures on the
age of first intercourse among youth are important for parents/caregivers and educators to
consider because they clearly point to the need for youth in the 9 to 12 age group to receive
broadly-based sexual health education.

It is clear that if sexual health education is to meaningfully assist youth in promoting and
enhancing their sexual health it must provide relevant information, motivation, and behavioural
skills before they become sexually active. For example, information and skills geared towards
helping youth delay first intercourse that is initially provided when they are age 14 will be too
late for many. More importantly, since approximately a quarter of youth do have intercourse by
the time they are 14, it is vital that those youth who do become sexually active at this point are
fully educated and equipped to protect themselves against unintended pregnancy and sexually
transmitted diseases. As children enter puberty they enter a period of heightened sexuality.
Nearly all youth at this phase of development are preoccupied to some extent with sexuality. As
a result, 9 to 12 is a critical period for the provision of sexual health education.

Developmental Outcomes

 Physical changes associated with puberty

 Psychological/social changes associated with puberty
 Full understanding of rights and responsibilities related to sexuality and relationships.

Common Behaviours

 Dating (i.e., going with)

 Physical intimacy (kissing, petting)
 Masturbation
 Preoccupation with sexuality (e.g., frequently makes references to sexuality)
 Interest in sexual media

Concerns

 Premature initiation of adult sexual activity

 Difficulty adjusting to homosexual or bisexual orientation
 Difficulty with body image
 Difficulty with social skills

Learning Objectives

 Complete knowledge of the physical and psychological aspects of puberty.

 Broadly-based sexual health education, including delay of first intercourse and
contraception/safer sex.
 Social skills education related to rights and responsibilities in relationships and mutually
satisfying interpersonal relationships.
 Development of media literacy skills to understand, interpret, and evaluate media sexuality
messages and imagery.