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CHILD AGE 10
Matthew Lindner
EDU 220 1001
Overview of a Typical 10-year-old
Child’s Development
Physical Development Emotional Development Cognitive/Intellectual
• Become leaner and stronger • Develop a more complex self-image Development
• Obesity can become a problem • Tend to be less egocentric • Logical thinking emerges
• Boys get stronger and faster while • Negative social/emotional • Concrete operational stage thinkers
girls gain more balance and flexibility experiences have greater effect • Great ability to memorize during
• Physical development is calm and simple tasks
predictable
Psychosocial/Social Moral/Character/Philosophical
Development Development
• Peer group becomes more powerful • Transition from preconventional to conventional
• Develops a sense of industry • Morality of constraint
• Friendships become more gender • Shift to viewing rules as agreements
based
Typical Physical Behaviors
• Competitive use of physical skills
(Ellsworth, 1999)
• Generally a time of good health
(Ellsworth, 1999)
• Motor coordination becomes consolidated
(Ellsworth, 1999)
• Girls may experience rapid weight increase
(University of Washington, 1993)
• Boys tend to become more active and rougher
(University of Washington, 1993)
Typical Physical Development
According to Snowman
• Both Boys and girls become leaner and stronger
• Increase in bone and muscle development
• Increased chance of becoming obese(poor eating habits combined
with low physical activity)
• Boys become better at activities such as throwing, kicking, and
running
• Girls develop better flexibility, balance, and rhythm
• Physical development is relatively calm and predictable
(Snowman, J. & McCown, R., 2015)
10-Year-Old Physical Development
Characteristics (Observation)
Meets developmental milestones:
◦ Allow the child to choose their own style, (hair, clothes, etc.) if it’s within reason
(University of Washington, 1993)
◦ Help the child learn to accept one’s weaknesses as well as celebrating one’s
strengths
(Child Development Institute, 2015)
TYPICAL COGNITIVE/INTELLECTUAL
BEHAVIORS
◦ Learning styles may start to emerge
(Ellsworth, 1999)
◦ Friends are mostly a gender-based decision and selection becomes more discriminating.
(Snowman, J. & McCown, R., 2015)
◦ Becomes more affectionate towards parents. Great pride in father while mother is still all-
important.
(University of Washington, 1993)
◦ Child is often docile, obedient, and happy.
(Ellsworth, 1999)
TYPICAL PSYCHOSOCIAL/SOCIAL
DEVELOPMENTS ACCORDING TO ERIKSON
Industry Versus Inferiority
◦ “He (the child) now learns to win recognition by producing things…He
develops a sense of industry.”
(Snowman, J & McCown, R., 2015, p. 29)
◦ Children begin to feel inferior if they are treated as bothersome and their
efforts are unsuccessful at building industry.
(Snowman, J. & McCown, R., 2015)
10-YEAR-OLD PSYCHOSOCIAL/SOCIAL
CHARACTERISTICS (OBSERVATION)
Meets developmental milestones:
◦ When observing the child during their recess time at school, I noticed that
he only played with same-sex peers.
◦ He started narrowing down his friends from having many acquaintances to
having just a few “best” friends.
◦ The child now looks for acceptance and achievement from his peers rather
than his parents.
◦ He appears happy whether at home or at school and is said to be a pleasure
to have in class from all of his teachers.
◦ He often uses sarcasm and satire with adults but less so with his peers
because they usually don’t understand what he’s trying to say.
PSYCHOSOCIAL/SOCIAL
DEVELOPMENTS RECOMMENDATIONS
◦ Parents should spend more time with their child during these years.
(University of Washington, 1993)
◦ Be accepting of your child’s choice of friends and their need for “fitting in”.
(University of Washington, 1993)