Typical Development of

a Child, Age 9
Doriane Zorio-Ricardo
EDU 220- 1002- 1003
 Physical
Typical 9 Year Old
• Is on the go and likes to participate in team activities.
• Has begun to control their body well and wants to be
skilled in strength, quickness, and ability. Enjoys more
difficult jobs and jobs associated with labor.
• Physical development is happening faster in girls than
boys.
• Coordination, endurance, balance, and physical abilities
may differ depending on the child.
(Medline, 2017) (University of Washington, 1993)
Recommendations
• At this point the two genders have become
naturally separated which takes some
understanding. The need to be accepted by peers
is important so nurture these feelings. Make sure
to be loving, but firm and make sure to provide
strong boundaries.
• Aid in friendship making especially if the child has
little to no friends.
(University of Washington, 1993)
 Physical Continued
Snowman’s Typical Development
• Both genders become leaner and stronger.
• More control over eating habits leads to obesity for some
because they have more control over their diet so
teaching healthy eating habits is important.
• There is a small difference between boys and girls in
motors skill performance. Boys are usually better at
running, catching, throwing, etc. Girls are usually better
at flexibility, balance, rhythmic movements, etc.
(Snowman & McCowan, 2013)
Characteristics/Behaviors of Observed Child
• She does not enjoy team sports or being
excessively active. Enjoys participating in a 1 hour
ballet and jazz class once a week.
• She does not have good body control is constantly
stubbing her toe on various objects. Does not care
how fast or strong she is.
• She is currently developing hair on her legs and is
in need of a training bra due to developing
breasts.
 Emotional
Typical 9 Year Old
• If acceptance from peers is lacking, the child may
exhibit some behavioral problems.
• Is starting to self-regulate, be reliable, and honest.
• The child needs self discipline and this increases
every year.. However, the mistrusting child will
doubt the future.
(University of Washington, 1993)(Child Development
Institute, 2015)
Recommendations
• Be firm with the child and show them that you do
not approve of their behavior, but you still are
their for them and love them for who they are.
• Allow the child to have many experiences with
self regulating and give them chances to show
their reliability.
• Have the child do their homework daily.
(University of Washington, 1993)
 Emotional Continued
Snowman’s Typical Development
• Children develop a global, integrated, and complex
self image. Their self image is based on how they
compare to others and emotions are used to describe
themselves. Their feelings about themselves are
influenced by parents, teachers, and friends.
• Delinquent behavior can be caused by bad family
rations, failure in school, and social rejection.
(Snowman & McCowan, 2013)
Characteristics/Behaviors of Observed Child
• She is accepted by her peers and rarely
exhibits behavioral problems.
• She wants to please authority figures and
gets extremely upset when she is incorrect
about something and shuts down.
• She displays the need to do things
independently, but still wants guidance in
certain activities such as math homework.
 Cognitive/Intellectual
Typical 9 Year Old
• Has specific leisure activities and is extremely curious.
Searches for facts, is interested for long periods of time, and
has more abstract thinking and reasoning. Individuality
becomes more clear.
• Enjoys to read, write, and research using books for reference.
• Enjoys having the same kinds of items and keeping them in a
collection.
• Is able to focus for one hour.
(University of Washington,1993)(Center for Disease Control and
Prevention, 2017)
Recommendations
• Provide detailed material and facts. Incorporate chances to learn that
involve what the child is interested in.
Adjust learning opportunities to child's interests and improve their
attention span. Give the child time to ponder rather then providing
them with answers and make sure to give time for deliberating.
• Be aware and respectful of personal differences when assigning duties
that they are responsible for.
• Give child time to read, write, and research. Do not overwhelm.
• Assist with interests.
(University of Washington, 1993)
 Cognitive/Intellectual Continued

Piaget and Vygotsky’s Typical Development Behaviors of Observed Child

• Piaget describes children at this age as concrete operational. Concrete
operational means that children are able to do operations by generalizing from • She is currently interested in making YouTube
concrete experiences. The child is not able to mentally manipulate situations
without experiencing them first. This is when they begin organized, logical videos, ballet, and Girl Scouts. When she
thoughts. They can perform multiple tasks, order objects in logical sequence,
and understand conservation. dislikes something, she lets it be known.
• (Snowman & McCowan, 2013) (Child Development Institute, LLC, 1999-
2015) • She enjoys reading, sometimes enjoys writing,
• Vygotsky’s cognitive theory is based on how our thinking works and is based
on social and cultural forces. Psychological tools help to aid and change the
and researching topics that she is interested in
process of thoughts. Children have significant gains when knowledge and
conceptual tools are taught to them by people who are intellectually advanced.
using YouTube.
Social interactions improve cognitive development when mediation happens.
(Snowman & McCowan, 2013) • She has an extremely large collection of dolls
and doll accessories.
 Psychosocial/Social
Typical 9 Year Old
• Differences in genders are clear such as personalities,
characteristics, and interests. Enjoys being together in
groups of the matching gender.
• Males begin to assert their independence.
• Enjoys spending the majority of their time with
friends and participating in social events. Enjoys
playing together and having quests with more than
one peer.
(University of Washington, 1993)
Recommendations
• Understand the need of separation between
genders. Notice the natural separation between
boys and girls. Recognize and back the necessity
for approval of peers.
• Make sure to set clear boundaries and enforce
them.
• Embolden friend making and assists them if they
have little of no friends.
(University of Washington, 1993)
 Psychosocial/Social Continued
Erikson’s Typical Development
• The child learns how to do productive tasks that
require mental effort over long periods of time.
• Industry results when the child is encouraged for
trying and to do things well, and allowed to finish
tasks.
• If the child is criticized too harshly feelings of
inadequacy will result.
(Snowman & McCowan, 2013)
Behaviors of Observed Child
• She enjoys spending time with both genders
and has friends of both genders.
• She has asserted her independence since day
one. The only time she wants help is during
math homework.
• She enjoys attending group events, but is also
just as happy staying home and spending time
with family.
 Moral/Character
Typical 9 Year Old
• Is aware of fairness and will fight for it also
extremely competitive. Has trouble admitting
when making a mistake. Also, is having an easier
time admitting to failures and being accountable
for the failures.
• Now has a sense of right and wrong and
understands it. Occasionally rebels against their
strict conscience.
(University of Washington, 1993)
Recommendations
• Being reasonable in relations and interactions with
your child. Give chances for competition, and prepare
your child for how to accept losing. Teach your child
how to be accountable for their behavior, and do not
scorn them.
• Make sure to let your child know how much you love
and support them when they do not meet your
expectations of right and wrong.
(University of Washington, 1993)
 Moral/Character Continued
Kohlberg’s Typical Development
• “Conventional Morality- trying to impress others and
respect authority” (Snowman & McCowan, 2013).
• Stage 4- The child believes that if we do not obey the
rules, the whole society might fall apart.
• Stage 5- The child believes that under some
circumstances the rules should not be followed such
as if a person’s life depends on breaking the rules.
(Snowman & McCowan, 2013)
Characteristics of Observed Child
• She strives for perfection and prefers
everyone to be fair. When peers are being
unfair, she will inform an adult.
• She wants to never do any wrong. She will
try and please you whenever she has the
chance. When she does something wrong
she gets down, and is very hard on herself.
 References
• Center for Disease Control and Prevention. (2017). Child development. Retrieved from
https://www.cdc.gov/ncbddd/childdevelopment/facts.html
• Child Development Institute (2015). The ages and stages of child development. Retrieved from
https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc
• Medline (2017). Adolescent Development. Retrieved
from https://medlineplus.gov/ency/article/002003.htm
• Snowman, J. & McCown, R. (2013). ED PSYCH. Belmont, CA: Wadsworth, Cengage Learning.
• University of Washington. (1993). Child development: Using the child development guide.
Retrieved from http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm