What is the development of late childhood?

Parents, doctors and educators are trying to keep a step from the key milestones that children should beat because they achieve different ages. From the age of eight to about 11 years, just before it is determined by puberty, children undergo physical and emotional changes in the development of late childhood. According to experts, this means that they are beginning to think of a little less focused on each other, becoming more focused on the goal and creating closer friendships with peers-when parents are probably still central emotional ties. At this age, children are also expected to start a new growth course leading to their adolescents, during which they can hardly stay in one place for too long.

According to the extension of Ohio State University, late childhood development means the end of a slow growth period between kindergarten and about the third class - emotionally, physically and intellectually. Until the end of this second period, children are likely to be quite something and do not grow so much. From the third or four years toHowever, the end of the high school starts growing, as adolescence progresses, and girls usually start ripen slightly in front of the boys.

These sudden physical changes leading to the pubescent years of high school and in high school are often embarrassed. This applies to those who are among the first to experience physical changes. This also applies to those who are late in developing these changes.

Intellectually, the development of late childhood is marked by a period around the end of elementary school and the beginning of the junior height, when children stop thinking, so it is absolute, specific terms and develop a more logical, "gray area" of thinking. According to the Institute for the Development of the Child, children of this age can start effectively with multitasking. Probably also Begin thinking outside his own experience.

This shift from egocentric outlook is the main emotional factor in the development of late childhood. Children are requestsOna to start thinking from their own needs, often joined social groups and create a more meaningful friendship. Practice becomes rather understood by effort. During the development of late childhood, children may lack the right identity and self -esteem, albeit because of still infamous understanding of themselves and society. This requires parents and educators to continue to strengthen proper behavior with abundant praise.

Then, to adolescents, children begin physical changes associated with puberty and even more abstract way of thinking that allows them to understand more formalized logic. This involves understanding that more than one answer can be faithful to a single question. Also the concepts of the unknown - reflecting, for example, variables studied in algebers - can be more effectively understood.