Several themes reoccur in child development theory and literature. These are important to keep in mind when thinking about how children navigate their school world at different ages. They are:

1. Children’s growth and development follow reasonably predictable patterns.
2. Growth is deeply influenced by culture, personality and environment.
3. Development and intelligence do not proceed at the same rate.
4. Growth is uneven.

More after the break…

1. Children’s growth and development follow reasonably predictable patterns. There are patterns in physical maturation, language acquisition, social behavior and cognition (thinking).These patterns have been broken down into defined stages in different ways according to particular theories. Each stage is defined by certain changes in growth patterns and ways of approaching the world that seem to have universal characteristics.

2.  Growth is deeply influenced by culture, personality and environment. No two children are the same, no two families, no two communities, no two schools. While children may all go through predictable stages in the same order, they will not all go through them at the same rate. Normal differences in development can span two chronological years.

3.  Development and intelligence do not proceed at the same rate. A very bright youngster can mature slowly in physical and social development. A child of average or below average “intelligence” (as measured on IQ tests, for instance), may be ahead in physical and social development. Intelligence in music, mechanical ability or the arts may move ahead of more traditional “intelligence” in school.

4.  Growth is uneven. Like the seasons, the tides, the turning of the earth on itself and around the sun, the birth and death of stars, the music of the universe — there is an ebb and flow to life that is mystical and spiritual as well as natural. Babies are calm at one time of day, fretful at another. Children are more compliant and obedient at one age, more resistant and difficult at others. Learning seems to come in spurts and be followed by periods of consolidation. Sudden physical growth is obvious, and is often followed by periods of little, notable physical change. This shifting back and forth is a normal part of the life cycle and appears to continue through adulthood. Of course, changes are more frequent in infancy and less observable in adults, returning to more rapid changes in the elderly.

For a first example of applying these principles, think about children who in a few days will be starting school for the first time as kindergartners or returning to elementary or middle school. Certain ages seem to be more prone to anxiety and nervousness about transitions such as these.

Children who have not yet reached their 5th birthdays but who are beginning Kindergarten will tend to have more fears and worries than children who are 5- 5and ½. This is not just because they are younger, but because four is a year marked by monsters, and nightmares. Children fully five anticipate Kindergarten with excitement, looking forward to making friends and learning to read or “being in real school.”

Sixes are also enthusiastic about going back to school and being with friends. Sevens, on the other hand, tend to be more worried and anxious about returning to school, wondering about whether their teacher will like them and who will be their best friend. Seven is an age of “self-consciousness” in more ways than one.

Interestingly, developmental patterns repeat themselves as children grow. Thirteen year olds are nervous about going back to middle school and are often in a period of shyness and self-absorption, their best friend being the mirror.

For more details about these patterns you may be interested in my book Yardsticks: Children in the Classroom, Ages 4-14, 3rd Edition, NEFC, 2007. www.responsiveclassroom.org

-Chip Wood