Middle
Childhood and Adolescent Development
EC 1527
January 2001
R.A. Ozretich, S.R. Bowman
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Children go through many changes during the
period of rapid developmental growth known as adolescence. This
chart lists characteristics of the "typical" child
during each developmental stage from middle childhood through
early and middle adolescence. Late adolescence (ages 18-21) is
not addressed.
Individual differences in maturation rates,
temperaments, and adult and social influences mean that age is
not a definitive indicator of where a particular child is along
this developmental continuum. The age at which biological changes
due to puberty begin varies between 9-14 for boys and 8-13 for
girls in the U.S. Children's progression through these stages
is determined not only by biological growth and change, but also
by adult expectations and societal contexts. The following chart
lists typical characteristics of children's development within
three general stages.
| Area of Development |
Middle Childhood
(ages 8-11) |
Early Adolescence
(ages 11-14) |
Middle Adolescence
(ages 15-18) |
| Physical Growth |
- Period of uneven growth of bones, muscles, and organs
can result in awkward appearance.
- Early onet of puberty can present difficulties for girls
(see self-concept); for boys, it can result in adult expectations
more appropriate for older boys.
- Since some adolescents begin puberty during middle childhood,
children need ccess to information about sexuality and puberty
prior to the middle-school years.
|
- Wide variation in onset of puberty and growth spurt, leading
to earlier and later maturers.
- Appetite increases during growth spurts and decreases markedly
between them.
- Increased need for sleep
- Evident sexual development, voice changes, and increased
body odor are common.
|
- Most youth have entered or completed puberty.
- Less variation in levels of growth and sexual development.
- Many youth have achieved their full adult height and other
adult physical development milestones.
|
| Cognitive
Stage |
- Logical thinking with limited ability to extend logic to
abstract concepts; disdain for imaginative and illogical thinking
of early childhood.
- Accumulation of much general knowledge.
- Gradual development of ability to apply learned concepts
to new tasks.
- Frequent interest in learning life skills (cooking, fixing
things, etc.) from adults at home and else where.
|
- individual variation between some children who are still
focused on logic and others who are able to combine logical and
abstract thinking.
- Some early adelescents can't think ahead to consequences
of their actions.
- Developing new thinking skills, such as thinking more about
possibilities, thinking more abstractly, thinking more about
the process of thinking itself, thinking in multiple dimensions,
and seeing things as relative rather than absolute.
- Practicing new thinking skills through humor and by arguing
with parents and others. Use of humor focused on satire, sarcasm,
and sex (often irritating to adults).
|
- Major broadening of thinking abilities for many youth: can
think abstractly and hypothetically; can discern the underlying
principles of various phenomena and apply them to new situations;
and can think about hte future, considering many possibilities
and logical outcomes of possible events.
- Greater perpective-takin ability can result in increased
empathy and concern foroters, and new interest in societal issues
for many.
|
| Moral Development |
- Predominantly egocentric in thinking, although has developed
a conscience.
- Moves from thinking in terms of "What's in it for me"
fairness (e.g., if you did this for me, I would do that for you),
to wanting to gain social approval and live up to the expectations
of people close to them--"golden rule" morality (can
take perspective of others, may place needs of others over own
self-interest).
- Moral thinking abilities not always reflected in children's
behaviors.
|
- Continuing egocentrism. Often believes self to be invulnerable
to negative events.
- Increasing ability to take perpective of others into account
with own perspective.
- In addition to concern about gaining social approval, morals
begin to be based on respect frthe social order and agreements
between people: "law and order" morality.
- Begins to question socail conventions and re-examine own
values and moral/ethical principles, sometimes resulting in conflicts
with parents
|
- Less egocentric with age. Increased emphasis on abstract
values and moral principles.
- Increased ability (for some) to take another's perspectivefully;
can see the bigger societal picture and might value moral principles
oer laws: "principled" morality.
- Different rates of cognitive and emotional development. For
example, often advocates for specific values and violates them
at the same time.
|
| Self-concept |
- Influenced by relationships with family members, teachers,
and increasingly by peers.
- Often relativly low level of concern about physical appearance
(especially boys), although this is influenced by peers as well
as the media.
- Many boys experience pressure to conform to "masculine"
stereotype.
- Girls' body image declines precipitously with puberty, especially
with early onset.
- Early onset of puberty is also associated with lower self-control
and emotional stability, especially for boys.
|
- Self-image can be challenged by body changes during puberty
and social comparisons.
- Youth begin long-term process of establishing own identity
separate from family.
- With the onset of puberty, many girls experience pressure
to conform to gender stereotypes, might show less interest in
math and science.
- With puberty, normal increases in girls' body fat can impact
body image and self-concept negatively for many. Both boys and
girls might be concerned with skin problems, height, weight,
and overall appearance.
|
- Process of identity formation is intense. Experimentation
with different roles: looks, sexuality, values, friendships,
ethnicity, and especially occupations.
- Some girls might experience obsessive dieting or eating disorders,
especially those who have higher body fat, are chronically depressed,
or who have highly conflicted family relationships.
- Minority youths might explore several patterns of identity
formation:
- a strong ethnic identity
- bi-cultural identity
- assimilation into the majority culture
- alienation from the majority culture
|
| Psychological
& Emotional Traits |
- Need to develop a sense of mastery and accomplishment.
- Frequent interest in making plans and achieving goals.
- Learning from parents and others to do, make, and fix things.
- Tendency to be disorganized and forgetful.
|
- Intense self-focus.
- Worrying about what others think about them.
- Increased desire for privacy and sensitivity about body.
- Frequent mood swings with changes in activities and contexts.
Too much time spent alone can contribute to moodiness.
- Height of forgetfulness.
|
- For some, increased ability to emphathize with others; greater
vulnerability to worrying, depression, and concern for others,
especially among girls.
- Many show an increase in responsible behaviors.
|
| Relationship
to Parents & Other Adults |
- Tends to be closely attached to parental figures.
- Parents commonly make most decisions, affecting child, with
child involvement in decisions increasing with age.
- Most frequent conflicts over sibling quarrels and forgetfulness
with respect to chores, schoolwork, and messiness, especially
of child's bedroom.
- Parental listening skills become increasingly important.
- Parent-child communication patterns can change with puberty.
Many adolescents report that (a) they can't talk with parents
about issues related to sexuality, and (b) they don't get needed
information in sex education courses at school.
|
- Changes in own and parental expectations alter previous patterns
of relationships with parents, often resulting in greater conflict.
- Greater focus on peer friendships as youth develops an identity
outside of the role of a child in a family.
- Often rebuffs physical affection (but still needs it).
- Increased interst in making own decisions; benefits from
increased opportunities to make own decisions within scope of
current abilities.
- Youth objects more often to parental limitations (but still
needs some), resulting in conflict.
- New thinking abilities are practiced in increased use of
humor and arguments (or "talking back") with parents/other
adults, which may result in conflicts.
- parental listening skills and nurturing continue to be important.
|
- Conflicts with parents often decreases with age.
- Improved ability to see parents as individuals and take their
perspectives into account.
- Most maintain good relationship with parents.
- Greater interest in taking on "adult-type" responsibilities
(own checking account, doing own laundry, buying own clothes,
cooking meals, making repairs, etc.).
- Commonly makes most of own decisions, preparing for eventual
family.
- Needs balance between time spent with adults and with peers.
- Continue to benefit from some parental limits and monitoring,
while often objecting to them.
- Common conflicts over money, curfews, chores, appearance,
and activities with peers.
|
| Peer Relationships |
- Friendships often with same-gender peers, usually based on
proximity, common intersest/hobbies, or other perceived comonalities.
Girls usually have fewer, but emotionally closer, friends than
boys.
- Formation of exclusive "clubs" and shifting peer
alliances common.
- Media influences and popular culture increasingly impact
children's peer activities and relationships.
|
- Changes due to puberty and peer reactions commoly alter peer
relationships.
- Friendships still begin with perceived commonalities, but
increasingly involve sharing of values and personal confidences.
- Might develop cliques of three to six friends (usually same
gender), providing greater sense of security. Antisocial cliques
can increase antisocial behaviors.
- Romantic crushes common, and some dating begins.
|
- Peers help youth explore and develop owwn identity.
- Cross-gender frindships become more common.
- Antisocial peer groups can increase antisocial behaviors.
- Close friendships help youth with process of developing an
individual identity separate from that of a child in a family.
|
top
Prepared
by Rachel A. Ozretich, Extension parent education coordinator;
and Sally R. Bowman, Extension family development specialist;
Oregon State University.
January 2001.
|
