Child Development from 6 to 12 Years Old: Cognitive, Motor, Affective & Social Aspects
Basic Characteristics of Psycho-Rolling Development in Children Aged 6 to 12
1. Introduction
Understanding child development is crucial for educators, as their role extends beyond knowledge transmission to fostering the development of a child’s capabilities. A strong foundation in child psychology is essential for teachers to understand a child’s developmental stage and effectively guide their learning journey. This document will explore the basic characteristics of psycho-rolling development in primary school children and its implications for the teaching-learning process.
2. Basic Elements for the Concept of Development
Development is a process marked by stages that provide a general outline of a child’s evolution. Palacios (’91) and Cordoba, Descals, and Gil (2006) highlight the importance of recognizing the contribution of both inherited traits and environmental factors to this process. Furthermore, Gardner’s (2001-2004) theory of multiple intelligences emphasizes the need to nurture various forms of intelligence for balanced personal development.
3. Basic Features of Development in Primary Education (6-12 years)
3.1. General Trends
This stage, characterized by the start of compulsory schooling, sees significant advancements in cognitive, affective, social, and motor skills. While development is a unified process, analyzing these areas separately can enhance understanding.
Cognitively, children enter Piaget’s concrete operational stage, developing the ability to represent and mentally manipulate events based on personal experience. Affectively and socially, they exhibit stable behavior, becoming more open and sociable, particularly with peers. Motor development leads to improved balance, coordination, and fine motor control.
It’s crucial to remember that while analyzing these components separately is helpful, development is an integrated process where these areas influence each other.
3.2. Cognitive Development: Concrete Thinking
A defining characteristic of this stage is the emergence of concrete logical thought (Piaget). Let’s examine the cognitive evolution across the three cycles of primary education:
3.2.1. First Cycle (6-8 years)
- Transition to concrete logic; thinking remains intuitive and tied to concrete experiences.
- Difficulty with abstract reasoning and analyzing parts of objects.
- Retention of some magical thinking.
3.2.2. Second Cycle (8-10 years)
- Concrete logical thinking becomes established; increased flexibility in thought.
- Progress in analysis and synthesis, memory, and language development.
- Movement towards more rational explanations.
3.2.3. Third Cycle (10-12 years)
- Consolidation of logical thinking and previous acquisitions.
- Improved ability to mentally represent information efficiently.
- Transition towards abstract thinking and formal logic.
3.3. Social-Emotional Development
During this period, children’s interpersonal networks expand, with increasing emphasis on peer relationships. Cordoba, Descals, and Gil (2006) explain that as children develop empathy and perspective-taking skills, they realize the reciprocal nature of social interactions.
3.3.1. First Cycle
- Gradual shift from egocentrism to greater consideration of others’ needs.
- Peer relationships become more sustained; emergence of leaders.
- Beginning of moral autonomy, influenced by peer interactions.
3.3.2. Second Cycle
- Peers become central to social and academic life; cooperative and competitive activities are important.
- Development of a basic ethical system; increased sense of justice and responsibility.
3.3.3. Third Cycle
- Berk (2001) notes the development of friendships based on trust and intimacy.
- Peer groups may become mixed-gender; critical evaluation of adults.
- Progress towards moral self-development.
3.4. Motor/Psychomotor Development
Between 6 and 12 years, children undergo significant changes in motor skills, preparing them for more complex physical activities.
3.4.1. First Cycle
- Development of body image, postural control, and laterality.
- Improved hand-eye coordination, crucial for literacy.
3.4.2. Second Cycle
- Increased physical growth and neuromuscular maturity.
- Enhanced balance, precision, and control in movements.
3.4.3. Third Cycle
- Consolidation of motor skills for some; others begin adolescent changes.
- Physical changes can impact body image and self-esteem.
4. Implications for the Educational Process
These developmental changes have significant implications for education. Sexton (2004) emphasizes the importance of understanding child development for effective teaching.
4.1. Psychological Development and Education
Education aims to promote autonomy and intellectual, social, and moral development. Teachers must understand a child’s developmental level to provide appropriate challenges and support. Effective education requires fostering positive student-teacher and student-student interactions, recognizing the constructive potential of family, school, and social influences.
In the motor domain, education should focus on body awareness, care, and the development of expressive and playful movement. Cognitively, it should bridge the gap between experiential knowledge and systematic knowledge, facilitating the construction of mental models for understanding scientific concepts.
The Spanish LOE (Ley Orgánica de Educación) emphasizes personalized education and the full development of student capabilities, highlighting the importance of considering psychological development in the educational system.
4.2. Implications for Curriculum Structure and Design
4.2.1. Cyclic Structure and Curriculum Areas
The organization of primary education into cycles reflects a recognition of developmental stages. This structure allows for greater flexibility and individualized learning experiences. The curriculum areas also reflect a gradual shift towards more differentiated subjects, particularly in language, mathematics, and social sciences.
4.2.2. Curriculum Elements
The LOE defines the curriculum as encompassing objectives, competencies, content, teaching methods, and evaluation criteria. These elements should be aligned with the developmental characteristics of students.
Objectives should be tailored to the average capabilities of age groups and adapted to individual student needs. Content should progressively increase in complexity. Competencies should be developmentally oriented.
Methodology plays a crucial role. The principle of meaningful learning, rooted in understanding a child’s developmental level, should guide teaching practices. Didactic considerations should include moving from concrete to abstract, near to remote, known to unknown, simple to complex, and subjective to objective.
Enhancing communication skills requires encouraging dialogue and using age-appropriate language. Motor skill development should be approached through natural, spontaneous movement, respecting the stages of motor skill acquisition.
5. Conclusion
Palma Perez (2010) emphasizes the importance of understanding a student’s individuality, abilities, and background to provide effective education. Teachers must view human development as a continuous process, recognizing that experiences during primary school have a lasting impact.
This document has presented a holistic view of child development, emphasizing the interplay of genetic and environmental factors. By understanding the cognitive, emotional, social, and motor development of primary school students, educators can design and implement effective teaching strategies that promote meaningful learning and cater to individual needs.
6. Bibliography
- Berk (2001) Child Development.
- Cordoba, Descals, and Gil (2007) Developmental Psychology at School Age.
- Gardner (2004) Flexible Minds.
- Gonzalez Clerk (2004) Learning to Teach. General Educational Foundation.
- Piaget (1975) Child Psychology.
- Palma Perez (2010)