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Significant improvements are shown in emotional recognition. Students become able to recognise how and why they may be feeling a certain way.

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The ability to switch between tasks becomes easier for children around 6 years old.

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By 6 years old, children can develop executive functions. These can include working memory, planning, inhibition, and/or problem-solving skills.

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Inhibitory control is developing mainly at this stage. Children are learning to act appropriately in all circumstances and slowly getting rid of their impulse reactions.

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Children at 7 years old have been found to use only two processes of mental operations in problem-solving processes. Children had the most success in conservation tasks.

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Children at the age of 7-8 tend to have problems solving things mentally as they need physical items or visual aids to help reach a correct solution. Many children at 7-8 years old still rely on counting objects individually to find an answer.

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Children improve drastically with emotional recognition by 8 years old. They can deeply identify what emotions are, what they may be feeling, and what may have caused it.

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At 7-8 years old, attention switch development is at a higher degree as children are used to having differing focus in the classroom such as teacher talking, friends interrupting, assessment due dates etc.

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Students can cope with examinations more easily than before and have less struggle with correct solutions.

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At the age of 9-10, students can begin to be disinterested in listening to teachers which results in shorter attention spans.

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Short-term visual memory rates are at an average level or higher for 9-10-year-old students. Their brains are developing memory faster and picking up items quicker.

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Executive control has improved by age 10 and will have no differences until adulthood. Children can set goals on their own, control impulse reactions and multitask successfully.

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Students can successfully resolve conflicts without the need for teachers. They can solve issues alone and find a middle ground between their peers.

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Cognitive flexibility becomes easier for students at 11-12 years of age with tasks such as number-letter activities developing their working memory skills.

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Children who are 11-12 years old thrive in a cooperative learning environment. Working with others benefits them greatly.

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11-12-year-old students have gained sufficient levels of cognitive empathy by this age. They can understand their own emotions and relate to others who are feeling big emotions.