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Second grade children are beginning to develop various social skills, including group participation and collaborative decision-making. Such social development is evident in this video.

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Generally, seven-/eight-year-old children should be able to complete the following:

Understand/complete multiple-step instructions (approximately five steps)

Demonstrate heightened  problem-solving abilities

Greater understanding of behavioral rules

Understand multiple perspectives

Concentrate for longer periods of time

Understand fractions, money, telling time and the concept of space

Name months and days of week in order

Language/Communication Abilities:

Converse effectively in classroom and playground social settings

Read out loud

Understand different grammar tenses

Use complex and compound sentences easily

Literacy Abilities:

Think logically and hypothetically and can categorize information

Developing phonemic awareness---helps children sound out new words

Expanding vocabulary---understand synonyms

Fluent in basic punctuation and both emphasis & expression in reading

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In this picture, the child displays his sharpened hand-eye coordination through his demonstration of legible cursive handwriting. By age seven/eight, children are refining their individual fine motor abilities though constant written practice. They learn how to properly construct an array of letters with appropriate spacing and on designated dotted lines.

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Erik Erikson was a psychologist that believed our environment has an influence on our social and emotional development. Erikson was interested in the type of conflicts our ego faces throughout our lifespan and developed the 8 stages of psychological development. Erikson identified the 8 most influential conflicts for each stage and felt that the way we experience one conflict is going to affect the next one. The conflict that Erikson believed 7 and 8 year olds face is Industry vs. inferiority. This stage is from 6 to 11 years of age. In this stage Erikson felt that children begin to build confidence. They can do this by winning approval of teachers, parents, and caretakers, by showing that they are able to complete specific tasks. However, if this behavior is not encouraged then the child can doubt their abilities. Then again the child should also experience some failure to develop modesty; there needs to be a balance.

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Emotional
At 7 and 8 years old children are beginning to understand more complex emotions such as:

pride in their accomplishments

self-control

handle wide range of emotions

can read emotional cues of their peers

regulate their emotions through redirection.

set standards for their behavior.

Social

want to be liked and accepted by friends

participate in cooperative play (games with rules)

participate in group activities

learn to make decisions with others

show more independence from parents and family

may not have a sense of group loyalty

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For physical development, children ages 7-8 should be:

Loosing teeth

Better at balancing and increased coordination

Can walk on narrow planks

Can balance on poles, stand on one foot with eyes closed

Begin to ride a 2 wheeled bike

Can use balls and bats well

More energetic

Can get tired easily but after a short rest with food and water they "bounce back" quickly

Gaining stamina and having more confidence with their movement

Can draw and write without moving their arm

Arms and legs seem longer for their bodies

Stronger finger control

Can easily copy shapes   with lots of angles

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Albert Bandura's Theory of Social Learning

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Albert Bandura's Theory of Social Learning

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Albert Bandura’s theory of social learning centered around the idea that most human behavior was learned through observing models. By simply watching others, people develop an understanding of how new behaviors are executed and utilize this new information as a guide for future performance. Learning success is determined primarily by four individual factors—attention span, retention of information, reproduction of behavior and motivation to imitate the observed actions.
Between the ages of seven and eight, young children are continuing to expand their source of knowledge as they come in contact with new people and are provided with new experiences. Such unique situations expose these young children to unknown pieces of information and provide them with opportunities to observe new human behaviors. Given that this age group is able to concentrate for greater periods of time, their attentiveness assists in their retention of such information and their ability to reproduce such new knowledge or actions at a later period in time. Children are motivated to imitate such learned behaviors through positive reinforcement provided by teachers inside the classroom and by family members outside the classroom. These children continuously utilize their observational abilities in order to collect information, from which they can learn new actions that will help navigate future behavior.

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In this video, second grade children demonstrate their developmental progression in the area of gross motor skills. These children can be observed manipulating their entire bodies to maneuver  the parachute in a variety of ways. Focusing on this age group, the second graders display an ability to the move both their bodies and the parachute up and down simultaneously as well as possess the physical competency to walk, gallop and skip for an extended period of time along a designated pathway.

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2nd Grade Parachute Fun Activities UMS PE

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In this video, second grade children utilize their cognitive intelligence to compare and contrast a provided body of information. The participants demonstrate their ability to separate numerous facts into distinct categories in their effort to properly display the similarities and differences between two people. Based upon prior knowledge of the subjects, children, at this age, are able to categorize various pieces of information, drawing upon their comprehension of what they know to be true as a guide to make decisions regarding topics about which they may be uncertain.

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Arnold Gesell's maturational theory is about developmental milestones that are primarily determined and pre programed by genetics. This theory is meant to be universal among all children and predictable as well as explaining all individual differences.  This theory started early in the 20th century when Gesell observed and documented patterns in ways that children develop. This showed him that all children go through similar and predictable sequences (these sequences can be moved through at a different rate or pace by different children)

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Uri Bronfenbrenner's Ecological theory emphasized on there being a balance between nature and nurture. He made a model that was comprised of four sections that influence a child. The first section being the Microsystem. This is the immediate family and surroundings for the child. Then there is the Mesosystem is the broader surroundings that influence a child's development. Next is the Exosystem which is a broader circle of people who influence the child. Lastly is the Macrosystem. This system includes the child's values, culture and customs. The Ecological Theory not only brings awareness to have programs that support the needs for children but it also helps child educators understand the importance of positive relationships.