characteristics of students in Primary, Junior, Intermediate, and Senior. by Arty Ramputty - Northwood PS (1533) https://padlet.com/p0158586/if9jugaui85mms89 en-us 2020-11-11 02:07:10 UTC 2020-11-11 02:51:59 UTC hello@padlet.com Developmental milestones p0158586 https://padlet.com/p0158586/if9jugaui85mms89/wish/911243755
  • At this age, kids have growth spurts—and a growing need to be independent.
  • Fourth and fifth graders start to develop the ability to understand different points of view.
  • Ten- and 11-year-olds are increasingly interested in spending time with friends.
  • Have a bigger appetite and need more sleep
  • May be clumsy because of growth spurts
  • Use one hand and foot much better than the other (“Right/left dominance” starts at around age 7 and is set around fourth or fifth grade.)
  • Develop hand-eye coordination quickly (This might be when you notice your child needs glasses.)
  • Show improvement in handwriting and the ability to use tools
  • Complain of growing pains or muscle cramps
  • Coordinate movements (like dribbling and shooting a basketball or martial arts)
  • May try to develop strength and endurance due to increased muscle mass—especially in boys
  • Start showing signs of puberty, like hair growth or oily skin; girls may have weight gain or redistribution and boys’ voices may start to change
  • Friendships become more complex and more important at this age.
  • Fourth and fifth graders begin to understand how things are connected—to see the bigger picture.
  • Ten- and 11-year-olds are growing so fast that they may have big appetites and need a lot of sleep.
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  • Middle-schoolers are often more physically mature than they are emotionally mature.
  • Peer pressure can be a big issue for middle-schoolers.
  • Many kids this age start communicating more with their posture, tone of voice, and body language.
  • Start to understand concepts like power and influence
  • Question things and don’t take everything at face value
  • Think about how current actions affect the future and may worry about things like climate change and war
  • Memorize information more easily
  • use flexible thinking like checking work and changing approaches as needed
  • Begin developing a worldview and a basic set of values
  • During this time, kids usually become more aware of what’s happening in the world and how that affects them.
  • Kids develop at different rates, but don’t hesitate to talk with your child’s teacher if you’re concerned.
  • Can recognize personal strengths and challenges
  • Are embarrassed by family and parents
  • Strive to be independent
  • Are eager to be accepted by peers and to have friends
  • May seem self-centered, impulsive, or moody

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  • High-schoolers hone their reasoning skills and learn to find solutions to problems.
  • By the end of high school, teens typically can appreciate the positive things about themselves.
  • If you have concerns about how your child is doing, talk to your child and figure out next steps together.
  • Show an increasing ability to reason, make educated guesses, and sort fact from fiction
  • Start thinking more abstractly, comparing what is to what could be 
  • Think about and come up with ways to deal with hypothetical situations
  • Begin to set their own goals for the future; take other opinions into account but make their own decisions
  • Understand the consequences of actions, not just today, but also in far-reaching ways (For example, understanding that failing English isn’t just a bummer—it can mean summer school, too.)
  • Develop a strong sense of right and wrong and make decisions based on following their conscience
  • Write with complexity about a variety of content areas (science, social studies, literature)
  • Use strategies to search for, use, and compare information from multiple sources
  • Use numbers in real-life situations (like calculating tax or a tip)

    • ]]>     2020-11-11 02:11:41 UTC https://padlet.com/p0158586/if9jugaui85mms89/wish/911244203     Developmental milestones p0158586 https://padlet.com/p0158586/if9jugaui85mms89/wish/911246690 - Early development takes place in the context of families and communities 
    - shaped by the day-to-day experiences and environments 

     Children usually learn to sit before walking and running, babble before talking, and scribble before drawing faces and printing letters. New learning and skills build on earlier changes. Each skill is necessary for the next emerging skills. 
     

    • First graders often start using language for new things, like telling jokes or convincing others of their viewpoint.
    • Your first grader may seem more independent but still needs your emotional support and approval.
    • If you’re concerned about your child meeting milestones, reach out to the teacher or your health care provider.

    learning from experience, including the capacity to perceive, organize and respond. 

     brain’s capacity for higher-level human functions, such as the ability to attend, interact with others, signal emotions and use symbols to think, builds on this platform. 

     Children begin life ready for relationships 

     The abilities of children to regulate their own emotions, behaviours and attention increase over time with maturation, experience and responsive relationships. 

     Many families and communities face societal barriers (such as poverty, employment demands, transient living conditions, parental health problems, minority ethno-cultural, racial or linguistic status and limited time and/or resources) that make it difficult to support their children’s optimal early development. 

     children facing these barriers are more likely to have problems, vulnerable children are present across the socio-economic spectrum. 

     Knowing what comes before and what comes next helps early childhood practitioners determine where to enter and what experiences to provide. 
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