Cognitive Development: School-Age
School-age children usually follow predictable patterns in how they grow and learn. This lesson will help you understand typical cognitive development, or how school-age children develop thinking skills during early and later ages. You will learn about developmental milestones and what to do if you are concerned about a school-age child’s development.
- Identify typical cognitive developmental milestones in school-age children.
- Discuss what to do if you are concerned about a school-age child’s cognitive development.
Think about the school-age children in your program. You have likely already noticed the differences between the youngest five-year-olds and the oldest twelve-year-olds. As school-age children grow from kindergarteners to pre-teens, their bodies and minds undergo extraordinary changes. They are on their way to adulthood, and they are learning the skills they need to be successful in their homes, communities, and schools. Cognitive development is a major part of the changes you see, but it is not the only change. It is important to remember that physical development and social-emotional development also contribute to cognitive development during the school-age years. You will learn more about social-emotional development in the Social course and physical development in the Physical course. This lesson will highlight the cognitive developmental milestones you can expect during the school-age years.
School-age children's thinking skills become increasingly sophisticated as they encounter new people, places, and ideas. They develop the ability to learn in abstract ways from books, art, movies, and experiences. You have the exciting opportunity to witness some children's first encounter with formal schooling and to watch others learn as they move between grades and schools. As a school-age program staff member, you also have the opportunity to observe all the ways school-age children learn outside of school time. The chart below highlights cognitive development during the school-age years. Keep in mind that individual differences exist when it comes to the specific age at which children meet these milestones and each child is unique. As you may have already learned in other courses, milestones provide a guide for when to expect certain skills or behaviors to emerge. Think of milestones as guidelines to help you understand and identify typical patterns of growth and development, or to help you know when and what to look for as school-age children mature. You can use this information, what you learn from families, and your own knowledge in the interactions, experiences, and environments you create for school-age children.
Cognitive development is a unique process and is specific to each school-age child. Sometimes school-age children may exhibit cognitive difficulties that can affect their learning and impact their behavior. These difficulties may be viewed as school-age children "going through a stage." School-age children experiencing difficulties may not receive proper interventions, supports, or care from caregivers and other adults. We might ignore some behaviors because we think that they are related to mood changes most middle and early adolescent school-age children experience. However, certain behaviors should not be overlooked. These include (Center for Disease and Control and Prevention, 2014):
- Excessive depression
- Antisocial behaviors, or the inability to relate to peers or fit into a peer group
- Acting out
- Difficulty staying engaged in an academic task
It's important to recognize behaviors that might be annoying to us (e.g., listening to loud music, talking back once in a while, occasional moody behavior) and behaviors that are truly hurtful (e.g., excessive depression, antisocial, harmful risk-taking). If you are concerned about a school-age child's development, those feelings should not be ignored.
If you are concerned about a child's development, talk with your trainer, coach, or supervisor so that you can brainstorm and work together to talk with parents about your observations. This may be difficult, but it can make the difference in meeting a child's needs. With the guidance of your supervisor, trainer, or coach along with program management, you can share information with families about typical child development and let them know you are available to talk.
Ultimately, if families are concerned about a child's development, they should talk to the child's pediatrician about their concerns. The pediatrician can perform developmental screenings and possibly refer the child to specialists. Families should also contact their local school district. The school district can arrange a free evaluation of the child's development. This can help the child get the services and help he or she needs.
Just as children's bodies grow through the school-age years, their brains are growing too. You will see major changes in a child's thinking skills between the ages of five and twelve years old. Watch this video to learn about milestones for school-age children and youth.
A school-age child's positive cognitive development can sometimes be disrupted and they may not achieve the expected milestones. This can cause a delay in learning. Youth programs, such as before, after, and summer- school programs, can play a key role in helping school-age children develop and enhance their thinking. Researchers suggest using school-age children's personal strengths might increase the likelihood of positive healthy development (Benson, 2006). This has been called a "developmental assets" approach, and you can learn more about this approach in the Apply section of this lesson. The following is a list of ways you can support school-age children's development.
- Provide thought-provoking materials and challenging games for school-age children to complete if or when they have some downtime.
- Provide a variety of developmentally appropriate and culturally diverse books for school-age children to read.
- Model the values of caring, respect, honesty, and responsibility.
- Make sure that the space is culturally sensitive and that there are no negative portrayals of different genders, races, or ethnicities.
- Ensure the space reflects the needs and interests of school-age children.
- Provide spaces where school-age children can cool down or de-stress.
- Allow school-age children to design or personalize part of the space.
- Implement activities where children and youth can use their strengths and abilities.
Observing school-age children and youth can help you see where they are developmentally which is important as you plan learning experiences for them. Download, print and complete the Stages of Development Observation Activity. Share with your supervisor, trainer or coach.
How might your program help support school-age children’s strengths, or developmental assets? Download the “Strengthening School-Age Children’s Developmental Assets Resource Sheet” document. Browse the resources to gather ideas and share them with your colleagues.
|Bloom’s taxonomy||A classification system that organizes skills and abilities from low to high order thinking processes, to think about learning outcomes.|
|Cognitive skills||The mental skills or behaviors that help children access information, solve problems, reason, and draw conclusions.|
|Developmental milestones||A set of skills or behaviors that most children can do at a certain age range.|
|Developmental delay||Developmental delays may be suspected when children do not meet developmental milestones at the expected times. Delays can occur in any area of development.|
|Developmental screening||Developmental screening is a tool used to help identify children who are not developing as expected and who may need supports. Screening can be completed by pediatricians, teachers, or others who know both the child and child development well.|
|Developmental assets||Developmental assets are personal strengths that school-age children possess that are linked to positive healthy development.|
Benson, P. L. (2006). All kids are our kids: What communities must do to raise caring and responsible children and adolescents (2nd ed.). San Francisco: Jossey-Bass.
Center for Disease Control and Prevention (2014, June 23). Middle childhood (6-8 years of age). Retrieved from http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle.html
Center for Disease Control and Prevention (2014, June 23). Middle childhood (9-11 years of age). Retrieved from http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/middle2.html
Center for Disease Control and Prevention (2014, June 23). Young teens (12 -14 years of age). Retrieved from http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/adolescence.html
Institute for Human Services for the Ohio Child Welfare Training Program (2007). Developmental milestones chart. Retrieved from http://www.rsd.k12.pa.us/Downloads/Development_Chart_for_Booklet.pdf
Leffert, N., Benson, P., & Roehlkepartain, J. (1997). Starting out right: Developmental assets for children. Minneapolis, MN: The Search Institute.