Physical Development
 

First graders are alive with energy and with growing!  The average first grader grows rapidly with as much speed as their physical activity.
 

• Good visual pursuit for reading
• More aware of fingers as tools; fine motor skills still developing
• Sloppy; in a hurry; speed is a benchmark of first graders
• Noisy in the classroom
• Learning to distinguish left from right
• Oral activity (teething)- chews pencils, fingernails and hair
• Easily tires; frequent illnesses
• Child “play” is ending and the role of reality is moving to the forefront both physically and mentally.
• Proportionately longer arms and legs give them an awkward appearance
• Like to test muscle strength and skills
• Have a good sense of balance

Intellectual Development
 

Schoolwork is interesting to first graders and they see it as spontaneous play.  First graders enjoy cooperative projects, activities and tasks.  First graders tend to think they are invincible in any category.  Students may find that they are incapable of doing something and then will feel inferior or inadequate.  The process, at this grade, is more important than the product!
 

• Love to ask questions
• Learn best through discovery
• Enjoys process better than product
• Dramatic and cooperative play elaborated
• Representative symbols more important
• Spatial relationships and functional relationships are better understood
• Begin developing an understanding of past when tied closely to present
• Are interested in skill and technique for its own sake
• Are still developing reverse process thoughts, therefore first graders might have problems understanding the consequences of their actions.
• Focus on one problem or topic at a time
• Classification skills are being further developed
• Might reverse printed letters
• Like to create elaborate collections
• Starting to understand time and days of the week
• Very interested in magic and tricks

Social and Emotional Development
 

For the first grader, oneself is extremely important.  Students are competitive and self-centered.  First graders love having a “best friend” even though they may decide to “tattle tell” on their friend at any given moment.
 
 

• First graders may have some extreme behaviors that need to be understood, but not always tolerated: tantrums, teasing, bossing, complaining, and tattling.
• Extremely sensitive, a warm encouraging comment from a peer or more importantly a teacher can go a long way
• Criticism and/or failure is hard for child to handle
• School replaces the students' home as most significant environmental influence.
• Like to work with and look after younger children
• Very interested in rules and rituals
• Spending time with friends becomes increasingly important; enjoy working/playing with same sex friends
• First graders love to be first and are often loud, rash, active and verbal.
• By the end of first grade, students should become better able to work with peers and function better as a “social unit.”

Teacher Tips

    First graders should do little copy work from the board because they are so active.  Teachers will find that spacing and the ability to write on the line are hard for first graders and often inconsistent.  The teacher should allow a busy level of noise and activity for first graders.  First graders love to express themselves through the arts, whether it be dancing, painting, or singing.  It is important for the classroom to be set up where students can feel that they can be independent and have multiple learning experiences in the room.  Also, teachers should provide non-competitive activities for the students such as puzzles.

    Provide students many opportunities to manipulate objects with his/her hands.  Children between the ages of 5 and 7 are moving from concrete to abstract thinking.  Extra practice with object manipulation will aid in a smooth and successful transition.  Socially, first graders need to understand and practice positive relationships among their peer group.  Working on problem solving skills and conflict resolution cooperatively will be very helpful at this age.

    Field trips to museums and businesses in the neighborhood are a great way to help the students explore the world around them.  Also, teachers may want to invite people in the community to school.  A good way to encourage reading and writing is to allow the students to discuss the field trips/visitors in a journal.

    As the teacher of eager and active learners, the possibilities are endless!
 

Resources

Ballard, Mary. Child Psychology.  Appalachian State University.  Boone, NC, January-May 2000.

Wood, Chip.  Yardsticks.  Greenfield, MA:  Northwest Foundation for Children, 1994.

Oesterreich, Lesia M.S. National Network for Child Care.

Developmental Milestones:  First Graders, The Sixth Year.
 
 

Return to HomePage