Developmental Study

Physical:

The fifth grade child is growing slowly and steadily in the height and weight throughout the year.  This physical growth accounts for many of the changes a child goes through developmentally.  For instance, children in this age group are in greater control of their body and its movement.  They are ready to begin more structured and adult-like activities such as dancing, judo, and karate.  They are ready to learn about team sports and will relate to the knowledge and experience of a coach, trainer, or instructor.

· Girls usually develop two years ahead of boys in physical maturity

· Girls begin to menstruate

· Children increase body strength and hand dexterity

· Children improve coordination and reaction time

· Begin structured adult-like activities, such as gymnastics and karate

· Children can relate to the knowledge and experience of a coach, trainer, or instructor

· Ready to learn the finer points of team sports

· Have acquired fine motor development

· Engage in activities that involve small muscle skills, such as woodworking or making works of art

 Intellectual:

 Fifth graders feel comfortable with a problem that has many solutions.  They actually like the idea of researching all the possibilities and then testing them.  This age group is really interested in the point of view of other people.  “What do you think” is a type of question you will typically hear from this group.  Grades are important to these children and are becoming and area of concern.  They are active researchers in their schoolwork and will use many resources to get the correct answer.  They are ready to learn good study skills and will benefit from study groups.

· Interested in reading fictional stories, magazines, and how-to project books

· May develop special interest in collections or hobbies

· May be very interested in discussing a future career

· Fantasizes and daydreams about the future

· Capable of understanding concepts without having direct hands-on experience

Social/Emotional:

During their social and emotional development, fifth graders begin to expand beyond their neighborhood.  They become more interested in different cultures, foods, and languages.  At this time they begin to understand the meaning of friendship.  They choose their friends by characteristic traits such as:  loyalty, honesty, trustworthiness and being a good listener.  Friendship cliques are often small but intense in their feelings of togetherness and they share a strong bond of similarities.  At this developmental level fifth graders have a more realistic understanding of who they are and what they can do.  They tend to compare themselves to the adults they are surrounded by.  It is also not unusual for them to adopt the hairdos, dress and mannerisms of popular sports and music stars they see in the media.
 

· Self-concept includes personality traits and social comparisons

· Self-esteem tends to rise

· Explain emotion by referring to internal states; recognizes that individuals can experience more than one  emotion at a time

· Emotional self-regulation includes cognitive strategies

· Can “step in another’s shoes” and view the self and other from the perspective of a third impartial party

· Appreciates the linkage between moral rules and social conventions

· Peer groups emerge

· Friendships are based on mutual trust

· Personality traits and academic subjects become gender stereotyped, but school-age children (especially girls) view the capacities of males and females more flexibly

· Sibling rivalry tends to increase

· Strong relationships between self-esteem and every day behavior

· Academic self-esteem- reading, math, other school subjects

· Social self-esteem- relationship with peers and relationships with parents

· Some are ready for self care- follow important rules, make phone calls and take messages, keep track of keys and lock & unlock doors, and can respond to strangers properly (not opening the door)
 

Teacher Tips:

· Provide opportunities for children to help out with real skills such as, cooking, sewing, and building.

· Provide time and space for children to be alone, such as allowing time for reading, daydreaming, and doing schoolwork without interruptions.

· Allow children to interact with friends during the school day

· Encourage children to participate in organized clubs or youth groups

· Encourage children to help you with adult-like activities, such as helping with younger children

· Provide opportunities for children to play games of strategy

 Resources
          Websites:
                · www.nncc.org/Child.Dev/ages.stages.9y.11y.html
                · www.nncc.org/SACC/dev.approp.sac.html
           Book:
                 Berk, Lauren E. Development Through the Lifespan. Allyn and Bacon, Illinois State
                 University,1998. Pages 346-347.
 
 

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