Middle Childhood 5 –10 Years MIDDLE CHILDHOOD • 5–10 YEARS MIDDLE CHILDHOOD
Total Page：16
File Type：pdf, Size：1020Kb
Middle Childhood 5 –10 Years MIDDLE CHILDHOOD • 5–10 YEARS MIDDLE CHILDHOOD iddle childhood, ages 5 to 10, is meaning of competition and teamwork. They may characterized by a slow, steady rate lack the cognitive skills to grasp strategies, make of physical growth. However, cogni- rapid decisions, and visualize spatial relationships. tive, emotional, and social develop- Like the developmental milestones of infancy, Mment occur at a tremendous rate. To achieve such as rolling over, sitting up, crawling, and walk- optimal growth and development, children need to ing, most of the fundamental motor skills (e.g., run- eat a variety of healthy foods and participate in ning, galloping, jumping, hopping, skipping, physical activity. Physical activity can throwing, catching, striking, kicking) required for • Give children a feeling of accomplishment. physical activity are acquired in the same sequence. Motor skill acquisition appears to be an innate • Reduce the risk of certain diseases (e.g., coronary process, independent of the child’s sex, age, size, heart disease, hypertension, colon cancer, dia- weight, strength, abilities, and level of physical betes mellitus), if children continue to be active maturity. As with other developmental milestones, during adulthood. the rate at which children master motor skills varies • Promote mental health. considerably. As children grow and develop, their motor Although children can acquire and refine fun- skills increase, giving them an opportunity to par- damental motor skills faster by early instruction MIDDLE CHILDHOOD • 5–10 YEARS ticipate in a variety of physical activities. Children and practice, they are unlikely to do so until they may try different physical activities and establish an are developmentally ready. Children usually acquire interest that serves as the foundation for lifelong fundamental motor skills at a basic level through participation in physical activity. play; however, children need instruction and prac- Children are motivated to participate in physi- tice to fully develop these skills.1 cal activity by fun, previous success, variety, family Each fundamental motor skill is characterized support, peer participation, and enthusiastic coach- by a series of developmental stages. Failure to ing. Feelings of failure, embarrassment, competi- achieve progression through all of the stages can tion, boredom, and rigid structure discourage limit proficiency in physical activities that require participation. Children usually discontinue physical fully developed fundamental motor skills. Transi- activity because of a lack of time, feelings of failure, tional motor skills are fundamental motor skills per- overemphasis on competition, or the existence of formed in various combinations and with variations overuse injuries (e.g., stress fracture, inflammation (e.g., throwing for distance; throwing for accuracy). of the joints). Transitional motor skills are required to participate Children in middle childhood are at various in entry-level organized sports. Early in this develop- stages of cognitive, emotional, social, and motor mental period, children’s vision is almost mature, skill development. They may not understand the but it is still difficult for them to tell the direction in 49 which a moving object is moving. Balance becomes During middle childhood, boys have more lean more automatic and reaction times become quicker. body mass per inch of height than girls. These dif- With improved transitional motor skills, children ferences in body composition become more signifi- are able to master complex motor skills (e.g., those cant during adolescence. required for playing more complex sports such as During middle childhood, children may football or basketball). At the end of this develop- become overly concerned about their physical mental period, children’s vision is fully mature.1 appearance. Girls especially may become concerned Motor skill development is difficult for some that they are overweight and may begin to eat less. children. Health professionals need to assess these Parents should reassure their daughters that an children to determine whether their difficulties are increase in body fat during middle childhood is part caused by a developmental delay or a health prob- of normal growth and development and is probably lem. In some cases, poor motor skill development is not permanent. Boys may become concerned about the result of developmental coordination disorder their stature and muscle size and strength. (DCD).2 (See the Developmental Coordination Dis- During middle childhood, children’s muscle order chapter.) strength, motor skills, and stamina increase. Chil- dren acquire the motor skills necessary to perform Growth and Physical complex movements, allowing them to participate in a variety of physical activities. Development For females, most physical growth is completed Middle childhood’s slow, steady growth occurs by 2 years after menarche. (The mean age of menar- until the onset of puberty, which occurs late in mid- che is 12 1/2 years.) Males begin puberty about 2 dle childhood or in early adolescence. Children gain years later than females. Before puberty, there are an average of 7 pounds in weight, and 2 1/2 inches in no significant differences between boys and girls in height, per year. They have growth spurts, which are height, weight, strength, endurance, and motor skill usually accompanied by an increase in appetite and development. Therefore, throughout middle child- food intake. Conversely, a child’s appetite and food hood, boys and girls can participate in physical intake decrease during periods of slower growth. activity on an equal basis. Late-maturing children, Body composition and body shape remain rela- who have a prolonged period of prepubertal tively constant during middle childhood. During growth, usually have longer limbs than other chil- MIDDLE CHILDHOOD • 5–10 YEARS preadolescence and early adolescence (9 to 11 years dren and often attain greater height. in girls; 10 to 12 years in boys), the percentage of A temporary decline in coordination and bal- body fat increases in preparation for the growth ance may occur during puberty because of rapid spurt that occurs during adolescence. This body fat growth. Some children may be unable to perform a increase occurs earlier in girls than in boys, and the physical activity as well as they did the previous amount of increase is greater in girls. Preadoles- year. This can be frustrating for children, parents, cents, especially girls, may appear to be “chunky,” and teachers, particularly if they misinterpret this but this is part of normal growth and development. decline as a lack of skill or effort. 50 ing or eating disorders. In addition, the increase in body fat and decrease in muscle flex may result in less fluid movements during the growth spurt and may increase the risk of overuse injuries in girls. Girls entering puberty are at particularly high risk for dropping out of physical activities, making anticipatory guidance particularly important to encourage continued participation. Healthy Lifestyles Parents are a major influence on a child’s level of physical activity. By participating in physical activity (e.g., biking, hiking, playing basketball or baseball) with their children, parents emphasize the importance of regular physical activity and show their children that physical activity can be fun. Par- ents’ encouragement to be physically active signifi- cantly increases a child’s activity level.3 Children are also influenced to participate in physical activity MIDDLE CHILDHOOD • 5–10 YEARS Early-maturing boys have a temporary physical by other family members, peers, teachers, and peo- advantage over other boys their age because they ple depicted in the media. are taller, heavier, and stronger. These boys usually Teachers also influence a child’s level of physi- achieve the most success in physical activity pro- cal activity. Physical education should be provided grams (e.g., hockey, football, basketball), which at school every day, and enjoyable activities should may lead to unrealistic expectations that they will be offered. continue to be outstanding athletes. Conversely, To achieve optimal growth and development, late-maturing boys have a temporary physical disad- children need a variety of healthy foods that pro- vantage. These boys may achieve the most success vide sufficient energy, protein, carbohydrates, fat, in physical activities in which size is not important minerals, and vitamins. They need three meals per (e.g., racquet sports, martial arts, running, wrest- day plus snacks. During middle childhood, meal- ling). times take on more social significance, and children For girls, the onset of puberty is associated with become affected by external influences (e.g., their an increase in body fat that may result in a decline peers, the media) regarding eating behaviors and in physical activity performance. Girls, parents, and attitudes toward food. Children also eat more meals teachers need to understand, and girls need to away from home (e.g., at child care facilities, accept, the physical changes of puberty, because school, homes of friends and relatives). Parents and attempts to prevent these changes can lead to diet- other family members continue to have the most 51 activity in children. However, there are many barriers. Some children do not have oppor- tunities for participating in physical activity, and some live in unsafe neighborhoods. Communities need to provide physical activity programs