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MIDDLE
CHILDHOOD
● Middle Childhood is usually 
defined from the ages of 6 through 11. 
 
Physical Development 
In middle childhood, growth begins to slow 
down physically. Like early childhood, the 
growth is only about 2 to 3 inches in height 
and 5 lbs a year in weight (Berk, 2013). We 
see there is an ability to complete 
everyday tasks. Children around this age 
are able to perform and move like adults, 
but with not as much skills or strength 
(Mossler, 2014). With that in mind, later in 
middle childhood there is an ability to 
better control gross motor skills. Now 
children in the later years in middle childhood are able to do things like
​Kicking balls with accuracy, dribbling a basketball, and are able to control coordination while 
jumping rope or even run without tripping (Mossler, 2014)! 
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Language Development 
Language in this time in childhood is a lot to easier to 
understand! We also see an understanding of language 
itself and what words actually mean. We also see a 
development of using language to solve problems. Now 
that children are in elementary school, they are using 
their language for problem solving and conflict 
resolution (Mossler, 2014). Children are understanding 
that language is helpful for their learning. Language 
development can help improve cognitive development as 
well! Those in middle childhood begin to see that you 
read to learn, unlike learning to read in early childhood 
(Mossler, 2014). An interesting development that 
improves in language during middle childhood is 
metalinguistic awareness​. This is an understanding of language as more of a system than just simple 
words (Berk, 2013). This allows for children to really absorb meanings of words and even help them 
to understand things such as sarcasm and inside jokes with friends! 
 Photo Retrieved from ​https://pixabay.com
/en/learning-questions-who-what-how-3831785/​ ​ ognitive Development 
C
During this time in child development, we 
become concrete learners! The thought 
process children have are more logical and 
organized thoughts (Berk, 2013). There is 
also an ability to sort things depending on 
what categories they fall into. This really 
helps for cognition and the ability to 
disseminate things effectively. Something 
interesting about this stage in cognitive 
development, according to Jean Piaget is 
that while they are beginning to think 
logically or use the beginning processes of 
logical thinking, this only applies to the 
area to which they are currently in (Berk,  
2013). They have to look at things at face 
value and cannot necessarily “think 
outside of the box” as some might say.Those in middle childhood learn overtime in a step-by-step 
process to conduct concrete thought, also called ​continuum of acquisition ​(Berk, 2013). 
 
Social/Emotional Development 
In middle childhood, we see a huge improvement in social emotional regulation. School-aged children 
are learning to use ​proactive coping​ to deal with emotional and social situation. This form of coping 
is intended to determine stressors, evaluating them and determining the best solution to the coming  
Problem (​Bojczyk, Shriner, & Shriner, 2012). Due to this new ability to establish a problem and find 
ways to solve it, it can allow for the child to determine the emotional and social impact a situation 
may have on them, therefore regulating their internal thought processes. As elementary school 
children seem to be in this stage of development, peer communication seems to have many benefits 
to overall social development. In many ways, working with peers actually can be better for the 
children than working with adults, in a social sense ​ (​Bojczyk, Shriner, & Shriner, 2012). Children 
working together not only helps these children to regulate social interaction, but it also creates 
emotional stability and ability to work together to create a product that they are all happy with! 
 
Moral Reasoning/Self-Regulation 
Morally speaking, in middle childhood we see a transition from heteronomous morality, to ​morality 
of cooperation​. This is a time where children begin to understand that rules are more flexible and 
open to interpretation (Berk, 2013). There is an understanding at this stage of development that if 
the rules are changed, its for a reason that the majority of a group will agree with. In middle 
childhood, it seems that conflicts are resolved in an effective way. The children interact as equals 
and express reciprocity, which shows that children are treating others how they would want to be 
treated (THE GOLDEN RULE) (Berk, 2013). 
 
Social and cultural Factors 
As these children are developing a need for social interaction, they will do anything to make that 
happen. There is immediate pressure through this stage to want to be accepted by others. This can 
influence social development in a few ways, but mostly this can create the possibility for negative 
influence on development. If the child is not accepted by other children, it can create antisocial 
 behaviors and negative self-esteem because they are not one of the “cool kids”. As far as culture is 
concerned, children in this stage are starting to determine beginnings of their own beliefs and 
self-concept in a more logical sense. They are seeing the world around them and getting a different 
picture of life from fellow peers, which will help them to make their own decisions. 
 
Signs to look for 
At this stage in development, diagnosis are given prior to this because there is a new found 
understanding of disabilities and catching them as soon as possible. One constant sign that can 
trigger a concern would be in the aspect of socialization and communication. If your child is 
exhibiting a severe inability to socialize and communicate, intervention may be necessary. It is also 
important at this age to look for more physical signs. For example, children who may have Autism 
Spectrum Disorder (ASD) may have issues with eye contact and have an inability to keep on track 
with conversations (Dombrowski, 2018). It is also important to note that something that may be 
atypical in this stage of development is a higher signal of antisocial behavior (​Bojczyk, Shriner, & 
Shriner, 2012). This could indicate that a child may have Attention Deficit Hyperactivity Disorder 
(ADHD). 
 
Play Strategies for families 
Children in the middle childhood stage are always trying to improve. There is a essential want to be 
like all the other kids and do things that they normally could not do, this is what can be called 
competence​ (Wardle, & Fitzpatrick, 2016). Families can help their children feel accomplished and 
during this time, that can be very beneficial to their development. One of the best things for your 
child is encouragement! Families can motivate their children to learn new tasks. The best way to do 
this as a family member is to help your child with that new task when they need it (Wardle, & 
Fitzpatrick, 2016). This will not only allow for development in the child to flourish, but relationships 
and bonds with the child will strengthen! This can be associated into play based-strategies by 
creating science projects with your child. Something as simple creating a volcano out of paper 
mache, mixing baking powder and vinegar, and watching it foam up can establish those bonds and 
also help the child understand the scientific process. Another strategy that can be helpful to 
children in this stage of development, is trying to use learning and make it into a game. “Heads up” is 
a game that can do this. The parent or peers can put a word on their head, and another child will 
have to explain the word with actually saying it. It creates a fun environment, while allowing the 
children to learn and develop cognition. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 References
Berk, L. E. (2013). ​Child development.​ (9th ed.). Upper Saddle River, NJ: Pearson. Retrieved from

https://content.ashford.edu/

Bojczyk, K. E., Shriner, B. M., & Shriner, M. (2012).​ ​Supporting children’s socialization: A

developmental approach​ [Electronic version]. Retrieved from https://content.ashford.edu/

Dombrowski, S. C. (2018). Autism spectrum disorder. ​Salem Press Encyclopedia of Health​. Retrieved

from

http://search.ebscohost.com.proxy-library.ashford.edu/login.aspx?direct=true&db=ers&AN=938

72149&site=eds-live&scope=site

Mossler, R. (2014). ​Child and adolescent development (​ 2nd ed.). [Electronic version]. Retrieved from

https://content.ashford.edu/

Wardle, F., & Fitzpatrick, T. (2016).​ ​Children & families: Understanding behavior & dynamics

[Electronic version]. Retrieved from https://content.ashford.edu/