Typical

Development of a
Child, Age 7
Angelica Viggiano
EDU 220-1001
 Physical
 Characteristics:
• Very active
• Get tired easily
• Better control over large muscles
than fine coordination
• So much energy that it must be
released in “fidgety” habits such as leg
bouncing and pencil tapping.
(Snowman & McCowan, 2013)
(University of Washington, 1993)
 Recommendations:
• Calm activities after activities in which
children exert a lot of energy, such as
independent reading after recess.
• Don’t have fine coordination drills/exercises
scheduled for long periods of time.
• Frequent breaks from school work- get
children up and moving around for a few
minutes to decrease fidgeting
(Snowman & McCowan, 2013)
 Emotional
 Characteristics:
 Difficult to receive criticism or blame
 Love to please parents/teachers
 Beginning to understand how feelings
can affect someone's actions
(Snowman & McCowan 2013)
 “Beginning to identify complex emotions
in themselves and others”
(PBS parents 2017)
 Recommendations:
• “Teach ‘I’ statements to help the child
reflect and express the emotions they feel”
(PBS parents, 2017)
• Practice being patient and comprehending
with the child
(University of Washington, 1993)
• Positive reinforcement
(Snowman & McCowan, 2013)
 Characteristics:
 According to Piaget, Age 7 is between Pre-
Cognitive/
operational and Concrete operational, meaning: Intellectual
 Can conserve and decenter
 Beginning to be capable of operations
 “Solves problems by generalizing from
concrete experiences”  Recommendations:
(Snowman & McGowan, 2013)
 Give tasks that are appropriate for child’s
 By this age, usually have a set of hobbies/skills
ability level and give time for them to
(University of Washington, 1993) complete it
 Ability to focus on a specific assignment for at  Encourage child to do what they enjoy in their
least 30 minutes
free time
(Center for Disease Control and (University of Washington, 1993)
Prevention, 2017)
 Psychosocial/Social
Characteristics:
 According to Erikson, age 7 is during the Industry vs. Inferiority stage
• Child’s self-esteem is affected by how well they can prove themselves with
certain tasks
• If children are encouraged and reinforced then they develop sense of
industry and confidence in themselves.
• If child cannot demonstrate certain task or quality, and are restricted or not
encouraged by parents/teachers, they develop sense of inferiority and the
thought that they are not good enough.
(Snowman & McGowan, 2013)
 Psychosocial/Social
continued
 Characteristics:
 In regard to friendships, children
choose their friends less based on
“having a playmate” and more based
on mutual interests, trust, and
support.
 Also, “they are very sensitive to
social rejection and may become
jealous when their friends play with
other people”
(PBS Parents, 2017.)
 Recommendations:
 Encourage students to not give up, and do
things the best they can.
 Give praise when they do things well.
(Snowman & McGowan, 2013)
 Provide guidance in friendships, and how
to make/maintain them.
(University of Washington,
1993)
 Moral
 Characteristics:
 According to Kohlberg:
 7 Year old’s are in the “pre-operational morality” level
 Punishment-orientation stage: the consequences of a
behavior/action determines the level of morality-
good/bad. Avoid punishment.
 Instrumental relativist orientation: An action is
considered good if it gratifies ones own needs or if it
is fair. Following the rules should coincide with this
(Snowman & McGowan, 2013)
 Concerned with one’s own behavior, especially with how it
affects family and friends.
 “Sometimes blames others for own wrongdoing”
(University of Washington, 1993)
• Recommendations:
• Teach child that everyone must be
responsible for their own behavior
• Teach child that everyone makes
mistakes
(University of Washington, 1993)
• Parents should practice forgiveness
• Punish bad behaviors/actions in a way
that is appropriate for their age and the
target action/behavior.
(Center for Disease Control and Prevention,
2017)
References
Center for Disease Control and Prevention. (2017). Child
development. Retrieved from
    https://www.cdc.gov/ncbddd/childdevelopment/facts.html
PBS Parents. (2017). Child development tracker Ages 2-
8. Retrieved from
http://www.pbs.org/parents/child-development

Snowman, J. & McCown, R. (2013). ED PSYCH. Belmont, CA:

Wadsworth, Cengage Learning
University of Washington. (1993). Child development: Using the
child development guide. Retrieved from
http://depts.washington.edu/allcwe2/fosterparents/trainin
g/chidev/cd06.htm