This document provides information about the typical physical, emotional, cognitive, and psychosocial development of a 6-year-old child. It discusses characteristics such as growth rates, motor skills, emotional reliance on relationships, understanding of numbers and time, play with peers of the same gender, and the importance of feeling a sense of industry through task completion. The document also examines a specific 6-year-old girl's development, noting she is mature, calm, and mindful of others emotionally. She has shown improved behavior and learning since changing to a new school environment better suited to her intellectual abilities. Recommendations emphasize clear rules, appropriate consequences, praise, and minimizing failures to support healthy development.
This document provides information about the typical physical, emotional, cognitive, and psychosocial development of a 6-year-old child. It discusses characteristics such as growth rates, motor skills, emotional reliance on relationships, understanding of numbers and time, play with peers of the same gender, and the importance of feeling a sense of industry through task completion. The document also examines a specific 6-year-old girl's development, noting she is mature, calm, and mindful of others emotionally. She has shown improved behavior and learning since changing to a new school environment better suited to her intellectual abilities. Recommendations emphasize clear rules, appropriate consequences, praise, and minimizing failures to support healthy development.
This document provides information about the typical physical, emotional, cognitive, and psychosocial development of a 6-year-old child. It discusses characteristics such as growth rates, motor skills, emotional reliance on relationships, understanding of numbers and time, play with peers of the same gender, and the importance of feeling a sense of industry through task completion. The document also examines a specific 6-year-old girl's development, noting she is mature, calm, and mindful of others emotionally. She has shown improved behavior and learning since changing to a new school environment better suited to her intellectual abilities. Recommendations emphasize clear rules, appropriate consequences, praise, and minimizing failures to support healthy development.
This document provides information about the typical physical, emotional, cognitive, and psychosocial development of a 6-year-old child. It discusses characteristics such as growth rates, motor skills, emotional reliance on relationships, understanding of numbers and time, play with peers of the same gender, and the importance of feeling a sense of industry through task completion. The document also examines a specific 6-year-old girl's development, noting she is mature, calm, and mindful of others emotionally. She has shown improved behavior and learning since changing to a new school environment better suited to her intellectual abilities. Recommendations emphasize clear rules, appropriate consequences, praise, and minimizing failures to support healthy development.
Age 6 Lauren Ritzer EDU 220 - 1003 Physical Behaviors • Grow up to 5 pounds and 3 inches per year between age 5 to 7 • Demonstrate being right or left handed • Color between the lines • Manage fasteners ex. Buttons and Zippers • Throw a medium size ball • Manage Playground Equipment
AboutKidsHealth (2011) Typical Physical Development by Snowman • Many of the same physical characteristics as preschool and kindergarten children • High activity level • Incomplete muscle and motor development • Frequent periods of fatigue • May perform daring activities because they do not understand muscle control and end up injuring themselves. Snowman, J & McCown, R. (2013) My 6 Year Old’s Physical Behaviors/ Characteristics
• The 6-year old girl I observed is in 1st grade
and fits the typical pattern of physical development. She is average height and body shape as the rest of the girls in her class. She is not as hyperactive as the other students, very mature and calm. Physical Development Recommendations • “Children need rest periods; they become fatigued as a result of physical and mental exertion.” • “Have trouble manipulating a pencil, try not to schedule writing periods for too long. Skill may deteriorate and children may develop a negative attitude toward writing or school in general. • “Try to prevent reckless play, for example, r”emind students not to stand on the seat as they swing back and fourth.”
Snowman, J. & McCown R. (2013)
Emotional Behaviors Typical Characteristics
• Sense of security is reliant on close relationships.
Ex:(Teacher, parents) • Describes self biased on external characteristics, such as attributes, and name. • Begins to show increasing awareness of own and others emotional state, identifies feelings. • Can express needs and wants in appropriate ways • Hard to practice self-control • Enjoys routines
PBS (2017) Typical Emotional Development by Snowman • “Students are sensitive to criticism and ridicule and may have difficulty adjusting to failure. Because they tend to admire their teacher, they may be crushed by criticism, so provide positive reinforcement as frequently as possible.” • “Most students in the primary age are eager to please their teacher. Children like to help and enjoy responsibility.” • Children are becoming sensitive to the feelings of others.
Snowman, J. & McCown, R. (2013)
My 6 Year Olds Emotional Behavior/Characteristics
The 6 year old I have been observing fits in
all of the typical emotional characters for her age group. She is very emotional than the other students in her class, and is mindful of others. She is very close to her mother and teacher, and is always willing to help them out. She tends to keep to herself unless others are showing off, and she wants to join in too. As a whole, she is super sweet and delightful. Emotional Development Recommendations • Help your child develop a sense of responsibility by assigning them household tasks such as setting the table. • Make clear rules, such as how long your child can watch TV or when they have to go to bed, and stick to them. • Use discipline to guide and protect your child, rather than punishment to make them feel bad about themselves. • Support your child in taking on new challenges, and encourage them to solve problems on their own. • Help your child learn patience by letting others go first or by finishing a task before going out to play. • Be alert for feelings of frustration and failure in your child. • Encourage your child. Your consistent approval and guidance are keys to their self-esteem. • When your child is feeling a strong negative emotion, teach them to take a breath and count to 10 or take a timeout.
KidCentralTN (2017) Cognitive/Intellectual Behaviors Typical Cognitive Characteristics • Can tell you their age. • Can count to and understand the concept of "10." For example, they can count 10 pieces of candy. • Are learning to write. • Start to grasp the concept of time. • Continue to have fears typical of the preschool years, such as fear of monsters, kidnappers, and large animals. • Usually like to play with friends of the same gender. Boys most often play with other boys, girls most often play with other girls. • Start to understand the feelings of others, with the encouragement of parents and other caregivers. But they are still most focused on themselves. • Are developing a sense of humor. They may like simple jokes and funny books and rhymes.
WebMD (2015) Typical Cognitive/Intellectual Development children cannot do. Piaget used the Piaget : term operational to refer to • ”Preoperational stage. In this reversible abilities that children had stage, children increase their use of not yet developed. By reversible, language and other symbols, their Piaget referred to mental or physical imitation of adult behaviors, and actions that can go back and forth— their play. Young children develop a meaning that they can occur in more fascination with words—both good than one way, or direction. Adding and bad language. Children also play (3 + 3 = 6) and subtracting (6 − 3 = games of make-believe: using an 3) are examples of reversible empty box as a car, playing family actions.” with siblings, and nurturing imaginary friendships. • Piaget also described the preoperational stage in terms of what Cliffnotes (2016) Typical Cognitive/Intellectual Development Vygotsky: • “Talking to ones self, either when they are by themselves or in a group. This is a well documented phenomenon that Vygotsky (1962), called Private Speech. Describes the speech as a transition between speaking with others and thinking to oneself. Private speech is first noticeable around age 3 and may constitute anywhere from 20% to 60% of child's utterances between 6 and 7. By age 8, it all disappears and is replaced with silent, or inner speech. One important purpose of private speech is which may consists of single words or phrases, is to help children clarify their thinking and solve difficult problems.”
• (Snowman, J. & McCown, R. 2013, p. 55).
My 6 Year Olds Cognitive Behaviors/ Characteristics The 6 year old I have been observing is a high intellectual student. Just recently this year, she was moved from a public school to a charter school by the lottery, and she has been performing much better due to her surroundings. The school is very fitting to her because she is around like minded students. This has improved her over all behavior as a child and student in the classroom. The school she went to before had a lot of behavior issues in the class and took an affect on her. She didn't’t want to come to class due to the frustration, and felt like she was never able to learn. Now she is in a different environment and is doing well, loves to go to school, and is a happier child as a whole. Cognitive/Intellectual Development Recommendations “Be clear and consistent about rules. Rules are what guide a six-year-old successfully through elementary school. They understand this and are responsive when a teacher provides clarity in what the child can and cannot do. Employ the same approach at home. Speak to your child about the behaviors you expect and be clear about the consequences of not adhering to the rules. Be firm, but allow the child to ask questions as she might at school. Listen but do not engage in debate. If your child wants to speak or offer opinions, it is important that you hear them and let him know that you do. But you must make it clear that this is not a debate but a means to understand the rules of the house. Make the consequences appropriate. Sending a child to his or her room at age six doesn't have the same impact as it did when she was four. In establishing the house rules, make certain that the consequences are appropriate to the age of the child, whether it be the removal of privileges or an after-school activity. Give warnings and never waver. One warning allows the child to weigh options and to make the right choice. More than one means that the rules are as flexible as the consequences.” Very Well (2016) Psychosocial/Social Behaviors Industry vs Inferiority • “Students need to experience a sense of industry through successful completion of tasks. Failures should be minimized and corrected to prevent development of feelings of inferiority.”
(Snowman, J. & McCown, R. 2013, p. 53).
Typical Psychosocial/Social Development by Erikson
• “School is where children learn to be productive with tasks
that require mental effort over extended periods of time. If children at this stage are encouraged to make and do things well, helped to preserve, allowed to finish tasks, and praised for trying industry results.” • “If the children's efforts are unsuccessful, feelings of inferiority result.” • “Children who are inferior may never learn to enjoy intellectual work and take pride in doing at least one kind of thing really well. At worst, they may believe they may never succeed at anything.” (Snowman, J. & McCown, R. , (2013, p. 19). My 6 Year Olds Psychosocial Behavior/Characteristics The 6 year old I observed has a very great relationship with her parents. She has always idolized them, and really she would consider them her best friends, besides her other two sisters. My 6 year old is a middle child, so she looks up to one, and sets an example to the other. Always kind, and really loves being around people. She does very well in school, and is a very nice friend to her other classmates. Right now, she enjoys being a typical 6 year old girl who loves to imagine, play dress up, and hang out with her family. My 6 year old, does not have any negative behavior issues, and if she does get in trouble, learns very quickly to not do that again. Psychosocial/Social Development Recommendations • Have fun with your child • Help your child master new skills • Cultivate your child's healthy habits • Let your child figure it out • Allow your child to be mad or sad • Listen to your child • Show them you care • Be a role model
BabyCenter (2016) Moral/Character Behaviors
• 6 year olds have a desire to fit into the morals of
their peer group.
University of Washington. (1993)
Typical Moral/ Character by PBS
“Six-year-olds are confident and delight in showing off their
talents. They start to display an increasing awareness of their own and others' emotions and begin to develop better techniques for self control. Six-year-olds enjoy sharing toys and snacks with friends, although conflicts among peers may remain quite frequent. Predictable routines are important sources of stability and security. Six-year-olds also draw emotional stability from their interactions with adults with whom they feel secure, particularly during challenging situations and circumstances.”
PBS (2017) My 6 Year Olds Moral Behaviors/Characteristics The 6 year old I observed is definitely a confident child, who loves to be apart of social groups and has a great attitude while as an individual and working with others. She is learning all great qualities from her parents and other siblings. My 6 year old is an all around happy child and shows that both at home and in the classroom. Moral/Character Development Recommendations • Teach how to communicate, a child may explode in tantrums if they are over stressed and hold everything in. • Learn how to share with others • Be aware that other children and adults may have different perspective than you • Show the ability to solve conflict in a socially acceptable way
PBS (2017) References About Kids Health. (2011). Physical Child development Retrieved from http://www.aboutkidshealth.ca/En/HealthAZ/DevelopmentalStages/SchoolAgeChildren/Pages/Physical- Development.aspx
Snowman, J. & McCown, R. (2013). ED PSYCH. Belmont, CA: Wadsworth, Cengage Learning.
PBS Parents (2017). Social and Emotional Growth. Retrieved from
University of Washington. (1993). Child development: Using the child development guide. Retrieved from https://depts.washington.edu/allcwe2/fosterparents/training/childev/cd06.htm
BabyCenter (2016). How to Raise a Happy Child 5-8. Retrieved from
