| As your child is growing and developing physically, | | | | and have your child explain to you what you said |
| socially, emotionally, and intellectually, it's important | | | | to see if they understand. |
| for parents to recognize what stage in | | | | 6. Realize that an elementary child that scores |
| development their child is at. Parents who | | | | high on an IQ scale, nationally norm test and other |
| recognize the differences in the developmental | | | | testing instruments does not mean that the child |
| growth stages that occur and changes are often | | | | is physically, socially or emotionally ready to |
| able to successfully change their parenting | | | | become involved in activities that require these |
| strategies as their child grows older. Read through | | | | developmental traits to succeed. See the |
| the developmental differences listed below. Keep | | | | Social-Emotional section in Scott Counseling for |
| in mind that children growth at different rates | | | | more information. |
| with different degrees of success and failure. Just | | | | Emotional Development |
| as the sun comes up in the east, however, much | | | | - Elementary children generally want to please |
| of the developmental traits listed below hold true | | | | their parents, teachers and other adults in their |
| for most children. As always, check with your | | | | lives. |
| medical doctor while your child is getting a routine | | | | - The children in this age group are usually able to |
| physical to answer questions regarding your child's | | | | demonstrate empathy for others. |
| development. | | | | - Elementary children are often dependent on |
| Physical Development | | | | adults to reassure them. |
| - Physical development in this age group includes | | | | - Moods swings are often predicable and most |
| steady growth patterns. | | | | often easy for adults to handle. |
| - Gross motor (large muscles) are more | | | | Parents should: |
| developed than fine motor (small muscle). | | | | 1. Monitor your child's stress level. Your child's life |
| Elementary children are able to run and jump and | | | | should be balanced with family time, learning time, |
| control the larger muscles in their legs. They have | | | | social time and down time (time alone). |
| a more difficult time holding small items, catching | | | | 2. Begin to teach your child to accept who they |
| or putting something together using their fingers. | | | | are. It's okay for children to learn their |
| - Elementary children learn through movement. | | | | shortcomings as long as they know their positive |
| Physical education is important during these | | | | strengths. Do not praise your child just for the |
| developmental years. Let them touch and run! | | | | sake of praise. Be specific with your positive |
| - The body and mind seldom work together. | | | | words. For example: "I like the way you helped |
| Parents should: | | | | me with the dishes. You should be proud of |
| 1. Let their child move and explore. | | | | yourself. I am." |
| 2. Assist their child and let their child practice | | | | 3. Self-esteem is just that- their self-esteem. |
| cutting with a scissors, adjusting writing utensils | | | | PARENTS CANNOT BUILD THEIR CHILD'S |
| and using their fingers as often as possible. | | | | SELF-ESTEEM! The parent can only put their child |
| 3. Not allow their child to lift weights or continually | | | | in situations where they have a chance to |
| participate in activities that over stress large | | | | succeed. With each success, children learn that |
| muscles (Example: Participate in three soccer | | | | self-esteem is built by their own efforts, not by |
| games or five hour gymnastic training in one day). | | | | someone else's efforts. Each individual success |
| 4. Encourage their child to be active and have | | | | builds confidence. Each individual failure provides |
| FUN! | | | | the child with another opportunity to succeed. |
| Intellectual Development | | | | Social Development |
| · Rapid and steady growth of intelligence | | | | - Elementary children usually lack social skills. They |
| occurs within this age group. | | | | need to be taught and provided actual time to |
| · Elementary children have a short | | | | learn how to interact with their peers. |
| attention span (15-20 minutes). | | | | - Children in this age group usually have a difficult |
| · Elementary children generally enjoy | | | | time sharing. |
| learning. | | | | - Elementary children will often sight their parents |
| · This age group usually has a difficult | | | | and close relative as their best friends. |
| time making choices and decisions. | | | | - Social needs for making friends will fluctuate |
| · Elementary children are not analytical in | | | | from child to child in this age group. It is okay for |
| nature. Processing and analyzing information is not | | | | children in this age group to want to play alone. |
| a common developmental trait. | | | | Parents must often encourage their child to |
| Parents should: | | | | interact with others. |
| 1. Read to and with your elementary child. Yes! | | | | Parents should: |
| Read. Read. Read! | | | | 1. Provide their children with opportunities to be |
| 2. Be prepared to change academic subject areas | | | | social outside of the family setting. It is important |
| after 15-20 minutes to help keep the child | | | | that you team with other parents who have |
| engaged. This includes reading a book, playing a | | | | children who attend your child's school, church, |
| game, writing, counting etc. This time frame will | | | | sports programs and other activities your child is |
| allow the parent to have a greater chance to | | | | involved with to make social arrangements. |
| succeed in teaching, modeling and engaging the | | | | 2. Do not force your child to be social when they |
| child study interest. | | | | are not ready. Be patient and encourage your |
| 3. Be patient! Elementary children usually love to | | | | child to participate with other children. Avoid |
| learn. Be careful not to take this love by being | | | | making your child feel bad if they do not wish to |
| overly critical of mistakes or failures. Make learning | | | | be social. |
| FUN! | | | | 3. Be a role model. Make friends first with the |
| 4. Help your child to make decisions and choices | | | | parents who have children your child's age. |
| by limiting their options to two or three choices. | | | | 4. Let your child know that making friends takes |
| Again, be patient. | | | | practice. Tell them it's important to share, be |
| 5. Avoid using a lot of analogies when you know | | | | polite and follow the rules that you have |
| that your child is having a difficult time processing | | | | established for them. |
| information. Provide simple answers, comparison | | | | |