A childs physical milestone developments in middle childhood are becoming more refined and

pronounced due to the maturity of muscle and complex practice within the earlier stages of
development. As stated by Berk (2013). Children integrate previously acquired skills into more
complex, dynamic systems of action. Then they revise each skill as their bodies grow larger and strong
their central nervous systems become better developed, their interest and goals become clearer, and
their environments present new challenges (pg. 178).
For instance, children that are 5-6 are able to increase
their running speed to more than 12 feet per second.
While children 7-12 years old typically increase
throwing and kicking speed, distance and accuracy.
These typical developments in middle childhood will
provide children with the strength and capabilities to
progress in physical activities.

Typical Language Development for 8 year olds,
are the ability to appreciate the multiple meanings of
words directed by metaphors and humor. Whereas 11
year olds can develop a subtle understanding nonliteral
word meanings, as in sarcasm, irony and proverbs. Children in middle childhood have had many
interactions and experiences in communication, whether it is with family, friends or teachers. Their
many experiences have contributed to their speech body language, acquired skills.

Young learners are developing more mature problem
solving and critical thinking skills. Typical cognitive
development for a 9 year old is the increased ability to use
multiple strategies at once. Learning experiences that promote
conceptual knowledge help children become more flexible,
effective math problem solvers (Berk, 2013, pg. 312). Just as,
11 year olds are improving on metacognitive knowledge and
cognitive self-regulation skills. In middle childhood, children are
learning, processing and apply information that are provided
within enriched school activities.

Two typical social-emotional milestones for children in middle childhood are increased
acceptance with peers and exhibit more independence outside of family. At this stage peer influences
plays an important role in a childs self-image. Children want to be liked and accepted by their peers,
and be given an opportunities to discover their own interests and hobbies. Gaining independence and
individuality at this stage offers children experiences that support self-awareness and self-esteem.



Self-Regulation milestones that can occur in this stage are the development of coping strategies
and personal responsibility. Children begin to use strategies for managing emotions such as problem-
centered coping and emotion-centered coping. According to Berk (2013). When emotional self-
regulation has developed well, young people acquire a sense of emotional self-efficacy a feeling of being
in control of their emotional experiences (Saarni, 2000; Thompson &Goodman, 2010 )(pg. 412).When
children develop internal standards of excellence and praise for good behavior it promotes and
increases their personal responsibility and character.

While children in middle childhood have developed their own unique personalities and
interests. A continuous display of hyperactivity and the inability to focus on tasks is an atypical sign of
development. According to Berk (2013), 3 to 7 percent of U.S. school age children with attention-
deficit hyperactivity disorder (ADHD), which involves inattention, impulsivity and excessive motor
activity resulting in academic and social problems (American Psychiatric Association, 200; Goldstein,
2011) (pg. 290). Another sign of atypical development is if a child has an inability to create friendships
or empathize with others. Children can be provided with services and specialized educational plans
within the classroom that caters to the childs learning needs.

A social factor that influences middle
childhood are community resources. At this stage
healthy peer interactions and relationships are
very important. When communities provide
resources such as boys and girls clubs, scouts and
sports teams they are contributing to a childs
social environment. This type of environment will
give young children many opportunities and
experiences to work together while discovering
their individual interest, which is being supported
by the community. In middle childhood, children
also look to more people beyond the family for
information about themselves as they enter a
wider range of settings in school and community
(Berk, 2013, pg. 459).

A cultural factor that may influence children in middle childhood is gender stereotyped
expectations. If a child is taught gender stereotyped roles, it can deter them from their interest and
decrease their self-esteem and self-worth. Internalizing negative cultural messages can be harmful to a
childs social-emotional development.

Strategies that parents can use to influence their childs learning and development within
middle childhood is offering multiple opportunities to explore and discover their personal interest. For
most children, joining community athletic teams is associated with increased self-esteem and social
skills (Berk, 2013, pg. 181) Participating within a team will support a childs character building,
leadership and social interactions, while fostering physical growth. Parents can also provide engaging
activities at home. For instance, having children help with cooking can teach them about measurements,
various ingredients and how to follow recipes will support in parent-child experience and fun learning.