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AGE
PATTERNS		 4-9 to 5-8
(4yr. 9mth to 5yr. 8mth)		 5-9 to 6-8 6-9 to 7-8 7-9 to 8-8 8-9 to 9-8 9-9 to 10-8 10-9 to 11-8 11-9 to 12-8 12-9 to 13-8
GENERAL MOTOR PATTERNS Achievement in school is the function of the total growth of the child. When parents of a child are of divergent physical builds, physical measurements of a child I.e. height, weight, etc. Emotional stress may also affect the physical growth of a child for as long as six months.
At this age range there is frequently a homogeneity of all measures of physical and psychological growth.		 Slow growth with wide variations.
Active, apt to fatigue easily.		 Slow growth with wide variations.
Active, apt to fatigue easily.		 Possible increase in weight; slow growth in height. Slow, steady growth.
Boundless energy; apt to overdo
Heart, lungs and circulatory system almost mature.
Girls frequently forge ahead in growth. 		 Rapid muscular growth.
Some signs of adolescence, particularly with girls.
Uneven growth of different parts of body.
Boys may mature 2 years later than girls.
 Appearance of secondary sex characteristics.
Girls are beginning to fall behind in physical strength and endurance.
Accelerated growth with many.
 Muscle now represents 40 - 45% of body weight.
Interest and concern expressed about growing bodies.		  
VISUAL-MOTOR PATTERNS Rides tricycle; climbs, dose tricks; begins detailed construction with blocks; begins to use coordinated prehension more and more, skips. In constant movement; balls bounced and tossed; likes to dig, play tag, wrestle; likes to construct on a gross level. Majority can skip rope. Jumps rope; catches ball; can hopscotch; gallops. May roller skate or ride bicycle; repeats performances persistently. Stance and movement free while painting;
Learning football
Fine muscle work taxing.
Prefers tag to toys.
Poor posture may occur at this time.		 Shoots marbles; catches with one hand; hits at moving target; can roller skate and bicycle well.
Swings hammer well, saws well, can use garden tools.		 Better control of own speed.
Beginning to work hard to develop physical skills.		 Posture apt to be slovenly. Posture apt to be slovenly.

Graceful in action, but apt to be awkward in response.		 Graceful in action, but apt to be awkward in response.
RHYTHM PATTERNS Likes to march to music.
Respond well.		 Hopping, skipping, clapping, etc. May desire dancing at this time. Enjoys folk dancing of a dramatic nature.
Rhythmic sense improving.
Begins to be creative.		 High appreciation of athletics. High appreciation of athletics. High appreciation of athletics. High appreciation of athletics. Social dancing a "must".
VISUAL-TACTUAL PATTERNS 4-7% apt to be left handed.
May print from right to left.
can draw a circle, cross, square.
Girls generally have better coordination. can button and lace.
Capable of printing, but frequently reverses numbers and letters.
Cuts, pastes, likes to hammer.
Can use large sewing needle.
Needs help in completing tasks.
Frequently tasks must be structured for the child to give him a "rolling start."
80-90% apt to be farsighted.
50-60% of group can catch and bounce ball.
Majority ready for beginning reading.
MA 6.5
Eyes not ready for much close work.
Age 7 is generally able to draw a diamond.
Can note absurdities in pictures.
Beginning to print in comprehensive fashion, but letters get smaller at end of sentences or word.
Mastering cursive writing with less hand tension.
Holds pencil, brush and tools less tensely..
Ready to write several sentences.
Reversal now absent if cursive writing introduced in previous grade.
Eyes usually developed in function by this time.
Handwriting now a tool.
May begin to sketch while drawing.
Hands ready for shop and crafts.
May now use finger movement with tension in the forearm.
Uses tools increasingly better
* See Guidance.		 Uses tools increasingly better
* See Guidance.		 Uses tools increasingly better
* See Guidance.		 Uses tools increasingly better
* See Guidance.
VISION LANGUAGE PATTERNS
Likes to talk: exaggerates, tells tall tales. Vocabulary comprehension mostly concrete - some functional. Frequently an incomplete mastery of consonant sounds. Speech reflects socio-economic background.
May use language aggressively: call names, argue, contradictions, ect.
Speech problems frequent here and should be watched for. This is a period of tension and stuttering may be frequent.
Interested in new words; will frequently repeat words. Learns that language is more and more functional. Still apt to use language aggressively. Vocabulary may vary from 200 words to 2200 according to the home the child comes from.
If angry may become silent rather than verbalize. More noticeable pitch variance in the voice. Knows simple definitions - still at functional level. Begins to note an verbalise similarities; can note and verbalize analogies. Vocabulary 2500 to 3000.
Can criticize own performance.
Identification of sounds should be established.
Can verbalise similarities and analogies well; therefore can verbalize ideas and problems. Makes use of code language with peers. Radio and television interest is strong. Vocabulary 7425 words. Still apt to tell tales.
Slang and profanity apt to be common.
Likes cliches. Now capable of using language to express subtle and refined emotions - needs guidance however.
Apt to regress to many incorrect usages of grammar. Vocabulary 10,395.
Reading disabilities apt to be pronounced.
Wide discrepancies in reading.
Vocabulary 12,460. Increasing discrepancies in speech. Many are  beginning to use abstract words in a discriminative and selective manner. Increasing conflicts of values noted in language, i.e. home-school-commune. A child cannot manipulate certain facts if his environments are not compromised or if they keep him ignorant of those facts.
Vocabulary 13,965. Some children have adult reading ability by this time.
Now ready to analyse situations verbally.
Vocabulary 14,910.
Vocabulary 14,910.
COGNITIVE DEVELOPMENT
Can note differences of materials.
Can note simple analogies.
Can make comparisons of things he sees.
May be capable of counting from 1-2.
Attention span rudimentary; is just developing verbal communication that is purposeful for general use.
Minimum interest in symbols.
Notes common cultural forms, i.e. triangle, hexagon, square, diamond, etc.
Memory good for concrete, sequential tasks, i.e. numbers, letters etc.
Memory adequate for simple sentences only.
Concept of left to right not yet established in many.
Can reason through simple mazes.
Can reproduce tasks.
Knows value of coins.
Knows address.
May know simple measures.
Should recognise name.
Notes pictorial differences and similarities.
Capable of foreseeing and planning the solution to simple problems.
Recognition of words and phrases.
Majority ready to read.
May be able to grasp idea of God as Creator of world.
Property "rights" still sketchy.
Rudimentary comprehension of the use of time and money.
May be able to count by 1,2,5,10.
Can denote the unusual.
Ways of communication now have real meaning.
Note sentence concept.
Still able to adequately integrate all his ideas into a story.
Can make change in small amounts
Concepts of 1/2 and 1/4 clear.
Learning to exchange ideas and influence thoughts of others.
Differentiation between fantasy and reality beginning to be established.
Beginning to understand the concept of "cause and effect."
Can write several sentences.
Visual memory well established.
Slow progress in the development of generalizations.
Individual differences highly marked.
Auditory memory well established.
Gradual increase in use of own experiences to solve problems.
Capable of prolonged attention.
Ability to use foresight and planning on increase. May begin to use "scientific" method or attitude.
Can make use of simple multiplication and division facts, i.e. general use of fractions, carrying tens, use of measures, application to familiar situations.
Begins to like detail and certain amount of routine in problems.
Increasing use of abstract words to solve problem situations.
Emergence of independent, critical thinking.
Interested in construction and analysis of problems.
Capable of using numbers beyond 100 with understanding.
Good memory for fairly complex sentences.
Santa Clause concept generally gone by this age - ready to accept idea of spirit of Christmas.
Still occasional errors when copying or recording data.
Should be able to read for information to solve problems.
Now has a good sense of perspective ideas.
End of grade, decimals may be introduced.
Transition from concrete to abstract thinking well marked.
Use of decimals, percentages.
May begin comparing favourably with adults in attitudinal thought.
Can keep simple accounts.
Increased ability to make accurate associations, comparisons, estimates.
Is able to handle abstractions with facility, i.e. to analyse situations verbally and symbolically.
Use of percentages (hundredths).
Formulating a workable belief and value system.
Understands ideas like "justice" and "honesty" in light of his socio-economic status.
Is capable of studying situations in business, construction, budgets, etc.
Slow mentalities reach peak.
Intelligence groups (estimates):
Mentally retarded - 2-4% (IQ: 50-80)
Dull normal or "slow learner" - 16-18% (IQ: 79-90)
Average - 50% (IQ: 90-110)
High average to superior - 16% (IQ:110-120)
Superior to very superior - 14-16% (IQ:120-over)
* Note IQ 140 generally considered the exceptionally superior child - about 2%
EMOTIONAL BEHAVIOR
Upset by sudden change of routine.
Extremes of fear, joy, affection, anger, shyness, aggressiveness.
Behaviour reflects family relationships, but are amenable to change.
Learning to share affection.
Beginning to identify male and female rolls in society.
Beginning to interact adequately with own age group.
 
Robust sense of humour.
Learning to clarify sex role ,hence frequently hostile attitude toward opposite sex.
Keenly affected by success or failure. Tends to be individualistic.
Has generally gained understanding and control of fears.
Perfectionist -  discouraged easily and will lose interest in task.
 
Emotional outbursts less frequent.
Self-conscious, shy, introspective.
Becoming critical, changeable, rebellious, uncooperative; yet is striving to project own unique personality.
   
ETHICAL BEHAVIOR
Rapid alteration between "good" and "bad" behaviour.
May blame others for misdeeds.
* Note "good" and bad" interpreted by children in light of their socio-economic differences.
More interested in acting and dressing like peer group; choice of friends apt to be influenced by social and economic status.
"Hard Loser"
Quick to "tattle" on breaches of ethical code as child is just beginning an awareness of a fair sense of play.
Sense of humour marked.
Can accept more responsibility for acts.
Can follow directions more readily.
Evidence of guilt feelings.
Begins to think in terms of "right" and "wrong."
Decides interest in fairness and ethical standards of  teacher.
Body and spiritual bewilderment common.
Increasing awareness of moral code, yet may support sibling or friend in a lie.
Increasing responsibility for conduct.
Beginning to assert and develop own sense of values.
Ready to discuss social issues.
Wage earning desired by many.
HYGIENE
15 to 30% of group apt to have one or more handicaps (ie dental, eye, ear, nutrition) that will interfere with school progress.
Sleeps about 11 hours.
Careless of clothes.
Correct food, rest and elimination should be functioning without close supervision.
Can dress self - frequently dawdles.
Should be able to abide by minimum safety precautions.
Drops clothes; may throw them about.
Should be able to bath self.
Often a period of dental neglect.
Slow and distractible about dressing.
May hang clothes.
Can dress rapidly
Can generally care for physical needs.
Some interest in combing hair.
Heart may be subject to dtrain.
Should be aware of personally following precautions about colds, and spreading infectious diseases.
Is now capable of following medical advise.
Immunity to communicable diseases fairly well established. 
Now capable of good personal hygiene habits.
Needs 8-9 hours of rest.
Periodic medical examinations a must during this period. Incidence of TB high with this age group.
 
EATING HABITS
Fair appetite; talks at meal times; can help set table; likes meat, raw vegetables, potatoes, milk, fruit.
Refuses food at times; breakfast is apt to be the poorest meal; manners are poor at table; dislikes cooked vegetables; refuses napkins; stuffs food in mouth. 
Fair use of fork; likes dairy products; manners improving; may still bring toys to table; demonstrates extremes in appetite.
Apt to talk with mouth full.
Excellent appetite; loves certain foods; manners will vary; begins to cut meat well;more aware of table manners.
Intake of food fairly balanced; good control of implements; eats a near adult meal.
Appetite enormous and often capricious. Appetite enormous and often capricious. Appetite enormous and often capricious. Voracious appetite.
PLAY ACTIVITIES
May play in one location for long periodes.
Boys and girls play together in small groups without much indentification of sex differneces.
Play is not well organised.
Likes to use materials and ideas related to his immediate environs, ie home, community.
Interested in TV, movies, comics, radio, puzzels, "gadgets."
Much imaginative play.
Beginning of "collections"
Curiosity marked about differences between sexes.
Apt to "gang up" on another child.
Likes to be sociable; at times very active and other times very inactive.
Beginning of "dramatic" age.
Very dramatic with descriptive gestures
Marked response to group approval.
Learning to play parchesi, checkers, dominoes, cards, bingo.
Likes to construct, manipulate and demonstrate his skills.
Not ready for complex rules.
Fond of team games; apt to have "best friend."
As a whole learning to cooperate better with the group.
Antagonism between sexes beginning to occur.

 
Greatest range of diversifed interests begins to develop here, i.e. hobbies, type of play, etc. 
Accepts responsibility for pets.
Can accept group criticism.
Moving from fantasy to reality, I.e. action adventure, strong interset in foregin and primitive societies.
Gang impulse particualy strong during this period.
Need for clubs ans organisations.
Interested in other peoples ideas.
Ready to assume more freedom in the use of leisure time.
Interests: travel, adventure, science, exploration.
Peak interest in comics

Gang impulse particualy strong during this period.
Need for clubs ans organisations.
Interested in other peoples ideas.
Ready to assume more freedom in the use of leisure time.
Interests: travel, adventure, science, exploration.

More conscious of adult roles.
Exploratory period of adult roles.


Peak interest in comics
Interested in opposite sex.
Shift and change of friends frequent.
Desires to cinform to own age group.

Peak interest in comics
Interest in occupations.
Interests beginning to stabilize.

Peak interest in comics
GUIDANCE
Stress Reading Readiness Skills.
Wide variety of experiences necessary; active, boisterous games.
Expression though movement, i.e. visual, auditory, kinaesthetic, verbal.
Needs, invites and accepts some supervision and direction.
Needs time to adjust to change.
Expansive and inquisitive about human relations.
Permit for slow reactions; the indirect approuch is frequently the most effective.
Corporal punishment is rarely effective.
May respond to isolation rather than punitive measures that are verbal in nature.
Directions must be in clear, simple sentences.
Praise and encouragement necessary.
Frequently need to structure tasks for them.
Needs to be told ahead of time about things.
The surprise element will disorganize the child.
Must be occasionally reminded of responsibilities.
Participation in family affairs very important.
Needs assured position in social group.
Needs a certain amount of freedom to learn to set up own standards and rules.
Gains much confidence if permitted or encouraged to excel in some one thing.
Learning to belong with group.
Clarification of adult and child roles.

 
Individual differences duite noticeable at this level.
Family solidarity important.

 

Begin to stress self-reliance, independence, socialization.
Emphasize importance of social judgment.
* Provision of materials for experimentation in projects.
Carefully supervise activities in order that they be proportionate to strength and interest of child. 
Child needs informed guidance in order to practice skills necessary for success in group participation.
Guide "spectatorship" along with "sportmanship."
Make provision  for the child achieving literate capacity - can achieve satisfaction with increased manipulative tasks and increase of responsibilities.
Increase interest in learning to imprive personal apperance. Good age to remedy posture defects, diet, etc.
Increase practice of group guidance.
Introduce infromation abour occupations. Adult guidance necessary but must be indirect.
Comprehensive visual evaluation must now be made to assure essential visual skills are present for school tasks.