Kids Really Are Different These Days

Upper elementary children today, while retaining many of the characteristics ascribed to them generations ago by theorists such as Piaget, Erikson, and Kohlberg, are different. Developmental characteristics across multiple domains remain relatively predictable for the upper elementary years, but the...

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Bibliographic Details
Published in:Phi Delta Kappan 2009-02, Vol.90 (6), p.404-407
Main Author: Coyl, Diana D.
Format: Article
Language:English
Subjects:
Academic self concept
Adolescents
Adults
Aggression
Behavior
Brain
Bullying
Child Development
Children
Children & youth
Cultural Influences
Developmental Stages
Educational Experience
Elementary School Students
Emotional Development
Emotional expression
Emotional Intelligence
Emotional Response
Expectation
Experience
Family (Sociological Unit)
Females
Friendship
Grade 7
Individual Development
Information Technology
Interpersonal Relationship
Males
Nonverbal Communication
Obesity
Peer Relationship
Perspective Taking
Physical Development
Physical Education
Physical Health
Preadolescents
Psychological Patterns
Role Models
Self Concept
Sleep
Social Change
Social Development
Social Influences
Students
Teenagers
The In-betweens: Teaching Upper Elementary Students
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Summary:Upper elementary children today, while retaining many of the characteristics ascribed to them generations ago by theorists such as Piaget, Erikson, and Kohlberg, are different. Developmental characteristics across multiple domains remain relatively predictable for the upper elementary years, but they also reflect changes in society and school expectations. Culture, personal experiences, and relationships affect children's development as children's development affects their personal relationships and experiences. Increasingly, peers play a role in shaping social and emotional development, as well as children's academic and physical self-concepts although adults continue to serve as important sources of information, support and positive role models.
ISSN:0031-7217
1940-6487
DOI:10.1177/003172170909000605