Middle Childhood and Adolescence: Development and Learning

Abstract

In middle childhood and adolescence, learning and skills are strengthened, the child’s social world expands and the foundation for identity development is laid. Participation in school is seen as a defining feature during this period, though children’s lives are obviously much more than this. Due to social inequalities, the benefits of being in school do not accrue equally to all, leaving large sections of society disadvantaged. Children attain greater independence during middle childhood and undergo dramatic growth and development during adolescence. However, not all cultures regard adolescence as a distinct stage, though Western conceptions of this stage override other views. Physical, motor and neurological development continues at a rapid pace during middle childhood too. Supporting children to be active during this phase is important. The maturing brain enhances children’s capability for analytical and reflective thought. Self-directed interactions and metacognition are key to children’s cognitive development and learning, in keeping with their contexts. A constructivist approach and promoting the social construction of knowledge builds on the characteristics of this stage. Children’s social world expands beyond the family now – comparisons begin to shape their identity, with the school in particular having a powerful bearing. As they enter middle childhood, children may experience discrimination, marginalization, or exclusion, that have negative consequences, both for the present and the future. School can support the cognitive development of children through meaningful activities that engage and generate reflection. It is important that where educational technology is being used, a similar engagement be promoted. Creating a warm and welcoming atmosphere in the school would go a long way in supporting cognitive, socio-emotional and identity development of children.