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Children age 10 to 12 years old gain a sense of who they are that doesn't change with each new criticism or comment. Their interactions with family, friends, teachers and others help them develop personal values. They begin to see who they are and how they fit in the world. Children in this age group are generally more secure in their feelings about themselves. They can show initiative, are usually cooperative, and appreciate others and their accomplishments.
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Most children in this age group have entered or are on the edge of puberty. They are looking forward to growing up, but may also be uncomfortable with the physical changes their bodies are going through. If their bodies are changing at a rate much faster or slower than their peers they are likely to be self-conscious. The school-age program can encourage children to develop their talents and skills so their self-esteem is not tied to how slowly or quickly their bodies are changing.
This is an uneven time for the sexes. Girls may be up to two years ahead of boys in their progress toward physical and social maturity. As many become increasingly interested in the opposite sex, they mimic teenage behaviors. Try to accept their harmless imitations and ignore those that can be annoying at times, such as using slang or constantly talking about music, clothes or celebrities.
At this age, children have a strong need to be accepted by their peers. Even children with good judgment may be influenced by the group to do things they know are not appropriate. Negative peer pressure can lead to drug and alcohol use, early sexual activity, and gang membership. School-age program staff are in an excellent position to help children define and stick to their own values, helping them practice how to respond when asked to do something they know is not right.
This can be a frightening time for children as they become more independent and move into the world. They want to remain close and grow up. In response to these confusing feelings, children may become more dependent or may rebel against rules and accepted ways of behaving. Involve them in planning and activities offered by the program. Try to keep your commands and instructions to a minimum, instead allowing for indirect methods of giving directions like sign up sheets for chores rather than assignments.
Ten to twelve year old's begin to experience feelings such as sadness and joy in a deeper way, much as adults do. Children may talk to you about your feelings and may ask what you might do in a similar situation.
At this stage, children are beginning to be motivated by personal goals rather than out of desire for approval or fear of what will happen if they don’t do what is “right”. They may practice the piano because they want to play well rather than to avoid being nagged by a parent. They also think about the future—what will the world be like? What will my life be like? Such thoughts can motivate actions: I want to get a good job when I grow up, so I will do my home work today.
This is an uneven time for the sexes. Girls may be up to two years ahead of boys in their progress toward physical and social maturity. As many become increasingly interested in the opposite sex, they mimic teenage behaviors. Try to accept their harmless imitations and ignore those that can be annoying at times, such as using slang or constantly talking about music, clothes or celebrities.
At this age, children have a strong need to be accepted by their peers. Even children with good judgment may be influenced by the group to do things they know are not appropriate. Negative peer pressure can lead to drug and alcohol use, early sexual activity, and gang membership. School-age program staff are in an excellent position to help children define and stick to their own values, helping them practice how to respond when asked to do something they know is not right.
This can be a frightening time for children as they become more independent and move into the world. They want to remain close and grow up. In response to these confusing feelings, children may become more dependent or may rebel against rules and accepted ways of behaving. Involve them in planning and activities offered by the program. Try to keep your commands and instructions to a minimum, instead allowing for indirect methods of giving directions like sign up sheets for chores rather than assignments.
Ten to twelve year old's begin to experience feelings such as sadness and joy in a deeper way, much as adults do. Children may talk to you about your feelings and may ask what you might do in a similar situation.
At this stage, children are beginning to be motivated by personal goals rather than out of desire for approval or fear of what will happen if they don’t do what is “right”. They may practice the piano because they want to play well rather than to avoid being nagged by a parent. They also think about the future—what will the world be like? What will my life be like? Such thoughts can motivate actions: I want to get a good job when I grow up, so I will do my home work today.
The course does not "save" your progress. Use the checklist provided to track your progress, and click on the link in the menu to return to where you left off in the training.
