The Major Changes in Gross Motor Development in Middle Childhood and Individual Differences in Motor Performance
Gross motor development is a vital procedure that assists a child in adapting to different activities like crawling, standing, and walking. According to different researches, middle childhood continues between the age of eight and twelve. However, in some countries, for instance in the U.S. system, it starts at five years. During this age, children keep on growing and improving their gross motor skills. In the earlier development stages, they learn major body movements such as walking and running. In normal circumstances, boys learn faster than girls, although they cannot balance their body movements like girls who are able to jump, skip, and hop. At the middle childhood stage, the running speed increases and children can jump higher (“Stages of growth child development”, n.d.). Different children develop these physical skills differently, and parents who are concerned about their children’s motor skills are recommended visiting a pediatrician.
At middle childhood, children are capable of improving their control over their large-scale body movements and coordination because they are flexible, reasonable, and alert. They as well learn how to harmonize the mobility of various parts of the body that makes the development of the whole body smoother and well-coordinated, and this enables them to participate in sport teams.
Although boys develop gross motor skills faster than girls do, in fine motor skills girls develop faster than boys. Children can have better handwriting, they are capable of drawing complex pictures, and develop creativity aspects at this stage. In addition, children become more skillful in sports at this stage and can use communication tools such as cell phones and computers. Parents are advised to be on the look out to protect their children from negative effects brought by technological innovations (Oswalt & Dombeck, 2013).
The Role of Social Interaction in Children's Learning
At this stage, children build up skills in interpersonal as well as social relationships. The children’s family background has a great influence on the growing of peer orientations. The social knowledge learned through family relationships, schools, as well as interaction with teachers and children are capable of contributing to an essential interpersonal communication, assist in the development of a sense of the social self, and a foundation of dealing with the adolescence problems. Forming friendships is very vital at this stage. Making and maintaining best friendships helps children to build a foundation of a healthy adulthood through skill learned from the right friendships. A right friendship is comprised with cooperation, kindness, trust, and discipline traits. All friendships have difficulties that assist a kid in growing. However, when a friendship is full of conflicts and stress, parents should intervene and play the mediator role to protect the best interest of their children.
Support of the So-Called Cooperative Learning as an Effective Instructional Tool
Cooperative learning refers to a situation where a small team of students uses a range of learning tricks in order to improve their understanding of a subject. I would highly support cooperative learning because many researchers have proven that it assists students in developing the knowledge and competence essential to be flourishing in a rapid changing environment. Cooperative learning has increased the alertness of children with developmental delays and in the capacity to identify it earlier. Thus, inventions at an earlier stage help to decrease the necessity of special education upon the growth of the child (Barron & Darling-Hammond, 2008). In addition, it has supported the society in maintaining the child’s balance in different family backgrounds. Cooperative learning in middle childhood age helps a kid to work in a group, workout complex and difficult problems, and apply the gained understanding to other social relationships.