Copyright Goodheart-Willcox Co., Inc.
161
Chapter 7 Middle Childhood: Growth and Development
Understanding a sequence of steps is the basis
for the ability to plan. At the beginning of this stage,
most children can follow simple two-step directions.
This builds to the understanding of multistep
directions by the end of second grade. A first-grade
teacher may instruct his students to “put your pencil
down and place your paper on my desk.” At the end
of second grade, a teacher might add “and line up at
the door” to that instruction. Children begin to base
plans of their own on simple sequences.
Many five- to seven-year-olds love to tell
jokes to anyone who will listen (Figure 7.6). As
their cognitive skills become more sophisticated,
they are able to mix words and logic. Humor
has various aspects. It can be a positive form of
self-expression, or can aid cognitive development.
Sometimes, children also use humor as a
coping mechanism, especially when they are
uncomfortable. For example, when a classmate
receives a reprimand for misbehavior, the child’s
classmates may laugh as a way of distancing
themselves from the situation.
Although logical thinking improves during this
stage, imagination is still vivid. Children use their
creativity and imagination in their drawings and
the stories that they create. Sometimes, they still
confuse fantasy and reality. They may believe that
objects, such as a stuffed animal, have feelings.
The use of imagination plays another important role for children. It
allows them to express their anxieties and conflicts. For example, acting
out roles using action figures or dolls can help a child dramatize situations
that are causing feelings, such as fear, sadness, or jealousy.
Language and Reading
Language is composed of symbols that communicate meaning. In earlier
years, children make tremendous strides in verbal communication. It continues
at this stage as they build language skills and learn to read and write.
Although reading should begin with being read to before starting
school, formal reading instruction begins with the identification of alphabet
letters, followed by the recognition of the sounds they make. Children
learn letter combinations, and then they begin to read whole words.
Whole words are combined into sentences and paragraphs. Before long,
children are reading books.
Figure 7.6 Children ages fi ve to seven
express their understanding of humor
with anyone who will participate,
including their parents.