Developmental Characteristics of 6th Graders
Every child’s development is unique. Although children develop through a generally predictable sequence of milestones, we cannot say exactly when a child will reach each and every stage. Every child has his or her own timetable. The characteristics below are offered only as a reference to give you a better understanding of your child. Feel free to contact your pediatrician and/or your child’s school if you have any questions.
The Eleven -Year-Old
Physical Development
The Twelve -Year-Old
Physical Development
Reference: "GCISD - Curriculum Guides and Developmental Characteristics." 2002. Grapevine-Colleyville ISD. 7 Dec. 2007, via https://www.glendale.k12.wi.us/glen_hills/grade__teacher_pages/6th_grade/developmental_characteristics_of_6th_graders, accessed 1 Sept. 2019.
Every child’s development is unique. Although children develop through a generally predictable sequence of milestones, we cannot say exactly when a child will reach each and every stage. Every child has his or her own timetable. The characteristics below are offered only as a reference to give you a better understanding of your child. Feel free to contact your pediatrician and/or your child’s school if you have any questions.
The Eleven -Year-Old
Physical Development
- Vast appetite for food, physical activity, and talking
- Growth spurt of early adolescence for some girls, may feel awkward and clumsy
- Girls ahead of guys in physical maturity; boys’ big growth spurt may not start until 14; Boys worry if they are ever going to grow
- Wide differences among individuals in rate of development
- Curious about opposite sex; girls usually interested first
- Tiredness; need for more sleep
- Often uncomfortable with questions and observations about how much they have grown and physical changes
- Increased need for personal hygiene
- Less overt affection and attention shown to parents, with occasional rudeness; tests limits
- Impulsive, unaware
- Focus on self, alternating between high expectations and poor self-concept
- Have tendency to return to childish behavior, particularly when stressed
- Experience extremes of emotions
- Inclusive/exclusion; height of cliques, seek to belong, discovery of telephone
- Experimenting with behavior, roles, appearance, self-image
- Difficulty with decisions but need to be able to make some choices for themselves
- Demand privileges, but may avoid responsibilities
- Feel unique; believe that no one else has ever felt the way they do; suffered so much, or been so misunderstood
- Mostly interested in present, limited thoughts of the future
- Intellectual interests expand
- Increased ability to de-center and see world from various perspectives
- Development of ideals and selection of role models
- May experiment with dangerous risk-taking behaviors
- Even if students can make abstractions, they learn best when activities are active, hands-on, and related to personal experiences
- Concerned with rules, standards of behavior and fairness, especially for themselves
- Do not distinguish between what they are thinking and what others may be thinking; assume that every other person is as concerned with their behavior and appearance as they are better at planning than carrying out the plan
The Twelve -Year-Old
Physical Development
- High energy, but much rest needed
- Growth spurts; girls ahead of boys; wide differences among individuals in rates of development
- Physical activities and sports valued
- Eating patterns change, overconcern for dieting
- Feel awkward and may worry about body
- Increased need for personal hygiene
- Struggle with sense of identity
- Moodiness
- Can be enthusiastic at some times; lethargic at other times
- Friendships with both sexes are important
- Complain that parents interfere with independence
- More likely to express feelings by actions than words
- Peer vocabulary (slang) important
- Less overt affection and attention shown to parents, with occasional rudeness; test limits
- Impulsive, unaware
- Experience extremes of emotions
- Inclusion/exclusion; height of cliques, seek to belong, discovery of telephone
- Experimenting with behavior, roles, appearance, self-image
- Difficulty with decisions but need to be able to make some choices for themselves
- Demand privileges, but may avoid responsibilities
- Feel unique; believe that no one else has ever felt the way they do; suffered so much, or been so misunderstood
- Hormonal and physical demands of puberty may cause slowing of rate of cognitive development during early adolescence
- Increased ability to think abstract in intellectual pursuits
- Learn best when involved in activities that are active, hands-on, and related to real life
- Concerned with rules, standards of behavior and fairness, especially for themselves
- Lack of understanding of cause and effect as well as feelings of omnipotence and invulnerability (”It can’t happen to me.”) can lead to dangerous risk-taking behaviors--smoking, drugs, drinking, etc.
- Mostly interested in present, limited thoughts of future
- May show emerging ability in a particular skill or content area
- Show improved abilities to use speech for self-expression
- High interest in current events, politics, social justice; also pop culture, materialism
- More consistent evidence of conscience
- Idealistic; may offer “ideal” solutions to complex problems
- Development of ideals and selection of role models
- May question parents’ religious beliefs, political beliefs, and other values
Reference: "GCISD - Curriculum Guides and Developmental Characteristics." 2002. Grapevine-Colleyville ISD. 7 Dec. 2007, via https://www.glendale.k12.wi.us/glen_hills/grade__teacher_pages/6th_grade/developmental_characteristics_of_6th_graders, accessed 1 Sept. 2019.